Grades 1 to 12 School Grade Level 12

DAILY LESSON Teacher Learning Area Introduction to the Philosophy of the Human
LOG 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 evaluates opinions

C. Learning Competencies/ PPT11/12-Ie-2.4

Objectives At the end of the session, learners are expected to evaluate opinions
Write the LC code for
each

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 Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
http://learn.lexiconic.net/argumentevaluation.com.html
Let the assigned group facilitate
the recapitulation of the
previous lesson in a form of
Picture Clues. (Let them realize
that the elderly are people who
have time-tested wisdom). (5
minutes)
Activity: Graphing
Let the students create a Pie
Chart to figure out the
components for an objective
evaluation of an argument.
Let them allot a percentage for
each component
. manage the household chores
Let the assigned group
facilitate the recapitulation of
the previous lesson in a form
of a Game (Four Pics One
Word).
*Have the students guess on
the following words:
 Fairness
 Evidence
 Logic
 Tone
(10 minutes)
Activity: Skit
Let selected students perform
a skit on the following
scenarios:
1. a mother leaving the house
for work gives instructions to
the eldest child on how to
 (5 minutes) 2. a class adviser who will take
a maternity leave instructs her
advisory class to behave at all
times

(10 minutes)
C. Presenting Processing Activity:
examples/instances of the Criteria for Evaluating an Argument Let the students answer the
new lesson following questions in their
respective group:
Fairness 1. What instructions were
Evidence given in the first scenario? In
Logic the second scenario?
Tone 2. How important following
instructions is in terms of doing
or accomplishing a task?
*Guide the students in
realizing the benefit of having
and following guidelines in
(5 minutes)
reading and examining
arguments.

(5 minutes)
D. Discussing new concepts Discuss: Discuss:
and practicing new skills How do I evaluate an Reading an Argument
#1 argument? Guidelines on examining an
Argument
(5 minutes)
E. Discussing new concepts Criteria in Evaluating an No. Tips for Reading
and practicing new skills and Examining
Argument
#2 Arguments
  Fairness
 Evidence
 Logic
 Tone
Fairness- Is the argument fair
and balanced, or does it contain
bias? Is the argument overly
emotional and filled with loaded
language?
Is the argument one-sided? Are
there alternative points of view
not addressed?
Evidence- Are the given
premises reliable and relevant?
Logic- Are the arguments
thoroughly explained? Do they
contain gaps in reasoning or
logical fallacies?
Tone- Is the attitude of the
writer appropriate for the
content?
(10 minutes)
F. Developing mastery (leads Let the students answer the
to Formative Assessment question, how can we come up
3) with a sound and valid
argument?
Effectively
1 Read once for an
initial impression.
2 Read the argument
several more times;
identify the claim
and support.
3 Annotate as you
read – record your
thoughts.
4 Highlight key terms;
look up familiar
words.
5 Draw a diagram or
map to analyze the
structure (how
details relate to one
another).
(10 minutes)
Reading and Critiquing
Example
(See attached hand-out on
“Reading an Argument
 Cite a specific instance that
you had experienced in relation
to this.
(5 minutes)
G. Finding practical Ask the students:
applications of concepts Why is evaluating an opinion
and skills in daily living significant in your daily dealings
with your
a. classmates/friends?
b. teachers?
c. siblings?
d. parents?
e. community?
Carefully”).
Source:
http://learn.lexiconic.net/argum
entevaluation.com.html
(10 minutes)
Ask the students:
How would you apply your
knowledge on evaluating
arguments in your daily lives?
In what particular situations do
you deem it useful?
(5 minutes)

(10 minutes)
H. Making generalizations Ask the students: Activity:
and abstractions about the What are the qualities of a *Divide the class into five (5)
lesson good argument? groups.
*Each group will summarize
Expected Answer: the lesson on evaluating
A good argument possesses arguments through the
the four criteria namely:
following activities:
fairness, evidence, logic, and
 Group 1- Tableau
tone.
 Group 2- Song
 Group 3-Poem
(5 minutes)
 Group 4-Dance
 Group 5-Creative

I. Evaluating learning Triadic Activity:
Evaluating Arguments
using FELT Framework.
*The teacher will provide three
(3) arguments in the context of
the political, economic, socio-
cultural, and environmental
situations in the Philippines.
*The students will evaluate each
argument using the FELT
Framework. (See attached
evaluation tool).
Example:
“We should exhaust all
possible resources from
nature,” says a miner.
(5 minutes)
 Drawing (10 minutes)
*See Rubric for scoring
students’ performance.
.
Text Analysis
Teacher provides a text from
the editorial/opinion section.
Have the learners evaluate the
perspective of the author.
N.B.: As much as possible,
look for a text that is similar
with the topic for the debate.
(50 minutes)
Debate
*Possible Topic:
a. Death Penalty
b. Distribution of Condom
among HS Students
c. Extra Judicial Killing/Drug
War
d. West Philippine Sea Claim
e. Same Sex Union
f. Postponement of SK
Election
*Suggested format: Oxford-
Oregon Debate
*See attachment for the
Mechanics and Assessment
 Tool.

(50 minutes)
J. Additional activities for
application or remediation Write a five-sentence
paragraph about the importance
of learning the criteria in
evaluating arguments.
*See attached rubric for scoring
the output.

(5 minutes)

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 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?