School Cielito Zamora Senior High School Grade Level 11 – Braise and Blanche

GRADE 11 Teacher Mrs. Mary Joy C. Pesigan Learning Area Introduction to Philosophy in the Human
DAILY LESSON LOG Person
Teaching Dates and Time Quarter 1st Quarter
July 2, 2018 / Monday / 9:20 – 11:20 July 4, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
/ Grade 11 Braise July 6, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
July 3, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
I. OBJECTIVES
A. Objectives: Content The learner understands the meaning and process of doing philosophy
Standard
B. Objectives: The learner reflects on a concrete experience in a philosophical way
Performance Standard
C. Learning Competency / PPT11/12-Ic-2.1
Objectives At the end of the session, learners are expected to distinguish opinion from truth
Write the LC code of each
II.
Methods of Philosophizing
III. LEARNING
RESOURCES
A. Teachers Guide
Page
B. Learners
Material Page
C. Textbook Introduction to the Philosophy of the Human Person by Roberto D. Abella
Pages
IV. PROCEDURES
A. Reviewing previous Let the assigned group Let the assigned group
lesson or presenting facilitate the recapitulation facilitate the recapitulation
the new lesson of the previous lesson of the previous lesson
through Step-No, Step Yes through News Reporting.
 Game. (5 minutes)
(5 minutes)
B. Establishing a purpose Activity: Activity:
for the lesson PinoyHenyo Fact or Bluff
*Ask four student *Divide the class into three
volunteers from the class to groups for the game entitled
play a game with a Fact or Bluff.
PinoyHenyoconcept. *Present the mechanics of
*The topic of the game must the game.
lead to the discussion on
Fact and Opinion. (e.g. Examples:
political figures, 1. Manila is the capital of
environment, senior high the Philippines.
school subjects, etc.) 2. Sun is the center of the
solar system.
(10 minutes) 3. My neighbor is ugly.
(5 minutes)
C. Discussing new Processing Questions: Processing Questions:
concepts and 1. What were the kinds of 1. Based on the game, what
practicing new skills questions raised in the are the two forms of
course of guessing the statements given? What
answer? examples were given for
2. Is there any question each?
raised which you consider as 2. What examples of fact
evidence-based? Cite and opinion can you give
examples. based on your real-life
3. Is there any question experiences?
raised which you think is
opinion-based? Give (5 minutes
examples.
(10 minutes)
D. Discussing new Video Clip Presentation: Video Clip Presentation:
concepts and practicing *Let the students watch a Fact vs. Opinion
new skills #1 video clip entitled “Allegory (http://
of the Cave.” www.youtube.com/watch?
 v=fnFnWWAnlkw)
*After watching the video *Ask the learners to take
clip, ask the students to down notes about the
have a group sharing on the difference between fact and
message of the video. opinion while watching the
*It is assumed that the video.
students already have their
permanent grouping for the (10 minutes
quarter.
(10 minutes)
E. Discussing new Guidepost for the
concepts and practicing Guidepost for the Discussion:
new skills #2 Discussion:
1. Why do we ask 1. What is the most
questions? important tool used in
2. Why do we ask follow-up philosophizing?
questions? What is our end  Philosophy uses truth as
goal? tool in philosophizing.
3. What kind of answers are 2. What are the two (2)
we seeking? divisions of opinion? Explain
4. What do we get from each.
finding the truth?
Opinion
(10 minutes)

Belief Illusion

3. What are the two levels

of knowledge? Discuss each.
 Reason

KNOWLEDGE

Understanding

(10 minutes)
F. Developing mastery Activity:
(leads to Formative SmartArt on Fact vs.
Assessment 3) Opinion

Present the characteristics

of Fact and Opinion leading
to Philosophizing through a
SmartArt.

PHILOSOPHIZING

FACT

OPINION

(10 minutes)
G. Finding practical Ask the students: Ask a student: How do you
applications of concepts Why do we have to avoid feel when you heard an
and skills in daily living giving unsolicited opinions opinion about you?
to people who are not too Write your answer on your
 familiar to us? notebook. Limit your
answer to 3 sentences only.
(5 minutes)
(5 minutes)
H. Making generalizations Let the students write a Let the students write a
and abstractions about statement that summarizes simple sentence that depicts
the lesson the topic. Expected answer: their learning for this
In philosophizing, we ask session.
questions because we desire
to know and we find Pursuit of philosophy
satisfaction upon discovery follows the path of truth.
of truth.
(5 minutes)
(5 minutes)
I. Evaluating learning Formative Assessment: Situation Analysis:
a. How can we arrive at the Show a short video clip of a
truth? broadcaster reporting
b. What are the essential certain statements on air.
elements of philosophizing? Distinguish whether the
statements are opinionated
(5 minutes) or facts. Justify

(5 minutes)
J. Additional activities for
application or
remediation
V. Reflection

Submitted by: Checked by:

_______________________ _________________________
MRS. MARY JOY C. PESIGAN DR. WILHELMINA D. TARNATE
HUMSS / Teacher I School Principal I
SDO Caloocan SDO Caloocan
 School Cielito Zamora Senior High School Grade Level 11 – Braise and Blanche
GRADE 11 Teacher Mrs. Mary Joy C. Pesigan Learning Area Introduction to Philosophy in the Human
DAILY LESSON LOG Person
Teaching Dates and Time Quarter 1st Quarter
July 9, 2018 / Monday / 9:20 – 11:20 July 11, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
/ Grade 11 Braise July 13, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
July 10, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
VI. OBJECTIVES
D. Objectives: Content The learner understands the meaning and process of doing philosophy
Standard
E. Objectives: The learner reflects on a concrete experience in a philosophical way
Performance Standard
F. Learning Competency / At the end of the session, learners are expected to analyze situations At the end of the session, learners are expected to realize that the
Objectives that show the difference between opinion and truth. methods of philosophy lead to wisdom and truth
Write the LC code of each PPT11/12-Id-2.2 PPT11/12-Id-2.3
VII.
Methods of Philosophizing
VIII. LEARNING
RESOURCES
D. Teachers Guide Introduction to the Philosophy of the Human Person by Roberto D. Abella
Page
E. Learners
Material Page
F. Textbook Introduction to the Philosophy of the Human Person by Roberto D. Abella
Pages
IX. PROCEDURES
K. Reviewing previous Let the assigned group facilitate Let the assigned group facilitate Let the assigned group facilitate Let the assigned group facilitate
lesson or presenting the recapitulation of the pervious the recapitulation of the previous the recapitulation of the previous the recapitulation of the previous
the new lesson lesson using flash cards. lesson in a form of a charade. lesson in a form of a Gallery lesson in a form of a Telephone
(5 minutes) (5 minutes) Walk. Conversation.
 (5 minutes) (5 minutes)
L. Establishing a purpose Activity: Relate to the class the story of a The teacher shows a video clip Activity:
for the lesson Guess and Dress Me Up Lost and Found cellular phone that presents examples of Pageant (Introduction)
*Provide 2 human figures labeled unit. fallacies of argumentation. *Divide the class into 4-6 groups
as Truth and Opinion. (whatever the case may be).
*Let four (4) volunteer students (5 minutes) After the video presentation, ask *Each group should have 1
take turns in dressing up each the students to identify fallacious representative who will present
figure with puzzle clothes bearing statements. “who they are” a la pageant.
statements of truth and opinion. *Allot 3 minutes for the
(5 minutes) preparation.
(5 minutes)
(10 minutes)
M. Discussing new How did you determine that the Ask the students: Guide the students to the Ask the students:
concepts and statement is considered truth or Why is it necessary to avoid concept that opinionated 1. How do you assess the words
practicing new skills opinion? giving speculations in looking for a statements may come in a form or statements uttered by the
solution to a problem presented? of a fallacy. candidates during the pageant?
(5 minutes) 2. Which of their statements can
Expected Answer: (5 minutes) be considered as truth?
We should base our search on the
truth, not on opinion. (5 minutes)

Example of speculation:
My classmate is a thief, he took
my cellphone.
(5 minutes)
N. Discussing new Spongebob: Empty your mind Discuss the Nature of Truth: Discuss the meaning of fallacies Discuss Methods of Philosophy:
concepts and practicing (www.youtube.com/watch? 1. Correspondence Theory used in argumentation.  Critical Thinking
new skills #1 v=RHLSdrAkOE) 2. Coherence Theory  Components of Critical
Processing: Identify situations 3. Pragmatic Theory (5 minutes) Thinking
from the video which can be
considered as truth and opinion. (15 minutes) (10 minutes)
Answers should be written in the
group activity sheet provided. (10
minutes)
O. Discussing new Insinuate the value of truth in Activity: Role-playing Enumerate examples of fallacies Group Activity:
concepts and practicing philosophizing by bracketing or and define them.
new skills #2 setting aside opinions and Ask the students to act out a Semantic Mapping
 biases. situation in the context of their (25 minutes)
experiences in the family and let Let the students create a
(5 minutes) their classmates determine truth Semantic Map on the Attributes
from opinion. of a Critical Thinker using
symbols.
(10 minutes) Expected Output:
1.Looks for Evidence to support
assumption and beliefs-

2.Adjusts Opinion-

3.Looks for Proof-

4.Examines problem

5.Reject irrelevant and incorrect

information-

(10 minutes)
P. Developing mastery Activity:
(leads to Formative SmartArt
Assessment 3) 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

(5 minutes)
Q. Finding practical Have the students cite an Ask the students to cite a specific Cite examples of fallacies which With the advent of social media,
applications of concepts instance in their life where they example in any of the three (3) they had experienced or how would you uphold truth and
and skills in daily living find truth to be really theories of truth in the context of observed. wisdom?
essential/significant. their experience as senior high
school students. (5 minutes) a. Facebook
(8 minutes) b. Instagram
Example: c. Twitter
I am taking eight (8) subjects d. Etc.
this semester.
(7 minutes)
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
R. Making generalizations Let the students answer the Let the students answer the given Ask the students to express Write a couplet on your
and abstractions about given question: question: their learning for this session perspective about the given
the lesson Based on the discussion, how On the basis of the discussion, through a meta-card. statement:
should analysis of situations be how would you determine if your A person is more than just
done? beliefs are true? Expected Answer: his/her Facebook
Opinionated statements may profile/account.
Expected answer: Expected Answer: come in a form of a fallacy. (8 minutes)
Analysis of situations should be The truth behind beliefs or
done with utmost consideration of propositions are determined (2 minutes)
the truth. through the correspondence,
 coherence, and pragmatic
(7 minutes) theories. (5 minutes)
S. Evaluating learning Johari’s Window Ask the students to enumerate 15-item Quiz What is the significance of
and explain the three (3) theories Let the students determine philosophy to everyday living?
Looking glass self (Charles of truth. whether the given statements
Cooley) Or are valid/true or fallacious. If the (5 minutes)
*Ask the students to list down Ask the students to identify two (2) statement is a fallacious, identify
three (3) attributes about economic, political, or socio- what fallacy it expressed.
themselves which they consider cultural situations. Let them write *See attached quiz items.
as truth and opinion. two (2) statements of truth about
*Let them write their answers on each situation. Then, have them (8 minutes)
their formative notebook. identify what theory of truth is
(10 minutes) used.
T. Additional activities for
application or
remediation
X. Reflection

Submitted by: Checked by:

_______________________ _________________________
MRS. MARY JOY C. PESIGAN DR. WILHELMINA D. TARNATE
HUMSS / Teacher I School Principal I
SDO Caloocan SDO Caloocan

School Cielito Zamora Senior High School Grade Level 11 – Braise and Blanche
GRADE 11 Teacher Mrs. Mary Joy C. Pesigan Learning Area Introduction to Philosophy in the Human
DAILY LESSON LOG Person
 Teaching Dates and Time Quarter 1st Quarter
July 9, 2018 / Monday / 9:20 – 11:20 July 11, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
/ Grade 11 Braise July 13, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
July 10, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XI. OBJECTIVES
G. Objectives: Content The learner understands the meaning and process of doing philosophy
Standard
H. Objectives: The learner reflects on a concrete experience in a philosophical way
Performance Standard
I. Learning Competency / PPT11/12-Ic-2.1
Objectives At the end of the session, learners are expected to distinguish opinion from truth
Write the LC code of each
XII.
Methods of Philosophizing
XIII. LEARNING
RESOURCES
G. Teachers Guide
Page
H. Learners
Material Page
I. Textbook Introduction to the Philosophy of the Human Person by Roberto D. Abella
Pages
XIV. PROCEDURES
U. Reviewing previous Let the assigned group Let the assigned group
lesson or presenting facilitate the recapitulation facilitate the recapitulation
the new lesson of the previous lesson of the previous lesson
through Step-No, Step Yes through News Reporting.
Game. (5 minutes)
(5 minutes)
V. Establishing a purpose Activity: Activity:
for the lesson PinoyHenyo Fact or Bluff
*Ask four student *Divide the class into three
volunteers from the class to groups for the game entitled
play a game with a Fact or Bluff.
PinoyHenyoconcept. *Present the mechanics of
 *The topic of the game must the game.
lead to the discussion on
Fact and Opinion. (e.g. Examples:
political figures, 1. Manila is the capital of
environment, senior high the Philippines.
school subjects, etc.) 2. Sun is the center of the
solar system.
(10 minutes) 3. My neighbor is ugly.
(5 minutes)
W. Discussing new Processing Questions: Processing Questions:
concepts and 1. What were the kinds of 1. Based on the game, what
practicing new skills questions raised in the are the two forms of
course of guessing the statements given? What
answer? examples were given for
2. Is there any question each?
raised which you consider as 2. What examples of fact
evidence-based? Cite and opinion can you give
examples. based on your real-life
3. Is there any question experiences?
raised which you think is
opinion-based? Give (5 minutes
examples.
(10 minutes)
X. Discussing new Video Clip Presentation: Video Clip Presentation:
concepts and practicing *Let the students watch a Fact vs. Opinion
new skills #1 video clip entitled “Allegory (http://
of the Cave.” www.youtube.com/watch?
v=fnFnWWAnlkw)
*After watching the video *Ask the learners to take
clip, ask the students to down notes about the
have a group sharing on the difference between fact and
message of the video. opinion while watching the
*It is assumed that the video.
students already have their
permanent grouping for the (10 minutes
 quarter.
(10 minutes)
Y. Discussing new Guidepost for the
concepts and practicing Guidepost for the Discussion:
new skills #2 Discussion:
1. Why do we ask 1. What is the most
questions? important tool used in
2. Why do we ask follow-up philosophizing?
questions? What is our end  Philosophy uses truth as
goal? tool in philosophizing.
3. What kind of answers are 2. What are the two (2)
we seeking? divisions of opinion? Explain
4. What do we get from each.
finding the truth?
Opinion
(10 minutes)

Belief Illusion

3. What are the two levels

of knowledge? Discuss each.

Reason

KNOWLEDGE

Understanding

(10 minutes)
Z. Developing mastery Activity:
 (leads to Formative SmartArt on Fact vs.
Assessment 3) Opinion

Present the characteristics

of Fact and Opinion leading
to Philosophizing through a
SmartArt.

FACT

OPINION

(10 minutes)
AA. Finding practical Ask the students: Ask a student: How do you
applications of concepts Why do we have to avoid feel when you heard an
and skills in daily living giving unsolicited opinions opinion about you?
to people who are not too Write your answer on your
familiar to us? notebook. Limit your
answer to 3 sentences only.
(5 minutes)
(5 minutes)
BB. Making generalizations Let the students write a Let the students write a
and abstractions about statement that summarizes simple sentence that depicts
the lesson the topic. Expected answer: their learning for this
In philosophizing, we ask session.
questions because we desire
to know and we find Pursuit of philosophy
 satisfaction upon discovery follows the path of truth.
of truth.
(5 minutes)
(5 minutes)
CC.Evaluating learning Formative Assessment: Situation Analysis:
a. How can we arrive at the Show a short video clip of a
truth? broadcaster reporting
b. What are the essential certain statements on air.
elements of philosophizing? Distinguish whether the
statements are opinionated
(5 minutes) or facts. Justify

(5 minutes)
DD.Additional activities for
application or
remediation
XV. Reflection

Submitted by: Checked by:

_______________________ _________________________
MRS. MARY JOY C. PESIGAN DR. WILHELMINA D. TARNATE
HUMSS / Teacher I School Principal I
SDO Caloocan SDO Caloocan

School Cielito Zamora Senior High School Grade Level 11 – Braise and Blanche
GRADE 11 Teacher Mrs. Mary Joy C. Pesigan Learning Area Introduction to Philosophy in the Human
DAILY LESSON LOG Person
Teaching Dates and Time Quarter 1st Quarter
June 18, 2018 / Monday / 9:20 – 11:20 June 20, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
 / Grade 11 Braise June 22, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
June 19, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XVI. OBJECTIVES
J. Objectives: Content The learner understands the meaning and process of doing philosophy
Standard
K. Objectives: The learner reflects on a concrete experience in a philosophical way
Performance Standard
L. Learning Competency / Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
Objectives
Write the LC code of each
XVII.
Doing Philosophy
XVIII. LEARNING
RESOURCES
J. Teachers Guide
Page
K. Learners
Material Page
L. Textbook
Pages
XIX. PROCEDURES
EE. Reviewing previous Present distorted figures Present distorted figures Review the previous lesson. Synthesize the three previous
lesson or presenting lessons.
the new lesson
FF. Establishing a purpose What Philosophy is and what What Philosophy is and what Philosophy differs in different Ask the students:
for the lesson philosophy is not. philosophy is not. eras in world history “Nakapagbyahenaba kayo?”

GG.Discussing new Ask the students: “what comes to Ask the students: “what comes to Ask students about the wisdom Lecture discussion:
concepts and your minds when you encounter your minds when you encounter they can get from everyday
practicing new skills the word Philosophy?” the word Philosophy?” objects. Philosophy is a journey.

Examples:
Pencil/Eraser
Broom Stick
Shoes
HH. Developing mastery / Unlocking of Difficulties: Unlocking of Difficulties: Learning from Philosophers Make an analogy:
 Discussion ( leads Definition of Philosophy as a path Definition of Philosophy as a path The teacher will present the
Formative Assessment towards the attainment of towards the attainment of different views of philosophers Scuba diving and Helicopter as
3) knowledge. knowledge. about the nature and meaning of vehicles of doing philosophy.
philosophy

Ancient Greeks: to have a good

life
Medieval: to defend God
Modern: to reason/rationalize
Post-Modern: to find meaning

II. Finding practical Ask the difference between Ask the difference between
application of concepts knowledge and wisdom. knowledge and wisdom.
and skills in daily living
Knowledge is knowing that Knowledge is knowing that tomato
tomato is a fruit is a fruit
Wisdom is knowing not to put it in Wisdom is knowing not to put it in
a fruit salad a fruit salad
Philosophy is asking if ketchup is Philosophy is asking if ketchup is
a fruit shake. a fruit shake.

Give other examples Give other examples

JJ. Making generations Flash the statements: Flash the statements: Activity: Recitation:
abstractions about the Tableau/Slogan/
lesson “The unexamined life is not “The unexamined life is not worth In what sense is philosophy
worth living” and “He who has a living” and “He who has a why to The class will be grouped into 4 related to human life?
why to live for can bear with live for can bear with almost any and will represent each era
almost any how”. how”. through a tableau, slogan or a
short poem.
then will ask the students to then will ask the students to relate
relate the statements to their the statements to their present
present condition as SHS condition as SHS Learners
Learners preparing for college. preparing for college.
KK. Evaluating learning The learners will be grouped and The learners will be grouped and Why do we need to respect the It must be emphasized that
will be tasked to come up with a will be tasked to come up with a view of other people? philosophy will not teach the
word web map based from their word web map based from their learners how to earn a living, but
understanding of the discussion. understanding of the discussion. how to make life worth living.
 Write associated words with Write associated words with
philosophy. philosophy.
LL. Assignment Ask the difference between Ask the difference between Ask learners the following
knowledge and wisdom. knowledge and wisdom. questions:
What does it mean to
Knowledge is knowing that Knowledge is knowing that tomato philosophize?
tomato is a fruit is a fruit
Wisdom is knowing not to put it in Wisdom is knowing not to put it in What is its significance to your
a fruit salad a fruit salad life?
Philosophy is asking if ketchup is Philosophy is asking if ketchup is
a fruit shake. a fruit shake.

Give other examples Give other examples

XX. Reflection

Submitted by: Checked by:

_______________________ _________________________
MRS. MARY JOY C. PESIGAN DR. WILHELMINA D. TARNATE
HUMSS / Teacher I School Principal I
SDO Caloocan SDO Caloocan

School Cielito Zamora Senior High School Grade Level 11 – Braise and Blanche
GRADE 11 Teacher Mrs. Mary Joy C. Pesigan Learning Area Introduction to Philosophy in the Human
DAILY LESSON LOG Person
Teaching Dates and Time Quarter 1st Quarter
June 25, 2018 / Monday / 9:20 – 11:20 June 27, 2018 / Wednesday / 9:20 – 11:20 / Grade 11 Braise
/ Grade 11 Braise June 29, 2018 / Friday / 8:00 – 10:20 / Grade 11 Blanche
June 26, 2018 / Tuesday / 8:00 – 10:20/ Grade 11 Blanche
XXI. OBJECTIVES
M. Objectives: Content The learner understands the meaning and process of doing philosophy
 Standard
N. Objectives: The learner reflects on a concrete experience in a philosophical way
Performance Standard
O. Learning Competency / (PPT11/12-Ib-1.2 )
Objectives 1.2. Recognize human activities that emanated from deliberate reflection
Write the LC code of each Objectives: Identify the 3 levels of inquiry.
Discuss the beginnings of philosophical inquiry.
(PPT11/12-Ib-1.3)
Realize the value of doing philosophy in obtaining a broad perspective on life.
Objectives: Discuss philosophizing as discipline of questioning, liberation, and personhood.
XXII.
Doing Philosophy
XXIII. LEARNING
RESOURCES
M. Teachers Guide
Page
N. Learners
Material Page
O. Textbook Introduction to the Philosophy of the Human Person by Roberto D. Abella
Pages
XXIV. PROCEDURES
MM. Reviewing (5 mins) (2-3 mins) Review: What is the beginning (2mins)
previous lesson or Review the previous discussion Review the previous discussion of philosophical inquiry? Review the Philosophical
presenting the new on the definition of philosophy? on the 3 levels of inquiry. Give beginnings of inquiry through
lesson one example. wonder.
1. Common sense This time, a learner will be
Thumbs Up and Thumbs Down 2. Scientific Inquiry able to see the value of doing
3. Philosophical Inquiry philosophy. That this will give
Ask the students to thumb up if him the opportunity to see
they think the statement is true things in broad perspectives.
and thumb down if the
statement is false.

1. Everyone is a philosopher.
2. Children can philosophize.
3. Questioning leads to
philosophizing.
 4. Mentally disturbed people
philosophize.
5. There are times that people
answer in non - philosophical
ways.
NN.Establishing a purpose (5 mins) Video Clip (4:30minutes) Motivation ( Know yourself) Ask:
for the lesson https://yout u.be/ExVh4wL70yc ( 5 minutes) Was there a time where you
Activity: have wronged a person
Ask the learners 1. Ask the students to because of your assumption or
Picture analysis What did you observed in the write 2-3 principles in judgement?
video? their lives?
The teacher will present a What have you realize because
mathematical equation to As we all know magic uses tricks of that experience?
stimulate the students but with that we ponder, ask,
curiosity. curious and wonder.

“1+1=0” Like, we wonder how come that

the word “proud” picked by
Ask: Angel Locsin known by the
1.What do you observe in the magician as it shown in the
equation? video.
2. Do you think it’s correct?
Why or why not.
Like the crowd being amazed
and bewildered when the
magician revealed the word
written in the confetti is the
same as Vice Ganda picked.
OO.Discussing new (5- 7 mins) 5-7 minutes Activity “Opinion Mo” Situational Questions:
concepts and Group the class to two. Each Given the following situations.
practicing new skills Situational / Questions Puzzles Like, we wonder why you girls group should have their own What will you do?
get the feeling of being hurt leader to summarize their 1. You saw your girlfriend/
1. The teacher will present 3 when your heartbroken or broke opinion all about the issue of boyfriend holding hands with
situations/questions. up with your boyfriend same as summary execution to the someone else.
2. The students will expect to for the boys, vice-versa. drug addicts and pushers. And
show different ways in Collaborative Activity each group will give their 2. Your baby brother is
answering questions.. opinion if they are favor or wearing your favourite red
Divide the class into 3 groups. not. (10 mins.) shirt.
 Situation #1 Assign a leader, secretary, and
presenter. Let each group Based on your responses, do
There was an airplane crash, answer the question… you think you did an act of
every single person on board philosophizing?
died, but yet two people What do you usually think What response shows an act of
survived. How is this possible? whenever you experience philosophizing? What is not?
emotional pain? Problems? Why?
Sufferings?
Situation #2 Present in the class.

What goes up and never After the activity, ask the class…
comes down? What can you say about your
responses?

Situation #3 From the responses given, you

already started the act of
Imagine you are in a sinking philosophizing through wonder.
row boat surrounded by sharks.
PP. Discussing new (5mins) Cite: Ask the students the value of Discuss the following:
concepts and practicing Ask: “All men by nature desire to philosophical through role The discipline of Questioning,
new skills #1 know.” – Aristotle play.(10 mins.) The discipline of Liberation
1. What strategies or and The discipline of
ways did you use to …. Because man is always Personhood.
answer the questions? searching for truth.
QQ. Discussing new Discuss the following concepts: Ask the students if they learn
concepts and practicing a. Wonder values of philosophical
new skills #2 b. Doubt reflection when they
c. Limiting conducted the role play. (5
situations mins.)
d. Metaphysical
Uneasiness
RR. Developing mastery (20 mins) The time you started asking Activity (Story Telling) Explain how you understand
(leads to Formative those questions, you already Ask the students to identify the following quotations:
Assessment 3) Define the three levels of have the sense of wonder, a values of philosophical 1.”He who has a WHY to live
inquiries. childlike wonder about reflection cited in story. (10 for can bear almost any HOW”
everything. We do not tend to mins.) – Friedrich Nitzsche
1. Common Sense - a basic bother ask questions that are 2. “Those who do not move do
ability to perceive, understand, just simple yet too hard or not notice his chains”- Rosa
 and judge things that are difficult to answer. Like for Luxemburg
shared by (common to) nearly example: “Who am I?” 3. “Madalingmagingtao,
all people without need for Asking this question in its real mahirapmagpakatao”
debate. essence seems too hard for us to
answer…
2. Scientific- Based on or
characterized by the methods In a one-half sheet of paper.
and principles of science. Answer the question…
“who am I?”. Give at least 3-5
3. Philosophical - relating or sentences. (5-7minutes)
devoted to the study of the
fundamental nature of Ask:
knowledge, reality and Ask at least 3-5 learners to recite
existence. their answers.

According to Plato, Philosophy

begins in “wonder” – the sense
of puzzlement and perplexity.
SS. Finding practical Now that you have understood Ask the learners the questions Ask the students to create Interactive discussion:
applications of concepts the 3 levels of inquiry, 1. How did the magician do philosophical reflection e.g. Give one concrete situation
and skills in daily living that? Child labor. where we can apply the three
(Ask) 2. Why do we need to Questions; disciplines explained in letter
suffer? 1. Is it important to help D.
1.In what situations do you 3. Why can’t I be the no. 1 parents if you are not doing
apply philosophical inquiries in the class? anything?
2. What is the value if you help
them or not? (8 mins.)
TT. Making generalizations The learners will be grouped Man is a questioning being. And Ask the students to enumerate Questions are part and parcel
and abstractions about and will be tasked to come up got no “definite answers” that’s the values of philosophical of human existence. Its
the lesson with a word web map based why we always wonder and reflection.(3 mins) inevitability is acknowledged
from their understanding of the keep on searching answers. especially in times when a
discussion. person searches for the
meaning of life. This very act
Write associated words with leads him to progress rather
philosophy. than stagnation and arresting
of growth. Questions are part
and parcel of human
existence. Its inevitability is
 acknowledged especially in
times when a person searches
for the meaning of life. This
very act leads him to progress
rather than stagnation and
arresting of growth.
UU.Evaluating learning (5-7 minutes) Ask at least 3-5 learners the Oral Test Write a reflection on the
question…. Ask the students to create a significance of question to
The class will be divided into 8 When can you say that you situation where they create one's life in your journal?
groups and each group should “wonder”? philosophical reflection and
make a scenario to show each they have to establish a value
level of the philosophical of it. (5 mins)
inquiry.
VV. Additional activities for
application or
remediation
XXV. Reflection
Submitted by: Checked by:
_______________________ _________________________
MRS. MARY JOY C. PESIGAN DR. WILHELMINA D. TARNATE
HUMSS / Teacher I School Principal I
SDO Caloocan SDO Caloocan