Grade12 School San Juan NHS Grade Level Grade 12 - ICT

DAILY Teacher Ralyn O. Deplomo Learning Introduction to the Philosophy of

LESSON Area the Human Person
LOG Teaching Dates July 29, 2019 Quarter 1st
and Time Week 9

Tuesday
I. OBJECTIVES July 29, 2019 – 12 ICT
2 Hours/Day

A. Content Standards The learner understands the interplay between humans and the environment

The learner is able to demonstrate the virtues of prudence and frugality towards hi or
B. Performance Standards
her environment
C. Learning Competencies/ Notice disorder in an environment PPT11/12-1i-4.1
Objectives Notice things that are not in their proper place and organize them in aesthetic way.
Write the LC code for PPT11/12-1i-4.2
each

II. CONTENT The human person in their environment

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
18-19
61-67
 (U-Tube (The Man.”)
https://www.youtube.com/watch?
v=WfGMYdalClU&t=98s
 Power point presentation
 Picture of the environment (order/disorder
Annotation
Review on the limitations and possibilities for
transcendence.
Ask: Why human bodies have limitations? what are
the possibilities of transcendence?

B. Establishing a purpose Activity:

for the lesson Picture Perfect KRA 2 - OBJ. 6
Provide motivation to be fully
Show a picture of a beautiful environment and engage in new discussion
destructed one and after that the word “ANYARE”
will be posted to give comparisons of both pictures
presented.

C. Presenting Activity #1 KRA 2 - OBJ. 4

examples/instances of
the new lesson
The class will watch a short video (Classroom management style that
engage learner, individually or in
depicting environmental destruction. groups, to have a meaningful
exploration, discovery and hands-
After watching the learners will group themselves to on activities within a range of
discus their own reflection within members and after physical environment.)
that one from each group will share their idea to the
KRA 2 - OBJ. 6
whole class. Ensure students active
participation

Allow students to express their

 Activity # 2
Provide each group different materials (plates, cups,
pencil, paper, pen, paper clips etc. ask student to
arrange them according to their concept of what is
organized, beautiful and artistic.
ideas during discussion
Giving them equal opportunity
since they will be group in a least
number of members, so everybody
can share their own idea

Ask students what do you observe on the process of

arranging the things in your activity?

D. Discussing new The whole class once again are going to watch a
concepts and practicing short video showing how things are put in order
new skills #1 during creation.

Ask some students to share their thoughts after

watching the video.

E. Discussing new Guidepost for the Discussion: KRA 2 - OBJ. 6

concepts and practicing 1.How are you going to relate 2nd video to the 1st Ensure students active
new skills participation
video presented?
2. Did you noticed changes in the environment from Allow students to express their
creation to present? ideas during discussion
3. Did you noticed disorder in the environment?

Connect disorder to organizing things in aesthetic

way.
F. Developing mastery Group Activity KRA
(leads to Formative Each group will list down at least 3 disorders
Assessment 3) observed in the environment and identify possible
activities to restore this disorder in the environment.

Present their answers

G. Finding practical Group Activity: KRA 2 - OBJ. 6
applications of concepts If you are a community leader (LGU, SK, SSG,
and skills in daily living This will give the students the
LGBT, PDWD, Senior Citizen) what specific program opportunity to realize that
or projects that you would implement to nourish and individual is different from one
preserve our environment? another in such we have to respect
the right of the individual. Each
person have significant role based
on their capacities/skills. Take into
consideration the gender needs.
Strengths, interests and
experiences.

H. Making generalizations There have been significant changes in our

and abstractions about society/environment. Most of this change affect our
the lesson nature, our natural resources and eventually affects
human beings.
I. Evaluating learning Formative Assessment:
a. List down 3 manmade environmental disorders
and what activities u will do to prevent further
destruction.
b. List down 2 natural environmental disorders and
what activities we can do to prevent their occurrence

J. Additional activities for Assignment: Learners are asked to interview

application or individuals who are 45-60 years old and be guided
remediation by the following questions:
1. What are the things that you remember in your
environment when you were young?
2. What are the things you like to do when you were
young?
 3. What are the positive and negative changes in the
environment?
4. Do you think environment plays a vital role in a
person development? Why? or Why not?

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?