I. Objectives

G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and
GRADES 1-12 School: La Union Colleges of Science & Technology, Inc. Grade Level: Vesta
DAILY LESSON LOG Teacher: Shendy M. Acosta Learning Area: Introduction to the Philosophy of the Human Person
Teaching Dates and Time: G12 Dionysus-(T-11-12);(W-7:40-8:40);(Th-2-4)
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Persephone-(T-3-4);(Th-1-2);(F-11-12 & 1-2)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11)
Quarter: First Quarter
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
C. Learning PPT11/12-Ib-1.1 PPT11/12-Ib-1.1 PPT11/12-Ib-1.1 PPT11/12-Ib-1.1
Competencies/Objectives Distinguish a holistic perspective Distinguish a holistic perspective from Distinguish a holistic perspective Distinguish a holistic perspective
Write LC code for each from a partial point of view a partial point of view from a partial point of view from a partial point of view
II. CONTENT Doing Philosophy
III. LEARNING RESOURCES Introduction to the PHILOSOPHY Introduction to the PHILOSOPHY of Introduction to the PHILOSOPHY of Introduction to the PHILOSOPHY
of the human person; Christine the human person; Christine Carmela the human person; Christine of the human person; Christine
Carmela R. Ramos, PhD R. Ramos, PhD Carmela R. Ramos, PhD Carmela R. Ramos, PhD
Introduction to the Philosophy Introduction to the Philosophy of the Introduction to the Philosophy of Introduction to the Philosophy of
of the Human Person; Sioco Human Person; Sioco Vinzons the Human Person; Sioco Vinzons the Human Person; Sioco Vinzons
Vinzons
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Text book pages
4. Additional pages from
Learning Resource (LC)
portal
B. Other Learning Resources
IV. PROCEDURE Present distorted figures Review the previous lesson Review the previous lesson Synthesize the three previous
A. Reviewing previous Lesson lessons
or presenting New Lesson
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11)
B. Establishing purpose for What Philosophy is and what

the Lesson philosophy is not
C. Presenting Examples/ Ask the students: “what comes Read: Sapagkat ang Pilosopiya ay Ask students about the wisdom they Lecture discussion:
Instances of the New Lesson to your minds when you Ginagawa ni Padre Roque Ferriols can get from everyday objects.
encounter the word Philosophy is a journey
Philosophy? How did Padre R. Ferriols present Examples: Pencil/Eraser Broom
philosophy? Stick Shoes
D. Discussing new concepts Unlocking of Unlocking of Difficulties: Philosophy Learning from Philosophers The Make an analogy:
and practicing new Skills Difficulties: Definition of as a concept teacher will present the different Scuba diving and Helicopter as
#1 Philosophy as a path towards Philosophy is a system of beliefs about views of philosophers about the vehicles of doing philosophy.
the attainment of knowledge. reality. It is one's integrated view of nature and meaning of philosophy
the world. It includes an
understanding of the nature of Ancient Greeks: to have a good life
existence, man, and his role in the Medieval: to defend God Modern:
world. It is a necessary product of to reason/rationalize Post-Modern:
man’s rational mind. to find meaning
E. Discussing new concepts Unlocking of Unlocking of Difficulties: Philosophy
and practicing new Skills #2 Difficulties: Meaning of as a process
Philosophy as a path towards
the attainment of wisdom. Philosophy is employed as a method
of inquiry. It is an engagement in the
search for the meaning of life, its
value and relevance. It is a process for
finding significance in existence.
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11)
F. Developing Mastery Ask the difference between Activity: Tableau/Slogan/ Recitation:

(Leads to Formative knowledge and wisdom. The class will be grouped into 4 and In what sense is philosophy
Assessment3) Activity: Compare and Contrast will represent each era through a related to human life?
Knowledge is knowing that tableau, slogan or a short poem.
tomato is a fruit Wisdom is Philosophy
knowing not to put it in a fruit
salad As a Concept As a Process
Philosophy is asking if ketchup is Cite the differences of philosophy as a

a fruit shake. process and as a concept
Give other examples

G. Finding Practical Flash the statements: Give the analogy of riding a bicycle. Why do we need to respect the view It must be emphasized that
Applications of Concepts Riding a bicycle is not about knowing of other people? philosophy will not teach the
and Skills in Daily Living “The unexamined life is not its parts but it is in riding the bicycle learners how to earn a living, but
worth living” and “He who has a itself. how to make life worth living.
way to live for can bear with
almost any how”.
then will ask the students to

relate the statements to their
present condition as SHS
Learners preparing for college.
H. Making Generalizations and The learners will be grouped The class will be grouped into two. Ask learners the following
Abstractions about the and will be tasked to come up The first group will be tasked to give questions: What does it mean to
Lesson with a word web map based examples of Philosophy as a concept philosophize?
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11)
from their understanding of the while the other group will provide
discussion. examples of Philosophy as a Process. What is its significance to your
life?
Write associated words with
philosophy.
I. Evaluating Learning Task the students to write an
essay
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned
80% in the evaluation
B. No. Of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. Of learners who
have caught up with the lesson
D. No. Of Learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
these did work?
F. Difficulties did I encounter
G12 Hades-(M-7:40-8:40);(T-7:40-8:40);(W-10-12)
G12 Janus-(M-8:40-9:40 & 10-11);(T-8:40-9:40);(W-
8:40-9:40)
G12 Minerva-(M-11-12 & 3-4);(T-10-11);(F-7:40-8:40)
G12 Nemesis-(M-1-3);(T-2-3);(W-2-3)
G12 Vesta-(T-1-2);(Th-8:40-9:40);(F-8:40-9:40 & 10-11)
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used which I
wish to share with other
teachers?
Prepared by: Checked by: Noted by:
Shendy M. Acosta Mr. Michael Jay E. Alaska Mrs. Sheila F. Tabian, MAeD
Subject Teacher SHS Academic Coordinator Principal

I. Objectives

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I. Objectives

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G12 Dionysus; Hades; Janus; Minerva; Nemesis; Persephone and

SESSION 1 SESSION 2 SESSION 3 SESSION 4

B. Establishing purpose for What Philosophy is and what

F. Developing Mastery Ask the difference between Activity: Tableau/Slogan/ Recitation:

Philosophy is asking if ketchup is Cite the differences of philosophy as a

Give other examples

then will ask the students to

Prepared by: Checked by: Noted by:

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