DLP in Philosophy Week 18

School Tanza National Comprehensive High School Grade Level Grade 12
DAILY LESSON LOG Teacher Jessica G. Reosa ,Teacher II Learning Area Intro. to the Philosophy of the Human Person
Teaching Date Week 18 – September 30- October 4 Semester/Quarter First/Finals
SESSION 1
I. OBJECTIVES
A. Content Standards The learner understands human beings 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 session, learners are expected to recognize the meaning of his/her own life
C. Learning Competencies
PPT11/12-IIh-8.1
At the end of the lesson, the students will be able to:
a. distinguish between metaphysical and existential approaches to the understanding of human death;
D. Specific Learning Outcomes
b. explain the differences among the existential features of death;
appreciate the reality that human death is an inescapable possibility
II. CONTENT Human persons as oriented towards their impending death
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource portal
Corpuz, Brenda , et.al., (2016). Introduction to the Philosophy of the Human Person. Lorimar Publishing, pp 142-155
Mabaquiao Jr., Napoleon (2017). Making Life Worth Living: An Introduction to the Philosophy of the Human Person.
Phoenix Publishing House. pp 236-263
B. Other Learning Resources
https://study.com/academy/lesson/definitions-of-death.html
(Definitions of Death)
Philosophizing and being Human pp. 129 – 145
5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board

IV. PROCEDURES
A. Reviewing previous lesson or presenting the
MOL: Prayer; Attendance; News Feed, Review
new lesson
B. Establishing a purpose for the lesson Survey Says!
Group the learners into 5, and provide each group with a piece of bond paper.
Working as a group, ask learners to enumerate (as many as they can) the inevitable things or events in human life that all
individuals must face later on. Give groups around 10 minutes for this.
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After the time, collect the sheets of bond paper where they wrote their answers. With the sheets of paper on hand,
randomly call for learners and ask them the same question that was asked a while ago during the group activity. He/she
gets to sit down if his/her answer is the same as that of the other four groups. On the other hand, he/she must come in front
and remain standing if he/she guesses or answers incorrectly.
Continue with the game until you have 3 or 4 learners standing in front. Those who will be standing at the end of the game
will need to accomplish a very specific consequence. The teacher can modify the consequence as he or she deem fit.
After the game, facilitate the discussion by highlighting the fact that there are certain life events that we will eventually face
later on in life. Some of these are not really significant, while others lets you reframe your perspective on certain facets of
your life, and one of this is our realization of our impending death.
C. Presenting examples/ instances of the new
Ask learners the following:
lesson
a. How do you view death?
b. Have you had a recent experience with death like when a family member or a close friend died? How will you describe
this experience?
c. Why do you think people have a general attitude of fear towards death? Where do you think this fear is coming from?
D. Discussing new concepts and practicing Collaborative Approach –
new skills #1 (Think-Pair-Share – 2D 2M Activity)
Decide – Pose the following question to the class:

“When can we say that a human person is dead?”
Describe – Give the following instructions to the group:

a. Discuss among the group how death should be defined. Ask each member of the group to share their ideas.
b. Designate a leader in the group to consolidate and summarize all the responses.
c. Once the definitions have been exhausted, ask the group if they can find a certain theme among the definitions
given. Assist learners in trying to categorize their definitions of death according to the various perspectives.
Model – provide learners with the following table format to summarize their output.
Various Definitions
Themes on Provided by
Death (could the Group
be Legal,
Medical,
Philosophical,
Spiritual, etc)
2
Monitor – Give ample time for the groups to discuss and decide their themes and definitions. Afterwards, provide manila
paper and markers to each group and have them replicate their table on the manila paper. Have them place this on the
board. For discussion later on.
Video Mini-Lecture
Present to the learners the video on Definitions of Death from Study.com. After watching the video, ask learners if they see
E. Discussing new concepts and practicing
a similarity to the ones mentioned on the video, and the definitions they’ve listed on the manila paper.
new skills #2 Afterwards, ask for a group representative to explain their output to the larger class.
5 Words
Have learners answer the following question:
F. Developing mastery (Leads to Formative
What five words would you use to describe death? Explain and justify your choices.
Assessment 3)
Have learners write their answer in their notebooks.
Reflection:
Read the following words from author Helen Keller.
G. Finding practical applications of concepts
and skills in daily living Why did she liken death to a series of rooms? What does she mean when she said that upon death she will “be able to
see”? Write your insights on your journal.
“Lessons from the Grave”

H. Making generalizations and abstractions Ask learners to write a letter to a close friend, and share to him/her the insights that you have learned from the lesson.
about the lesson Make it as personal and brief as you can, in not more than 300 words.
Determine what is being described in the statements below. Choose your answer from the word bank.
1. The loss of one's internal meaning and cultural connections. Social Death
2. This is referred to as the irreversible loss of all brain functions. Brain Death
I. Evaluating learning 3. The overwhelming emotional trauma leading to a cessation of higher cognitive functioning. Psychic Death
4. Persistent, vegetative state in which there is a non-responsiveness to internal or external cues. Cortical Death
5. The stopping of all major organ functions, such as the heart, lungs and brain. Clinical Death
Homework:
J. Additional activities for application or
Have learners browse the internet on how artists, religious leaders, and philosophers view death. Provide at least three
remediation
references with the name of the person clearly stated as reference. Learners will write their findings on their notebook.
V. REMARKS
Index of Mastery:
VI. REFLECTION
R- Q-
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.
3
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: Checked by: Approved by:
JESSICA G. REOSA NOREEN S. MALABANAN MYRNA A. WILLIAMS

Teacher II Master Teacher I OIC/Master Teacher I – Social Studies Department

SESSION 2
I. OBJECTIVES
C. Learning Competencies At the end of the session, learners are expected to recognize the meaning of his/her own life
4
PPT11/12-IIh-8.1
a. identify the different stages of dying;
D. Specific Learning Outcomes b. explain the different definitions of human death regarded as an event;
c. realize the meaning of the human person as a being unto-death.

A. References
3. Textbook pages
Resource portal
Phoenix Publishing House. pp 236-263
https://study.com/academy/lesson/definitions-of-death.html
(Definitions of Death)
Philosophizing and being Human pp. 129 – 145
Projector/TV, speakers, marker/chalk, board, metacards with descriptions of Stages of Death and Dying according to
5. Materials Needed
Kubler-Ross.
IV. PROCEDURES
MOL: Prayer; Attendance; News Feed
Review:
new lesson
Have learners share their answers from the previous homework. Ensure that they mention their sources thoroughly.
Picture Perfect
Group the class into 5 each and distribute a magazine page or picture cut into unequal pieces similar to a jigsaw puzzle.
Once grouped, ask learners to arrange the pieces accordingly to be able to see the whole image.
Elicit discussion if they will be able to decipher or appreciate the whole picture if one looks at a broken part alone or if the
image is whole.
B. Establishing a purpose for the lesson
Guide learners to understand in order to give meaning to the whole picture, one need to see the entire image and not just
a piece or fraction of it. Likewise, in order for us to appreciate the meaning of life, one must step back and see how all the
‘pieces’ or life events fit together.
Allow learners to give their reactions and feedback.
C. Presenting examples/ instances of the new After the above activity, ask learners to answer the following:
lesson a. Looking at the ‘picture’ of your life as of the moment, do you think you’ll be able to predict say 5 years ago what you
really want to achieve in your life? Explain you answer.
b. If you begin with the end in mind, meaning that you will start thinking about your life and how you want to make out
of it, will you be able to find purpose and meaning? Why?
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D. Discussing new concepts and practicing Integrative Approach –
new skills #1 (4As Activity)
Activity – Guide learners to the following Guided Imagery exercise.
Imagine that it has proven that there is no life after death, that there is no heaven, and that the soul is not immortal. What
will you do as soon as the discovery is announced? Suppose the opposite has been proven. There IS life after death, there
is heaven and the soul is immortal. How would you live your life?
Working with a partner or in a dyad, learners will first write their own reflection and answers on their notebook. After some
time allow learners and their partners share their answers to each other. Afterwards, learners will share their answer to the
class.
Analysis – Ask learners:
Basing on the answers, do you think there is a significant difference between the life tjat certainly knows there is nothing
after death and a life that is not certain?
If yes, try to explain the difference. Why is it that when we indeed become sure that there is nothing after death, we will live
much differently than we do now?
What effect does the uncertainty of what happens after death have in our everyday lives?
Allow learners some time to think about their response, and then for some group discussions.
Abstraction – consolidate learners’ responses and emphasize the following:
*The task of philosophy is not to provide another answer to the question of what happens after death, but to ask the
question: what is the meaning of our lives in the face of uncertainty of what happens after death.
*If we do not reflect on our deaths, chances are, we are not living an authentic life.
*Every human person is finite; we are beings-unto-death. The angst brought about by our inescapable death makes us live
life inauthentically. Until we have the courage to face the fact of our inevitable death, we can never live an authentic
existence, a life lived according to what it has clearly decided as its meaning and purpose.
Application – Learners will answer the following questions as a group.
a. What qualities do we find in a person who lives life “as if death will not come?” How does this show in his actions
and decisions?
b. If every day you remind yourself to “live today as if it were your last” do you think your life will drastically change?
In what way?
c. Do you agree with Samuel Johnson when he said: “there’s nothing like your impending death to focus the mind.”
6
Expert Panel
Give each group a metacard that will discuss the 5 Stages of Death and Dying according to Elizabeth Kubler-Ross. Each
metacard has the following short description:
Denial Stage - During this stage, the initial (and most common) emotional response to the knowledge of impending death
is denial. People in this stage say, 'No, not me. It can't be!' According to Kubler-Ross, denial serves as a defense
mechanism. Denying the inevitable helps ease anxiety and fearful thoughts.
Anger Stage - Once the dying person accepts that the diagnosis is correct he or she may become very angry. Feelings of
rage or resentment may overcome this person and the anger may be directed at others as well. The person may ask, 'Why
me?' The identification of this stage has aided the care of dying patients, as Kubler-Ross recommended that doctors and
loved ones should not respond to the anger of the dying person with avoidance or returned anger, but instead through
support.
E. Discussing new concepts and practicing Bargaining Stage - During this stage the dying person may try to barter with doctors, family or even God. Saying, 'Okay,
new skills #2 but please...' The person may try to bargain for a cure, extra time with family or less pain.
Depression Stage - As the dying person realizes death is impending and has nothing left to bargain, he or she may
become depressed. The individual may grieve what they have already lost (for example the ability to walk or have
independence) and grieve the impending separation from loved ones.
Acceptance Stage – This is described as a period of calm and peace. If the dying person was able to work through
previous emotional stages, they may be at a point of reflectance and embrace the end of their battle.
Learners will discuss among their group what the stage means, and will relate it to their personal lives. Allow some time for
discussion. Afterwards, have the group select a representative that will act as a ‘panel expert’ and will join the rest of the
other group’s representatives. Seated in front like in a talk show format, the selected representatives will explain the
meaning of a particular stage of death and dying. The teacher will act as the facilitator, and the audience (the rest of the
class) are encouraged to ask questions relative to the stages of death and dying.
Simile
Writing on their notebooks, ask learners to finish the following the sentence:
What I learned today is like __________________.
Assessment 3)
Allow some 5 or 6 volunteers to share their answers to the class.
G. Finding practical applications of concepts Reflection:

and skills in daily living
Read the following words from the legendary Apple founder Steve Jobs which he said during a speech in a university a
year after he was diagnosed with cancer.
Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma – which is living with the results
of other people’s thinking. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have
7
the courage to follow your heart and intuition. They somehow already know what you truly want to become Everything else
is secondary.
Have learners write their response in their notebooks.
Twitter Post
H. Making generalizations and abstractions
about the lesson Ask learners to Write the most significant aspect of the lesson that they find intriguing. Write this in their notebooks in 140
to 280 characters.
Determine what is being described in the statements below. Choose your answer from the word bank.
1. According to Heidegger, this is a form of running away from the face of death. Inauthentic Existence
2. The philosophical reflection on death is ultimately the same philosophical question about _______ . Life
3. During this stage the dying person may try to barter with doctors, family or even God. Bargaining Stage
I. Evaluating learning
4. Feelings of rage or resentment may overcome the person during this stage. Anger Stage.
5. This is described as a period of calm and peace. If the dying person was able to work through previous emotional
stages, they may be at a point of reflectance and embrace the end of their battle. Acceptance Stage
Homework:
Have learners answer the following on their notebooks:
remediation
What is meant by the statement, “Man is a being-unto-death”? Explain.
V. REMARKS
Index of Mastery:
VI. REFLECTION R- Q-

for remediation.
remediation
Why did these work?
teachers?

8
SESSION 3
I. OBJECTIVES
At the end of the lesson, the students will be able to enumerate the objectives he/she really wants to achieve and to define
C. Learning Competencies the projects he/she really wants to do in his/her life.
(PPT11/12-IIi-8.2)
9
a. differentiate the different views about the meaning of life;
b. explain the difference between authentic self and inauthentic self;
c. recognize the projects and goals one wants to accomplish in life.
A. References
3. Textbook pages
Resource portal
B. Other Learning Resources Phoenix Publishing House. pp 236-263
Guevara, Geoffrey A (2016). Pambungad sa Pilosopiya ng Tao – Manwal ng Guro. DepEd-BLR, pp 63-75
5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board.

IV. PROCEDURES
Review:
new lesson
Have learners describe the Five Stages of Dying according to Elizabeth Kubler-Ross
Compare and Contrast
Write the words HAPPINESS and CONTENTMENT on the board. Have learners look closely on the two words, then ask
the following questions.
a. Looking at the words here on the board, what do these words mean to you?
B. Establishing a purpose for the lesson b. Do you see any connections to these words? How are they the same and different at the same time?
c. As we live our lives here on earth, how much of what you have done or accomplished are you happy and content?
Share in the class your thoughts about this?
Allow some time for engaging discussions in the classroom, then proceed to the next activity.
C. Presenting examples/ instances of the new Sentence Completion

lesson
Have learners finish the following sentences in their notebooks.
a. I find life as ____________________.

b. When it rains, ____________________.
c. My goal is to ____________________.
d. If someone gives me candy, I _____________.
e. Death is ____________________.
Ask learners, “how do you make choices? Do you make them clearly and consciously, or do other people influence you?”
10
Integrative Approach –
(4As Activity)
Activity – have learners recall the previous questions that were discussed during the past lessons in this course. Allow
some time for learners to share what were the difficult questions that were brought up during the lessons. Allow some time
for learners to mention those questions and consolidate them by writing them on the board.
When answers are all possibly exhausted, point to the fact that these questions were somehow satisfactorily answered
when we dealt with those tough questions. However, we are still left with a nagging feeling that there are questions that
remained unanswered. Even though we seemed to have found the answers, the truth is, can we really answer them? Do
these questions really have an answer? Can we really find the answers to these questions? Will there be an end to these
questions?
Allow some time for discussions then summarize the learners’ responses. Write the word ‘death’ on the board and ask
learners how can death be the end of all questions.
Analysis – After these exchange and dialogue, have learners proceed to their respective groups and answer the following
questions:
D. Discussing new concepts and practicing a. What is your last experience with death (i.e. death of a close friend, family member or someone close to you)?
new skills #1 b. If yes, what is your relationship to the deceased?
c. What was your response to his/her death?
d. What do you happened to him/her after death?
e. What happened to your connection to the deceased?
Abstraction – consolidate all the learners’ responses, thanking them for their frankness and honesty in talking about this
sensitive and personal topic. Assure them that their reactions and feelings pertaining to death are unique to them, so
therefore it should not be judged as right or wrong.
Application – on a clean sheet of paper, have learners write a personal letter to their selves having the following guide
questions in mind:
a. What do you want to say to yourself five years from now?
b. What things would you like to remind yourself, and never to forget about?
c. What encouraging words would you like to say to yourself?
Once learners are done writing their letters, have them place this in an envelope, with the words OPEN ONLY AFTER FIVE
YEARS written outside. Write the exact date and time it should be opened five years from now, with their name and section
written at the lower part. Afterwards, pass a small box around the class and instruct learners to place their letters there.
Collect all the letters and tell learners that these letters will be returned to them during their graduation ceremonies.
E. Discussing new concepts and practicing Guided Imagery

new skills #2
Have learners guided on the concept of one’s impending death. Present the following scenarios and ask them what
scenario they will choose. Learners will share their choices in their respective groups.
a. I’ll always be around with my loved ones and those who are important to me. We’ll do any activity that we can until
11
the very last time.
b. I’ll eat whatever I want.
c. I’ll be careful to follow all of my doctor’s orders.
d. I’ll find ways to prolong my life.
e. I’ll have my last will and testament prepared, including my burial preparations.
f. I’ll not stop hoping and praying for a miracle.
g. I’ll just separate myself from others so I’ll get used to the fact that death means nothingness.
After their group discussion, ask learners if there is a right or wrong answer to this question? Is there a right and wrong
choice among the abovementioned options? Is there a right or wrong way in facing death? Allow time for discussions.
3-2-1 Activity
Based on the discussion and activities, guide learners to list:

a. Three things that learned out of the lesson.
b. Two interesting things that they discovered from the lesson.
Assessment 3)
c. One question that they still have.
Learners will write their responses in their notebook.
Reflection:
Ask learners to react on the following words of holocaust survivor and author, Victor Frankl. Instruct them to write their
thoughts in their journals.

and skills in daily living
H. Making generalizations and abstractions The Minute Paper

about the lesson In one minute, have learners describe the most meaningful thing they have learned from the lesson.
I. Evaluating learning Ask learners to draw or express in any art form, their understanding of death and the meaning of life. It could be in any form
of mixed media (i.e. collage, line drawing, use of water color, crayons, etc.) used on a 1 whole sheet of short bond paper.
Use the following rubrics for evaluating student outputs.
12
Homework:
remediation Write a “personal eulogy” that you want to be said during your wake. Write it in your notebook, to be read during the next
meeting.
V. REMARKS
Index of Mastery:
VI. REFLECTION
R- Q-
for remediation.
remediation
Why did these work?
teachers?

13
SESSION 4
I. OBJECTIVES
At the end of the lesson, the students will be able to enumerate the objectives he/she really wants to achieve and to define
C. Learning Competencies
the projects he/she really wants to do in his/her life.
a. distinguish man as a person being in need of God from a being-toward-God;
b. explain the meaning of a human person as a being in need of God;
c. appreciate how life can be meaningful because of the person’s capacity to hope.
14
A. References
3. Textbook pages
Resource portal
https://www.youtube.com/watch?v=9xrHAt3SDdA&t=34s
(The Heavens Declare the Glory of God)
https://www.youtube.com/watch?v=zzKgmOyT7rI
(God You Are My God – Psalm 63)
https://www.youtube.com/watch?v=cyheJ480LYA
(Lifehouse - Everything Skit)
5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board.

IV. PROCEDURES
Review:
new lesson
Have learners share and read their “personal eulogies” in class. Other learners are expected to listen intently
Fast Pass
In just a few seconds, have learners think of 3 words/adjectives that best describe how they see their future. Call as many
learners as you can in under 3 minutes to make the activity more fun and fast-paced.
Afterwards, ask learners:

B. Establishing a purpose for the lesson a. Was it easy or difficult to come up with those words to describe about your future in such short amount of time?
b. For those who were able to come up with a quick answer, why did those words immediately came to your mind?
For those who found it difficult, what could be the reason for this?
c. Sometimes, even with all of our best plans laid out ahead of us, there are still occasions where we can have failed
expectations and disappointments. It can make us doubt our abilities and amplify our insecurities, especially in light
of the truth that there are bigger and greater things ahead and beyond us. How do you feel upon this realization?
Video Prompt
C. Presenting examples/ instances of the new Play the video The Heavens Declare the Glory of God. Ask learners to reflect on the grandeur of the universe in
lesson relation to who we are. Allow some time for learners to think about this.
D. Discussing new concepts and practicing Integrative Approach –

new skills #1 (4As Activity)
15
Activity – Afterwards, play the next video, God You Are My God – Psalm 63. Ask learners to pay attention to the lyrics of
the song.
Analysis – Working with their respective groups, have learners answer and discuss the following questions:
a. What is the general sentiment of the psalmist or writer of the song when he wrote this?
b. Can you identify with the psalmist who wrote the psalm? Like the psalmist, do you also have experiences of longing
but you are never quite sure about what you are longing for? Have you had feelings of deep desire which seems to
be never quite filled? Do you think this desire is related to a longing for God?
Abstraction – After the group discussion, allow some time for learners to share their answers to the class. Facilitate the
discussion, highlighting the following:
a. The human person has a fundamental longing for something more.
b. The fear of death may lead us to lose sight of longing for something more.
c. Life can be meaningful because of our capacity to hope.
Application – Have the learners answer the following questions together with a partner. Allow time for some sharing of
responses.
a. Someone once said, “Don’t take life too seriously. We’re all going to die anyway.” Do you agree with this thought?
Or “In heaven, there is no beer, that’s why we drink beer here!” Do you agree with this statement?
Make sense out of this statement: “The obsession over material things, drugs, sex and other form of vices are just a
symptom of a more fundamental need”.
Video Analysis
Play the video, Lifehouse - Everything Skit. Ask the following to learners afterwards:
a. How does this video on the human person as being-unto-God help us understand addiction and vices in a broader
E. Discussing new concepts and practicing
sense? How can we relate addiction to our human condition as constantly longing for God’s infinite’s love?
new skills #2
b. How do you think can this contribute to coming up with more holistic approaches to solving the problem of
addiction?
Allow for group discussion.

Draw It
Ask learners,
Assessment 3)
If you are asked to illustrate your relationship with God right now, how will it be like?
Learners will prepare their drawings or illustrations on a 1 whole sheet of bond paper.
Reflection:
Ask learners,
and skills in daily living In your journal, complete these phrases:
Because life is short, I would like to spend my life on ____________. Even if I am uncertain of what the future brings, I am
comforted by the thought/truth that ___________. At the end of my life, I would like to be able to look back and say that I
_____________.
16
5 Words
H. Making generalizations and abstractions
Instruct learners to think and come up with 5 words that will describe the lesson that was discussed. Have them explain and
about the lesson
justify their choices. They will write their answers in their notebooks.
Determine if the following statements are considered either TRUE or FALSE.

1. While it is true that we experience satisfaction and meaning through our communion with others, or through the
fulfillment of our projects and endeavors in caring for others, we often find ourselves still searching for that ultimate
happiness. TRUE
2. The reason why many people never seem to find ultimate happiness is because they have not exerted more effort in
I. Evaluating learning looking for it. FALSE
3. Those who are ruled by the fear of death cannot hear the deepest longing of their hearts. TRUE
4. A large part of the act of philosophizing is “conditioned by hope”. TRUE
5. Life can still be meaningless even if we have the capacity to hope. FALSE
Homework:
Identify one actual human person who you think that best represents your idea of a person who has lived a meaningful life.
remediation
Describe the features of his/her life that have made his/her live with meaning.
V. REMARKS
Index of Mastery:
VI. REFLECTION
R- Q-
for remediation.
remediation
Why did these work?
teachers?

17
18

DLP in Philosophy Week 18

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School Tanza National Comprehensive High School Grade Level Grade 12

5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board

Decide – Pose the following question to the class:

Describe – Give the following instructions to the group:

“Lessons from the Grave”

Prepared by: Checked by: Approved by:

JESSICA G. REOSA NOREEN S. MALABANAN MYRNA A. WILLIAMS

School Tanza National Comprehensive High School Grade Level Grade 12

II. CONTENT Human persons as oriented towards their impending death

Activity – Guide learners to the following Guided Imagery exercise.

Analysis – Ask learners:

Abstraction – consolidate learners’ responses and emphasize the following:

Application – Learners will answer the following questions as a group.

G. Finding practical applications of concepts Reflection:

Have learners write their response in their notebooks.

A. No.of learners who earned 80% on the

Prepared by: Checked by: Approved by:

JESSICA G. REOSA NOREEN S. MALABANAN MYRNA A. WILLIAMS

5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board.

C. Presenting examples/ instances of the new Sentence Completion

a. I find life as ____________________.

E. Discussing new concepts and practicing Guided Imagery

Based on the discussion and activities, guide learners to list:

Learners will write their responses in their notebook.

G. Finding practical applications of concepts

H. Making generalizations and abstractions The Minute Paper

Prepared by: Checked by: Approved by:

JESSICA G. REOSA NOREEN S. MALABANAN MYRNA A. WILLIAMS

5. Materials Needed Laptop, LED/LCD TV, projector, speakers, marker/chalk, board.

Afterwards, ask learners:

D. Discussing new concepts and practicing Integrative Approach –

Allow for group discussion.

Determine if the following statements are considered either TRUE or FALSE.

Prepared by: Checked by: Approved by:

JESSICA G. REOSA NOREEN S. MALABANAN MYRNA A. WILLIAMS

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