DLL philosophy QUARTEDLL philosophy QUARTER 1 WEEK 4.docxR 1 WEEK 4.docx

DLL philosophy QUARTER 1 WEEK 4.docxDLL philosophy QUARTER 1 WEEK 4.docxDLL philosophy QUARTER 1 WEEK 4.docxDLL philosophy QUARTER 1 WEEK 4.docx

1. DAILY LESSON LOG
Department of Education
SchoolRECODO NATIONAL HIGH SCHOOL Grade Level12
TeacherREGINE M. MANUEL Learning Area
INTRODUCTION TO THE PHILOSOPHY OF
THE HUMAN PERSON
Teaching Dates AUGUST 19-23, 2024 QuarterFirst Quarter |1
st
Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A.Content Standards The learner demonstrates various ways of doing philosophy.
B.Performance Standards The learner evaluates opinions.
C.Learning
Competencies/Objectives
Evaluate truth from opinions in different situations using the methods of philosophizing:
1.Distinguish opinion from truth. PPT11/12-Ic-2.1
2.Analyze situations that show the difference between opinion and truth. PPT11/12-Ic-2.2
3.Realize that the methods of philosophy lead to wisdom and truth. PPT11/12-Ic-2.3
4.Evaluate opinions. PPT11/12-Ic-2.4
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
A.Reviewing previous lesson or
presenting the new lesson
Begin the lesson by briefly
reviewing the previous lesson's
key concepts related to
evaluating truth and opinions.
Remind students of the
importance of critical thinking
and logical reasoning when
analyzing different
perspectives.
Begin the lesson by briefly
reviewing the previous lesson's
key concepts related to
critical thinking and
evaluating truth.
Remind students of the
importance of recognizing
biases and fallacies in the
process of assessing objective
truths.
Begin the lesson by briefly
reviewing the previous lesson's
key concepts related to
critical thinking and
evaluating truth.
Recap the importance of
rational reasoning in
distinguishing between
opinions and objective truths.
Begin the lesson by briefly
reviewing the previous lesson's
key concepts related to
critical thinking and
differentiating between
opinions and objective truths.
Recap the importance of
rational reasoning in
evaluating truth claims and
the role of biases and fallacies
in shaping our perspectives.
B.Establishing the purpose of
the lesson
State the objective of the
lesson: To develop the ability
to evaluate truth from opinions
using philosophical methods.
Explain how this skill can help
students navigate the
complexities of truth claims
State the objective of the
lesson: To develop the ability
to identify biases and fallacies
to assess objective truths.
Explain how this skill can help
students navigate information,
arguments, and claims in a
State the objective of the
lesson: To develop the ability
to apply rational reasoning to
differentiate between opinions
and objective truths.
Explain how this skill can help
students critically evaluate
State the objective of the
lesson: To cultivate intellectual
humility and open-mindedness
in evaluating truth claims.
Explain how these qualities
can help students approach
philosophical discussions and

2. and engage in informed
discussions.
more rational and objective
manner.
information, arguments, and
claims in a more objective
and evidence-based manner.
truth-seeking with a willingness
to consider diverse
perspectives and be open to
changing their own views
based on evidence and
reasoned arguments.
C.Presenting
examples/instances of the
new lesson
Present examples of
controversial statements or
opinions that students can
analyze during the lesson.
Ensure the examples cover a
range of topics, such as ethics,
knowledge, metaphysics, or
social issues, to encourage
diverse perspectives and
discussions.
Present examples of biased
statements or fallacious
arguments from real-life
situations, media sources, or
philosophical texts.
Ensure the examples cover a
range of topics and contexts,
allowing students to identify
different types of biases and
fallacies.
Present examples of
statements or arguments that
represent opinions and
objective truths on various
topics, such as ethics, science,
and philosophy.
Ensure the examples cover a
range of perspectives,
allowing students to analyze
and differentiate between
subjective opinions and
verifiable facts.
Present examples of
conflicting truth claims or
philosophical arguments from
various sources, such as ethics,
religion, or political ideologies.
Ensure the examples represent
diverse viewpoints and
challenge students'
preconceived notions or
beliefs.
Encourage students to
critically analyze the
arguments and identify the
presence of biases,
assumptions, or logical
fallacies.
D.Discussing new concepts
and practicing new skills #1
Introduce the concept of truth
and the challenges of
distinguishing it from opinions.
Discuss different philosophical
methods for evaluating truth,
such as logic, evidence,
coherence, and
correspondence theories.
Engage students in a class
discussion on the strengths
and limitations of these
methods.
Introduce the concept of
biases, explaining how
personal, cultural, and
cognitive biases can influence
one's perception and
judgment.
Discuss common types of
biases, such as confirmation
bias, availability bias, and
cultural bias, and provide
examples for each.
Engage students in a class
discussion, encouraging them
to share their experiences of
biases they have observed or
encountered.
Introduce the concept of
opinions, explaining how
opinions are subjective beliefs
or judgments based on
personal preferences, values,
or emotions.
Discuss the characteristics of
opinions, such as being
influenced by individual
experiences, cultural
background, and personal
biases.
Engage students in a class
discussion, encouraging them
to share their understanding of
opinions and provide
examples.
Introduce the concept of
intellectual humility, explaining
it as the recognition of one's
limitations and the willingness
to consider alternative
perspectives or admit
uncertainty.
Discuss the importance of
intellectual humility in fostering
respectful and constructive
philosophical discussions.
Engage students in a class
discussion, asking them to
share instances when they
demonstrated intellectual
humility or encountered
situations where intellectual
humility was lacking.
E.Discussing new concepts
and practicing new skills #2
Provide students with specific
statements or opinions from
the presented examples.
Introduce the concept of
fallacies, explaining how
fallacious reasoning can lead
Introduce the concept of
objective truths, explaining
how objective truths are
Introduce the concept of
open-mindedness, explaining
it as the ability to approach

3. Instruct students to work
individually or in pairs and
evaluate the truthfulness of
the statements using the
philosophical methods
discussed.
Encourage students to
analyze the logical
consistency, supporting
evidence, coherence with
other beliefs, and
correspondence with reality.
to invalid or misleading
arguments.
Discuss common types of
fallacies, such as ad hominem,
straw man, and slippery slope
fallacies, and provide
examples for each.
Engage students in a class
discussion, encouraging them
to identify fallacies in the
examples presented earlier.
verifiable facts or statements
based on evidence and
rational reasoning.
Discuss the characteristics of
objective truths, such as being
independent of personal
beliefs or preferences and
supported by empirical
evidence.
Engage students in a class
discussion, encouraging them
to provide examples of
objective truths from different
disciplines or fields of study.
new ideas or conflicting
viewpoints without prejudice
or rigid attachment to one's
existing beliefs.
Discuss the benefits of open-
mindedness in expanding
knowledge, promoting
empathy, and facilitating
intellectual growth.
Engage students in a class
discussion, encouraging them
to share personal experiences
when they exhibited open-
mindedness or encountered
challenges in being open to
different perspectives.
F.Developing Mastery
Divide students into small
groups and assign each group
a different controversial
statement or opinion.
Instruct the groups to engage
in a deeper analysis of their
assigned statement using the
philosophical methods
discussed.
Each group should prepare a
presentation summarizing their
evaluation of the truthfulness
of the statement and present
it to the class.
Divide students into small
groups and provide each
group with a set of statements
or arguments.
Instruct the groups to analyze
the statements or arguments,
identifying any biases or
fallacies present.
Each group should prepare a
presentation summarizing their
analysis, highlighting the
specific biases or fallacies
identified.
Divide students into small
groups and provide each
group with a set of statements
or arguments.
Instruct the groups to critically
analyze the statements or
arguments and determine
whether they represent
opinions or objective truths.
Each group should present
their analysis, explaining the
rationale behind their
categorization and supporting
their claims with evidence or
logical reasoning.
Divide students into pairs or
small groups and assign each
group a controversial or
debated topic.
Instruct the groups to research
and prepare arguments from
different perspectives on the
assigned topic.
Encourage each group to
present their arguments to the
class, emphasizing the
importance of intellectual
humility and open-mindedness
by actively listening to
opposing viewpoints and
engaging in respectful and
constructive dialogue.
G.Finding practical
applications of concepts
and skills in daily living
Lead a class discussion on the
practical applications of
evaluating truth from opinions
using philosophical methods.
Encourage students to reflect
on how this skill can help them
make informed decisions,
critically evaluate information,
and engage in constructive
debates in their personal and
Lead a class discussion on the
practical applications of
identifying biases and fallacies
in daily life.
Encourage students to reflect
on how this skill can help them
critically evaluate information,
engage in meaningful
discussions, and make
informed decisions.
Lead a class discussion on the
practical applications of
applying rational reasoning to
differentiate between opinions
and objective truths.
Encourage students to reflect
on how this skill can help them
make informed decisions,
engage in productive
debates, and evaluate the
Lead a class discussion on the
practical applications of
cultivating intellectual humility
and open-mindedness in
students' daily lives.
Prompt students to reflect on
how these qualities can
enhance their ability to
engage in informed debates,
develop tolerance for diverse

4. professional lives. reliability of information.
opinions, and critically
evaluate truth claims in various
contexts.
H.Generalizing and
abstractions about the
lesson
Guide a class discussion to
generalize and abstract the
key insights from the lesson.
Encourage students to reflect
on the challenges of
evaluating truth, the
importance of using rigorous
methods, and the role of
critical thinking in assessing
opinions.
Guide a class discussion to
generalize and abstract the
key insights from the lesson.
Encourage students to reflect
on the importance of
recognizing biases and
fallacies in pursuing objective
truths and maintaining rational
discourse.
Guide a class discussion to
generalize and abstract the
key insights from the lesson.
Encourage students to reflect
on the importance of rational
reasoning in distinguishing
between subjective opinions
and verifiable objective truths.
Guide a class discussion to
generalize and abstract the
key insights from the lesson.
Encourage students to reflect
on the significance of
intellectual humility and open-
mindedness in philosophical
inquiry and truth-seeking, as
well as their relevance in
fostering a more inclusive and
intellectually stimulating
society.
I.Evaluating Learning
Assign a written reflection task
where students analyze a real-
life opinion or statement using
the philosophical methods
discussed.
Collect and review the
reflections to assess students'
understanding of evaluating
truth from opinions using
philosophical methods.
Assign a written task where
students analyze a real-life
argument, identifying any
biases or fallacies present.
Collect and review the written
assignments to assess students'
understanding of identifying
biases and fallacies in
assessing objective truths.
Assign a written task where
students analyze a given
argument, identifying whether
it represents an opinion or an
objective truth.
Collect and review the written
assignments to assess students'
understanding of applying
rational reasoning to
differentiate between opinions
and objective truths.
Assign a written reflection
where students analyze a
recent personal experience in
which they demonstrated
intellectual humility and open-
mindedness or encountered
challenges in practicing these
qualities.
Collect and review the written
reflections to assess students'
understanding and
application of intellectual
humility and open-
mindedness.
J.Additional Activities for
Application or Remediation
Provide additional resources,
such as philosophical texts,
articles, or videos, that present
contrasting opinions on various
topics.
Encourage students to explore
these resources independently
and practice evaluating truth
using philosophical methods.
Provide additional resources,
such as articles, videos, or
case studies, that present
arguments with biases or
fallacies.
Encourage students to
analyze these resources
independently and practice
identifying biases and fallacies
in different contexts.
Provide additional resources,
such as articles, videos, or
case studies, that present
arguments for students to
analyze and categorize as
opinions or objective truths.
Encourage students to
engage in debates or class
discussions where they
evaluate and differentiate
between opinions and
objective truths on various
topics.

5. V. REMARKS
VI. 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:
REGINE M. MANUEL NORMAN B. TORRECIBA JR. NOEL M. REYES
SHS Teacher I Head Teacher II School Principal II