Grades 1 to 12 School Grade Level 12

DAILY LESSON Teacher Learning Area Introduction to the Philosophy of the Human
LOG Person
Teaching Dates and Time Quarter 1st

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

A. Content Standards The learner demonstrates various ways of doing philosophy

B. Performance Standards The learner evaluates opinions

C. Learning Competencies/ PPT11/12-Ie-2.4

Objectives At the end of the session, learners are expected to evaluate opinions
Write the LC code for each

II. CONTENT Methods of Philosophizing

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
 Learning Resource (LR)
portal
B. Other Learning Resources http://learn.lexiconic.net/argumentevaluation.com.html

IV. PROCEDURES

A. Reviewing previous lesson Let the assigned group facilitate Let the assigned group
or presenting the new lesson the recapitulation of the previous facilitate the recapitulation of
lesson in a form of Picture the previous lesson in a form
Clues. (Let them realize that the of a Game (Four Pics One
elderly are people who have Word).
time-tested wisdom). (5 *Have the students guess on
minutes) the following words:
 Fairness
 Evidence
 Logic
 Tone

(10 minutes)
B. Establishing a purpose for Activity: Graphing Activity: Skit
the lesson
Let the students create a Pie Let selected students perform
Chart to figure out the a skit on the following
components for an objective scenarios:
evaluation of an argument. 1. a mother leaving the house
Let them allot a percentage for for work gives instructions to
each component the eldest child on how to
. manage the household chores
(5 minutes) 2. a class adviser who will take
a maternity leave instructs her
 advisory class to behave at all
times

(10 minutes)
C. Presenting Processing Activity:
examples/instances of the Criteria for Let the students answer the
new lesson Evaluating an following questions in their
respective group:
Argument Fairness 1. What instructions were
Evidence given in the first scenario? In
Logic the second scenario?
Tone 2. How important following
instructions is in terms of doing
or accomplishing a task?
*Guide the students in
realizing the benefit of having
and following guidelines in
(5 minutes)
reading and examining
arguments.

(5 minutes)
D. Discussing new concepts and Discuss: Discuss:
practicing new skills #1 How do I evaluate an Reading an Argument
argument? Guidelines on examining an
Argument
(5 minutes)
E. Discussing new concepts and No. Tips for Reading
practicing new skills #2 Criteria in Evaluating an and Examining
Argument Arguments
 Fairness Effectively
1 Read once for an
  Evidence initial impression.
 Logic 2 Read the argument
 Tone several more times;
identify the claim
Fairness- Is the argument fair and support.
and balanced, or does it contain 3 Annotate as you
bias? Is the argument overly read – record your
thoughts.
emotional and filled with loaded
4 Highlight key terms;
language? look up familiar
Is the argument one-sided? Are words.
there alternative points of view 5 Draw a diagram or
not addressed? map to analyze the
Evidence- Are the given structure (how
premises reliable and relevant? details relate to one
Logic- Are the arguments another).
thoroughly explained? Do they
contain gaps in reasoning or (10 minutes)
logical fallacies?
Tone- Is the attitude of the writer
appropriate for the content?

(10 minutes)
F. Developing mastery (leads to Let the students answer the Reading and Critiquing
Formative Assessment 3) question, how can we come up Example
with a sound and valid (See attached hand-out on
argument? “Reading an Argument
Cite a specific instance that Carefully”).
you had experienced in relation
Source:
to this.
http://learn.lexiconic.net/argum
 entevaluation.com.html
(5 minutes)
(10 minutes)
G. Finding practical applications Ask the students: Ask the students:
of concepts and skills in daily Why is evaluating an opinion How would you apply your
living significant in your daily dealings knowledge on evaluating
with your arguments in your daily lives?
a. classmates/friends? In what particular situations do
b. teachers? you deem it useful?
c. siblings? (5 minutes)
d. parents?
e. community?

(10 minutes)
H. Making generalizations and Ask the students: Activity:
abstractions about the lesson What are the qualities of a *Divide the class into five (5)
good argument? groups.
*Each group will summarize
Expected Answer: the lesson on evaluating
A good argument possesses arguments through the
the four criteria namely: following activities:
fairness, evidence, logic, and  Group 1- Tableau
tone.  Group 2- Song
 Group 3-Poem
(5 minutes)  Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring
students’ performance.
.
I. Evaluating learning Triadic Activity: Text Analysis
Evaluating Arguments using Teacher provides a text from
FELT Framework. the editorial/opinion section.
Have the learners evaluate the
*The teacher will provide three perspective of the author.
(3) arguments in the context of
the political, economic, socio- N.B.: As much as possible,
cultural, and environmental look for a text that is similar
situations in the Philippines. with the topic for the debate.
*The students will evaluate each
argument using the FELT (50 minutes)
Framework. (See attached
evaluation tool). Debate
*Possible Topic:
Example: a. Death Penalty
b. Distribution of Condom
among HS Students
“We should exhaust
c. Extra Judicial Killing/Drug
all possible
War
resources from d. West Philippine Sea Claim
nature,” says a e. Same Sex Union
miner. f. Postponement of SK
(5 minutes) Election
*Suggested format: Oxford-
Oregon Debate
*See attachment for the
Mechanics and Assessment
Tool.

(50 minutes)
J. Additional activities for
 application or remediation Write a five-sentence
paragraph about the importance
of learning the criteria in
evaluating arguments.
*See attached rubric for scoring
the output.

(5 minutes)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

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