DAILY LESSON LOG School ALABEL NATIONAL HIGH SCHOOL Grade Level

INTRODUCTION TO THE PHILOSOPHY OF

11/12

Department of Education Teacher VERFE B. TUYOGON Learning Area

THE HUMAN PERSON
Teaching Dates and Time Week 1 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES August 29, 2023 August 30, 2023 August 31, 2023 September 01, 2023
A. Content Standards The learner understands the meaning and process of doing philosophy.

B. Performance Standards The learner reflects on a concrete experience in a philosophical way.

Distinguish a holistic perspective from a partial point of view:
C. Learning 1. Develop the ability to distinguish between a holistic perspective and a partial point of view.
Competencies/Objectives 2. Enhance critical thinking skills to analyze situations holistically.
3. Foster effective communication and collaboration to integrate diverse viewpoints.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Introduction to the Philosophy of the Human Person
IV. PROCEDURES
 Begin the lesson by briefly
 Begin the lesson by briefly reviewing the previous lesson on
reviewing the previous lesson on critical thinking and holistic
Ask students to share their understanding perspective and its role in shaping
A. Reviewing previous lesson or thinking.
Orientation regarding the subject. of perspectives and their role in shaping our understanding.
presenting the new lesson  Ask students to recall the importance
our worldview.  Ask students to recall the
importance of considering multiple of considering multiple perspectives
viewpoints in critical thinking. in analyzing complex issues.

 State the objective of the lesson: To

 State the objective of the lesson: To foster effective communication and
 State the objective of the lesson: To
develop the ability to distinguish collaboration to integrate diverse
enhance critical thinking skills to
between a holistic perspective and a viewpoints.
analyze situations holistically.
B. Establishing the purpose of the partial point of view.  Explain the significance of
 Explain the significance of holistic
lesson  Explain the significance of understanding and appreciating
thinking in gaining a deeper
recognizing different perspectives in diverse perspectives in promoting
understanding of complex issues
order to gain a broader understanding constructive dialogue and
and making informed decisions.
of complex issues. developing well-rounded
conclusions.
C. Presenting examples/instances of  Provide examples of situations or  Provide real-life examples or case  Provide examples of situations
the new lesson scenarios where individuals may studies that require holistic thinking. where diverse viewpoints are crucial
 have a partial point of view. for understanding complex issues
 Discuss how a holistic approach
 Discuss the limitations and potential (e.g., ethical dilemmas, social
allows for a comprehensive analysis
biases that arise from having a controversies).
of various factors, contexts, and
narrow perspective.  Discuss the challenges that can arise
perspectives involved in a situation.
 Introduce the concept of a holistic when individuals fail to
 Highlight the potential
perspective and explain how it communicate and collaborate
consequences of relying on a partial
considers multiple viewpoints and effectively to integrate diverse
analysis.
contexts. viewpoints.
 Introduce the concept of holistic  Introduce the importance of effective
 Engage the students in a group thinking and its key characteristics. communication in integrating
discussion on the characteristics of a  Engage students in a group diverse viewpoints.
partial point of view. discussion on the importance of  Discuss active listening skills,
 Encourage students to share their considering multiple perspectives, empathy, and respectful discourse as
D. Discussing new concepts and experiences or examples they have examining underlying assumptions, essential components of effective
practicing new skills #1 encountered where a partial point of and identifying interconnected communication.
view influenced their understanding. elements.  Engage students in a role-playing
 Guide the discussion to help students  Encourage students to reflect on activity where they take on different
understand the drawbacks of relying how holistic thinking can lead to perspectives and practice active
solely on a partial point of view. more accurate and well-rounded listening and respectful dialogue to
conclusions. understand each other's viewpoints.
 Introduce the concept of
 Introduce the concept of a holistic  Present a hypothetical scenario or
collaboration and its role in
perspective and its importance in case study that requires a holistic
integrating diverse viewpoints.
understanding complex issues. analysis.
 Explain the benefits of collaboration,
 Provide examples where a holistic  Guide students through a step-by-
such as the exchange of ideas,
perspective would be beneficial and step process of analyzing the
increased understanding, and
E. Discussing new concepts and lead to a more comprehensive scenario, considering various
improved problem-solving.
practicing new skills #2 understanding. factors, and evaluating the
 Assign small groups or pairs of
 Facilitate a class discussion where interrelationships between them.
students a philosophical topic or
students can compare and contrast  Facilitate a class discussion where
ethical dilemma to collaboratively
the strengths and weaknesses of a students share their holistic analyses
analyze, incorporating multiple
holistic perspective versus a partial and the reasoning behind their
perspectives and seeking common
point of view. conclusions.
ground.
F. Developing Mastery  Divide the students into pairs or  Divide the students into small  Conduct a class debate on a
small groups. groups and provide each group with controversial philosophical topic.
 Assign each group a complex issue a complex issue or problem.  Divide the class into two groups
or topic (e.g., climate change,  Instruct the groups to use holistic representing different perspectives
healthcare, social justice) and ask thinking to analyze the issue, on the issue.
them to analyze it from both a partial considering various perspectives,  Instruct each group to
and holistic perspective. ethical implications, social and collaboratively gather arguments and
 Provide guiding questions to assist cultural factors, and long-term evidence to support their viewpoint.
them in considering different consequences.  Encourage respectful and
viewpoints and contexts.  Each group should prepare a constructive dialogue during the
 After the discussion, ask each group presentation summarizing their debate, emphasizing the importance
to present their findings to the class, holistic analysis and of integrating diverse viewpoints and
 recommendations.
 Allow time for group presentations
highlighting the differences between and encourage class discussions
seeking common ground.
the partial and holistic perspectives. after each presentation to compare
and contrast different approaches
and perspectives.
 Engage students in a brainstorming
session where they identify real-life  Engage students in a discussion on
 Engage students in a brainstorming
situations in which recognizing and the practical applications of effective
session where they identify practical
adopting a holistic perspective can be communication and collaboration in
situations in which applying holistic
their daily lives.
G. Finding practical applications of valuable. thinking can be beneficial.
 Encourage students to identify
concepts and skills in daily living  Discuss the potential benefits of  Discuss how holistic thinking can
situations where understanding
adopting a more comprehensive improve decision-making, problem-
diverse perspectives and engaging in
solving, and understanding complex
perspective in personal relationships, collaborative discussions can lead to
social issues.
decision-making, and societal issues. better outcomes.

 Lead a class discussion on the  Lead a class discussion on the

 Guide a class discussion on the
broader implications of enhancing broader implications of fostering
broader implications of
critical thinking skills through effective communication and
understanding and distinguishing
holistic thinking. collaboration to integrate diverse
between a holistic perspective and a
H. Generalizing and abstractions  Encourage students to reflect on viewpoints.
partial point of view.
about the lesson how they can apply holistic thinking  Encourage students to reflect on how
 Encourage students to reflect on how
in various aspects of their lives, these skills can promote tolerance,
their newfound knowledge can
including personal relationships, empathy, and critical thinking in
positively impact their lives and
academic pursuits, and societal personal, academic, and professional
interactions with others.
engagement. contexts.
 Assign a short written reflection  Assign a reflective writing task  Assign a reflection task where
exercise in which students where students summarize the key students summarize the key concepts
summarize the key concepts covered concepts covered in the lesson and covered in the lesson and explain
in the lesson and explain their explain how they have improved how they can apply effective
understanding of the differences their critical thinking skills through communication and collaboration
I. Evaluating Learning
between a holistic perspective and a holistic thinking. skills in their lives.
partial point of view.  Collect and review the reflections to  Collect and review the reflections to
 Collect and review the reflections to assess students' understanding of the assess students' comprehension and
assess students' comprehension and topic and their ability to apply ability to articulate the importance of
critical thinking skills. holistic thinking. integrating diverse viewpoints.
J. Additional Activities for Provide additional resources, readings, or  Provide additional resources, such
Application or Remediation videos that students can explore on their as articles or videos, for students to
own to further enhance their explore independently and deepen
understanding of perspectives and their understanding of holistic
develop critical thinking skills. thinking and its applications.
 Offer opportunities for students to
engage in debates or class
discussions on controversial issues,
 encouraging them to analyze the
situations holistically and present
well-supported arguments.

V. REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this 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?

Prepared by: Checked by: Approved by:

VERFE B. TUYOGON MARILOU S. PEDREGOSA ERNESTO S. YUZON

Teacher II Master Teacher l School Principal II