Ppg

1. Grades 1 to 12
DAILY LESSON
LOG
School Viga Rural Developent High School Grade Level 11
Teacher Christopher V. Villamartin Learning Area Introduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance Standards The learner evaluate opinions
C. Learning Competencies/
Objectives
Write the LC code for
each
At the end of the session, learners are expected to analyze situations that show the
difference between opinion and truth.
PPT11/12-Id-2.2
At the end of the session, learners are expected to
realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.3
II. CONTENT Methods of Philosophizing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages

2. 3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
(www.youtube.com/watch?v=
RHLSdrAkOE
Caraan(2016)Introduction to
philosophy of the Human
Person ,Diwa learning
system Makati,Philippines
pp.21-32
Ramos(2016)Introduction to
the Philosophy of the Human
Person,Rex Inc. bookstore
Sampaloc,Manila pp.29-34
Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32
Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Let the assigned group
facilitate the recapitulation of
the pervious lesson using
flash cards.
(5 minutes)
Let the assigned group facilitate the
recapitulation of the previous
lesson in a form of a charade.
(5 minutes)
Let the assigned group
facilitate the recapitulation of
the previous lesson in a
form of a Gallery Walk.
(5 minutes)
Let the assigned group facilitate the
recapitulation of the previous lesson in a form
of a Telephone Conversation.
(5 minutes)
B. Establishing a purpose
for the lesson
Activity:
Guess and Dress Me Up
*Provide 2 human figures
labeled as Truth and Opinion.
*Let four (4) volunteer
Relate to the class the story of a
Lost and Found cellular phone unit.
(5 minutes)
The teacher shows a video
clip that presents examples
of fallacies of
argumentation.
Activity:
Pageant (Introduction)
*Divide the class into 4-6 groups (whatever the
case may be).
*Each group should have 1 representative who

3. students take turns in
dressing up each figure with
puzzle clothes bearing
statements of truth and
opinion.
(5 minutes)
After the video presentation,
ask the students to identify
fallacious statements.
(5 minutes)
will present “who they are” a la pageant.
*Allot 3 minutes for the preparation.
(10 minutes)
C. Presenting
examples/instances of
the new lesson
How did you determine that
the statement is considered
truth or opinion?
(5 minutes)
Ask the students:
Why is it necessary to avoid
giving speculations in looking for a
solution to a problem presented?
Expected Answer:
We should base our search on the
truth, not on opinion.
Example of speculation:
My classmate is a thief, he took
my cellphone.
(5 minutes)
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy.
(5 minutes)
Ask the students:
1. How do you assess the words or statements
uttered by the candidates during the pageant?
2. Which of their statements can be considered
as truth?
(5 minutes)
D. Discussing new
concepts and practicing
new skills #1
Spongebob: Empty your
mind
(www.youtube.com/watch?v=
RHLSdrAkOE)
Processing: Identify
situations from the video
which can be considered as
truth and opinion. Answers
should be written in the group
activity sheet provided.
Discuss the Nature of Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
(15 minutes)
Discuss the meaning of
fallacies used in
argumentation.
(5 minutes)
Discuss Methods of Philosophy:
 Critical Thinking
 Components of Critical Thinking
(10 minutes)

4. (10 minutes)
E. Discussing new
concepts and practicing
new skills #2
Insinuate the value of truth in
philosophizing by bracketing
or setting aside opinions and
biases.
(5 minutes)
Activity: Role-playing
Ask the students to act out a
situation in the context of their
experiences in the family and let
their classmates determine truth
from opinion.
(10 minutes)
Enumerate examples of
fallacies and define them.
(25 minutes)
Group Activity:
Semantic Mapping
Let the students create a Semantic Map on the
Attributes of a Critical Thinker using symbols.
Expected Output:
1.Looks for Evidence to support assumption
and beliefs-
2.Adjusts Opinion-
3.Looks for Proof-

5. 4.Examines problem
5.Reject irrelevant and incorrect information-
(10 minutes)
F. Developing mastery
(leads to Formative
Assessment 3)
Activity:
SmartArt
Let the students make a graphical
representation of the Theories of
Truth through a SmartArt.
Expected Output:
Theories
of
Truth
Correspondence
Theory
Coherence Theory
Pragmatic Theory

6. (5 minutes)
G. Finding practical
applications of concepts
and skills in daily living
Have the students cite an
instance in their life where
they find truth to be really
essential/significant.
(8 minutes)
Ask the students to cite a specific
example in any of the three (3)
theories of truth in the context of
their experience as senior high
school students.
Example:
I am taking eight (8) subjects this
semester.
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
Cite examples of fallacies
which they had experienced
or observed.
(5 minutes)
With the advent of social media, how would
you uphold truth and wisdom?
a. Facebook
b. Instagram
c. Twitter
d. Etc.
(7 minutes)
H. Making generalizations
and abstractions about
the lesson
Let the students answer the
given question:
Based on the discussion,
how should analysis of
situations be done?
Expected answer:
Analysis of situations should
be done with utmost
consideration of the truth.
(7 minutes)
Let the students answer the given
question:
On the basis of the discussion,
how would you determine if your
beliefs are true?
Expected Answer:
The truth behind beliefs or
propositions are determined
through the correspondence,
coherence, and pragmatic theories.
(5 minutes)
Ask the students to express
their learning for this
session through a meta-
card.
Expected Answer:
Opinionated statements
may come in a form of a
fallacy.
(2 minutes)
Write a couplet on your perspective about the
given statement:
A person is more than just his/her Facebook
profile/account.
(8 minutes)

7. I. Evaluating learning Johari’s Window
Looking glass self (Charles
Cooley)
*Ask the students to list down
three (3) attributes about
themselves which they
consider as truth and opinion.
*Let them write their answers
on their formative notebook.
(10 minutes)
Ask the students to enumerate and
explain the three (3) theories of
truth.
Or
Ask the students to identify two (2)
economic, political, or socio-cultural
situations. Let them write two (2)
statements of truth about each
situation. Then, have them identify
what theory of truth is used.
15-item Quiz
Let the students determine
whether the given
statements are valid/true or
fallacious. If the statement is
a fallacious, identify what
fallacy it expressed.
*See attached quiz items.
(8 minutes)
What is the significance of philosophy to
everyday living?
(5 minutes)
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with

8. the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?