DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH

School Grade level 11- GAS/ TVL

SCHOOL
Intro. to Philo. of the Human
Teacher MELCHOR G. FERRER Learning Area
Person
Teaching dates & time Quarter 1st/ Week 1
June 3-7, 2019

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
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.
At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students
are expected to do the following: are expected to do the following: are expected to do the following: are expected to do the following:
C. Learning Competencies/ Objectives 1.1 Distinguish a holistic 1.1 Distinguish a holistic 1.2 Recognize human activities 1.2 Recognize human activities
persperctive from partial point persperctive from partial point that emanated from deliberate that emanated from deliberate
of view. of view. reflection. reflection.
II. CONTENT 1. Introduction: Doing Philosophy 1. Introduction: Doing Philosophy 1.2 The Branches of Philosophy 1.2 The Branches of Philosophy
1.1 The Meaning of Philosophy 1.1 The Meaning of Philosophy A. Methaphysics D.Logic
B.Ethics E. Aesthetics
C.Epistemology

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages

2. Learners Materials pages pg. 2-5 pg. 6-13

3. Textbooks pages pg. 2-5 pg. 6-13

4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com

IV. PROCEDURES
Why is that Introduction to the Today, we will continue our What are the branches of Today, we will continue our
A. Reviewing of the past lesson / or Philosophy of the Human Person discussion about the meaning of Philosophy? discussion about the different
presenting the new lesson is included as one of the core Philosophy. branches of Philosophy.
subjects in SHS? Any idea?

Who knows the meaning of the Brainstorming: What virtues do We will further understand the
word Philosophy? you value most? Wisdom? branch of Philosophy that pertains
B. Establishing a purpose of the lesson Honesty? Open-mindedness? to appreciation of arts and beauty
Beauty? Why? & art of reasoning.

We will further understand Reflections, Meditations and Reflections, Meditations and

Philosophy as Study of all things Conversions that Rocked the Conversions that Rocked the
and First Cause or Highest World: World:

C. Presenting examples/ instance of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Group activity: Give your own
meaning of the acronym
PHILOSOPHY
Discuss philosophy as: A. Science
B.Natural Light of Reason
We should know what is right or
wrong.
Why is it the philosophy is
considered as a science?
Cite examples of how philosophy
can be a principle of sufficient
reason or non- contradiction.
ACTIVITY 1 (PPT11/12-Ia-1.1)
Philosophy as Study of all things
and First Cause or Highest
Principle.
C. Study of all Things
D. First Cause or Highest Principle Metaphysics
Why philosophy is considered as
study of all things?
Share your concepts about the
importance of philosophy. Give
examples of these in politics,
sports, law and daily life.
ACTIVITY 1 (PPT11/12-Ia-1.1)
Conversions that Rocked the
World:
1. By What Values Shall I Live in
the World by Plato
2. How much Freedom Should We
have? Who should decide?
Branches of the philosophy : A.
B. Ethics. Reflections, meditation, D. Logic E. Aesthetics
and conversation that rocked the
world: What constitutes the human
person.
All of us guided by a principles in
life or code of ethics.
Who is Plato?
What are the 5 branches of
Philosophy?
ACTIVITY 2 (PPT11/12-Ib-1.2)
Conversions that Rocked the
World:
3. Women Equal Rights
4.Artificial Intelligence
C. Epistemology
What are the branches of
philosophy?
How do you define happiness? Do
you support the view of Socrates:
To become happy, a person must
live a virtous life? Explain.
ACTIVITY 2 (PPT11/12-Ib-1.2)
V. REMARKS

VI. REFLECTION

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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School SCHOOL
Grade level 11- GAS/ TVL

Intro. to Philosophy of the

Teacher MELCHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter 1st/ Week 5

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
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.
At the end of the lesson,
students are expected to do
C. Learning Competencies/ the following:
1.3 Realize the value of
Objectives doing philosophy in
obtaining a broad
perspective in life.
II. CONTENT 1.3 Why Become a
Philosopher? On Attaining a
Comprehensive Outlookin
Life?
A. Expanding our
Phiilosophical Frames:
Western and Non- Western
Traditions
At the end of the lesson,
students are expected to do
the following:
1.3 Realize the value of
doing philosophy in
obtaining a broad
perspective in life.
B.Filipino Thinking: From Local C.Philosophy : Transcending
to Global
At the end of the lesson,
students are expected to do
the
1.3 following:
Realize the value of
doing philosophy in
obtaining a broad
perspective in life.
and Aiming for a Life of
Abundance
At the end of the lesson,
students are expected to do
the
1.4 following:
Do a philosophical
reflection on a concrete
situation from a holistic
perspective.
1.4 Philosophical Reflections

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 14-16 pg. 17-20 pg. 21-22 pg. 23-24

3. Textbooks pages pg. 14-16 pg. 17-20 pg. 21-22 pg. 23-24
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This section we will know the After reviewing the past What are the things in life you Today, your going to
A. Reviewing of the past lesson / various viewpoint of lesson, we will discuss about are aiming? composed a reflection about
or presenting the new lesson philosophy: the western and our very own Filipino the implication of good deeds
non-western frames. indigenous beliefs and to global society.
thinking.
What is diversity? How We will discuss the Filipino Brainstorming: What virtues do What are the little things you
B. Establishing a purpose of the diversity limit a person thoughts and values from you value most? Quantity of can do for the benefit of the
lesson opportunities or can make the positive to negative aspects. life or Quality of Life? Why? global society?
person rejected?
 Presents some traditions and
culture imparted by other
countries specifically those
C. Presenting examples/ instance that invaded our country in
of the new lesson history.
a) Fillipino time
b) Bahala Na
c) Utang na loob
a) Abundance is not what we 1) Earth Hour
gather but what we scatter. 2) Fun Run
b) Abundance is not what we 3) Blood Donation
keep but what we give away 4)Tree planting activity.
c) Abundance is not what we
hold but what we share
d) Abundance is a choice

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
We should understand and We Filipinos are known for Learn to share. We can do little things to
G. Finding practical applications respect others philosophy in being hospitable and change the world.
of concepts and skills in daily life. hardworking citizens.
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Give some
traditional/philosophical
differences between PH to
Chinese and Europe with
I. Evaluating learning regards to food, marriage,
religion.
Enumerate 5 negative and 5
positive values of Filipino.
Philosophical paper: Explain
this: " I learned to give not
because I have much, but
because I know exactly how it
feels to have nothing"
What are the implications of
Earth Hour to being
interconnected in a global
society?

Philosophical paper: If you re

J. Additional activities for
application or remediation
entertaining a tourist or
ACTIVITY 3 (PPT11/12-Ib-1.3)
balikbayan relative or friend,
how will you introduce the
Philippines?
Philosophical paper: As a
ACTIVITY 4 (PPT11/12-Ib-1.4)
student how can you live a life
of abundance? Give examples.
V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
 DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School SCHOOL
Grade level 11- GAS/ TVL

Intro. to Philosophy of the

Teacher MELCHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter 1st/ Week 3

June 20-22, 2018

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 evaluate opinions.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
Objectives 2.1 Distinguish opinion from the
following: 2.1 following:
Distinguish opinion from the following:situations that
2.2 Analyze the following:situations that
2.2 Analyze
truth. truth. show the difference between show the difference between
opinion and truth. opinion and truth.
II. CONTENT 2.1 Introduction: Methods of 2.1 Introduction: Methods of 2.2 Analyze Situations that Giving your opinion about the
Philosophizing Philosophizing Show the Difference between Philippine Political Structure.
A.Phenomenology D.Analytic Tradition Opinon and Truth
B.Existentialism E.Logic and Critical Thinking
C.Postmodernism F.Fallacies

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 27-32 pg. 32-36 pg.37-39 pg.37-39
3. Textbooks pages pg. 27-32 pg. 32-36 pg.37-39 pg.37-39
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This section we will know the After reviewing the past How will you know the Today, your going to give your
A. Reviewing of the past lesson / various ways or method in lesson, we will continue difference between opinion opinion about the Philippine
or presenting the new lesson philosophizing. discussing more ways and and truth? political structure.
methods of making philosophy.
In search for wisdom, the What makes a person a critical Group discussion: Why is that What are your assessment of
B. Establishing a purpose of the learner must evaluate thinker? What characteristics there are movie ratings G, PG from their first day of service?
lesson arguments and ways of of a critical thinker do you think and SPG? How it is related to Are you satisfied or not? How
expressing one's belief, you posses or ought to have? truth or opinion? did you say so?
emotions and opinions.

C. Presenting examples/ instance b) What is freedom?
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
We should always say the
G. Finding practical applications truth.
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
a) Carefulinspection base on
appearance
C) Acceptance of changes on
cultures.
The learners will construct the The learners will construct the The learners will construct the The learners will construct the
generalization of the lesson.
Give some
traditional/philosophical
differences between PH to
Chinese and Europe with
regards to food, marriage,
religion.
ACTIVITY 1 (PPT11/12-lc-2.1) ACTIVITY 1 (PPT11/12-lc-2.1)
d) Inductive and deductive a) TV commercials on products 1) Poverty rate
reasoning. to buy? 2) Economic condition
e) Attributes of a critical thinker 3)Promises are achieved?
4)Compare from the past
administration.
Our opinion might be a great Not all seen in the television or
help in searching for wisdom. any other type of media is true.
generalization of the lesson. generalization of the lesson. generalization of the lesson.
Group discusion: If someone in Recitation: What are your Self Evalaution
the group disagrees with your preferences in choosing
ideas, are you open to new something to use?
ideas not necessarily in
agreement with yours?
ACTIVITY 2 (PPT11/12-lc-2.2)
ACTIVITY 2 (PPT11/12-lc-2.2)
Supply relevant information on
Supply relevant information on
the topics below. Prepare a 2-3
the topics below. Prepare a 2-3
paragraph essay for each
paragraph essay for each
topic. Make sure that you
topic. Make sure that you
include your resources and
include your resources and
you have read the article
you have read the article
thoroughly.
thoroughly.
B. School Rules and
A. DepEd Kto12 Program
Regulations
 thoroughly.
thoroughly.
B. School Rules and
A. DepEd Kto12 Program
Regulations

V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS TEACHER II Principal I
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School SCHOOL
Grade level 11- GAS/ TVL

Intro. to Philosophy of the

Teacher MELHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter 1st/ Week 4

June 27-29, 2018

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 evaluate opinions.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
Objectives 2.3 Realize that the methods the
following: 2.3 following:
Realize that the methods the
2.4 following:
Evaluate Opinions the
2.4 following:
Evaluate Opinions
of philosophy lead to of philosophy lead to
wisdom and truth. wisdom and truth.
II. CONTENT 2.3 Three major characteristics 2.3 Three major characteristics Debate Discussion Debate Discussion
of Philosophical questions: of Philosophical questions:
1. Philosophical questions 1. Philosophical questions
have answers,but the answer have answers,but the answer
remain in dispute. remain in dispute.
2. Philosophic questions 2. Philosophic questions
cannot be settled by science, cannot be settled by science,
common sense or faith common sense or faith
3. Philosophical questions are 3. Philosophical questions are
of perrennial intellectual of perrennial intellectual
interest to human beings. interest to human beings.

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 40-41 pg. 40-41 pg.42-43 pg.42-43

3. Textbooks pages pg. 40-41 pg. 40-41 pg.42-43 pg.42-43

4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This section we will realize After reviewing the past After reviewing the past After reviewing the past
A. Reviewing of the past lesson / that methods of philosophy lesson, The class will prepare lesson, The class will prepare lesson, The class will prepare
or presenting the new lesson will lead to wisdom and truth. for a debate. for a debate. for a debate.
 In search for wisdom, the
learner must looks for
B. Establishing a purpose of the evidence to support
lesson assumption and belief, looks
for proof, examines problems
and rejects irrelevant and
incorrect information.
a) Debate
C. Presenting examples/ instance b) Consultation
of the new lesson c) Open Forum
To seek the point of view of the To seek the point of view of the To seek the point of view of the
students of what should be the students of where should be students of what is really the
national viand of the the Presidential Office. road order contributor of traffic.
Philippines.
Adobo vs. Sinigang? Davao or Malacanang? Traffic Enforcers vs. Traffic
Lights

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
Always seek for wisdom and
G. Finding practical applications truth.
of concepts and skills in daily
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Group discussion: pg. 41 item Debate Criteria
d. 1. Which team gathered more
relevant facts?
2. Which team based
arguments on emotions?
I. Evaluating learning 3. Which group presented a
more organized and correct
arguments?
4. Eye contact
5. Audience awareness.
Debate Criteria
1. Which team gathered more
relevant facts?
2. Which team based
arguments on emotions?
3. Which group presented a
more organized and correct
arguments?
4. Eye contact
5. Audience awareness.
Debate Criteria
1. Which team gathered more
relevant facts?
2. Which team based
arguments on emotions?
3. Which group presented a
more organized and correct
arguments?
4. Eye contact
5. Audience awareness.
J. Additional activities for Group discussion: pg. 41 item
application or remediation b.

V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School SCHOOL
Grade level 11- GAS/ TVL

Intro. to Philosophy of the

Teacher MELCHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter 1st/ Week 5

July 4-6, 2018

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit.
B. Performance Standards The learner distinuisheshis/her own limitations and posibilities for his/ her transcendence.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the following: the following: the
Objectives 3.1 Recognize own 3.1 Recognize own 3.2 following:
To evaluate own the
3.2 following:
To evaluate own
limitations and possibilities limitations and possibilities limitations and possibilities limitations and possibilities
for one's trancendence. for one's trancendence. for their transcendence. for their transcendence.
II. CONTENT 3. Introduction:Transcendence 3. Introduction:Transcendence A. Forgiveness D. Failure
in the Global Age in the Global Age B. The Beauty of Nature E. Loneliness
A. Hinduism C. St Agustine of Hippo and St. C. Vulnerability F.Love
B. Buddhism Thomas Aquinas
D. The Biblical God and
Humanity

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 48-55 pg.56-58 pg.59 pg.60
3. Textbooks pages pg. 48-55 pg.56-58 pg.59 pg.60
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic, let us Based on the last topic, let us
A. Reviewing of the past lesson / three main spiritual lesson, we will continue to evaluate our human limitations evaluate our human limitations
or presenting the new lesson philosophies, namely discuss Christian Saints and and how we can also and how we can also
Hinduism, Buddhism & Biblical God and Humanity. transcend them. transcend them.
Christianity.
The learner are expected to The learner are expected to The learner are expected to The learner are expected to
understand the human person understand the human person understand the human person understand the human person
B. Establishing a purpose of the as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well
lesson as distinguish his/her own as distinguish his/her own as distinguish his/her own as distinguish his/her own
limitations and the possibilities limitations and the possibilities limitations and the possibilities limitations and the possibilities
of her trancendence. of her trancendence. of her trancendence. of her trancendence.

C. Presenting examples/ instance Show them- The Buddha.
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications our brothers and sisters in the
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Ask the learners, what are the If the Hindus have so many
major religionsof the world?
In this world we are living with
same faith and different
religion. Respect one another.
The learners will construct the The learners will construct the The learners will construct the The learners will construct the
generalization of the lesson.
Sort quiz: Enumerate the ff:
a) The Four Noble Truths of
Buddha
b) The Eightfold Path of
earnest endeavor.
Activity 1 (PPT 11/12-lf-3.1)
Gods, and Buddhism believes
in Gautama Buddha teachings,
Christians believes in Jesus
Christ and the Ten
Commandments.
generalization of the lesson.
Short Essay: Explain if you
believe in Karma or
Reincarnation? Give your
reasons and proof.
Who is your favorite What is your strenghth? How
superhero? What his/her about your weaknesses?
characteristics you admired
most?
As a rational being, men
experience a deep feeling and
felt a sense being. We need
each other.
generalization of the lesson. generalization of the lesson.
Oral recitation Pair discussion: In pairs, share
with your classmate the period
that you faced failures.
Guide questions:
1. How do you view suffering?(
as blessing or curse?)
2. Do you acknowledge the
help of others?
Thank You Cards: Show
gratitude to the people who
helped you in times when you
needed it the most by creating
thank-you cards. Bring own
creative materials for this
activity. Give this card to the
person who are showing your
gratitude too.
 person who are showing your
gratitude too.

V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER, Ed.D

SHS Teacher II Principal I
 DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School SCHOOL
Grade level 11- GAS/ TVL

Intro. to the Philo. of the

Teacher MELCHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter 1st/ week 6

July 11-13, 2018

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit.
B. Performance Standards The learner distinuisheshis/her own limitations and posibilities for his/ her transcendence.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
3.3 following:
Recognize the human the
3.3 following:
Recognize the human the
3.4 following:
Distinguish the the
3.4 following:
Distinguish the
Objectives body imposes limits and body imposes limits and limitations and possibilities limitations and possibilities
responsibilities for responsibilities for for transcendence. for transcendence.
trancendence. trancendence.
II. CONTENT A. Hinduism: Reincarnation C.St. Augustin and St. Thomas Evil and Suffering Activity 3(PPT 11/12-li-3.4 and
and Karma Aquinas: Will and Love Unit Test on pg. 67.
B. Buddhism: Nirvana

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 60-61 pg.62 pg.63-64 Activity sheet pag. 8

3. Textbooks pages pg. 60-61 pg.62 pg.63-64

4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
 This lesson we will cover After reviewing the past Based on the last topic, let us Based on the last topic, the
A. Reviewing of the past lesson / Hinduisms Reincarnation and lesson, we will continue to distinguish our human learners will do an activity to
or presenting the new lesson Karma and Buddhism Nirvana discuss Christian Saints The sufferings and evil. make an action plan towards
Will and Love transcendence of their
limitations.
The learner are expected to The learner are expected to The learner are expected to After this chapter, the students
understand the human person understand the human person understand the human person already know their limitations
B. Establishing a purpose of the as an embodied spirit as well as an embodied spirit as well as an embodied spirit as well as a person. So they must
lesson as distinguish his/her own as distinguish his/her own as distinguish his/her own make an action in improving
limitations and the possibilities limitations and the possibilities limitations and the possibilities their selfs by acknowledging
of her trancendence. of her trancendence. of her trancendence. the factors affecting their
limitations.
Show them a cycle of human How to become Saint? What Why do you think we people Presentation of the activity
C. Presenting examples/ instance life from birth to death. characteristics are common to suffer? sheet.
of the new lesson all Saints?

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
There is also called good Many of us prayed not only to Suffering is a works of evil or a
G. Finding practical applications karma. Father God and Jesus but also consequences of our wordly
of concepts and skills in daily to Saints we believed in. pleasures.
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson
 Oral recitation Short Essay: How do you
show love towardothers?
Friends? Family? Peoplein
need?
I. Evaluating learning
Oral recitation Short Essay: How can our
attachments to or craving for
wordly pleasures cause
suffering? Cite examples.

Have you ever done evil acts?

Write, sing and share your Or bad acts to someone?
J. Additional activities for
Activity 2 (PPT 11/12-lg-3.2 favorite love song or qoute. Have you experienced a
application or remediation
Share it in the class. feeling of guilt after doing such
act? Share it in the class.

V. REMARKS

VI. REFLECTION

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.
C. Did the remedial lessons work?
No. Of learners who have caught up
with the lesson.

D. No. Of learners who continue to

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER, Ed.D

SHS Teacher II Principal I
 DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11- GAS/ TVL
SCHOOL
Intro. to Philosophy of the
Teacher MELCHOR G. FERRER Learning Area
Human Person
July 18-20, 2018
Teaching dates & time Quarter 1st/ week 7

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.
B. Performance Standards The learner is able to demostrate the vitues of prudence and frugality towards her/his environment.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
4.1 following:
Notice disorder in an the
4.2 following:
Notice things that are not the
4.3 following:
Show that care of the the
4.4 following:
Demostrate the virtues of
Objectives environment. in their proper places and environment contributes to prudence and frugality
organize them in an health, well being and towards environment.
aesthetic way. sustainable development.
II. CONTENT Anthropocentric Model 1. Ancient Thinkers A. Deep Ecology Erich Fromm and
Ecocentric Model a) Anaximander B. Social Ecology Activity ( Ten Little Things you
Distruction of Property (War) b)Pythagoras C. Ecofeminism can do tosave Mother Earh).
Natural Disasters (Yolanda and 2. Modern Thinkers
Ondoy) a)Immanuel Kant
b)Herbert Marcuse
c) George Herbert Mead

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
3. Textbooks pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic,there Based on the last topic, the
disorders in the environment lesson, today we will know the are numerous theories to sho learners will do an activity.
A. Reviewing of the past lesson / brought by humans and other philosophers who describes care for the environment aside They will make a composition
or presenting the new lesson natural phenomenon and their the universe and give from the ecocentricmodel. to give Ten Little Things they
effects. importance of the nature from can do to save Mother Earth.
ancient to the modern era.

The learner are expected to
understand and demonstrate
B. Establishing a purpose of the their participation in saving
lesson their environment and to
appreciate the beauty of
nature.
Show the aerial view and
C. Presenting examples/ instance photos taken after typhoon
of the new lesson Yolanda and Ondoy.
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Visual Guided Learning activity
on page 81-82.
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Presentation of Ms. Earth
Foundation
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Presenting activity such as-
Run for a Cause
Clean Up drives

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
Everything should always in
G. Finding practical applications their proper places.
of concepts and skills in daily
living
 The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Interview a person 45-60 years A. In groups, answer how can Ten Minutes Essay: Composed your Ten Little
old. Guided by the ff; organize the following images Write your thoughts regarding things you can do to save
questions: in a more aesthetic way? the passage. Mother Earth.
1. What are the things you
remember in your environment B. Draw and submit to class. "Destroying nature is a
when you were my age? reflection wherein few people
2. What are the things that C.Discuss your drawings in overpower others while
you like doing when you were class. exploiting the environment for
young? profit or self interest"
I. Evaluating learning 3.What are positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development ? Why or why
not?
Activity 1 (PPT 11/12-li-4.2)

J. Additional activities for Continuation:

Activity 2 (PPT 11/12-lj-4.3) Nature Walk and/or Gardening
application or remediation Activity 1 (PPT 11/12-li-4.2)

V. REMARKS

VI. REFLECTION

A. No. Of learners who earned

80% on the formative assessment
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

0 0 0 0
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER
SHS Teacher II Principal I
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11- GAS/ TVL
SCHOOL
Intro to the Philosophy of
Teacher MELCHOR G. FERRER Learning Area
the Human Person

Teaching dates & time Quarter

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the interplay between humans and their environments.
B. Performance Standards The learner is able to demostrate the vitues of prudence and frugality towards her/his environment.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
4.1 following:
Notice disorder in an the
4.2 following:
Notice things that are not the
4.3 following:
Show that care of the the
4.4 following:
Demostrate the virtues of
Objectives environment. in their proper places and environment contributes to prudence and frugality
organize them in an health, well being and towards environment.
aesthetic way. sustainable development.
II. CONTENT Anthropocentric Model 1. Ancient Thinkers A. Deep Ecology Erich Fromm and
Ecocentric Model a) Anaximander B. Social Ecology Activity ( Ten Little Things you
Distruction of Property (War) b)Pythagoras C. Ecofeminism can do tosave Mother Earh).
Natural Disasters (Yolanda and 2. Modern Thinkers
Ondoy) a)Immanuel Kant
b)Herbert Marcuse
c) George Herbert Mead

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
3. Textbooks pages pg. 69-76 pg.77-80 pg.83-84 pg.85-86
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter we will cover After reviewing the past Based on the last topic,there Based on the last topic, the
disorders in the environment lesson, today we will know the are numerous theories to sho learners will do an activity.
A. Reviewing of the past lesson / brought by humans and other philosophers who describes care for the environment aside They will make a composition
or presenting the new lesson natural phenomenon and their the universe and give from the ecocentricmodel. to give Ten Little Things they
effects. importance of the nature from can do to save Mother Earth.
ancient to the modern era.

The learner are expected to
understand and demonstrate
B. Establishing a purpose of the their participation in saving
lesson their environment and to
appreciate the beauty of
nature.
Show the aerial view and
C. Presenting examples/ instance photos taken after typhoon
of the new lesson Yolanda and Ondoy.
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Visual Guided Learning activity
on page 81-82.
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Presentation of Ms. Earth
Foundation
The learner are expected to
understand and demonstrate
their participation in saving
their environment and to
appreciate the beauty of
nature.
Presenting activity such as-
Run for a Cause
Clean Up drives

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
Everything should always in
G. Finding practical applications their proper places.
of concepts and skills in daily
living
 The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Interview a person 45-60 years A. In groups, answer how can Ten Minutes Essay: Composed your Ten Little
old. Guided by the ff; organize the following images Write your thoughts regarding things you can do to save
questions: in a more aesthetic way? the passage. Mother Earth.
1. What are the things you
remember in your environment B. Draw and submit to class. "Destroying nature is a
when you were my age? reflection wherein few people
2. What are the things that C.Discuss your drawings in overpower others while
you like doing when you were class. exploiting the environment for
young? profit or self interest"
I. Evaluating learning 3.What are positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development ? Why or why
not?
Activity 1 (PPT 11/12-li-4.2)

J. Additional activities for Continuation:

Activity 2 (PPT 11/12-lj-4.3) Nature Walk and/or Gardening
application or remediation Activity 1 (PPT 11/12-li-4.2)

V. REMARKS

VI. REFLECTION

A. No. Of learners who earned

80% on the formative assessment
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
 DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11- GAS/ TVL
SCHOOL
Intro. to Philosophy of the
Teacher MELCHOR G. FERRER Learning Area
Human Person

Teaching dates & time Quarter I- Week 9

A

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the human person's freedom.
B. Performance Standards The learner shows situations that demonstrate freedom of choice and the consequences of choices.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
C. Learning Competencies/ students are expected to do students are expected to do students are expected to do students are expected to do
Objectives the following:
5.1 Realize that all actions the following:
5.1 Realize that all actions the following:
5.2 Evaluate and exercise the
5.2 following:
Evaluate and exercise
have consequences. have consequences. prudence in choices. prudence in choices.
II. CONTENT A. Aristotle The Power of D. Jean Paul Sarte: Individual 1. Life decision and Activity 2 (PPT11/12-lla-5.2)
Volition Freedom consequences
B.St. Thomas Aquinas Love is E. Thomas Hobbes The Social 2. Reward and Punishment
Freedom and Contract
C. Spritual Freedom F.Jean Jacques Rousseau
Political Freedom

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 95-98 pg.99-105 pg.106-108 pg.106-108
3. Textbooks pages pg. 95-98 pg.99-105 pg.106-109 pg.106-108
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
 The chapter covers human Continuation of the chapter Continuation of the chapter
Based on the last topic, the
freedom from intellectual, that covers human freedom that covers human freedom learners will do an activity.
A. Reviewing of the past lesson / political, spritual and economic from intellectual, political, from intellectual, political,
They will make an evaluate of
or presenting the new lesson aspects. spritual and economic aspects. spritual and economic aspects.
their decisionsin life and the
consequences of these
decisions.
The lesson highlights freedom The lesson highlights freedom The lesson highlights freedom The learner realizes some
from intellectual, political, from intellectual, political, from intellectual, political, important life decisions in life
B. Establishing a purpose of the spritual and economic aspects. spritual and economic aspects. spritual and economic aspects. from age 12-14-16. They write
lesson down the consequencesof
those particular decisions.
Show figures of the following: Video viewing the EDSA You know the carrot and stick Presentation of the activity.
C. Presenting examples/ instance a) Intellectual freedom Revolution principle?
of the new lesson b) Spiritual Freedom

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
There's consequences in all Freedom should be use with
G. Finding practical applications things we do and all things we responsibility.
of concepts and skills in daily neglect to act.
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson
 Explain the St. Thomas Explain Aristotle " rationality is Relate peace and freedom as Guided activity.
I. Evaluating learning Spiritual Freedom not merely passive but a necessary for the state.
function to be performed"

J. Additional activities for

Activity 1 (PPT 11/12-lla-5.1) Activity 1 (PPT 11/12-lla-5.1)
application or remediation

V. REMARKS

VI. REFLECTION

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
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS Teacher II Principal I
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher MELCHOR G. FERRER Learning Area
HUMAN PERSON

Teaching dates & time Quarter

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands the human person's freedom.
B. Performance Standards The learner shows situations that demonstrate freedom of choice and the consequences of choices.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
the
5.3 following:
Realize that : the
5.3 following:
Realize that : the
5.4 following:
Show situations that the
5.4 following:
Show sitiations that
C. Learning Competencies/ a) Choices have a) Choices have demostrate freedom of demostrate freedom of
Objectives consequences consequences choice and the choice and the
b) Some things are given up b) Some things are given up consequences of their consequences of their
while others are obtained in while others are obtained in choices. choices.
making choices. making choices.
II. CONTENT Social system Social system 1. Life decision and 1. Life decision and
Individual rights Individual rights consequences consequences
Filipino Values Filipino Values 2. Attending school or not? 2. Attending school or not?
Christian Values Christian Values 3. Taking drugs or not? 3. Taking drugs or not?
4.Follow rules and 4.Follow rules and
regulationsor not? regulationsor not?
5.Quality of life or quantity of 5.Quality of life or quantity of
life? life?

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 109-110 pg. 109-110 pg.111-114 pg.111-114
3. Textbooks pages pg. 109-110 pg. 109-110 pg.111-114 pg.111-114
4. Additional Materials from
earning resources
 www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
After reviewing the past topic, Based from yesterdays topic, Continuation of the chapter Based on the last topic, the
todays lesson is each choices the learners will do an activity. that covers human freedom learners will do an activity.
A. Reviewing of the past lesson / we made have consequences. from intellectual, political, They will make an evaluate of
or presenting the new lesson There are things that are given spritual and economic aspects. their decisions in life and the
up while others are obtained in consequences of these
making choices. decisions.

The lesson discuss the
concept of freedom from
B. Establishing a purpose of the various
lesson perspective,intellectual,
spiritual, political and
economic in relation to Filipino
Ask the following question:
1. One of the Filipino values is
paghaharana sa sinisinta,
C. Presenting examples/ instance would it still be a requirement
of the new lesson in this era?
2.According to Christian
teaching, divorce is not
allowed, will you still keep the
marriage even the relationship
The lesson discuss the
concept of freedom from
various
perspective,intellectual,
spiritual, political and
economic in relation to Filipino
Presentation of the activity.
Activity 3 (PPT 11/12-llc-5.3)
The lesson discuss the
concept of freedom from
various
perspective,intellectual,
spiritual, political and
economic in relation to Filipino
Peer discussion: To be free
individual is to be responsible
not only for one'sself but also
for all?
The lesson discuss the
concept of freedom from
various
perspective,intellectual,
spiritual, political and
economic in relation to Filipino
Presentation of the activity.
Activity 4 (PPT 11/12-llc-5.4)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)

G. Finding practical applications use your mind together with
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned
80% on the formative assessment
B. No. Of learners who require
additional activities for remediation
Everyday we make choices,
your heart in making choices.
The learners will construct the The learners will construct the The learners will construct the The learners will construct the
generalization of the lesson.
Short essay.
Role play. Show a Filipino
good values.
generalization of the lesson.
Peer discussion/ guided
activity
In life mistakes is not bad
unless you learned from it.
Accept your mistakes and its
consequences and be better.
generalization of the lesson. generalization of the lesson.
Oral recitation. Small group discussion/
guided activity
Interview and reflection about
a person who regrets not to
finish schooling or sharing a
successful story of one of the
member of your clan.
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: Approved by:

MELCHOR G. FERRER BENJAMIN E. FERRER

SHS TEACHER II Principal I
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W14 (9/12 to 16/2016)

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of person with disabilities and those from the
B. Performance Standards underprivileged sectors of the society.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
the Realize
6.1 following:that the Realize
6.1 following:that the Appreciate
6.2 following: the talents of the Appreciate
6.2 following: the talents of
C. Learning Competencies/ intersubjectivity requires intersubjectivity requires persons with disabilities and persons with disabilities and
Objectives accepting differencesand accepting differencesand those from the those from the
not to imposing on others. not to imposing on others. underprivileged sectors of underprivileged sectors of
society and their society and their
contributions to the society. contributions to the society.
II. CONTENT 1. Temperament and sensitivity Guided activity A. On PWD's C. On the Rights of Women
in dealing with others.and B.On Underprivileged Sector D. Senior Citizens
2. The Social Dimensions of Activity 1 (PPT 11/12-llc-6.1) of the Society?
the Self.

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 117-120 pg. 117-120 pg.121-126 pg.121-126
3. Textbooks pages pg. 117-120 pg. 117-120 pg.121-126 pg.121-126
4. Additional Materials from
earning resources
www.wikipedia.org
B. Other Learning Resources www.google.com
IV. PROCEDURES
This chapter defines being
human. Being human means
we are all in relation with other
A. Reviewing of the past lesson / human being who might be
or presenting the new lesson different from us. Yet
regardless of differences, our
hummanness is enriched as
we participate in our
The lesson aims to instruct to
love others as we do
B. Establishing a purpose of the ourselves. To build a fruitful
lesson relationship base on mutuality,
sincerity and acceptance.
Temperament and sensitivity
test and interpretation of the
C. Presenting examples/ instance result.
of the new lesson
www.wikipedia.org
www.google.com
This chapter defines being
human. Being human means
we are all in relation with other
human being who might be
different from us. Yet
regardless of differences, our
hummanness is enriched as
we participate in our
The lesson aims to instruct to
love others as we do
ourselves. To build a fruitful
relationship base on mutuality,
sincerity and acceptance.
Presentation of the activity.
Activity 1 (PPT 11/12-llc-6.1)
www.wikipedia.org
www.google.com
After reviewing the last topic,
we will continue to learn other
human or group of individuals
who has given rights and
privileges as we acknowledge
the fundamental goodness of
our nature and share it with
others.
The lesson aims to instruct to
love others as we do
ourselves. To build a fruitful
relationship base on mutuality,
sincerity and acceptance.
What can you say about the
4P's program of the
government? Will it be the
ultimate answer to alleviate
poverty?
www.wikipedia.org
www.google.com
After reviewing the last topic,
we will continue to learn other
human or group of individuals
who has given rights and
privileges as we acknowledge
the fundamental goodness of
our nature and share it with
others.
The lesson aims to instruct to
love others as we do
ourselves. To build a fruitful
relationship base on mutuality,
sincerity and acceptance.
1.Why do women rights is
protected by law over men in
the society?
2.Do you think is fair that SC
have discounts on limited
items only?

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
 (Leads to Formative Assessment
3)
Each of us have different It doesn’t mean that someone Be merciful and compassion.
G. Finding practical applications appearances or point of view. with disability is not productive.
of concepts and skills in daily
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Small groupdiscussion. Peer discussion/ guided Oral recitation. Short essay: How do you react
I. Evaluating learning activity when you see street children?
Why?

J. Additional activities for Interactivework / Getting to

Research on Gabriela Society Research on Smile Foundation
application or remediation know you better activity

V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W15(9/19 to 23/2016)

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents of person with disabilities and those from the
B. Performance Standards underprivileged sectors of the society.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
the Explain
6.3 following:that authentic the Explain
6.3 following:that authentic the following:
6.4 Perform activities that the Perform
6.4 following:activities that
C. Learning Competencies/ dialogue means accepting dialogue menas accepting demonstrate the talents of demonstrate the talents of
Objectives others even if they are others even if they are persons with disabilities and persons with disabilities and
different from their selfs. different from their selfs. those from the unprevileged those from the unprevileged
sectors of the society. sectors of the society.
II. CONTENT Authentic Dialogue Guided activity A. On site visit about PWDs or A. On site visit about PWDs or
Existentialism an NGO for unprevileged an NGO for unprevileged
Activity 2 (PPT 11/12-lld-6.3) B.Outreach Program B.Outreach Program
C. School/Community Service C. School/Community Service

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 127 pg. 127 pg.128-129 pg.128-129
3. Textbooks pages pg. 127 pg. 127 pg.128-129 pg.128-129
4. Additional Materials from
earning resources
www.wikipedia.org
B. Other Learning Resources www.google.com
IV. PROCEDURES
This chapter defines being
human. Being human means
we are all in relation with other
A. Reviewing of the past lesson / human being who might be
or presenting the new lesson different from us. Yet
regardless of differences, our
hummanness is enriched as
we participate in our
The lesson aims to
communicate/ conversion.
B. Establishing a purpose of the Language is a tool for
lesson communication, information
and social interaction.
Executive Order 417
NGO's
C. Presenting examples/ instance
of the new lesson
www.wikipedia.org
www.google.com
This chapter defines being
human. Being human means
we are all in relation with other
human being who might be
different from us. Yet
regardless of differences, our
hummanness is enriched as
we participate in our
The lesson aims to
communicate/ conversion.
Language is a tool for
communication, information
and social interaction.
Presentation of the activity.
Activity 1 (PPT 11/12-lld-6.3)
www.wikipedia.org
www.google.com
After reviewing the last topic,
we will continue to learn other
human or group of individuals
who has given rights and
privileges as we acknowledge
the fundamental goodness of
our nature and share it with
others.
The lesson aims to instruct to
love others as we do
ourselves. To build a fruitful
relationship base on mutuality,
sincerity and acceptance.
Have you attended any Presentation of the activity.
outreach program of the
school or within your Activity 2 (PPT 11/12-lie-6.4)
community? Who are the
beneficiaries? How do you feel
being part of the activity?
www.wikipedia.org
www.google.com
After reviewing the last topic,
we will continue to learn other
human or group of individuals
who has given rights and
privileges as we acknowledge
the fundamental goodness of
our nature and share it with
others.
The lesson aims to instruct to
love others as we do
ourselves. To build a fruitful
relationship base on mutuality,
sincerity and acceptance.

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
 If you cannot give any Always put yourself in the shoe
monetary value to unprivileged of others. Lend a hand.
G. Finding practical applications sector of the society atleast
of concepts and skills in daily you prayed for them and spent
living time with them is enough.

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Small groupdiscussion. Peer discussion/ guided Oral recitation. Peer discussion/ guided
I. Evaluating learning activity activity

J. Additional activities for Assist in the school feeding Assist in the school feeding
application or remediation program. program.

V. REMARKS

VI. REFLECTION

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

0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W16 (9/26 to 30/2016)

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands the interplay between the individuality of human beings and their social context.
B. Performance Standards The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
C. Learning Competencies/ the
7.1 following:
Recognize how the
7.1 following:
Recognize how the
7.2 following:
Compare different forms the 7.2 following:
Compare different forms
Objectives individuals form of socities individuals form of socities of socities and of socities and
and how individuals are and how individuals are individualities. (eg. Agrarian, individualities. (eg. Agrarian,
transformed by societies. transformed by societies. industrial and virtual). industrial and virtual).

Social Media
International society
Telenovelas A. Medieval Period C. Globalization and
II. CONTENT Groups/Fraternity
Computers games/apps B. Modern Period Technological Innovations
Artists/Singers/Actors
Technology

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 136 pg. 136 pg.137-144 pg.145-147

3. Textbooks pages pg. 136 pg. 136 pg.137-144 pg.145-147

4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter defines how
A. Reviewing of the past lesson / human are change by social
or presenting the new lesson media and technology as it is
the new culture today.
The lesson aims to be
responsible in using social
B. Establishing a purpose of the media and social online
lesson activities. And to know the
advantages and
disadvantages of technology
innovations.
Who has facebook account?
C. Presenting examples/ instance How social media helps you in
of the new lesson your studies?
After reviewing the past topic,
we will continue to discuss
how human are change by
international society, groups
and our idols.
The lesson aims to be
observant in following their
local and international idolsand
in choosing friends. And to
know the advantages and
disadvantages of including in a
social system.
Presentation of the activity.
Activity 1 (PPT 11/12-llf-7.1)
After reviewing the last topic,
the lesson highlights how
different forms of the society
and individuals affects human.
The lesson aims to evaluate
the differences in thinking, life
and how human evolves from
the past to modern era.
In what way did the modern
philosophers and scientifc
discoveries transform us?
After reviewing the last topic,
the lesson highlights how
different technological
innovations and the global
context.
The lesson aims to evaluate
the differences in thinking, life
and how human evolves from
the past to modern era.
Presentation of the activity.
Activity 2 (PPT 11/12-llg-7.2)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
Think before you click. Be responsible in using social Our past plays an important Our past plays an important
G. Finding practical applications media. role of what we are today. role of what we are today.
of concepts and skills in daily
living
 The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Small group discussion. How Peer discussion/ guided Oral recitation. Peer discussion/ guided
I. Evaluating learning you can be responsible in activity activity
using online activities?

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

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.
C. Did the remedial lessons work?
No. Of learners who have caught up
with the lesson.

D. No. Of learners who continue to

0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W17 (10/3 to 7/2016)

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learner understands the interplay between the individuality of human beings and their social context.
B. Performance Standards The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
the
7.3 following:
Expalin how human the
7.3 following:
Expalin how human the
7.4 following:
Evaluate the the
7.4 following:
Evaluate the
C. Learning Competencies/ relations are transformed by relations are transformed by transformation of human transformation of human
Objectives social systems. social systems. relationships by social relationships by social
systems and how societies systems and how societies
transform individual human transform individual human
beings. beings.

Change as a Conditionof
Change as a Condition of
Modern Life A. On (Womens) friendship
Modern Life
II. CONTENT c. Economic Sphere Opposite sex relationship B. True Friends, Our Mother
a. New Knowledge
d. Social Realm
b. Policy Making
e. Technology

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 148-149 pg. 150-153 pg. 154-158 pg. 154-158
3. Textbooks pages pg. 148-149 pg. 150-153 pg. 154-158 pg. 154-158
4. Additional Materials from
earning resources
 www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter defines how This chapter defines how After reviewing the last topic, After reviewing the last topic,
A. Reviewing of the past lesson / human are change by changes human are change by changes the lesson highlights how the lesson highlights how
or presenting the new lesson in the Modern life in the Modern life different forms of personal different forms of personal
relationships affects with social relationships affects with social
norms. norms.
The lesson aims that we The lesson aims that we The lesson aims to evaluate The lesson aims to evaluate
B. Establishing a purpose of the should be responsible citizens should be responsible citizens the different relationships that the different relationships that
lesson by following rules and by following rules and are acceptable or not by are acceptable or not by
regulations, laws and state regulations, laws and state individuals and society. individuals and society.
policy. policy.
C. Presenting examples/ instance Are you in favor of national What is your reaction on NO How do you feel about same Who is your first love?
of the new lesson curfew hours for minors? Any Cellphone Policy in the sex marraige?
reaction? School?

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
"Ignorance of the law excuses Technology makes life easier
G. Finding practical applications no one" but adds expenses to be paid
of concepts and skills in daily of.
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson
 Short quiz. Short quiz. Short Essay: What is your Sharing: Give Tribute to your
I. Evaluating learning thinking about gays? First Friend. or First Love.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

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

0 0 0 0
require remediation
D. No. Of learners who continue to
0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
DAILY LESSON LOG (DLL) LASIP NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W18 (10/10 to 14/2016)

DAY Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learners understand human being as oriented towards their impending death.
B. Performance Standards The learner writes a philosophical reflection on the meaning of his/her own life.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
students are expected to do students are expected to do students are expected to do students are expected to do
the
8.1 following:
The learner recognize the the
8.1 following:
The learner recognize the the8.2 following:
Enumerate the objectives the
8.2 following:
Enumerate the objectives
C. Learning Competencies/ meaning of his/her life. meaning of his/her life. he/she really wants to he/she really wants to
Objectives achieve and to define the achieve and to define the
projects he/she really wants projects he/she really wants
to do in his/her life. to do in his/her life.

a.Socrates - Happiness
c. Aristotle's Realizing your 1. Finding your purpose
II. CONTENT b. Plato's Theory of Immortality Activity 1 (PPT 11/12-llh-8.1)
potential.

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 164-165 pg. 166-167 pg. 167-168 pg. 167-168
3. Textbooks pages pg. 164-165 pg. 166-167 pg. 167-168 pg. 167-168
4. Additional Materials from
earning resources
 www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
This chapter will bring close After reviewing the last topic, After reviewing the last topic, This activity will describe the
with the meaning of your we will bring closer in we will bring closer in each future.
existence. Discovering the realizing our potential as realizing our pirpose in life.
A. Reviewing of the past lesson / meaning of life. Existence, human being.
or presenting the new lesson freedom of choice, individuality
and personal responsibility
are tackled in this lesson.

B. Establishing a purpose of the The lesson emphasizes The lesson aims to realize our The lesson aims to achieve This activity will describe the
lesson happiness and immortality. potential. our purpose in life. each future.
Are you in favor of national What is your reaction on NO How do you feel about same Presentation of the activity.
C. Presenting examples/ instance curfew hours for minors? Any Cellphone Policy in the sex marraige?
of the new lesson reaction? School? Activity 2 (PPT 11/12-llh-8.1)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)
Happiness is a choice. We all have potentials,its up to Make a life that is purpose
G. Finding practical applications us to discover. driven.
of concepts and skills in daily
living
 The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson

Group Presentation: Scenario Short quiz. Guided activity: What do you Explaining the output ofyour
I. Evaluating learning explanation want to achieve in life? activity.

Read the book of Rick Read the book of Rick Read the book of Rick Read the book of Rick
J. Additional activities for
Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven
application or remediation
Life Life Life Life

V. REMARKS

VI. REFLECTION

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.
C. Did the remedial lessons work?
No. Of learners who have caught up
with the lesson.

D. No. Of learners who continue to

0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV
DAILY LESSON LOG (DLL) CANAN NATIONAL HIGH
School Grade level 11-C1
SCHOOL
PHILOSOPHY OF THE
Teacher JACKY T. SORIANO Learning Area
HUMAN PERSON
M,T,W,F (2-3)
Teaching dates & time Quarter 2ND W19 (10/17 to 21/2016)

Monday Tuesday Wednsday Friday

I. OBJECTIVES
A. Content Standards The learners understand human being as oriented towards their impending death.
B. Performance Standards The learner writes a philosophical reflection on the meaning of his/her own life.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
C. Learning Competencies/ students are expected to do students are expected to do students are expected to do students are expected to do
Objectives the
8.3 following:
Expalin the meaning of the
8.3 following:
Expalin the meaning of the
8.4 following:
Reflects on the Meaning the
8.4 following:
Reflects on the Meaning
life ( where will all these lead life ( where will all these lead on his/her own life. on his/her own life.
to) to)

a.Friedrich Nietzsche d.Jean Paul Sarte

b. Arthur Schopenhauer e.Kar lJasper Reflection on the Meaning of
II. CONTENT Activity 1 (PPT 11/12-lli-8. 4)
c. Martin Heidegger f.Gabriel Marcel his Life

III. LEARNING RESOURCES

A. References Introduction to the Philosophy of the Human Person by: Christine Carmela R. Ramos, PhD, First Edition, Rex Book Store
1. Teachers Guide pages
2. Learners Materials pages pg. 169-171 pg. 172-175 pg. 176-177 pg. 176-177
3. Textbooks pages pg. 169-171 pg. 172-175 pg. 176-177 pg. 176-177
4. Additional Materials from
earning resources
www.wikipedia.org www.wikipedia.org www.wikipedia.org www.wikipedia.org
B. Other Learning Resources www.google.com www.google.com www.google.com www.google.com
IV. PROCEDURES
 This lesson explains the birth
of tragedy, human struggles in
A. Reviewing of the past lesson / life and its destiny. And the
or presenting the new lesson threefold structure of care.
The lesson emphasizes
human existence is a journey
B. Establishing a purpose of the that each of us has to uncover.
lesson That is there really enternity
and what destiny brought us.
Who believes in destiny?
C. Presenting examples/ instance
of the new lesson
After reviewing the last topic,
the lesson explains why
people desires to be God,
guilt, cruelty, the essence of
drama, disease and harmony.
The lesson explains why we
experience failure to resolve
social problemsarising
fromhatred, conflict and strife.
World War I & II. Conflicts
issues between countries.
After reviewing the last topic, This activity will bring to a
we will bring closer in close with your own qoute and
realizing the meaning of your writing reflection of yourself.
life.
The lesson aims that each This activity will bring to a
learner maketheir own close with your own qoute and
reflection of their life. writing reflection of yourself.
The you know or do you write Presentation of the activity.
your personal blog? Is anyone
here writing his/her own diary? Activity 2 (PPT 11/12-lli-8.4)

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment
3)

G. Finding practical applications

of concepts and skills in daily
living

The learners will construct the The learners will construct the The learners will construct the The learners will construct the
H. Making generalizations and generalization of the lesson. generalization of the lesson. generalization of the lesson. generalization of the lesson.
abstractions about the lesson
 Oral recitation. Unit test. Reflection Paper Guided activity.
I. Evaluating learning

Read the book of Rick Read the book of Rick Read the book of Rick Read the book of Rick
J. Additional activities for
Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven Warren:The Purpose Driven
application or remediation
Life Life Life Life

V. REMARKS

VI. REFLECTION

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

0 0 0 0
require remediation
D. No. Of learners who continue to
0 0 0 0
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: Checked by: Approved by:

JACKY T.SORIANO AGNES F.ARIAS ROSARIO C. FERRER, Ed. D.

Teacher I Head Teacher III Principal IV