Grades 1 to 12/Daily Lesson Log School Montessori School of Jaen, Inc.

Grade Level 12
Teacher Maria Theresa B. Paladin Learning Area Introduction to the Philosophy of Human Person
Teaching Dates & Time Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learner understands the The learner understands the human The learner understands the The learner understands the
human person’s freedom person’s freedom human person’s freedom human person’s freedom
B. Performance Standards The learner shows situations The learner shows situations that The learner shows situations that The learner shows situations that
that demonstrate freedom of demonstrate freedom of choice and demonstrate freedom of choice demonstrate freedom of choice
choice and the consequences the consequences of choices. and the consequences of choices. and the consequences of choices.
of choices.
C. Learning Competencies/Objectives 5.1 Realize t that “all 5.1 Realize t that “all actions have 5.2 Evaluate the exercise of 5.2 Evaluate the exercise of
(Write the LC Code for each) actions have consequences”. prudence in choices prudence in choices
consequences”
a. Distinguish Human Acts a. Analyze situations showing cause a. Define the concept of Human c. Evaluate Prudence in making
from Acts of man and effect relationship Freedom choices
b. Carefully classify personal b. Relate “cause and effect” b. Relate the concept freedom to
humane gestures relationship to actual personal personal human acts.
c. Cite specific examples of experience
human acts c. Demonstrate freedom of choice
and consequences of actions
through a role play
II. CONTENT 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.

Freedom of the Human person Freedom of the Human person Freedom of the Human person Freedom of the Human person

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Page 5 Page 5 Page 5

2. Learner’s Materials pages Pages 1-4 Pages 1-4 Pages 1-4

3. Textbook pages Page 5 Page 5 Page 5

4. Additional Materials from Download copies from LRMDS Download copies from LRMDS Download copies from LRMDS
Learning Resource (LR) portal
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 connection to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Establishing a purpose for the 1. Review of yesterday 1. Review of yesterday lesson. 1. review of yesterday lesson. 1. review of yesterday lesson.
lesson lesson. 2. Preparation for the Group 2. Given the situation that you 2. The story of the Prudent Frog
2. Motivation: Activity – Role Play can be invisible through a
Picture Analysis 3. Presentation of the Rubrics magical ring, how will you
a. Dog, 2-year old boy, a use it?
fully grown man – 3. Students will be given a
urinating on the wall minute to reflect
with a signage “Bawal
Umihi Dito.”
3. Unlocking Difficulties-
Definition of Terms
B. Presenting examples/instances of 1. Group Activity 1. Presentation of the Role Play by 1. Discussion – Lecture 1. Link the story of the Prudent
the new lesson Based on the pictures group - Socratic Method Frog to the new lesson
presented, each group Notion of freedom
must distinguish human
acts from acts of man
2. Discussing new concepts and 1. Discussion of 1. Discuss that all actions have 1.Initial Discussion on the
practicing new skills #1 Factors consequences concept of Prudence
distinguishing
human acts fro
2. \m acts of man
3. Discussing new concepts and 1. Which of the two frogs is
practicing new skills #2 prudent?
2. Defend your answer
4. Developing mastery 1. Cite specific situations in 1. Processing of the Students’
(Leads to Formative Assessment 3) the community, family, school Presentations
that show Human Acts.
5. Finding practical application of 1. The students will be asked to 1. Relate the story of the prudent
concepts and skills in daily living ponder on this saying: frog to your real life experiences.

“You are free to choose but you

are not free from the
consequences of your choice.”
6. Making generalizations and 1. Based on the activities & 1. How do the different 1. What is freedom? 1. What is Prudence?
abstractions about the lesson discussions, how can you now presentations show the idea that “all 2. What makes a man prudent?
distinguish human acts from actions have consequences”?
acts of man?
7. Evaluating learning Oral Recitation 1. Rubric – Refer to page 12 of the 1. Make a brief reflection paper 1. Situational Analysis –
teacher’s guide on the concept of freedom evaluating prudence in choice
 * Rubric – Refer to page 13

8. Additional activities for application Assignment: Assignment:

or remediation 1. Students will be divided 1. Define Prudence
into two groups that will be
assigned with a situation for a
role play:
a. Human Acts
b. Acts of Man
V. REMARKS

VI. REFLECTION Reflect on you

students learn
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did 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?