DAILY LESSON LOG School Grade Level 11

INTRODUCTION TO THE PHILOSOPHY

Department of Education Teacher Learning Area
OF THE HUMAN PERSON
Teaching Dates and
Week 3 Quarter First Quarter |1st Semester
Time
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.

Realize the value of doing philosophy in obtaining a broad Do a philosophical reflection on a concrete situation from a holistic
perspective on life: perspective:
C. Learning 1. Understand the value of philosophy in obtaining a broad 1. Perform holistic philosophical reflections on concrete
Competencies/Objectives perspective on life. situations.
2. Appreciate the interdisciplinary nature of philosophy in 2. Apply critical thinking to analyze situations from diverse
expanding one's understanding. philosophical perspectives.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Introduction to the Philosophy of the Human Person
IV. PROCEDURES
 Begin the lesson by briefly
 Begin the lesson by briefly
reviewing the importance of  Begin the lesson by briefly  Begin the lesson by briefly
reviewing the previous
philosophy and its relevance reviewing the previous reviewing the previous
lesson's key concepts and
to understanding lesson's key concepts related lesson's key concepts related
discussing how they relate to
A. Reviewing previous lesson fundamental questions about to philosophical reflection. to critical thinking and
the interdisciplinary nature of
or presenting the new life, knowledge, and  Remind students of the philosophical analysis.
philosophy.
lesson existence. importance of considering  Remind students of the
 Ask students to recall any
 Ask students to recall the key multiple perspectives and importance of considering
examples or instances where
concepts discussed in the adopting a holistic approach diverse perspectives when
philosophy intersects with
previous lesson related to in philosophical analysis. analyzing complex situations.
other disciplines.
the value of philosophy.
B. Establishing the purpose of  State the objective of the  State the objective of the  State the objective of the  State the objective of the
the lesson lesson: To understand the lesson: To appreciate the lesson: To develop the ability lesson: To develop the ability
value of philosophy in interdisciplinary nature of to perform holistic to apply critical thinking to
obtaining a broad philosophy and understand philosophical reflections on analyze situations from
perspective on life. its role in expanding one's concrete situations. diverse philosophical
 Explain how philosophy understanding.  Explain how this skill can perspectives.
provides a framework for  Explain how philosophy enhance critical thinking and  Explain how this skill can
 engages with other fields of
exploring diverse viewpoints, study, such as science, art, enhance problem-solving,
provide a deeper
critical thinking, and gaining ethics, and religion, to expand understanding, and
understanding of complex
a deeper understanding of provide a broader foster empathy and open-
issues.
the world. perspective on various mindedness.
issues.
 Present real-life examples or
scenarios that highlight the
 Present real-life examples
limitations of narrow
that highlight the
perspectives and the need  Provide real-life examples or
interdisciplinary nature of  Present a real-life situation or
for a broad philosophical scenarios that require
philosophy, such as ethical scenario that requires critical
outlook. philosophical reflection and
considerations in scientific analysis from different
 Discuss how different invite students to analyze
research, philosophical philosophical perspectives.
philosophical perspectives, them holistically.
C. Presenting themes in literature and film,  Use examples related to
such as existentialism,  Use examples related to
examples/instances of the or philosophical arguments in ethics, metaphysics,
utilitarianism, or stoicism, ethics, social issues, personal
new lesson debates about social and epistemology, or social
can offer unique insights into dilemmas, or current events
political issues. issues to engage students'
various aspects of life. to engage students' interest
 Encourage students to interest and demonstrate the
 Emphasize that philosophy and demonstrate the
identify the connections range of philosophical
encourages open- practical relevance of
between philosophy and viewpoints.
mindedness, tolerance, and philosophical reflection.
other disciplines in these
appreciation of different
examples.
cultural and intellectual
traditions.
 Introduce the concept of a
broad perspective in
 Introduce the concept of  Introduce the concept of
philosophy.
interdisciplinary studies and holistic philosophical  Introduce the concept of
 Discuss how philosophy
its significance in expanding reflection, emphasizing the diverse philosophical
allows individuals to
one's understanding. importance of considering perspectives, explaining how
transcend personal biases
 Discuss how philosophy multiple dimensions, different schools of thought
and engage in critical
intersects with different perspectives, and ethical approach and interpret
thinking to gain a
D. Discussing new concepts disciplines, such as science, implications. situations differently.
comprehensive
and practicing new skills literature, psychology,  Guide a class discussion on  Engage students in a class
understanding of complex
#1 sociology, and art. how to approach a concrete discussion about the
topics.
 Engage students in a class situation from a holistic importance of considering
 Engage students in a class
discussion where they share standpoint, encouraging diverse perspectives and the
discussion where they
their insights and students to explore various benefits of analyzing
explore the benefits of
perspectives on the factors, such as cultural, situations from different
adopting a broad perspective
connections between historical, social, and philosophical angles.
in various areas of life, such
philosophy and other fields. personal influences.
as ethics, social issues, or
personal growth.
 Introduce the concept of  Present case studies or  Provide a new concrete  Provide a new situation or
E. Discussing new concepts
philosophical inquiry and its scenarios that require situation or case study for case study for analysis.
and practicing new skills
role in obtaining a broad students to apply analysis.  Instruct students to work in
#2
perspective. philosophical principles and  Instruct students to work in pairs or small groups and
  Explain how philosophical
inquiry involves asking
fundamental questions, concepts in conjunction with pairs or small groups to assign each group a specific
examining assumptions, and knowledge from other perform holistic philosophical philosophical perspective to
challenging preconceived disciplines. reflections on the given analyze the given situation.
notions.  Facilitate group discussions situation.  Encourage students to use
 Facilitate a group activity where students analyze the  Encourage students to critical thinking skills to
where students formulate given situations from an consider various examine the situation from
and discuss philosophical interdisciplinary perspective philosophical frameworks, their assigned perspective
questions related to topics of and identify the contributions theories, and ethical and identify the underlying
interest or current events, of philosophy to their perspectives while analyzing assumptions, values, and
encouraging them to understanding. the situation. implications.
consider diverse
perspectives.
 Divide students into pairs or  Divide students into small
small groups. groups and assign each
 Divide students into small
 Assign each group a specific group a specific  Divide students into small
groups and assign each
philosophical question or interdisciplinary topic or groups, ensuring each group
group a different concrete
topic to research and issue. represents a different
situation.
explore.  Instruct the groups to philosophical perspective.
 Instruct the groups to engage
 Instruct the groups to conduct research and  Instruct the groups to engage
in a deeper analysis and
conduct independent prepare a short presentation in a deeper analysis and
discussion of their assigned
research, critically analyze that demonstrates how discussion of the given
F. Developing Mastery situation, considering
different viewpoints, and philosophy contributes to situation from their
multiple dimensions and
prepare a short presentation their chosen topic. respective perspectives.
perspectives.
that highlights the value of  Encourage students to  Each group should prepare a
 Each group should prepare a
philosophy in understanding integrate knowledge from presentation summarizing
presentation summarizing
their assigned topic from a various disciplines, provide their findings and sharing
their findings and sharing
broad perspective. concrete examples, and their critical analysis with the
their holistic philosophical
 Encourage creativity and explain the significance of class.
reflections with the class.
critical thinking during the philosophy in expanding their
presentations. understanding.
G. Finding practical  Engage students in a class  Engage students in a class  Lead a class discussion on  Lead a class discussion on
applications of concepts discussion where they discussion where they how the skill of performing the practical applications of
and skills in daily living identify practical applications explore practical applications holistic philosophical applying critical thinking to
of philosophy in their daily of interdisciplinary thinking reflections can be applied in analyze situations from
lives. and philosophy in their daily daily life. diverse philosophical
 Discuss how adopting a lives.  Encourage students to perspectives.
broad perspective can  Encourage students to identify situations where  Encourage students to reflect
enhance decision-making, identify situations where considering multiple on how this skill can help
problem-solving, and considering multiple perspectives and adopting a them make informed
interpersonal relationships. perspectives from different holistic approach can lead to decisions, understand
 Encourage students to reflect disciplines can lead to more better decision-making, differing viewpoints, and
on how philosophical informed decisions or a understanding complex engage in constructive
concepts can be applied to deeper understanding of issues, or resolving conflicts. dialogue in their personal
real-life situations and complex issues. and professional lives.
 contribute to personal growth
and social awareness.
 Lead a class discussion on  Lead a class discussion on
 Guide a class discussion to
the broader implications of the broader implications of  Guide a class discussion to
generalize and abstract the
understanding the value of appreciating the generalize and abstract the
key insights from the lesson.
philosophy in obtaining a interdisciplinary nature of key insights from the lesson.
 Encourage students to reflect
H. Generalizing and broad perspective on life. philosophy.  Encourage students to reflect
on how analyzing situations
abstractions about the  Encourage students to reflect  Encourage students to reflect on the value of holistic
from diverse philosophical
lesson on how philosophy can enrich on how interdisciplinary philosophical reflection in
perspectives contributes to a
their intellectual and thinking can foster creativity, developing critical thinking
more comprehensive
personal lives, promote critical thinking, and a skills and fostering a broader
understanding of complex
critical thinking, and foster holistic understanding of the perspective on life.
issues.
empathy and understanding. world.
 Assign a written reflection
 Assign a written reflection  Assign a reflective writing
task where students analyze
task where students task where students describe  Assign a reflective writing
a real-life situation or current
articulate their the value of interdisciplinary task where students analyze
event from two or more
understanding of the value of thinking and its relationship a concrete situation of their
diverse philosophical
philosophy in obtaining a to philosophy. choice using holistic
perspectives.
broad perspective on life.  Collect and review the philosophical reflection.
I. Evaluating Learning  Collect and review the
 Collect and review the reflections to assess  Collect and review the
reflections to assess
reflections to assess students' comprehension and reflections to assess
students' understanding of
students' comprehension and ability to articulate the students' understanding of
applying critical thinking to
ability to apply philosophical significance of the concept and their ability
analyze situations from
concepts to their own interdisciplinary to apply it effectively.
diverse philosophical
experiences. perspectives.
perspectives.
 Provide additional resources,
 Provide additional resources,
such as philosophical texts,
such as articles or videos,
articles, or videos, that offer
that highlight specific
different perspectives on
interdisciplinary connections
ethical dilemmas or complex
J. Additional Activities for involving philosophy.
Have an entry on their diary. social issues.
Application or Remediation  Encourage students to
 Encourage students to
explore these resources
explore these resources
independently and discuss
independently and discuss
their findings in subsequent
their insights in subsequent
class sessions.
class sessions.

V. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
 additional activities for
remediation who scored
below 80%.
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 this 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?