Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF LAGUNA
SINILOAN SUB-OFFICE
GOV. FELICISIMO T. SAN LUIS NATIONAL AGRO-INDUSTRIAL INTEGRATED HIGH SCHOOL
SINILOAN, LAGUNA
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
School Gov. Felicisimo T. San Luis National Agro-Industrial Integrated Grade Level & Quarter 12
High School 2st Quarter
Teacher Alvin A. Pabores SHS Track ACADEMIC
Inclusive Dates September 30 - October 4, 2024 Learning Area IPHP
GRADES 1 to 12 Scheduled Time GAS 12 - St. Paul Topic 1. Prudence of Human Person
DAILY LESSON LOG Mon&Weds 1:00-2:00/ Tue 10:00-11:00/ Fri 9:00-10:00 2. Freedom of Human Person
SENIOR HIGH
AFA 12 - St. Lorenzo
SCHOOL
Mon&Weds 9:00-10:00/ Tue&Thu 11:00-12:00

ICT 12 - St. Peter

Mon&Weds 11:00-12:00/ Tue 1:00-2:00/ Fri 11:00-12:00

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES

A. Content The learner understands the human person’s freedom

Standard
B. Performance The learner shows situations that demonstrate freedom of choice and the consequences of choices
Standards
C. Most Essential Evaluate and exercise Realize that:
Learning prudence in choices
Competencies / a. Choices have consequences
PPT11/12-IIa-5.2
Objectives b. Some things are given up while others are obtained in making choices
(Write the LC PPT11/12-IIb-5.3
Code)
Freedom of the human person
II. CONTENT
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
 A. References
1. Teacher’s
Guide pages
2. Learners’
Materials
pages
3. Textbook Ramos, C. C. (2016). Introduction Ramos, C. C. (2016). Introduction Ramos, C. C. (2016). Introduction to Ramos, C. C. (2016). Introduction
pages to the Philosophy of the Human to the Philosophy of the Human the Philosophy of the Human to the Philosophy of the Human
Person. REX Printing Company, Person. REX Printing Company, Person. REX Printing Company, Person. REX Printing Company,
INC. INC. INC. INC.
4. Additional
Materials
from Learning
Resources
Portals
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so the learners will learn well. Always be guided by demonstration of learning by the
learners which you can infer from formative assessment activities. Sustain learning systematically by providing learners with multiple ways to learn new things, practice
IV. PROCEDURES their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing Ask question to student: Begin with a quick recap of Begin the class with oral
previous lesson How do previous concepts key philosophical ideas recitation that covers key
or presenting the of ethics relate to our studied in previous lessons, terms and ideas from
new lesson understanding of freedom focusing on concepts of previous lessons on
and moral responsibility freedom and choice. freedom.
B. Establishing a Students will learn about students will explore Students will explore and Students will explore and
purpose for the the virtue of prudence and different philosophical evaluate St. Thomas analyze Sartre’s conception
lesson its role in making ethical views on freedom and Aquinas’s view of freedom as of individual freedom
and wise choices, critically moral responsibility, intertwined with spirituality alongside Hobbes’,
evaluating how prudence helping them understand and love, alongside Rousseau’s, and Locke’s
can affect personal and the implications of these Aristotle's concept of theories of the social
societal outcomes. views on personal agency volition, fostering a deeper contract, assessing how
and ethical decision- understanding of human these concepts address
making. agency and ethical living. personal autonomy and
societal order.
C. Presenting Analyzing a current event Introduce the story of King Short video clip summarizing Provide students with
examples/ where a leader made a Oedipus and how he Aquinas's and Aristotle’s quotation about freedom
instances of the prudent vs. imprudent acquires freedom despite views. Follow up with a class from each philosopher.
 new lesson decision inevitable fate. discussion.
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D. Discussing new Concepts to Discuss: Concepts to Discuss: Concepts to Discuss: Concepts to Discuss:
concepts and definition of prudence in Moral Responsibility Aquinas’s notion of freedom Sartre’s radical freedom and
practicing new philosophical terms as the ability to choose good the burden of choice.
skills #1 (Aristotle’s view, the in accordance with God's Hobbes’s view of the need
relationship between will. for a strong central authority
prudence and other The connection between love due to the nature of humans
virtues). and freedom in achieving in the state of nature.
true happiness.

E. Discussing Concepts to Discuss: Concepts to Discuss: Concepts to Discuss: Concepts to Discuss:

concepts and Practical strategies for Libertarianism Aristotle's power of volition: Rousseau’s concept of the
practicing new exercising prudence in Hard Determinism the ability to make deliberate "general will" and Locke’s
skills #2 decision-making Compatibilism choices and its implications ideas about the social
on moral responsibility. contract emphasizing
protection of individual
rights.
F. Developing Create a concept map that The students will reflect on
mastery visually represents how they see the relationship
(Leads to libertarianism, hard between freedom, love, and
Formative determinism, and volition in their own lives
Assessment) compatibilism, detailing based on themes from
their key tenets and Aquinas and Aristotle.
implications for moral
responsibility.

G. Finding practical The students will share Reflective writing Students will share their Students will share their
applications of their different real-life assignment: Students will experiences involving personal experience where
they felt a conflict between
 concepts and situations (e.g., financial write a short essay on how difficult choices and discuss individual freedom and
skills in daily decisions, academic their understanding of how Aquinas’s love and social responsibility, relating
living choices, interpersonal freedom and moral Aristotle’s volition guide it to Sartre’s and the social
contract theorists' ideas.
conflicts) where students responsibility impacts their decisions.
must exercise prudence in their views on legal and
their responses. ethical issues in their
community.

H. Making Create a class mind map on HOTS question for Collaborative poster creation HOTS Question for students:
generalizations the chalkboard that students. summarizing key concepts What general lessons can we
and abstractions encapsulates their What overarching from both philosophers, learn about the nature of
about the lesson understanding of prudence, conclusions can we draw showing interconnections freedom and its limitations
its relevance, and its impact about how society's view of between freedom, love, and from these philosophers
on choices. freedom affects individual volition.
behavior and legal
frameworks?

I. Evaluating Exit ticket: Exit ticket:

learning In 1/2 crosswise, answer In 1/2 crosswise, answer the
the question below. question below.
The students write a 1. Reflect on how the
paragraph evaluating their concepts of freedom,
understanding of prudence spirituality, and volition
and how they plan to apply intertwined this lesson and
it in their choices moving influence your
forward. understanding of personal
ethics.
J. Additional
activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What works? What else needs to be done to help the learners
VI. REFLECTION learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 it work?

F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
 used/discover
which I wish to
share with other
learners?

Prepared by: Noted by:

ALVIN A. PABORES https://www.scribd.com/embeds/494836514/content ERVIN C. REYES

Teacher II Principal II

Date: September 30, 2024

ps://www.scribd.com/document/493330265/Practical-Research1-Q2-M5-Collects-Data-Through-Observation-and-Intervi

___________________________________________________________________________________________________________________________________________________________________________________________
School: Gov. Felicisimo T. San Luis National Agro-Industrial Integrated High School
Address: Brgy. Kapatalan Siniloan, Laguna
Phone: 0929-369-7138
Email: [email protected]