Republic of the Philippines

Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: G12

GRADES 1 to 12 Introduction to the
DAILY LESSON LOG Philosophy of the Human
Teacher: Mark Gil B. Zara Learning Area: Person
Teaching Dates and Time: June 16-20,2025 Quarter: 1ST QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner understands the
meaning and process of doing
philosophy
Performance Standards The learner reflects on a concrete
experience in a philosophical way
Learning Competencies/  "Define self-confidence, self- "By the end of this orientation, 1.1. Distinguish a holistic
Objectives compassion, and empathy." you will be able to:" perspective from a partial
 "Identify practical strategies to  "Identify key classroom point of view.
build your own self-confidence." rules and expectations." 1.2. Recognize human activities
 "Learn how to practice self-  "Understand how your that emanated from
compassion during challenging grades will be deliberate reflection.
times." determined." 1.3. Realize the value of doing
 "Develop skills to understand and  "Locate important class philosophy in obtaining a
share the feelings of others resources (e.g., textbook, broad perspective on life.
(empathy)." online platform)." 1.4. Do a philosophical reflection

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  "Explain how these three  "Know how to ask for on a concrete situation from a
qualities work together to enhance help and communicate holistic perspective. `
your personal and social life." effectively with me."
 "Feel ready and excited
to start learning in the
subject"

II. Content Cultivating Inner Strength and Getting Started: Class Orientation Pre-test Introduction to the Philosophy of
Connection: Self-Confidence, Self- and Expectations the Human Person
Compassion, and Empathy
III. Learning Psychosocial support activity pack INTRODUCTION TO THE
Resources PHILOSOPHY OF THE HUMAN
PERSON Quarter 1 – Module 1:
DOING PHILOSOPHY
References
1. Teachers
Guide
pages
2. Learners Psychosocial support activity pack
Materials
pages
3. Textbook
pages
4. Additional INTRODUCTION TO THE
Materials PHILOSOPHY OF THE HUMAN
from PERSON Quarter 1 – Module 1:
Learning DOING PHILOSOPHY
Resource
(LR) portal
5. Other
Learning
Resources
IV. Procedures

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Reviewing previous lesson Ask students to think of one Activity: "My Expectations for  Activity: "Big Questions
or presenting the new positive trait they admire in This Class" Brainstorm"
lesson someone else. When called upon,  Ask students to quickly  Instructions: "Think about
they should say the trait and briefly write down 1-2 words or the really big questions
explain why they admire it. (e.g., "I short phrases describing you sometimes ask
admire their courage because they what they hope to learn yourself or hear others
always try new things," "I admire or experience in this ask. Questions that don't
their kindness because they help class this year/semester. have a single, easy answer
everyone").  Quick Share: Have a few from a textbook. For
volunteers share their example: 'What is the
expectations. meaning of life?' or 'Why
are we here?'"
 Give students 3-5 minutes
to silently jot down 2-3
such "big questions."
 Share-out: Ask volunteers
to share their questions.
Write some on the board.
 Introduction of New Lesson:
"Welcome to 'Introduction to the
Philosophy of the Human Person'!
This class isn't just about
memorizing facts; it's about
learning how to think deeply about
these very 'big questions' you just
shared, and many more. Today,
we'll begin by exploring what it
truly means to 'Do Philosophy' –
it's an active process, not just a
subject."

Establishing a purpose for "By the end of this lesson, you will Learning Objectives (Student-
the lesson be able to:" friendly language):

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  "Define self-confidence,  "By the end of this lesson,
self-compassion, and you will be able to:"
empathy." o "Explain what
 "Identify practical strategies 'doing philosophy'
to build your own self- means in a
confidence." practical sense."
 "Learn how to practice self- o "Distinguish
compassion during between holistic
challenging times." thinking and
 "Develop skills to partial thinking."
understand and share the o "Identify
feelings of others characteristics of
(empathy)." a philosophical
 "Explain how these three inquiry."
qualities work together to o "Begin to apply
enhance your personal and philosophical
social life." reflection to real-
life situations."
o "Appreciate the
value of deep
questioning and
critical thinking."

Presenting examples/ Scenario Analysis (Think-Pair-  Scenario 1: The Traffic Jam

instances of the new Share): Visual Tour / "What if...?" (Partial vs. Holistic Thinking)
lesson 1. Scenario A (Self- Scenarios:  "Imagine you're stuck in a
Confidence): "Maria has a 1. Scenario 1 (Rules): massive traffic jam.
great idea for a school "What if someone walks o Partial thinking:
project, but she's worried into class late every day You might focus
it's not 'good enough' and without saying anything? only on your
hesitates to share it with What kind of rule might immediate
her group, even though it's we need for punctuality frustration, the
innovative. What might be and communication?" delay to your

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 holding her back, and what (Expected answers: appointment, or
would a confident Maria inform teacher, sit blame the driver
do?" quietly, etc.) in front of you.
o (Expected answers: 2. Scenario 2 (Resources): (Focus on the
fear of judgment, "Imagine you missed a part).
self-doubt; a class because you were o Holistic thinking:
confident Maria sick. How would you find A philosopher
would share her out what we did and might ask: 'Why
idea clearly). what the assignment is?" does traffic exist?
2. Scenario B (Self- (Expected answers: ask a What are its
Compassion): "John studied classmate, check online underlying causes
really hard for a test, but he platform, ask teacher). – city planning,
still didn't do as well as he 3. Scenario 3 (Grading): "If human behavior,
hoped. He's now saying you work really hard on a economic factors?
really harsh things to project but don't What is the
himself like, 'I'm so stupid,' understand how it will be purpose of travel?
and 'I'll never get this.' graded, what might What does this
What alternative, kinder happen? Why is it tell us about
internal dialogue could he important to know the modern life?'
have?" grading criteria upfront?" (Focus on the
o (Expected answers: (Expected answers: whole picture and
"It's okay, I tried my stress, low grade, unfair deeper
best," "I'll learn feeling; important for implications)."
from this," fairness and clear  Discussion: "Which
"Everyone makes targets). approach gives you a
mistakes richer understanding,
sometimes"). even if the traffic doesn't
3. Scenario C (Empathy): disappear?"
"Your friend just lost a pet  Scenario 2: The "Why?" Kid
they adored. They're telling  "Think about a small child
you how sad they are. How who constantly asks
might you respond to show 'Why?'. 'Why is the sky
you truly understand their blue?' 'Why do I have to

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 feelings, beyond just saying sleep?' 'Why can't I fly?'"
'I'm sorry'?"  Discussion: "In what way
is this child 'doing
philosophy'?" (Expected:
questioning, seeking
deeper understanding,
not accepting superficial
answers).
 Teacher connects to concept:
"These simple examples show that
'doing philosophy' isn't about
complex theories first; it's about
asking 'why,' looking beyond the
surface, and considering the
bigger picture."

Discussing new concepts  concept 1: Self-Confidence Concept 1: Classroom Rules and  Concept 1: What is Philosophy?
and practicing new skills #  Definition: "Self-confidence Expectations (Etymology and Core Idea)
1 is a belief in your own  Definition: "These are  Etymology: "The word
abilities, qualities, and the guidelines that help 'philosophy' comes from
judgment. It's not about create a respectful, two Greek words: 'philo'
being arrogant, but about productive, and positive (love) and 'sophia'
having a healthy, realistic learning environment for (wisdom). So, a
trust in yourself." everyone." philosopher is a 'lover of
 Key Elements:  Key Rules/Expectations wisdom,' not necessarily
o Acknowledging (Teacher explains each): someone who has all the
your strengths and o Respect: For self, answers, but someone
past successes. others, and who seeks them out of
o Setting realistic property (e.g., genuine curiosity and
goals and listening, kind desire to understand."
celebrating words, taking  Core Idea: "Doing
progress. care of philosophy is the active
o Learning from classroom pursuit of understanding

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 mistakes rather materials). fundamental truths about
than dwelling on o Responsibility: ourselves, the world, and
them. Being prepared, our relationships."
o Being resilient in completing  Concept 2: Holistic Thinking vs.
the face of assignments, Partial Thinking
setbacks. taking ownership  Partial Thinking: Focuses
o Having a positive of learning. on specific aspects,
self-talk. o Participation: details, or immediate
 Activity: "My Strengths & Actively engaging causes/effects. It's often
Accomplishments Web" in discussions, necessary for daily tasks
(Individual Work) asking questions, (e.g., how to fix a broken
o "Draw a circle in contributing chair).
the middle of your ideas.  Holistic Thinking:
paper and write o Punctuality & Considers the bigger
'My Strengths' Attendance: picture, the
inside. From the Being on time, interconnectedness of
circle, draw lines attending things, underlying
outward. At the regularly, principles, and broad
end of each line, communicating implications. It looks at
write down a absences. the "forest" not just the
personal strength o Technology Use: "trees."
(e.g., 'good Guidelines for  Analogy: Imagine a doctor
listener,' 'creative,' phones, laptops, seeing a patient.
'problem-solver,' etc o Partial: Just
'persistent')." Concept 2: Course Content & treating the
o "Now, for 2-3 of Learning Goals symptom (e.g.,
those strengths,  Definition: "This is what giving a pill for a
briefly jot down a we will be studying and headache).
small or big what you will learn to do o Holistic:
accomplishment or by the end of the Considering the
positive experience [year/semester]." patient's lifestyle,
where you  Key Points (Teacher diet, stress levels,
demonstrated that provides an overview): environment, and

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 strength." o Brief overview of overall health to
o Share-out the major find the root
(Optional, units/topics. cause (e.g., why is
Volunteers Only): o Types of the patient getting
Students can share activities (e.g., headaches?).
one strength and its projects,
accompanying discussions,
example. experiments,
 Concept 2: Self-Compassion writing).
 Definition: "Self- o Connection to
compassion means treating real-world
yourself with the same applications or
kindness, care, and future studies.
understanding you would
offer to a good friend who
is struggling. It's about
acknowledging your
suffering without
judgment."
 Key Elements (Kristin Neff's
components):
o Self-Kindness:
Being warm and
understanding
towards ourselves
when we suffer,
fail, or feel
inadequate, rather
than ignoring our
pain or flagellating
ourselves with self-
criticism.
o Common

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Humanity:
Recognizing that
suffering and
personal
inadequacy are part
of the shared
human experience
– something that
we all go through.
o Mindfulness: Being
present with
difficult emotions
without being
overwhelmed by
them; observing
them with balance.
 Activity: "Kind Self-Talk
Rewrite" (Individual/Pair
Work)
o "Think of a
common self-
critical thought you
sometimes have
(e.g., 'I'm not smart
enough,' 'I look
silly,' 'I always mess
up')."
o "Now, imagine your
best friend or a kind
mentor said that to
you. How would
you respond to
them with

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 compassion? Write
down that
compassionate
response."
o "Finally, rewrite
your original self-
critical thought into
a more self-
compassionate
statement. (e.g.,
Instead of 'I'm so
stupid,' try 'This is a
tough problem, and
it's okay to struggle.
I'll take a deep
breath and try
again.')."
o Pair Share:
Students can share
their original critical
thought and their
compassionate
rewrite with a
partner.

Discussing new concepts  Concept 3: Empathy Concept 3: Grading System &  Concept 3: Characteristics of
and practicing new skills #  Definition: "Empathy is the Assessment Philosophical Inquiry
2 ability to understand and  Definition: "This explains  Questioning
share the feelings of how your performance Assumptions: Not just
another. It's about 'walking will be measured and accepting things as they
in someone else's shoes' how your final grade will are, but asking 'Is that
and truly connecting with be determined." truly the case? Why do we
their emotional  Key Elements (Teacher believe this?'

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 experience." explains each):  Critical Thinking:
 Key Elements: o Components of Analyzing information,
o Perspective-taking: Grade: (e.g., evaluating arguments, and
Imagining what it's Participation, identifying biases.
like to be in Quizzes,  Logical Reasoning:
someone else's Projects, Tests, Building sound arguments
situation. Homework). and drawing valid
o Non-judgmental o Weight of Each conclusions.
listening: Listening Component:  Reflective and Self-
to understand, not (e.g., Correcting: Willingness to
to judge or Participation re-examine one's own
immediately fix. 10%, Quizzes beliefs and change one's
o Recognizing 20%, etc.). mind based on new
emotions: Being o Late Work insights.
able to identify Policy: (Clear  Seeking Coherence:
what others might guidelines). Trying to make sense of
be feeling. o Make-up Work ideas and experiences in a
o Communicating Policy: (For consistent and unified
understanding: absences). way.
Letting the person o Academic  Practice Activity #2: "What's
know you've heard Honesty: the Assumption?" (Small Group
and understood (Plagiarism, Work)
their feelings cheating  Divide students into small
(verbally or non- policies). groups (3-4 students).
verbally). Concept 4: Class Resources &  Provide each group with a
 Activity: "Empathy Support common statement or
Scenarios - What Would  Definition: "These are belief.
You Say/Do?" (Small Group the tools and people  Task: "For each
Work) available to help you statement, identify one
o Divide students into succeed." underlying assumption
small groups (3-4  Key Resources (Teacher that someone might be
students). explains/shows each): making. Then, pose a
o Provide each group o Required philosophical question

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
with 2-3 empathy Materials: that challenges or
scenarios. (Textbook, explores that
 Scenario 1: notebook, pens, assumption."
"Your etc.). o Statement A:
classmate o Online Platform: "Money buys
just found (e.g., Google happiness."
out they Classroom, (Assumption:
didn't get Canvas, Edmodo Happiness is
into their – how to access, externally
dream where to find acquired/material.
college." assignments, Question: "Can
 Scenario 2: announcements, true happiness be
"A friend is grades). bought, or does it
really o Teacher come from
excited Availability: within?")
because (Office hours, o Statement B:
they finally email, preferred "Getting good
achieved a communication grades is the most
goal they've method). important thing in
been o Peer Support: school."
working on (Encourage (Assumption:
for a long classmates to Grades are the
time." help each other). sole measure of
 Scenario 3: o School success/learning.
"You Resources: (e.g., Question: "What
overhear library, tutoring, is the true
someone guidance purpose of
making a counselor). education beyond
mean grades?")
comment o Statement C:
about "Technology
another always makes our
student." lives better."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 o Task: "For each (Assumption:
scenario, discuss Progress is
and role-play (if inherently good.
comfortable) what Question: "In
you would say and what ways might
do to demonstrate technology
empathy. Focus on detract from
non-judgmental genuine human
listening and connection or
validating their well-being?")
emotions."  Group Sharing: Each
o Group Share: A few group shares their chosen
groups share their statement, identified
responses for one assumption, and
scenario. philosophical question.
Emphasize active
listening and
validating feelings.
 Connecting the Concepts:
"Notice the synergy! When you
have self-confidence, you're more
secure in yourself, making it easier
to show empathy for others
without feeling threatened. Self-
compassion teaches you to accept
your own imperfections, which
helps you extend the same
empathy to others when they are
struggling. And practicing empathy
can, in turn, boost your self-
confidence by building stronger
connections."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Developing mastery (leads Activity: "The Supportive Self & Activity: "Classroom Compass" Activity: "Philosophical Headline
to formative assessment 3) Other" Case Study (Short Quiz/Scenario Analysis"
 Instructions: "Read the Application)  Instructions: "I will show
following short case study:  Instructions: "You will be you a current event
'Sarah is feeling given a series of short headline or a thought-
overwhelmed and scenarios. For each provoking quote.
disappointed because she scenario, decide what Individually, or in pairs,
tried out for the school play you should do based on use your philosophical
and didn't get a part. She's our class policies and thinking skills to briefly
thinking of giving up on resources. Be ready to answer:"
drama completely. Her explain your answer." 1. "What is a 'partial'
friend, Alex, notices Sarah's o Scenario A: "You way of looking at
sadness and wants to help.' forgot to do your this?"
" homework. 2. "What is a
 Task (Individual or Pair What should you 'holistic' or
Work): "On a short do when you philosophical
response sheet, describe come to class?" question you
how Sarah could practice o Scenario B: "You could ask about
self-compassion in this don't understand this?"
moment. Then, describe a concept we 3. "What might be
how Alex could show just discussed. an assumption
empathy to Sarah, and how What's the first someone is
Sarah's self-confidence thing you should making about this
might play a role in her next try to do?" issue?"
steps." o Scenario C: "You  Formative Assessment
 Formative Assessment disagree with a Check: Circulate and listen
Check: Circulate, review classmate during to student discussions.
responses, and provide a discussion. Look for attempts to move
feedback. Look for clear How do you beyond surface-level
application of all three respond thinking and to formulate
concepts to the scenario. respectfully?" deeper questions. Provide
immediate feedback and
guidance.

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Finding practical  Class Discussion / Think-Pair- Group Discussion / Think-Pair-  Class Discussion / Think-Pair-
applications of concepts Share: Share: Share:
and skills in daily living  "Where else in your daily  "Beyond this classroom,  "How can 'doing
life can you apply self- where else in your life do philosophy' help you
confidence, self- you encounter rules, make better decisions in
compassion, and expectations, or grading your personal life?" (e.g.,
empathy?" (e.g., public systems?" (e.g., home, choosing a career, dealing
speaking, dealing with sports teams, clubs, part- with conflict, managing
academic stress, resolving time jobs). stress, understanding
conflicts with friends,  "Why is it important to different perspectives).
supporting family members, understand rules and  "Where else might you
engaging in community expectations in any new use holistic thinking
service). environment?" besides traffic jams?"
 "How can these qualities  "How can clear (e.g., understanding social
help you navigate social communication, like we problems, evaluating
media pressures?" discussed for asking for news, planning for the
 "Why are these skills help, benefit you outside future).
particularly valuable for of school?"  "How does questioning
future leaders, team  "What's the main benefit assumptions help you
members, or even of being 'oriented' and grow as a person?"
parents?" prepared, whether for a  "In what situations is it
 "What's one small change class or a new activity?" more important to think
you could make this week philosophically?"
to practice one of these  Possible Takeaways: Critical
qualities more?" media literacy, ethical decision-
 Possible Takeaways: These skills making, improved problem-
enhance resilience, improve mental solving, stronger relationships
health, build stronger and more (understanding others' views),
authentic relationships, foster personal growth and self-
positive social environments, and awareness.
lead to greater personal fulfillment.

Making generalizations  Summary Q&A: Summary Q&A:  Summary Q&A:

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
and abstractions about the  "What is the core difference  "What are the most  "What does 'doing
lesson between self-confidence important things to philosophy' fundamentally
and self-compassion?" remember from our class involve?" (Active
(Belief in ability vs. kindness orientation today?" questioning, critical
to self when struggling).  "What is your role in analysis, seeking deeper
 "How does empathy differ making this a successful understanding).
from sympathy?" and positive learning  "What's the difference
(Understanding/sharing environment?" between merely knowing
feelings vs. feeling sorry for  "Why did we spend time facts and 'doing
someone). going over all these philosophy'?" (Moving
 "What is the ultimate details today?" from information to
benefit of developing all key Abstraction: "A successful wisdom, from parts to the
three qualities?" (Holistic class isn't just about the teacher whole).
well-being, stronger or the subject matter; it's a  "What is the most
relationships, more partnership. When everyone powerful tool a
effective navigation of life). understands the expectations, philosopher uses?" (The
 Key Abstraction: "Self- knows where to find support, ability to ask profound
confidence, self-compassion, and and commits to positive questions).
empathy are not separate islands; participation, we create a  Key Abstraction: "To 'do
they form a powerful continent of learning community where philosophy' is to embark on a
personal well-being. When we everyone can thrive and reach lifelong journey of questioning,
cultivate a strong, kind relationship their full potential." reflecting, and seeking wisdom.
with ourselves (self-confidence and It's about moving beyond
self-compassion), we create a solid superficial understanding to grasp
foundation from which to genuinely the interconnectedness of ideas,
connect with and understand challenge assumptions, and
others (empathy). This cultivate a holistic perspective on
interconnectedness is key to a life's most enduring questions. It's
fulfilling and impactful life." not just for academics; it's a
fundamental human activity that
empowers us to live more
thoughtfully and meaningfully."
Evaluating learning  Option 1: Reflective Journal  Option 1: "3-2-1 Class Check"  Option 1: "Philosophical

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Prompt (Short Written Activity) Exit Ticket Question" Challenge (Short
 "Choose one of the three  "On a small slip of paper, Written Response)
concepts (Self-Confidence, write:"  "Choose one everyday
Self-Compassion, or o 3 things you observation (e.g., 'People
Empathy) that you feel you learned about spend a lot of time on
need to work on most. this class today. their phones,' 'There's a
Describe one specific o 2 questions you lot of pollution,' 'Students
strategy you learned today still have (if any). feel stressed about
that you will try to o 1 goal you have exams'). Formulate one
implement this week to for yourself in deep, philosophical
strengthen that quality. this class this question about that
Explain why you chose that [year/semester]. observation. Then, briefly
strategy."  explain why your question
 Option 2: Exit Ticket - "The Three is philosophical (i.e., how
Connections" it goes beyond partial
 "On a slip of paper, write thinking and questions
down:" assumptions)."
1. "One example of  Option 2: Exit Ticket - "The Two
how self- Types of Thinking"
confidence can  "On a slip of paper, write:"
help you show o "In your own
empathy." words, what is
2. "One example of partial thinking?"
how self- o "In your own
compassion can words, what is
help you build self- holistic thinking?"
confidence." o "Give one brief
 Option 3: Quick Quiz (Multiple example of each
Choice/Scenario-based) from your own
 "If someone tells experience."
themselves, 'I made a  Option 3: Quick Multiple
mistake, but I'm learning Choice/Matching Quiz
and that's okay,' they are  Match terms (e.g., 'philo',

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 demonstrating: (a) Self- 'sophia', holistic, partial)
Confidence, (b) Self- to definitions.
Compassion, (c) Empathy,  Identify which statement
(d) All of the above." demonstrates
 "Describe a time you philosophical inquiry.
showed empathy to
someone, and what you
said or did."

Additional activities for Assignment (Optional Homework): Assignment (Optional Assignment (Optional
applications or "Over the next few days, actively Homework): "Review the class Homework): "For the next few
remediation observe situations where you could syllabus/handout (if provided) days, try to be a 'mini-
practice self-confidence, self- with a family member or philosopher.' Whenever you
compassion, or empathy. Choose guardian and have them sign it to encounter something new or
one instance and write a short acknowledge they have seen it. something that makes you think,
reflection on what happened, how Bring it back signed by [date]." try to ask yourself: 'What's the
you applied the skill (or could have bigger picture here?' or 'What
applied it), and what you learned." assumptions am I making?' or
'Why is this truly the way it is?'
Write down 1-2 observations and
the philosophical questions they
sparked."
V. Remarks
VI. Reflection
No. of learners who
earned 80% in the
evaluation
No. Of learners who
requires additional
activities for remediation
Did the remedial lesson
work? No. of learners who
have caught up with the

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA MELANIE D. BONQUIN

Teacher I Curriculum Head/ MT I OIC Principal

Republic of the Philippines

Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level:

GRADES 1 to 12 Introduction to the
DAILY LESSON LOG Philosophy of the Human
Teacher: Mark Gil B. Zara Learning Area: Person
Teaching Dates and Time: June 23-27, 2025 Quarter: 1st QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner understands the meaning and process of doing philosophy
Performance Standards The learner reflects on a concrete experience in a philosophical way
Learning Competencies/ 1.5. Distinguish a holistic perspective from a partial point of view.
Objectives 1.6. Recognize human activities that emanated from deliberate reflection.
1.7. Realize the value of doing philosophy in obtaining a broad perspective on life.
1.8. Do a philosophical reflection on a concrete situation from a holistic perspective. `
II. Content Quarter 1 – Module 1: The Branches of Philosophy (DOING PHILOSOPHY - Part 2)
III. Learning
Resources
References
1. Teachers K to 12 Senior High School Core Curriculum – Introduction to the Philosophy of the Human Person May 2016
Guide
pages
2. Learners
Materials
pages
3. Textbook
pages
4. Additional
Materials
from

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Learning
Resource
(LR) portal
5. Other
Learning
Resources
IV. Procedures
Reviewing previous lesson Discussion: Have students share their categorizations and briefly explain their reasoning. Introduce the idea that these
or presenting the new categories are actually the "branches" of philosophy.
lesson
Establishing a purpose for "By the end of this lesson, you will be able to:"
the lesson  "Identify and define the five main branches of philosophy: Metaphysics, Ethics, Epistemology, Logic, and Aesthetics."
 "Provide examples of the types of questions each branch addresses."
 "Explain the core purpose and function of each philosophical branch."
 "Relate philosophical questions to real-world issues."

Presenting examples/  Scenario A: The Dream (Metaphysics)

instances of the new lesson  "You wake up from a very vivid dream where you were flying. For a moment, it felt incredibly real. When you wake
up, you realize it was just a dream. This makes you wonder: What truly is real? Is what I perceive through my
senses always the ultimate reality, or is there something more?"
 Discussion: "What kind of philosophical question is this asking? (About reality, existence). This is where
Metaphysics comes in."
 Scenario B: The Dilemma (Ethics)
 "You see a classmate cheating on a test. You know it's wrong, but reporting them might make you unpopular.
What is the right thing to do? How do you decide what is moral in this situation?"
 Discussion: "This situation forces you to think about right and wrong, and your duties. This is the domain of
Ethics."
 Scenario C: The News Story (Epistemology & Logic)
 "You read a news story online. How do you know if the information is true? What evidence would you look for?
How would you determine if the arguments presented are sound?"
 Discussion: "Here, you're asking about knowledge, truth, and valid reasoning. These are questions for
Epistemology and Logic."
 Scenario D: The Painting (Aesthetics)

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  "You visit an art gallery and stand in front of a painting that deeply moves you, even though it's just colors and
shapes. Why do you find it beautiful? What makes art powerful?"
 Discussion: "This is about beauty, art, and appreciation. This is Aesthetics."

Discussing new concepts  Branch 1: METAPHYSICS

and practicing new skills # 1  Definition: The branch that explores the fundamental nature of reality, existence, being, and the universe. It asks:
"What is real?" "Why does anything exist?"
 Key Idea: It looks beyond sensory perception to uncover 'true reality,' often positing a deeper, underlying
existence.
 Examples of Questions: Is there a God? Do we have free will? What is the nature of time? Is the soul real?
 Branch 2: ETHICS
 Definition: The branch concerned with moral principles, values, and the evaluation of human actions. It asks:
"What is right and wrong?" "How ought we to live?"
 Key Idea: Seeks a rational foundation for morality, unlike relying solely on tradition or emotion.
 Main Frameworks (briefly explain from text, using simple terms):
o Divine Command: Morality from a deity.
o Consequentialism/Utilitarianism: Morality based on best outcomes for the most people.
o Deontological Ethics: Morality based on duty, regardless of outcome.
o Virtue Ethics: Morality based on developing good character traits.
o Relativism: Morality based on cultural/societal norms.
 Modern Concern Example: Cybersecurity, privacy, data access (who decides what's moral for data use?)

Discussing new concepts  ranch 3: EPISTEMOLOGY

and practicing new skills # 2  Definition: The branch dealing with the nature, sources, limits, and validity of knowledge. It asks: "How do we
know?" "What is truth?"
 Key Idea: Focuses on the process of knowing and distinguishing truth from falsehood.
 Key View (Empiricism): Knowledge primarily comes from sense experience and observable evidence.
 Examples of Questions: Can we ever truly know anything for certain? Is intuition a valid source of knowledge?
How do we verify scientific claims?
 Branch 4: LOGIC
 Definition: The branch concerned with correct reasoning and the structure of arguments. It's a tool for sound
thinking.
 Key Idea: Not about what we think, but how we think – ensuring our arguments are valid and consistent.

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  Aristotle's Contribution: First systematic logical method.
 Examples: Evaluating if a conclusion follows from its premises; identifying fallacies in arguments.
 Branch 5: AESTHETICS
 Definition: The branch exploring the nature of beauty, art, taste, and appreciation. It asks: "What is beauty?"
"What makes something art?"
 Key Idea: Establishes criteria for beauty and explores the experience of art.
 Importance: Vitalizes knowledge, enriches life, connects us to culture.
 Examples of Questions: Is beauty subjective or objective? Can a broken object be beautiful? How does art
communicate meaning?

Developing mastery (leads Activity: "Philosophical Puzzle Pieces"

to formative assessment 3)  Instructions: "You will be given a set of 'puzzle pieces' – each with a question, a definition, or an example related
to one of the five branches. Your task is to correctly group them under their respective branches." (Prepare cards
beforehand).
 Formative Assessment Check: Circulate among groups, observe their categorization, and listen to their
discussions. This allows you to gauge their understanding of each branch's core focus. Provide immediate
clarification where needed.

Finding practical  Class Discussion / Think-Pair-Share:

applications of concepts  "How does understanding the branches of philosophy help you analyze real-world problems (e.g., climate change,
and skills in daily living fake news, moral dilemmas, artistic expression)?"
 "When you engage with social media, which branches of philosophy might you be implicitly using?" (e.g.,
Epistemology for truth of posts, Ethics for online behavior, Logic for arguments, Aesthetics for visuals).
 "Why is it important for someone in any field (doctor, engineer, artist, business person) to have at least a basic
grasp of these philosophical questions?"
 "Which branch do you find most interesting or most relevant to your own life right now, and why?"
 Possible Takeaways: Critical thinking skills, ethical decision-making, media literacy, informed citizenship, deeper
appreciation for art and life's complexities, self-reflection.

Making generalizations and  Summary Q&A:

abstractions about the  "What is the ultimate purpose of categorizing philosophy into these branches?" (To systematically explore
lesson fundamental questions, provide frameworks for understanding).
 "Are these branches completely separate, or do they often overlap?" (Overlap significantly, e.g., an ethical

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 question might rely on an epistemological understanding of truth).
 "What is the biggest take-away about 'doing philosophy' from understanding its branches?" (It's a comprehensive
way of looking at existence, thought, and values).
 Key Abstraction: "The branches of philosophy – Metaphysics, Ethics, Epistemology, Logic, and Aesthetics – serve as
distinct yet interconnected lenses through which we systematically inquire into the most fundamental aspects of human
experience and reality itself. From the nature of existence to the essence of beauty, these branches provide the tools and
frameworks necessary for deep critical thinking, fostering wisdom, and navigating the complexities of the world with
greater clarity and purpose."

Evaluating learning  Quick Quiz (Matching/Fill-in-the-Blanks)

 Match the branch to its definition/focus.
 Fill in the blank: "The branch concerned with the nature of knowledge is _______________."

Additional activities for Assignment (Optional Homework): "Over the next few days, pay attention to the news, social media, or conversations
applications or remediation around you. Identify at least three instances where a philosophical question from one of the five branches is implicitly
being asked or debated. Briefly describe the situation and the relevant philosophical branch."
V. Remarks
VI. Reflection
No. of learners who earned
80% in the evaluation
No. Of learners who
requires additional
activities for remediation
Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA MELANIE D. BONQUIN

Teacher I Curriculum Head/ MT I OIC Principal

Republic of the Philippines

Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: G12
GRADES 1 to 12 Introduction to the
DAILY LESSON LOG Philosophy of the Human
Teacher: Mark Gil B. Zara Learning Area: Person
Teaching Dates and Time: June 30, 2025- July 4, 2025 Quarter: QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner understands the meaning and process of doing philosophy
Performance Standards The learner reflects on a concrete experience in a philosophical way
Learning Competencies/ 1.9. Distinguish a holistic perspective from a partial point of view.
Objectives 1.10. Recognize human activities that emanated from deliberate reflection.
1.11. Realize the value of doing philosophy in obtaining a broad perspective on life.
Do a philosophical reflection on a concrete situation from a holistic perspective. `
II. Content The Branches of Philosophy (Part 2 - Epistemology, Module 1: Understanding Truth: Kinds of Truth
Logic, Aesthetics)
III. Learning
Resources
References
1. Teachers
Guide
pages
2. Learners
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 (LR)
portal
5. Other
Learning
Resources
IV. Procedures
Reviewing previous lesson  Activity: "Branch Challenge" Activity: "Is it True?"
or presenting the new  Instructions: "Last time, we began exploring the  Instructions: "Think about something you believe to be
lesson branches of philosophy, specifically true. For example, 'It's hot outside,' or 'Stealing is wrong,'
Metaphysics (the nature of reality) and Ethics or 'The Earth revolves around the sun.' Now, quickly jot
(moral actions). I'll give you a quick scenario, down: How do you know that's true? What's your
and you tell me which branch it most directly evidence or reason?"
falls under and why."  Share-out: Ask volunteers to share their examples and
1. "Is it possible for humans to live methods of knowing. Guide the discussion toward the
forever?" (Metaphysics) idea that "truth" isn't always simple and can be known in
2. "Should we prioritize individual different ways.
freedom or collective well-being?" Introduction of New Lesson: "Great reflections! That question of
(Ethics) 'How do we know?' is the core of Epistemology, the branch of
3. "Do ghosts truly exist?" (Metaphysics) philosophy we introduced earlier. Today, we're going to dive
4. "Is stealing ever justifiable, even in deeper into Epistemology by exploring the fascinating concept of
extreme circumstances?" (Ethics) 'Kinds of Truth.' You'll discover that 'truth' isn't a single, uniform
 Discussion: Review answers, ensuring students thing, but can be classified in many different ways based on how
can differentiate between the two. it's established, what it tells us, and how universal it is."
 Introduction of New Lesson: "Excellent! You've
grasped the core ideas of Metaphysics and Ethics.
Today, we're going to complete our map of the main
philosophical branches by diving into three more crucial
areas: Epistemology (how we know), Logic (how we
reason), and Aesthetics (what we find beautiful). These
branches are fundamental to understanding how we
make sense of the world and our place in it."

Establishing a purpose for "By the end of this lesson, you will be able to:" Learning Objectives (Student-friendly language):

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
the lesson  "Define Epistemology, Logic, and Aesthetics."  "By the end of this lesson, you will be able to:"
 "Identify key questions addressed by each o "Define and differentiate between various kinds of
branch." truth (e.g., empirical vs. rational, synthetic vs.
 "Explain the core function and importance of analytic)."
each philosophical branch." o "Provide clear examples for each kind of truth."
 "Apply the concepts of knowledge validation o "Analyze statements and classify them according to
(Epistemology), sound reasoning (Logic), and different truth categories."
beauty appreciation (Aesthetics) to everyday o "Appreciate the complexity and nuance involved in
situations." determining 'what is true'."

Presenting examples/  Scenario A: The Online Article (Epistemology)  Scenario A: The Boiling Water (Empirical vs. Rational)
instances of the new  "You see an article shared online that claims a  "You put a pot of water on the stove and turn on the
lesson new 'superfood' can cure all diseases. Before heat. After a few minutes, you see bubbles forming and
believing it, what questions pop into your head steam rising. You touch the pot (carefully!) and feel it's
about this information?" hot. You conclude, 'The water is boiling.' How did you
o (Expected answers: "Is it true?", establish that truth?"
"Where did the information come o (Expected: Through senses – seeing, feeling,
from?", "Is there evidence?", "Who observing. This leads to Empirical Truth.)
wrote it?")  "Now, consider the statement: 'A bachelor is an
 Discussion: "These are questions about unmarried man.' How do you know this is true? Do you
knowledge and its validity – the realm of need to go out and find bachelors and ask if they're
Epistemology." married?"
 Scenario B: The Debate (Logic) o (Expected: Through understanding the definition
 "During a class debate, someone makes an of the words. This leads to Rational Truth /
argument that sounds convincing at first, but Analytic Truth.)
something about it doesn't quite 'add up.' You  Scenario B: The Opinion (Subjective vs. Objective)
feel like there's a flaw in their reasoning, even if  "You tell your friend, 'Chocolate ice cream is the best
you can't immediately pinpoint it." flavor.' Your friend says, 'No way, vanilla is superior!' Is
 Discussion: "This feeling indicates a need for one of you objectively 'right'?"
logical thinking – checking the validity of o (Expected: No, it's a matter of
arguments." preference/opinion. This leads to Subjective
 Scenario C: The Sunset (Aesthetics) Truth.)
 "You're watching a breathtaking sunset, and  "Now consider: 'The Earth is round.' Is this true regardless

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 you feel a profound sense of awe. You think, of whether you like the Earth or not?"
'This is so beautiful!' But what makes it o (Expected: Yes, it's a factual statement,
beautiful? Is it just the colors, or something independent of preference. This leads to
more?" Objective Truth.)
 Discussion: "When we ponder what makes
things beautiful, whether it's a sunset, a song,
or a piece of clothing, we are engaging in
Aesthetics."

Discussing new concepts  Branch 3: EPISTEMOLOGY  Introduction: "This

and practicing new skills #  Definition: section delves into
1 "Specifically deals with different ways of
the nature, sources, understanding and
limitations, and evaluating truth, the
validity of knowledge. conditions for knowledge,
It's fundamental to all and common errors in
other philosophical reasoning. We'll start with
inquiries." the 'Kinds of Truth'."
 Key Questions: "How  Kind 1: Based on Means
do we know what we of Establishment
claim to know? How  Empirical Truth:
can we find out what Established
we wish to know? through sense
How can we experience (what
differentiate truth we perceive with
from falsehood?" our senses: sight,
 Core Problems: hearing, smell,
Reliability, extent, and taste, touch). It's
kinds of knowledge, verifiable through
truth, language, observation or
scientific knowledge. experimentation.
 Key View: Empiricism: o Example: "The sky
Asserts that is blue." "The dog

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 knowledge can only be barked loudly." "My
attained through hand is on the
sense experience table."
(sight, hearing, smell,  Rational Truth:
taste, touch). Real Established
knowledge is based on through reason
verifiable facts and (logical thought,
observable evidence, deduction, analysis
not subjective mental of concepts). Its
constructs. truth is
o Example: We determined by the
know fire is internal
hot because consistency of
our senses ideas or
(touch, sight definitions.
of flames) o Example: "All
confirm it, not triangles have three
just because sides." "2 + 2 = 4."
someone told  Kind 2: Based on
us. Extension of Knowledge
 Branch 4: LOGIC  Synthetic Truth: A
 Definition: statement whose
"Concerned with truth extends our
reasoning across knowledge or
various domains like adds new
science, medicine, information
ethics, law, politics, beyond what is
commerce, sports, contained in the
and everyday life. It's concepts
a tool for sound themselves.
thinking." Requires empirical
 Key Idea: Logic does verification.
not directly provide o Example: "The cat

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 knowledge of the is on the mat."
world; it is a tool for (You need to
evaluating the truth or check to know
validity of our this). "Water boils
arguments. It focuses at 100 degrees
on the structure of Celsius at sea
thought, not the level."
content directly. o Note: All empirical
 Aristotle's truths are
Contribution: The first synthetic truths.
philosopher to devise  Analytic Truth: A
a systematic logical statement whose
method, rooted in truth does not
propositional extend our
structure and knowledge; its
argumentative truth is known
techniques. simply by
o Example of Logic in understanding the
action: meaning of the
 Premise 1: All words or concepts
humans are mortal. involved (e.g.,
 Premise 2: Socrates definitions,
is a human. identity
 Conclusion: statements). It is
Therefore, Socrates true by definition.
is mortal. (Logic o Example: "All
helps us see this bachelors are
conclusion is valid if unmarried men."
the premises are "A square has
true). four sides." "My
 Practice Activity #1: "Truth, brother is a male
Validity, or Knowledge sibling."
Source?" (Individual/Pair  Kind 3: Based on

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Work) Universality in Possible
 Instructions: "For each Situations
statement/question,  Contingent Truth:
decide whether it A statement that is
primarily falls under not true in all
Epistemology (about possible
knowledge/truth) or situations; its
Logic (about truth depends on
reasoning/arguments). how things happen
Briefly explain your to be in the actual
choice." world. It could
1. "If you believe have been
everything you read otherwise.
on social media, o Example: "I am
how can you currently sitting
determine what is down." (I could be
factual?" standing up). "The
(Epistemology) Philippines is an
2. "My friend argued archipelago." (It
that since all cats could have been a
have fur, and my single landmass in
dog has fur, my dog an alternate
must be a cat. Is universe).
their argument o Note: Empirical
sound?" (Logic) truth is generally
3. "Can a scientist truly considered
be objective when contingent truth.
conducting  Necessary Truth: A
research?" statement that is
(Epistemology) true in all possible
4. "You promise to do situations; its
something, but then truth cannot be
you don't. Is your otherwise. It's true

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 action consistent by definition or
with your words?" logical necessity.
(Logic - consistency o Example: "All
of actions/words) circles are round."
 Discussion: Review "If A=B and B=C,
answers, emphasizing then A=C." "A
the distinction triangle has three
between what we angles."
know (Epistemology) o Note: Rational
and how we reason truth is generally
about it (Logic). considered
necessary truth.

Discussing new concepts Branch 5: AESTHETICS  Kind 4: Based on Knowability by

and practicing new skills #  Definition: Individuals
2 "Explores the  Private Truth: Can only be
nature of known by the person who
beauty, art, has the belief or makes the
taste, and statement (e.g., subjective
appreciation. feelings, personal
It's the science experiences).
of the o Example: "I have a
beautiful in its headache." "I feel
various happy right now."
manifestations "My dream last
(sublime, night was about
comic, tragic, flying."
ugly)."  Public Truth: Can, in
 Core Idea: principle, be known by
Humanity's everyone; verifiable by
desire to make others.
useful objects o Example: "The
beautiful, and capital of the

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 the Philippines is
establishment Manila." "Water
of criteria for freezes at 0 degrees
beauty. Celsius."
 Experiencing  Kind 5: Based on Dependence on
Aesthetics: Attitudes/Preferences
Refers to any  Subjective Truth: Is
experience dependent on the attitudes,
relevant to preferences, or interests of
art, from the a person or a group of
creative persons (e.g., taste,
artist's opinion, value judgments).
perspective or o Example: "Green is the most
the beautiful color." "This movie
appreciative is boring." "Pizza is the best
observer's. food."
 Importance of  Objective Truth: Is not
Aesthetics: dependent on attitudes,
o Vitalizes our preferences, or interests;
knowledge: it's true regardless of what
Makes anyone thinks. Factual
knowledge judgments are typically
alive, helps us objective.
see new o Example: "The Earth orbits
relationships the Sun." "Hydrogen is an
(e.g., through element." "There are 7
plays, poems). continents."
o Helps us live o Note: Value judgments (like
more deeply aesthetic judgments) are
and richly: typically subjective. Factual
Elevates us judgments are typically
from purely objective.
physical  Kind 6: Based on Universal

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 existence to Acknowledgment
intellect and  Universal Truth: Its truth is
spirit, acknowledged by everyone
nourishing our (or almost everyone, given
"higher life." sufficient
Art is evidence/understanding).
significant. o Example: "All humans
o Brings us in eventually die." "The law
touch with our of supply and demand."
culture: (often linked to objective
Connects us to truth)
the past,  Relative Truth: Its truth is
enduring acknowledged only by some
human people; often culturally or
problems, and individually specific.
cultural o Example: "It is polite to
heritage, burp after a meal." (True
preventing in some cultures, not
isolation from others). "My favorite
historical band is the best." (often
wisdom. linked to subjective truth)
 Kind 7: Based on Reasoning
Process
 Deductive Truth: The truth
of the statement arrived at
through deductive
reasoning is certain. If the
premises are true, the
conclusion must be true.
o Example: "All birds have
feathers. A robin is a bird.
Therefore, a robin has
feathers." (The

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 conclusion is certain if
the premises are true).
 Inductive Truth: The truth
arrived at through inductive
reasoning is merely
probable. It moves from
specific observations to
general conclusions, which
are not guaranteed.
o Example: "Every swan I
have ever seen is white.
Therefore, all swans are
white." (Highly probable,
but a black swan could
exist).
 Kind 8: Based on Area of Study
 Disciplinal Kinds of Truth:
Truths that fall under
specific areas of study, such
as religious truth, scientific
truth, psychological truth,
biological truth, economic
truth, etc. Each discipline
has its own methods and
criteria for establishing
truth within its domain.
o Example: "Evolution
occurs through
natural selection"
(Scientific/Biological
Truth). "God
created the
heavens and the

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 earth" (Religious
Truth).
 Practice Activity #2: "Truth
Detective - Part 2" (Small Group
Work)
 Instructions: "For each
statement, identify its type
based on: A) Dependence
on Attitudes/Preferences
(Subjective or Objective)
and B) Reasoning Process
(Deductive or Inductive).
Briefly explain your
reasoning."
1. "Eating vegetables is
healthy." (Objective,
generally Inductive - based
on many
observations/studies)
2. "The protagonist in that
novel is morally
ambiguous." (Subjective -
literary interpretation)
3. "If all students passed the
exam, and John is a
student, then John passed
the exam." (Deductive -
certain conclusion)
4. "The sun will rise
tomorrow." (Inductive -
based on repeated past
observations, but not
logically certain)

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Developing mastery Activity: "Philosophical Inquiry Challenge" Activity: "Truth Challenge Grid"
(leads to formative Instructions: "I will present a short real-world scenario. Your  Instructions: "You will be given a grid with various
assessment 3) task, individually or in pairs, is to identify how at least two of statements. For each statement, you need to classify it
the three branches we discussed today (Epistemology, Logic, into as many 'kinds of truth' categories as apply (e.g.,
Aesthetics) could be applied to understand or analyze the Empirical, Synthetic, Objective). Be ready to justify your
situation. Explain your reasoning for each branch." choices."
Scenario Example: "A famous social media influencer posts o Statements to include:
a video claiming that a flat Earth is real, showing 'evidence'  "The Great Wall of China is located in Asia."
from their own observations, and it quickly gains millions of  "Laughter is the best medicine."
views and arguments erupt in the comments section."  "All squares have four sides."
 Epistemology: How do we know if the Earth is flat or  "I feel tired today."
round? What constitutes valid "evidence"? Can  "If you eat too much sugar, you will get sick."
personal observation be unreliable? How do we  "Justice is a universal human right."
differentiate truth from falsehood in this context?  Formative Assessment Check: Circulate among students,
 Logic: Are the influencer's arguments logically sound? observe their classifications, and listen to their
Are there fallacies in their reasoning? Do their justifications. This allows you to gauge their
conclusions validly follow from their premises? understanding of multiple truth categories and their
 Aesthetics (optional, less direct but still possible): Could ability to apply them simultaneously. Provide immediate
the video be "beautifully" produced to be convincing, feedback and address any misconceptions.
regardless of its truth? Does its aesthetic appeal
influence belief?
Formative Assessment Check: Circulate and review student
responses. Look for accurate identification and application of
the branches. Provide immediate feedback and encourage
deeper connections.

Finding practical  Class Discussion / Think-Pair-Share:  Class Discussion / Think-Pair-Share:

applications of concepts  "When you decide what to believe from the  "How does understanding these different 'kinds of truth'
and skills in daily living news or online, which branch are you primarily help you evaluate news articles, social media posts, or
using?" (Epistemology). "How can you use it even advertisements?"
more effectively?"  "When someone expresses an opinion that differs from
 "Why is being able to think logically important, yours, how can distinguishing between subjective and

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 not just in school, but in arguing with friends or objective truth help you respond more thoughtfully?"
making personal choices?"  "Why is it important to know the difference between
 "How does engaging with art (music, movies, 'deductive' and 'inductive' truth when making important
books, even fashion) enrich your everyday life?" decisions, like choosing a career or investing money?"
 "How do these three branches (Epistemology,  "How might recognizing 'private' vs. 'public' truth help
Logic, Aesthetics) help you understand and you understand discussions about personal feelings or
engage with culture?" experiences?"
 Possible Takeaways: Becoming a more discerning  Possible Takeaways: Improved critical thinking, better media
consumer of information, making better decisions, literacy, more nuanced communication, enhanced understanding
improving communication skills, fostering creativity, of differing perspectives, stronger argumentation skills.
cultural understanding, deeper personal enrichment.

Making generalizations  Summary Q&A:  Summary Q&A:

and abstractions about  "What is the unique contribution of  "What is the most important thing to remember about
the lesson Epistemology to our understanding?" (How we the concept of 'truth'?" (It's multifaceted; not all truths
know, what is truth). are the same).
 "What is the unique contribution of Logic?"  "Why do philosophers spend so much time classifying
(The tool for sound reasoning). truth?" (To clarify how we know things, what counts as
 "What is the unique contribution of evidence, and the reliability of different claims).
Aesthetics?" (Understanding beauty, art, and  "How does knowing these distinctions make you a more
meaning through appreciation). discerning thinker?" (Allows you to analyze claims based
 "How do these three branches connect with the on their nature).
previous two (Metaphysics and Ethics) to form a  Key Abstraction: "Truth is not a singular, monolithic concept,
complete picture of philosophy?" (e.g., to argue but rather a complex, multi-faceted phenomenon that can be
about ethics (Logic), you need to know about classified and understood through various epistemological lenses.
moral truth (Epistemology), and it relates to the By distinguishing between empirical and rational, synthetic and
nature of reality (Metaphysics)). analytic, contingent and necessary, private and public, subjective
 Key Abstraction: "Epistemology, Logic, and Aesthetics and objective, universal and relative, and deductive and inductive
provide the essential tools for intellectual inquiry and truths, as well as disciplinal truths, we gain a more nuanced and
human flourishing. Epistemology equips us to discern critical understanding of how knowledge is established, validated,
truth from falsehood, Logic enables us to reason and interpreted in the world around us. This analytical framework
soundly and build valid arguments, and Aesthetics is crucial for navigating information, engaging in reasoned
allows us to appreciate beauty and delve into the discourse, and forming well-founded beliefs."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 deeper meanings found in art and culture. Together
with Metaphysics and Ethics, they form a
comprehensive framework, empowering us to critically
engage with ideas, navigate complex issues, and live a
richer, more reflective life."

Evaluating learning  Option 1: "Branch Snapshot" Short Response  Option 1: "Truth Classification" Short Response
 "Choose one of the three branches we  "For each statement below, provide two different kinds
discussed today (Epistemology, Logic, or of truth that apply to it (e.g., Empirical & Synthetic, or
Aesthetics). In 2-3 sentences, define it and Subjective & Relative). Briefly justify each choice."
provide a real-life example of a question or 1. "The sun always rises in the east."
situation it would address." 2. "That song is terrible."
 Option 2: "Apply the Lens" Exit Ticket 3. "All triangles have three angles."
 "Think of your favorite movie, song, or book. 4. "I am feeling hungry right now."
How could you apply questions from Aesthetics  Option 2: "Everyday Truth" Exit Ticket
to understand it better? (e.g., 'What makes this  "Write down one example of an Empirical Truth you
piece beautiful/powerful?'). What is one source encountered today. Write down one example of a
of knowledge you used to learn about this piece Subjective Truth you experienced today."
(e.g., watching it, reading reviews)?  Option 3: Quick Quiz (True/False & Multiple Choice)
(Epistemology)"  "True or False: All synthetic truths are also rational
 Option 3: Quick Quiz (Matching/Identify) truths." (False)
 Match: Epistemology, Logic, Aesthetics with  "Which kind of truth is known simply by understanding
their core focus. the meaning of words?" (a) Empirical, (b) Synthetic, (c)
 Identify: "Which branch would ask, 'Is a robot Analytic, (d) Contingent.
capable of true creativity?'"  "If a conclusion is certain when its premises are true,
(Aesthetics/Metaphysics) what kind of reasoning was used?" (a) Inductive, (b)
 Identify: "Which branch would ask, 'Does this Deductive.
scientific experiment provide reliable
evidence?'" (Epistemology)

Additional activities for Assignment (Optional Assignment (Optional Homework):

applications or Homework): "For the next few "Over the next few days, choose
remediation days, try to consciously apply three different claims you hear

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 one of the three branches you (from friends, news, social media,
learned today. If you're etc.). For each claim, try to identify
consuming news, think at least two 'kinds of truth' that
epistemologically. If you're in apply to it. Reflect on how knowing
a discussion, think logically these categories changes your
about the arguments. If you perspective on the claim."
encounter art, think
aesthetically. Write a short
reflection on what you
observed or thought."
V. Remarks

VI. Reflection
No. of learners who
earned 80% in the
evaluation
No. Of learners who
requires additional
activities for remediation
Did the remedial lesson
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA MELANIE D. BONQUIN

Teacher I Curriculum Head/ MT I OIC Principal

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: G12

GRADES 1 to 12 INTRODUCTION TO
DAILY LESSON LOG PHILOSOPHY OF THE
Teacher: Mark Gil B. Zara Learning Area: HUMAN PERSON
Teaching Dates and Time: July 14-18,2025 Quarter: QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner demonstrates various ways of doing philosophy
Performance Standards The learner evaluate opinions
Learning Competencies/ 2.3. Realize that the methods of philosophy lead to wisdom and

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Objectives Evaluate opinions
II. Content Methods of philosophizing
III. Learning
Resources
References
1. Teacher K to 12 Senior High School Core Curriculum – Introduction to the Philosophy of the Human Person May 2016
s Guide
pages
2. Learners
Material
s pages
3. Textboo
k pages
4. Addition
al
Material
s from
Learning
Resourc
e (LR)
portal
5. Other
Learning
Resourc
es
IV. Procedures
Reviewing previous  ctivity: "Truth Check-in"
lesson or presenting the  Instructions: "Last time,
new lesson we explored different
'Kinds of Truth' – like
Empirical vs. Rational,
Subjective vs.
Objective. Think about

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 the statement: 'The
Earth is the third planet
from the Sun.' What
kind of truth is this
(e.g., Empirical,
Objective, Universal)?
How do we know it?"
 Share-out: Ask
volunteers to share
their classifications and
how they know. Guide
the discussion towards
the idea that while we
classify truth, we also
need methods to
establish it and
conditions to truly
know it.
 Introduction of New Lesson:
"Excellent! Today, we're
building on that foundation.
We're going to dive deeper into
how we actually determine
truth using various methods,
what it truly means to 'know'
something, and the essential
conditions that separate
genuine knowledge from mere
belief or opinion. This is a
crucial part of

Establishing a purpose "By the end of this lesson, you will be able to:"
for the lesson o "Explain the general methods for establishing truth (Correspondence, Coherence, Pragmatism)."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 o "Identify particular methods for knowing truth (Observation, Reasoning, Intuition, Mystical Experience)."
o "Differentiate between various forms of knowledge (by acquaintance, practical, propositional)."
o "Apply the Justified True Belief (JTB) framework to determine if something counts as knowledge."
o "Distinguish between knowledge, opinion, and guess."
Presenting examples/ Scenario A: The Puzzle  Scenario B: The Witness  Scenario C: The Skill Scenario D: The Claim (JTB)
instances of the new (Coherence) (Correspondence & (Practical Knowledge)  "Someone tells you,
lesson  "You're putting Observation)  "You say, 'I know 'It's going to rain
together a jigsaw  "A police officer asks a how to ride a tomorrow.' You
puzzle. How do you witness, 'Did you see bicycle.' What kind believe them. If it
know if a piece 'fits' in a the car run the red of 'knowing' is does rain, do you
certain spot?" light?' The witness this? Can you 'know' it was going
o (Expected: It says, 'Yes, I saw it with teach someone to to rain? What if
aligns with the my own eyes.' How is ride a bike just by they just guessed?"
colors, shapes, the truth of this telling them facts  Discussion: "This
and picture of statement being about balance?" highlights that just
the surrounding established?" o (Expected: being true isn't
pieces. This o (Expected: By It's a skill, enough for
leads to checking if the a 'how-to.' knowledge. We
Coherence as a statement This leads need a good reason
method of matches the to – a justification."
truth). actual event – Practical
Corresponden Knowledg
ce – and e).
through direct 
Observation).

Discussing new concepts  General Methods of Truth: These are overarching approaches
and practicing new skills to determining the truth of a statement or belief.
#1  Correspondence Theory of Truth: A statement/belief is
true if it corresponds to or accurately represents a fact in
the world. It matches reality.
o Example: "The cat is on the mat" is true if there is
actually a cat on a mat.

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  Coherence Theory of Truth: A statement/belief is true if
it coheres (fits consistently) with the rules of a relevant
system or with other established truths within that
system.
o Example: A mathematical proof is true if it
coheres with the axioms and rules of
mathematics. A statement in a novel is true if it
coheres with the established plot and character
logic.
 Pragmatic Theory of Truth: A statement/belief is true if it
is useful or has desirable consequences when held or
accepted as true. Its truth is tied to its practical
effectiveness.
o Example: A belief that "working hard leads to
success" might be considered "true" in a
pragmatic sense if it motivates a person to live a
more fulfilling and productive life.
 Particular Methods of Truth: These are specific ways we can
attempt to establish truth.
 Observation (Perception): Used to check if an empirical
statement (about an observable fact) correctly
represents that fact.
o Internal Observation (Introspection):
Observation of our own thoughts and feelings.
 Example: "I know I am feeling sad right
now."
o External Observation: Observation of things
"outside our mind or consciousness" (physical
objects) using our five senses.
 Example: "I know the sun is shining
because I see it."
 Reasoning: The general process of knowing or
establishing truth through our reason.

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 o Includes testing for coherence (e.g., checking if
two statements are contradictory).
o Includes inference: the process of proving a
statement's truth based on the truth of another
statement (deductive or inductive reasoning, as
discussed in "Kinds of Truth").
 Example: "If all humans are mortal and I
am human, then I am mortal" (deductive
reasoning to establish truth).

Discussing new concepts  Particular Methods of Truth (Continued):

and practicing new skills  Intuition (Direct Grasp of Truth): A way by which
#2 we directly and immediately grasp the truth of
something without conscious reasoning or
evidence. Often a sudden insight or gut feeling.
o Example: Immediately knowing what our
moral duties are in a situation (e.g., that
it's wrong to intentionally harm an
innocent person).
 Mystical Experience: Provides a person with a
means of knowing something that cannot be
known using traditional methods of observation
or reasoning. Often associated with spiritual or
transcendent insights.
o Example: A profound spiritual revelation
that provides a sense of ultimate truth or
connection to the divine.
 Different Forms of Knowledge (Using the Word
"Know"): The word "know" can be used in different
senses.
 Knowledge by Acquaintance: Familiarity with a
place, person, or thing. It's about direct
experience.

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 o Example: "I know Paris" (because I've
been there). "I know John" (because I've
met him).
 Practical Knowledge (Knowledge-How):
Knowledge of skills or abilities. It's about knowing
how to do something.
o Example: "I know how to ride a bike." "I
know how to cook adobo."
 Propositional Knowledge (Knowledge-That):
Knowledge of a fact, a situation, or anything that
can be either true or false. It's about knowing
that something is the case.
o Example: "I know that the sky is blue." "I
know that 2 + 2 = 4."
 Conditions for Knowledge: JTB (Justified True Belief):
The standard account of knowledge. For something to be
considered knowledge, three conditions must be met:
 Belief: We must believe "x" to be true. (You can't
know something you don't believe).
 Truth: "X" must indeed be true. (You can't know
something false).
 Justification: We must be justified in believing "x"
to be true. This is the evidence, reasons, or good
grounds for your belief.
 Differentiation:
o Knowledge: A justified true belief.
o Opinion: An unjustified belief that may
turn out to be true. It's considered in
between a guess and knowledge, often
based on little or insufficient evidence.
o Guess: A claim to know something
without any evidence at all.
 Practice Activity #2: "What Kind of Know? JTB Check!"

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 (Small Group Work)
 Instructions: "For each scenario, identify: A) The
Form of Knowledge being described
(Acquaintance, Practical, or Propositional). B)
Does the scenario meet the JTB conditions for
knowledge? If not, why not (is it just a belief,
opinion, or guess)?"
1. "Sarah says, 'I know the capital of France
is Paris,' because she looked it up in an
encyclopedia." (Propositional; Yes, JTB -
believed, true, justified by reliable
source).
2. "Mark says, 'I know how to play the
guitar,' and then he perfectly plays a
complex song." (Practical; Yes, JTB -
demonstrated skill).
3. "Maria says, 'I know that my lucky charm
will help me pass the test,' even though
she didn't study." (Propositional; No, not
justified - it's a belief/superstition, not
knowledge, even if she happens to pass).
4. "You say, 'I know my grandmother,'
because you've spent your whole life
with her." (Acquaintance; Yes, JTB - direct
experience is justification).
 Group Sharing: Each group presents their
analysis, focusing on the justification aspect for
JTB.

Developing mastery Activity: "The Knowledge Investigator"

(leads to formative  Instructions: "You are a philosophical investigator. Read the following complex claim/scenario. Your task is to analyze
assessment 3) it using the concepts we learned today:"
o Claim: "Eating a plant-based diet is the best way to live a healthy life."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 o Questions to answer:
1. What General Method(s) of Truth (Correspondence, Coherence, Pragmatism) might be used to
support this claim?
2. What Particular Method(s) of Truth (Observation, Reasoning, Intuition, Mystical Experience) would
be most relevant in investigating this claim?
3. If someone says, 'I know eating a plant-based diet is healthy,' how would you check if this is
Propositional Knowledge based on the JTB conditions? What kind of justification would be needed?
 Formative Assessment Check: Circulate and review student responses. Look for comprehensive application of
multiple concepts and clear explanations. Provide immediate feedback.

Finding practical  Class Discussion / Think-Pair-Share:

applications of concepts  "How can understanding the JTB framework help you evaluate information from social media, news, or even advice
and skills in daily living from friends?"
 "When someone makes a strong claim, how can you use the 'General Methods of Truth' to understand the basis of
their claim?"
 "Why is it important to distinguish between 'knowing how' to do something and 'knowing that' something is true,
especially in learning new skills?"
 "In what situations might 'intuition' be a valuable method of truth, and when might it be unreliable?"
 Possible Takeaways: Enhanced critical thinking, improved media literacy, more effective communication, stronger
argumentation, discerning reliable information, self-awareness about one's own beliefs.

Making generalizations  Summary Q&A:

and abstractions about  "What is the most crucial element that distinguishes genuine 'knowledge' from a mere belief or opinion?"
the lesson (Justification).
 "Why is it important to have multiple 'methods of truth'?" (Different kinds of claims require different ways of
verification).
 "How does this lesson connect to our overall study of philosophy?" (It provides the fundamental tools for critically
examining all philosophical questions).
 Key Abstraction: "Understanding truth and knowledge is a cornerstone of philosophical inquiry. Truth is not monolithic, but
can be established through various general methods like correspondence, coherence, and pragmatism, and investigated
through particular methods such as observation, reasoning, intuition, and mystical experience. Furthermore, 'knowing' itself
takes different forms – acquaintance, practical skill, and propositional fact. Crucially, for a belief to elevate to the status of
propositional knowledge, it must satisfy the rigorous conditions of being a Justified True Belief, where justification is the vital

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 bridge distinguishing genuine understanding from mere opinion or guess. This framework empowers us to critically navigate
information and build a robust foundation for our understanding of the world."

Evaluating learning Option 1: "Analyze the Claim" Option 2: "JTB Scenario" Exit Option 3: Quick Quiz
Short Response Ticket (Matching & Definition)
 "Consider the  "Your friend says, 'I  Match:
statement: 'The Earth is know I'm going to win Correspondence,
warming due to human the lottery because I Coherence,
activity.' have a good feeling Pragmatism,
1. What General about it.' Intuition, Practical
Method of 1. Does your Knowledge with
Truth friend believe their
(Correspondenc they will win? definitions/example
e, Coherence, (Yes/No) s.
or Pragmatism) 2. Is it true that  Define: "What are
is primarily they will win? the three
used to (We don't conditions for
establish this know yet) knowledge in the
scientific claim? 3. Are they JTB framework?"
2. What Particular justified in
Method(s) of their belief?
Truth (Yes/No,
(Observation, explain why)
Reasoning) are 4. Is this an
most heavily example of
relied upon for knowledge,
this claim? opinion, or
3. If someone guess?"
says, 'I know
this is true,'
what kind of
justification
would they

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 typically
provide based
on the JTB
framework?"

Additional activities for Assignment (Optional Homework): "For the next few days, choose three different pieces of information you encounter (e.g.,
applications or a news headline, a friend's advice, a claim in an advertisement). For each, try to analyze: How is its truth being established (or
remediation claimed to be established)? What kind of justification is offered? Does it meet the JTB conditions for knowledge? Write a short
reflection on your findings."
V. Remarks

VI. Reflection
No. of learners who
earned 80% in the
evaluation
No. Of learners who
requires additional
activities for
remediation
Did the remedial lesson
work? No. of learners
who have caught up
with the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA LEILANI A. PREGELLANA

Teacher I Curriculum Head/ MT I Principal IV

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: G12

GRADES 1 to 12 Introduction to Philosophy
DAILY LESSON LOG Teacher: Mark Gil B. Zara Learning Area: of the Human Person
Teaching Dates and Time: July 21-25, 2025 Quarter: QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner demonstrates various ways of doing philosophy
Performance The learner evaluates
Standards opinions
Learning 2.3. Realize that the methods of philosophy lead to wisdom and truth

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Competencies/ 2.4. Evaluate opinions
Objectives
II. Content Understanding Truth, Knowledge, and Fallacies (Part 2 - Fallacies)
III. Learning
Resources
References
1. Teachers Guide K to 12 Senior High School Core Curriculum – Introduction to the Philosophy of the Human Person
pages May 2016
2. Learners
Materials pages
3. Textbook pages
4. Additional Quarter 1 – Module 1: Understanding Truth, Knowledge, and Fallacies (Part 2 - Fallacies)
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. Procedures
Reviewing previous Activity: "Sound
lesson or presenting Reasoning?"
the new lesson
Instructions: "Last time,
we discussed 'Logic' as the
branch of philosophy
concerned with correct
reasoning, and we looked at
how to establish truth.
Consider this argument: 'All
birds can fly. A penguin is a
bird. Therefore, a penguin
can fly.' Is this argument
logically sound? Why or why
not?" (Expected: No,

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 because the first premise is
false, even if the structure is
deductive. This leads to
discussion about premises
and conclusions).

o Share-out: Discuss why

the argument is flawed
despite its structure.

Introduction of New
Lesson: "Great job
analyzing that argument!
Sometimes, even
arguments that seem logical
at first glance can be
flawed. Today, we're going
to focus on these flaws.
We'll explore 'Fallacies' –
common errors or mistakes
in reasoning that can make
an argument sound
convincing, but actually
lead to flawed judgments
and distorted truth.
Learning to detect them is a
powerful skill for critical
thinking."
Establishing a "By the end of this lesson, you will be able to:"
purpose for the
lesson  "Define what a fallacy is."
 "Identify and explain at least five common logical fallacies."
 "Provide original examples of these fallacies."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  "Analyze arguments to detect errors in reasoning.

Presenting examples/ Scenario A: The Celebrity Scenario B: The Scenario C: The Lucky Charm
instances of the new Endorsement Group Project "You wear your 'lucky socks' every
lesson "A famous basketball player "In a group time you have a good day. One day,
appears in an project, one you forget your lucky socks, and you
advertisement saying, 'You student says, have a bad day. You conclude, 'My
should buy this brand of 'Everyone else lucky socks cause me to have good
coffee; it's the best!' Is the thinks our idea is days, and forgetting them causes bad
basketball player an expert the best, so it days!'"
on coffee? Is their must be the best  Discussion: "Did the socks
endorsement a good reason idea for the really cause the good or bad
to buy the coffee?" project.' Is the day? This shows how we can
o (Expected: No, they're popularity of the sometimes mistakenly link
not a coffee expert; idea the only events. This hints at False
their fame is irrelevant measure of its Cause."
to coffee quality. This quality?"
hints at Appeal to (Expected: No,
Inappropriate popularity
Authority). doesn't
guarantee
quality. This hints
at Appeal to the
People).
Discussing new Introduction: "Fallacies are errors or mistakes
concepts and in reasoning. They can sound convincing and
practicing new skills persuasive, but they lead to flawed judgments
#1 and distorted truth. Detecting them requires
examining the argument's content."

 Fallacy 1: The Fallacy of

Equivocation
o Definition: Using the same term
multiple times within an argument,

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 but with a different meaning each
time, leading to confusion.
o Example: "All laws should be
respected and obeyed. The law of
gravity is a law. Therefore, the law
of gravity should be respected and
obeyed." (The word "law" changes
meaning from moral/legal rules to
a scientific principle).
 Fallacy 2: The Fallacy of Composition
o Definition: Assuming that what is
true of the parts is also true of the
whole.
o Example: "Hydrogen (H) is air.
Oxygen (O) is air. Therefore, H2O
is air." (Water is not air).
o Example: "Every part of the
machine is light in weight.
Therefore, the whole machine is
light in weight." (The sum of many
light parts can be heavy).
 Fallacy 3: The Fallacy of Division
o Definition: Assuming that what is
true of the whole is also true of its
parts.
o Example: "His entire family is a
teacher. For sure he will be a
teacher too." (Being part of a
family of teachers doesn't
guarantee one's own profession).
 Fallacy 4: The Fallacy of Argument
from Ignorance (Argumentum ad
Ignorantiam)
o Definition: Asserting that a

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 proposition is false because it
hasn't been proven true, or that
it's true because it hasn't been
proven false. (Lack of proof is not
proof/disproof).
o Example: "Mental telepathy must
be accepted as a fact; for nobody
has proven that it is impossible."
 Fallacy 5: The Fallacy of Appeal to
Inappropriate Authority (Ad
Verecundiam)
o Definition: Appealing to an
authority who lacks expertise in
the relevant field.
o Example: "This candidate was
endorsed by our favorite action
star, we should vote for him.

Discussing new  Fallacy 6: The Fallacy of Appeal to the

concepts and People (Ad Populum) / Appeal to
practicing new skills Personal Attack (Ad Hominem)
#2 o Clarification: The text combines these.
 Ad Populum (Appeal to
Popularity): Believing something is
true because many people believe it.
 Example: "Millions of people use
this product, so it must be the
best."
 Ad Hominem (Personal Attack):
Attacking the person making the
argument, rather than addressing the
argument itself.
 Definition from text's
example: Evaluating arguments

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 based on the personal identity or
characteristics of the person
rather than the merit of their
argument.
 Example from text: "You
cannot get the highest honor
because you are very ugly." (This
is a direct personal attack,
irrelevant to academic merit).
 Fallacy 7: The Fallacy of Appeal to
Pity (Ad Misericordiam)
o Definition: Making an argument
acceptable by appealing to sympathy,
pity, or guilt, rather than providing
relevant reasons.
o Example: "We should pass this student
even though he is always absent, for he
is a working student and they are poor."
(Absence and poverty, while
sympathetic, are not relevant to
academic merit for passing a course).
 Fallacy 8: The Fallacy of Appeal to
Force (Ad Baculum)
o Definition: Using force, coercion, or
threats to justify an argument or win a
dispute.
o Example: "You have passed this text to
15 people or else you will receive bad
luck for 15 years." (Threat of bad luck is
irrelevant to the truth of the statement).
 Fallacy 9: A Fallacy of False Cause
(Post hoc ergo propter hoc)
o Definition: Assuming that because one
event followed another, the first event
caused the second. (Correlation does not

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 equal causation).
oExample: "The reason why it rained is
because you sing loudly." (Superstitious
connection without actual causality).
 Fallacy 10: The Fallacy of Begging the
Question (Petitio Principii)
o Definition: Assuming the truth of what
one is trying to prove in the argument
itself (circular reasoning). The conclusion
is already contained in the premise.
o Example: "I am beautiful because my
parents said so." (The premise "my
parents said so" is offered as proof, but
the underlying assumption is that
whatever they say about beauty is true,
which is what needs to be proven).
 Fallacy 11: The Fallacy of Hasty
Generalization
o Definition: Making a generalization
from too small a sample, a special case,
or an accidental instance. Drawing a
broad conclusion based on insufficient
evidence.
o Example: "While dancing, Pedro has a
heart attack. Therefore, dancing is bad
for the heart." (A single instance does
not prove a universal harmful effect).

Developing mastery  Activity: "Fallacy Detector Challenge"

(leads to formative
assessment 3)  Instructions: "I will present several short arguments or statements (from current events,
advertisements, or common sayings). Your task is to identify any fallacy present in each
argument and explain why it is a fallacy. Be prepared to defend your answer."

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Examples to prepare:

 "Our product is superior because it's the most popular brand among teenagers."
 "If you don't support this new school policy, you clearly don't care about student success."
 "I know ghosts exist because no one has ever proven they don't."
 "My grandfather smoked a pack a day and lived to be 90, so smoking isn't really that bad for
you."
 "We must raise tuition fees because higher education needs more funding." (Begging the
question if the premise is just a restatement of the conclusion's need).

Formative Assessment Check: Circulate and listen to student analyses. Look for accurate
identification of fallacies and clear explanations of the error in reasoning. Provide immediate
feedback and correct any misunderstandings.
Finding practical  Class Discussion / Think-Pair-Share:
applications of  "Where in your daily life are you most likely to encounter these fallacies?" (e.g., social media
concepts and skills in comments, political ads, debates with friends, sales pitches).
daily living  "How can recognizing fallacies help you make better decisions as a consumer, a voter, or a
student?"
 "Why is it important to focus on the argument itself, rather than the person making it, when
evaluating claims?"
 "How can understanding fallacies help you avoid using them in your own arguments, making
you a more effective communicator?"
 Possible Takeaways: Improved critical thinking skills, enhanced media literacy, more effective
communication, stronger argumentation, resistance to manipulation, discerning reliable
information.

Making  Summary Q&A:

generalizations and o "What is the main purpose of learning about fallacies?" (To identify errors in reasoning
abstractions about and avoid flawed judgments).
the lesson o "Why are fallacies often persuasive, even though they are flawed?" (They can appeal
to emotions, popularity, or seem logical on the surface).
o "What is the relationship between fallacies and 'logic'?" (Fallacies are violations of
logical principles).

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  Key Abstraction: "Fallacies are pervasive errors in reasoning that, while often persuasive,
undermine the validity and truth of arguments. By understanding common fallacies such as
equivocation, composition, division, appeals to ignorance, inappropriate authority, personal
attacks, pity, or force, false cause, begging the question, and hasty generalization, we equip
ourselves with essential tools for critical thinking. Detecting these flaws allows us to avoid
manipulation, evaluate information more accurately, construct stronger and more coherent
arguments, and ultimately make more rational and informed judgments in all aspects of life."

Evaluating learning  Option 1: "Fallacy  Option 2:  Option 3: Quick Quiz (Matching

Identification & "Original & Scenario-based)
Correction" Short Fallacy
Response Example" Exit  Match: Fallacy names to their
Ticket definitions.
"For each argument below,  Scenario: "A student tells their
identify the fallacy "Choose any two teacher, 'You should give me a
committed. Then, briefly fallacies we passing grade because my dog
explain why it's a fallacy discussed today. just died, and I'm very sad.'
and suggest how the For each, create What fallacy is this?"
argument could be your own original
rephased to avoid the example of an
fallacy (if possible)." argument that
commits that
1. "My neighbor, who is a fallacy."
famous singer, says this
new diet pill works
wonders. So, I'm going to
try it."
2. "Since the government
hasn't proven that UFOs
don't exist, they must be
hiding something."
3. "I ate a banana before
my exam and got a

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 perfect score. Bananas
must make you
smarter!"

Additional activities Assignment (Optional Homework): "Over the next week, actively listen to debates, watch
for applications or political advertisements, or read online comments. Try to identify at least two instances where a
remediation logical fallacy is being used. Describe the argument and the fallacy, and be ready to share next
class."

V. Remarks

VI. Reflection
No. of learners who
earned 80% in the
evaluation
No. Of learners who
requires additional
activities for
remediation
Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA LEILANI A. PREGELLANA

Teacher I Curriculum Head/ MT I Principal IV

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: 12

GRADES 1 to 12 Teacher: Mark Gil B. Zara Learning Area: IPHP
DAILY LESSON LOG Teaching Dates and Time: Aug. 26-29, 2025 Quarter: 2nd QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner understands the interplay between humans and their environments
Performance Standards The learner can demonstrate the virtues of prudence and frugality towards his/her environment

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Learning Competencies/ 4.1. Notice disorder in an environment PPT11/12-Ii-4.1
Objectives 4.2. Notice things that are not in their proper place and organize them in an aesthetic way PPT11/12-Ii-4.2
4.3. Show that care for the environment contributes to health, well-being and sustainable development PPT11/12-Ij-4.3
4.4. Demonstrate the virtues of prudence and frugality towards environments
II. Content Part 2 - Human Actions, Freedom, and Choice)
III. Learning
Resources
References
1. Teachers K to 12 Senior High School Core Curriculum – Introduction to the Philosophy of the Human Person May 2016 Page 2 of 5
Guide pages
2. Learners Quarter 1 – Module 2: The Human
Materials Person as an Embodied Spirit (Part 2 -
pages Human Actions, Freedom, and Choice)
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other
Learning
Resources
IV. Procedures
Reviewing previous lesson Activity: "Think-Pair-Share"
or presenting the new Instructions: "Think about the last 24
lesson hours. What is one thing you did that
you feel you had complete control
over? And what is one thing that your
body did on its own, without you
having to think about it?" (e.g.,
Deciding to study for a test vs. your

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 stomach digesting food.)
Establishing a purpose for Learning Objectives (Student-friendly language):
the lesson  "By the end of this lesson, you will be able to:"
o "Distinguish between a 'Human Act' and an 'Act of Man'."
o "Classify actions as voluntary or involuntary based on Aristotle's criteria."
o "Explain the relationship between freedom and moral obligation."
o "Differentiate between an 'intellectual choice' and a 'practical choice' and how they affect our lives."
o "Appreciate the importance of taking full responsibility for our own actions and choices."

Presenting examples/ The Test Cheating

instances of the new lesson "A student is taking a test. They know
cheating is wrong (intellectual
choice). However, they didn't study,
are afraid of failing, and see a chance
to copy from a classmate (practical
choice). They end up cheating."

Discussing new concepts  Human Actions vs. Acts of Man

and practicing new skills # 1  Acts of Man: These are
involuntary actions that
humans share with animals
(e.g., breathing, digestion,
blinking). They are not done
with knowledge and will.
 Human Acts: These are
voluntary actions unique to
humans because they are
done with knowledge and
will. They are in some way
controlled by our conscious
will.
 Aristotle's Distinction of Voluntary
and Involuntary Actions

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Voluntary Actions: Acts that
originate from the individual
with full knowledge. These are
chosen and deliberate.
o Example: Choosing to
help a classmate with
their project.
o Mixed Voluntary and
Involuntary: An action
with elements of
both. The action is
voluntary in its
execution but was
performed due to
external pressure.
(e.g., A person
choosing to commit a
crime to save their
family).
 Involuntary Actions: Acts
done under a) force or
coercion, or b) ignorance.
o Under Compulsion:
The person has no
control and
contributes nothing to
the action (e.g., being
physically pushed).
o Through Ignorance:
The person is
unaware of the
specific details or
consequences of their

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 action (e.g.,
unknowingly taking
someone else's bag).

Discussing new concepts  Human Freedom and

and practicing new skills # 2 Obligation
Freedom: The ability to
choose a course of
action and take full
responsibility for its
consequences. This
freedom is based on our
moral and rational
capacity.
Obligation: The
responsibility that arises
from our freedom. If you
are free to make a
choice, you are obliged
to deal with the results.
 Filipino Saying:
"Buntot mo, hila
mo!" (Your tail,
you pull it!)
Intellectual Choice vs.
Practical Choice
Intellectual Choice: A
deliberate decision
based on a moral
standpoint. This is what
we ought to do in a
hypothetical situation,
based on our moral

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 principles.
Practical Choice: The
choice made in an
actual, real-life situation.
It is often strongly
influenced by
psychological and
emotional factors like
stress, fear, or lack of
time.
Note: A person's
practical choice may
sometimes contradict
their intellectual choice
due to these real-life
pressures.

Developing mastery (leads "The Moral Dilemma:

to formative assessment 3) Case Study"
Instructions: "Read the
short case study below.
Analyze the main
character's actions and
choices. Be prepared to
answer the following
questions:
1. Identify one Human
Act and one Act of
Man performed by
the character.
2. Was the character's
key decision
voluntary or

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 involuntary? Justify
your answer.
3. What was their
intellectual choice
versus their practical
choice?
4. Based on
Mothershead’s
concept, what is the
moral obligation
that arises from their
final action?"
Formative Assessment
Check: Circulate and
listen to student
analyses. Look for
accurate identification of
the concepts and clear
explanations of the
moral implications.

Finding practical  Class Discussion / Think-Pair-Share:

applications of concepts and  "When someone blames others for their
skills in daily living mistakes, how does this lesson on freedom
and obligation help you respond to them?"
 "How can understanding the difference
between intellectual and practical choice help
you make better decisions in the future?"
 "Think about a time you acted without
thinking. What was the outcome? How could a
'human act' approach have changed the
result?"


Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Making generalizations and Summary Q&A:
abstractions about the  "What is the key element that makes an
lesson action a 'Human Act'?" (Knowledge and
will/voluntariness.)
 "How are freedom and obligation two sides
of the same coin?" (Freedom gives us the
ability to choose, and obligation is our
responsibility for that choice.)
 "Why is a practical choice sometimes
different from an intellectual one?" (Because
of real-life emotional and psychological
pressures.)

Evaluating learning "Apply the Concepts" Short Response

 "Write a short paragraph explaining the
difference between an intellectual choice
and a practical choice using a personal
example (or a hypothetical one). Then, briefly
state what your moral obligation would be."

Additional activities for "For homework, write a short reflection on a recent choice you made. Analyze it using the concepts from today's lesson.
applications or remediation Was it a Human Act or an Act of Man? Was it voluntary? What was your moral obligation?"
V. Remarks

VI. Reflection
No. of learners who earned
80% in the evaluation
No. Of learners who
requires additional activities
for remediation
Did the remedial lesson
work? No. of learners who

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA LEILANI A. PREGELLANA

Teacher I Curriculum Head/ MT I Principal IV

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
ALABAT ISLAND NATIONAL HIGH SCHOOL
Alabat, Quezon

School: ALABAT ISLAND NATIONAL HIGH SCHOOL Grade Level: G12

GRADES 1 to 12 Teacher: Mark Gil B. Zara Learning Area: IPHP
DAILY LESSON LOG Teaching Dates and Time: Sept 15-19,2025 Quarter: 2ND QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. Objectives
Content Standards The learner understands intersubjective human relations
Performance Standards The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those
from the underprivileged sectors of society

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
Learning Competencies/ 6.1. Realize that intersubjectivity requires accepting differences and not to imposing on others.
Objectives 6.2. Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their
contributions to society
6.3. Explain that authentic dialogue means accepting others even if they are different from themselves
6.4. Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors
of society
II. Content Quarter 2 – Module 2: The Human Person as a Being-in-the-World and the Possibility of Intersubjectivity
III. Learning Introduction to Philosophy of the Human Person Quarter 2 – Module 2: Intersubjectivity
Resources
References
1. Teachers K to 12 Senior High School Core Curriculum – Introduction to the Philosophy of the Human Person May 2016 Page 3 of 5
Guide pages
2. Learners Introduction to Philosophy of the Human Person Quarter 2 – Module 2: Intersubjectivity
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other
Learning
Resources
IV. Procedures
Reviewing previous lesson Activity: "The Invisible Person"
or presenting the new Instructions: "Think about a time
lesson you felt invisible, perhaps in a large
crowd or when someone ignored
you completely. How did that make
you feel? Now, think about a time

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 someone truly saw you and listened
to you—like when a friend really
paid attention to a problem you
were having. How did that feel?"
Establishing a purpose for By the end of this lesson, you will be able to:"
the lesson  "Explain the philosophical meaning of intersubjectivity."
 "Distinguish between an 'I-Thou' relationship and an 'I-It' relationship."
 "Appreciate the importance of authentic dialogue and empathy in our relationships."
 "Analyze how our personal experiences shape our understanding of others."

Presenting examples/ Scenario A: The Customer Service "Categorize the

instances of the new lesson Call Relationship"
"Imagine you call a company to (Individual/Think-Pair-
complain about a faulty product. Share)
The automated message directs you Instructions: "For each
to multiple different departments, scenario, identify if the
and when you finally get to a relationship is primarily 'I-
person, they simply read from a Thou' or 'I-It' and briefly
script without listening to your explain why."
problem. From their perspective,
you are just a 'customer complaint' A student asking a
or a 'case number.'" classmate for the correct
Scenario B: The Heart-to-Heart answer to a quiz question
Conversation they missed.
"Now, imagine you're having a deep
conversation with a close friend A group of friends
about a difficult personal issue. They planning a surprise
listen without judgment, ask birthday party for a
thoughtful questions, and share friend.
their own vulnerability. You feel
truly understood." An employer strictly
enforcing rules without
considering an

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 employee's personal
circumstances.

Two strangers sharing a

profound moment of
silence while watching a
beautiful sunset together

Discussing new concepts What is Intersubjectivity?

and practicing new skills # 1 Definition: The shared awareness
and understanding among multiple
conscious beings. It is the
philosophical idea that our existence
is not isolated but is shaped by our
encounters with others. We are
fundamentally "beings-in-
relationship."
Martin Buber's "I-Thou" and "I-It"
Relationships
Discussing new concepts The Role of Empathy
and practicing new skills # 2 Definition: The ability to
understand and share the
feelings of another. It is
the core of
intersubjective
understanding.
Authentic Dialogue
Definition: A two-way
communication where
participants are fully
present, listen without
judgment, and are open
to being changed by the

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 other person.
Developing mastery (leads  "Intersubjectivity Case
to formative assessment 3) Study"
Instructions: "You are a
school counselor. A
student comes to you and
complains about feeling
lonely and misunderstood
by their peers. Using
what you've learned
about intersubjectivity,
outline a plan to help the
student. Your plan must
include concepts from
today’s lesson."
Questions to answer
in your outline:
1. How would you
explain their
loneliness using the
concept of
Intersubjectivity?
2. How would you
encourage them to
move from an 'I-It' to
an 'I-Thou'
relationship with
others?
3. What role would
empathy and
authentic dialogue
play in your advice to
the student?

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
  Formative Assessment
Check: Circulate among
students and listen to
their discussions. Look for
accurate application of
the key terms and a
genuine understanding of
how these concepts are
used in practical,
interpersonal situations.

Finding practical Class Discussion / Think-

applications of concepts and Pair-Share:
skills in daily living  "How can you apply
the concept of 'I-Thou'
to your interactions
with people you don't
know well, like a
cashier at a store or a
security guard at
school?"
 "Think about your
social media use. In
what ways do you
relate to people as an
'It' (e.g., a number of
followers, a source of
likes) rather than a
'Thou'?"
 "What is one small
step you can take this
week to practice
authentic dialogue

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 with someone?"

Making generalizations and Summary Q&A:

abstractions about the  "What's the core difference between a relationship where we treat someone as an 'It' versus a 'Thou'?" (Treating
lesson them as an object vs. a subject).
 "What is the key that allows us to move from an 'I-It' to an 'I-Thou' relationship?" (Empathy and authentic
dialogue).
 "Why is intersubjectivity a necessary part of what it means to be a human person?" (Our identity and meaning are
found in our relationship with others).

Evaluating learning  Option 1: "The Human Connection" Short Response

 "In one short paragraph, explain how a world without intersubjectivity would be different. What would be lost?
What would relationships feel like?"
 Option 2: "J-Chart Comparison" Exit Ticket
 "On a slip of paper, create a simple J-chart to compare 'I-Thou' and 'I-It' relationships. List three characteristics for
each type."
 Option 3: Quick Quiz (True/False & Multiple Choice)
 "True or False: According to Martin Buber, an 'I-It' relationship is the most authentic way to connect with others."
(False)
 "Which of the following best describes the goal of authentic dialogue? (a) To win an argument, (b) To prove your
point, (c) To gain a better understanding, (d) To persuade the other person."

Additional activities for Assignment (Optional Homework): "For homework, write a short reflection on a recent experience you had where you
applications or remediation felt either a strong sense of intersubjectivity or a strong lack of it. Describe the situation and explain how it felt, using at
least two key concepts from today's lesson."
V. Remarks

VI. Reflection
No. of learners who earned

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph
 80% in the evaluation
No. Of learners who
requires additional activities
for remediation
Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?

Prepared by: Checked by: Approved by:

MARK GIL B. ZARA NORIELYN M. TEMPORADA LEILANI A. PREGELLANA

Teacher I Curriculum Head/ MT I Principal IV

Address: Brgy. Camagong, Alabat, Quezon

Cellphone #: 0968-495-3913

DepEdTayoAlabatIslandNHS- [Link] 301284@[Link]

[Link] .ph