School SANTOS VENTURA NATIONAL HIGH SCHOOL Grade Level 12

GRADES 11/ 12 Section

DAILY LESSON Teacher Romeo L. Ligutan Jr. Learning Area Introduction to the Philosophy of the Human
LOG Person
Teaching Dates September 12-16, 2022/ 7:00-11:20am – 12:20- Quarter I
and Time 2:30pm

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES The learners realize the practical uses of philosophy in everyday life.
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance The learner evaluate opinions
Standards
C. Learning At the end of the session, learners are expected to distinguish opinion At the end of the session, learners are expected to analyze situations that
Competencies / from truth show the difference between opinion and truth.
Objectives PPT12-Ic-2.1 PPT12-Id-2.2

II. CONTENT Methods of Philosophizing

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning http://www.youtube.com/watch? (www.youtube.com/watch? Caraan(2016)Introduction to philosophy
Resources v=fnFnWWAnlkw v=RHLSdrAkOE of the Human Person ,Diwa learning
Caraan(2016)Introduction to philosophy system Makati,Philippines pp.21-32
of the Human Person ,Diwa learning
system Makati,Philippines pp.21-32 Ramos(2016)Introduction to the
Philosophy of the Human Person,Rex Inc.
 Ramos(2016)Introduction to the bookstore Sampaloc,Manila pp.29-34
Philosophy of the Human Person,Rex
Inc. bookstore Sampaloc,Manila pp.29-
34

IV. PROCEDURES
A. Reviewing Let the assigned group Let the assigned group facilitate the Let the assigned group facilitate the Let the assigned group facilitate the
previous lesson facilitate the recapitulation of recapitulation of the previous lesson recapitulation of the pervious lesson recapitulation of the previous lesson in a
or presenting the the previous lesson through through News Reporting. using flash cards. form of a charade.
new lesson Step-No, Step Yes Game.

B. Establishing a Activity: Activity: Activity: Relate to the class the story of a Lost and
purpose for the Pinoy Henyo Fact or Bluff Guess and Dress Me Up Found cellular phone unit.
lesson *Ask four student volunteers *Divide the class into three groups *Provide 2 human figures labeled as
from the class to play a game for the game entitled Fact or Bluff. Truth and Opinion.
with a Pinoy Henyo concept. *Present the mechanics of the game. *Let four (4) volunteer students take
*The topic of the game must
turns in dressing up each figure with
lead to the discussion on Fact Examples:
and Opinion. (e.g. political 1. Manila is the capital of the puzzle clothes bearing statements of
figures, environment, senior Philippines. truth and opinion.
high school subjects, etc.) 2. Sun is the center of the solar
system.
3. My neighbor is ugly.

Processing Questions: Processing Questions: How did you determine that the Ask the students:
C. Presenting examples/ 1. What were the kinds of 1. Based on the game, what are the statement is considered truth or Why is it necessary to avoid giving
instances of the new questions raised in the course two forms of statements given? What opinion? speculations in looking for a solution to a
lesson of guessing the answer? examples were given for each? problem presented?
2. Is there any question raised 2. What examples of fact and opinion
which you consider as can you give based on your real-life
Expected Answer:
evidence-based? Cite experiences?
examples. We should base our search on the truth,
3. Is there any question raised not on opinion.
which you think is opinion-
based? Give examples. Example of speculation:
My classmate is a thief, he took my
cellphone.
Video Clip Presentation: Video Clip Presentation: Spongebob: Empty your mind Discuss the Nature of Truth:
D. Discussing new *Let the students watch a Fact vs. Opinion (www.youtube.com/watch? 1. Correspondence Theory
 concepts and video clip entitled “Allegory of (http://www.youtube.com/watch? v=RHLSdrAkOE) 2. Coherence Theory
practicing new skills the Cave.” v=fnFnWWAnlkw) Processing: Identify situations from the 3. Pragmatic Theory
#1 *Ask the learners to take down notes video which can be considered as truth
*After watching the video clip, about the difference between fact and opinion. Answers should be written
ask the students to have a and opinion while watching the video. in the group activity sheet provided.
group sharing on the message
of the video.
*It is assumed that the
students already have their
permanent grouping for the
quarter.

Guidepost for the Discussion: Insinuate the value of truth in Activity: Role-playing
E. Discussing new Guidepost for the Discussion: philosophizing by bracketing or setting
concepts and 1. Why do we ask questions? 1. What is the most important tool aside opinions and biases. Ask the students to act out a situation in
practicing new skills 2. Why do we ask follow-up used in philosophizing? the context of their experiences in the
#2 questions? What is our end  Philosophy uses truth as tool in family and let their classmates determine
goal? philosophizing.
truth from opinion.
3. What kind of answers are 2. What are the two (2) divisions of
we seeking? opinion? Explain each.
4. What do we get from finding
the truth?
Opinion

Belief Illusion

3. What are the two levels of

knowledge? Discuss each.

Reason

KNOWLEDGE

Understanding

Activity:
F. Developing mastery SmartArt
Let the students make a graphical
(Leads to Formative Activity: representation of the Theories of Truth
Assessment 3) SmartArt on Fact vs. Opinion through a SmartArt.
Present the characteristics of Fact
Expected Output:
and Opinion leading to
Philosophizing through a SmartArt.

Theories of Truth
Correspondence
Theory
Coherence Theory

Pragmatic Theory
FACT

OPINION

Ask the students: Ask a student: How do you feel when Have the students cite an instance in Ask the students to cite a specific
G. Finding practical Why do we have to avoid you heard an opinion about you? their life where they find truth to be example in any of the three (3) theories of
applications of giving unsolicited opinions to Write your answer on your notebook. really essential/significant. truth in the context of their experience as
concepts and skills in people who are not too familiar Limit your answer to 3 sentences senior high school students.
daily living to us? only.
Example:
I am taking eight (8) subjects this
semester.

(Indicate from which theory and facts the

example belonged to)
Let the students write a Let the students write a simple Let the students answer the given Let the students answer the given
H. Making statement that summarizes the sentence that depicts their learning question: question:
generalizations and topic. Expected answer: for this session. Based on the discussion, how On the basis of the discussion, how
abstractions about In philosophizing, we ask should analysis of situations be done? would you determine if your beliefs are
the lesson questions because we desire Pursuit of philosophy follows the path true?
to know and we find of truth.
Expected answer:
satisfaction upon discovery of
truth. Analysis of situations should be done Expected Answer:
 with utmost consideration of the truth. The truth behind beliefs or propositions
are determined through the
correspondence, coherence, and
pragmatic theories.
Formative Assessment: Situation Analysis: Johari’s Window Ask the students to enumerate and
I. Evaluating learning a. How can we arrive at the Show a short video clip of a explain the three (3) theories of truth.
truth? broadcaster reporting certain Looking glass self (Charles Cooley) Or
b. What are the essential statements on air. Distinguish *Ask the students to list down three (3) Ask the students to identify two (2)
elements of philosophizing? whether the statements are attributes about themselves which they economic, political, or socio-cultural
opinionated or facts. Justify
consider as truth and opinion. situations. Let them write two (2)
*Let them write their answers on their statements of truth about each situation.
formative notebook. Then, have them identify what theory of
truth is used.

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
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 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?

Prepared by: Reviewed by: Checked by: Approved by:

ROMEO L. LIGUTAN JR. ALVIN S. BERGONIO ALMA T. BAUTISTA ARCELY G. FLORES

Subject Teacher Grade 12 Coordinator Master Teacher II School Head