School ELPIDIO QUIRINO HIGH SCHOOL Grade Level 11

Teacher MR. ERNIE RONEL T. MABAHAGUE Learning Area Introduction to the

Philosophy of the
Human Person
GRADES 1 TO 12
Teaching Dates and Time OCTOBER 7-11, 2024 Quarter 2
DAILY LESSON LOG
MON 10:30-11:30, TUE-TH 9-10, WED 2-3, FRI 11:30-12:30
11-STEM B; MON-TH 11:30-12:30 11-STEM A; MON, TUE,
THU 2-3, WED 1-2 11-TVL IA; TUE 1-2, TH 9-10, FRI 1-3 11-
ABM

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
The learner understands the human person’s freedom.
B. Performance Standards The learner shows situations that demonstrate freedom of choice and the consequences of choices.
C. Learning Competencies/ Realize that:
Objectives(Write the LC code for each)
a. Choices have
Evaluate and exercise Show situations that
Realize that “all consequences
prudence in choices. – demonstrate freedom of
actions have b. Some things are
PPT11/12-IIa-5.2 choice and the
consequences”. – given up while
consequences of choices.
PPT11/12-IIa-5.1 others are obtained
– PPT11/12-IIa-5.4
in making choices. -
PPT11/12-IIa-5.3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

II. CONTENT Freedom of the human person.

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages Introduction to Philosophy of the Introduction to Philosophy of the Introduction to Philosophy of the Introduction to Philosophy of the
Human Person – Abella pages 76- Human Person – Abella pages 76- Human Person – Abella pages 76- Human Person – Abella pages 76-
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89 89 89 89
4.Additional Materials from Learning Curriculum Guide PPT11/12-IIa- Curriculum Guide PPT11/12-IIa- Curriculum Guide PPT11/12-IIa- Curriculum Guide PPT11/12-IIa-
Resource (LR) portal 5.1 5.2 5.3 5.4

B. Other Learning Resources Laptop, LCD Projector, LED TV, Laptop, LCD Projector, LED TV, Laptop, LCD Projector, LED TV, Laptop, LCD Projector, LED TV,
Manila Paper, Chalk Manila Paper, Chalk Manila Paper, Chalk Manila Paper, Chalk

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge, indicate the time allotment for each step.
A. Reviewing previous lesson or Greetings Greetings Greetings Greetings
presenting the new lesson Classroom Management Classroom Management Classroom Management Classroom Management
Attendance Attendance Attendance Attendance
Students answer a review quiz Some learners will be asked to The class will be presented Present the class with situations
on “The Human Person as an share personal experiences examples of situations where where choices had to be made
Embodied Spirit” when they had to make individuals had to let go of and then ask several students
important decisions and how something to get what they what they think would be the
they dealt with their want. consequences of those choices.
consequences.
B. Establishing a purpose for the Learners will be allowed to do Students will be asked to explain The teacher will explain and The class will be asked to write a
lesson what they wish to do during class how they arrived at those demonstrate the concept of short anecdote where freedom of
and then ask how the resulting decisions and if the consequences “opportunity cost” through a choice was exercised while being
disorder affects the learning of these decisions fell within their number of practical examples. mindful of its possible
environment. expectations. consequences.

C. Presenting examples/instances of The class will watch an excerpt Based on the sharing session, the Students will be asked to provide Some students will be called to
the new lesson from a film that demonstrates teacher will explain why their own examples of situations share in front of the class their
how a simple decision could lead prudence is essential in decision- that demonstrate their written anecdotes and give a
to some unintended consequence. making. understanding of “opportunity short reflection on the
cost”. experience.
D. Discussing new concepts and The teacher will discuss to the Using a Power Point presentation, Demonstrate to the class through The teacher will present and
practicing new skills #1 class the concept of human the teacher will explain that a visual presentation, that discuss to the class the different
freedom. making choices involves both choices are always made freely philosophical views on freedom
limitations and possibilities, and that the concept of and the various types of freedom.
hence, prudence is important in determinism has virtually no
securing desirable consequences. basis.
E. Discussing new concepts and
practicing new skills #2

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 Session 1 Session 2 Session 3 Session 4 Session 5
F. Developing mastery Students will answer a short quiz A short exercise shall be Learners will identify, through a The learners will answer a short
(Leads to Formative Assessment 3) where they will have to explain administered to the class where short exercise, which statements quiz on the different types of
their own concept of freedom. they shall identify whether represents belief in determinism freedom and the various
prudence has been exercised or and which do not. philosophical views on freedom.
not in several given situations.
G. Finding practical applications of Students will make a sketch The class will be given a set of Learners will list down three (3) Students will present a short skit
concepts and skills in daily living representing or symbolizing their situations where they will have to things they think they need to (10 minutes maximum) that
idea of human freedom. make decisions based on give up to realize their ambitions. presents freedom of choice and
prudence. its consequences.
H. Making generalizations and Freedom is the ability to do Human freedom is not directed Whenever a person makes a “Man is condemned to be free…
abstractions about the lesson things, both in theory and by other forces but by one’s own choice, he/she must remember he is responsible for everything
practice, that will not be choices. Hence, it is necessary to that it involves an “opportunity he does” – Jean-Paul Sartre
prevented by other forces. be always prudent in making cost”.
decisions.
I. Evaluating learning (Formative) (Formative)

J. Additional activities for application Students will write a short essay

or remediation that describes a situation where
they had to make a choice and
how they dealt with its
consequences.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

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 Session 1 Session 2 Session 3 Session 4 Session 5
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Prepared by: Checked by:

ERNIE RONEL T. MARK ANTHONY R.

MABAHAGUE OBLIGADO
Teacher II Master Teacher II

Department:

SENIOR HIGH SCHOOL

Noted by:
Approved by: Date :_________

ROWENA A. GONJORAN
Grade 11 Curriculum Chair MARIA TERESA A.
CUSTODIO
Principal IV

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