Introduction to the Philosophy of the Human Person Pambungad Sa Pilosopiya Ng Tao DLP

Grades 1 to 12 DAILY LESSON LOG

Sc h o o l Teac h er

Gr ade L ev el 12 L ear n i n g A r ea In t r o d u c t i on t o t h e Ph i l o s op h y o f t h e Hu m an Person Qu ar t er 1st

Teac h i n g Dat es an d Ti m e

Day 1

Day 2

Day 3

I. OBJECTIVES

A. Conten t St andard s

The learn er un ders tand s th e meanin g and pr oces s of doi ng p hil oso phy

B. Perfor erforma manc ncee Sta Stand ndaards

The The lear learne nerr refl reflec ects ts on on a conc concre rete te expe experi rien ence ce in in a phi philos losop ophi hica call way way

C. Learning Learning Compe Competenc tencies/ ies/ Objectives Write the LC code for each

Distinguish a holistic perspective perspective from a partial point of view (PPT11 (PPT11/12/12-Ib-1 Ib-1.1) .1)

II. CONTENT

III. LEARNING RESOURCES

A. Referenc es 1. Teacher’s Teacher’s Guide pages pages 2. Learner’s Materials pages 3. Textbook pages

Doing Philosophy

Day 4

4. Additional Materials from Learning Resource (LR) portal B. Othe Otherr Lea Learning rning Resou esource rcess

Intro Intro.. To To the the Phi Philos losop ophy hy of of a Hum Humaan Pe Person rson slide 115-136 Pambunga Pambungadd sa Pilosopiya Pilosopiya,, pages 60-65 Dy, Manuel Jr. "Philosophy "Philosophy of Man", Man ", "The Philosophical Enterprise" Enterprise " by John Kavanaugh, S. J.

IV. PROCEDU PROCEDURES RES

A. Reviewi ng pr evio us l esso n or presenting the new lesson

Prese resent nt distor distorte ted d figur figures es

B. Establishi Establishing ng a purpose purpose for the lesson

What Philosophy is and what what philosophy is not.

Review eviewthe the prev previou ious lesso lesson. n.

C. Pr Preesent sentin ingg Askth Askthe e stu students: ts: “what co comes Read: Sapagkat ang examples/instances of the new to your minds when you Pilosopiya ay Ginagawa ni lesson encounter the word Padre Roque Ferriols Philosophy?”

See appendix 1

D. Discussing Discussing new new concepts concepts and and practicing new skills #1

Unlocking of Difficulties: Definition of Philosophy as a path towards the attainment of knowledge.

How did Padre R. Ferriols present philosophy? Unlocking of Difficulties: Philosophy as a concept Philosophy is a system of beliefs about reality. It is one's

Revie eview w theprev previo ious us lesso lesson. n.

Synth ynthes esize ize thethree three prev previo ious us lesso lessons ns..

Philosophy differs in different eras in world history

Askth Askthe e stu students: ts: “N “Nakapagbyahe na ba kayo?”

Askstu Askstudents about the the wisdom they can get from everyday everyday objects.

Lecture Lecture discussion: discussion: Philosophy is a journey.

Examples: Pencil/Eraser Broom Stick Shoes

Learning from Make an analogy: Philosophers The teacher will present the Scuba diving and Helicopter as vehicles of different different views vi ews of doing philosophy. philosophers about the nature

4. Additional Materials from Learning Resource (LR) portal B. Othe Otherr Lea Learning rning Resou esource rcess

Intro Intro.. To To the the Phi Philos losop ophy hy of of a Hum Humaan Pe Person rson slide 115-136 Pambunga Pambungadd sa Pilosopiya Pilosopiya,, pages 60-65 Dy, Manuel Jr. "Philosophy "Philosophy of Man", Man ", "The Philosophical Enterprise" Enterprise " by John Kavanaugh, S. J.

IV. PROCEDU PROCEDURES RES

A. Reviewi ng pr evio us l esso n or presenting the new lesson

Prese resent nt distor distorte ted d figur figures es

B. Establishi Establishing ng a purpose purpose for the lesson

What Philosophy is and what what philosophy is not.

Review eviewthe the prev previou ious lesso lesson. n.

C. Pr Preesent sentin ingg Askth Askthe e stu students: ts: “what co comes Read: Sapagkat ang examples/instances of the new to your minds when you Pilosopiya ay Ginagawa ni lesson encounter the word Padre Roque Ferriols Philosophy?”

See appendix 1

D. Discussing Discussing new new concepts concepts and and practicing new skills #1

Unlocking of Difficulties: Definition of Philosophy as a path towards the attainment of knowledge.

How did Padre R. Ferriols present philosophy? Unlocking of Difficulties: Philosophy as a concept Philosophy is a system of beliefs about reality. It is one's

Revie eview w theprev previo ious us lesso lesson. n.

Synth ynthes esize ize thethree three prev previo ious us lesso lessons ns..

Philosophy differs in different eras in world history

Askth Askthe e stu students: ts: “N “Nakapagbyahe na ba kayo?”

Askstu Askstudents about the the wisdom they can get from everyday everyday objects.

Lecture Lecture discussion: discussion: Philosophy is a journey.

Examples: Pencil/Eraser Broom Stick Shoes

Learning from Make an analogy: Philosophers The teacher will present the Scuba diving and Helicopter as vehicles of different different views vi ews of doing philosophy. philosophers about the nature

integrated view of the world. It and meaning of philosophy includes an understanding of the nature of existence, man, An Ancie cient Gree reeks: ks: to have a and his role in the world. It is a good life necessary product of man’s Medieval: to defend God rational mind. mind. Modern: Modern: to reason/rati reason/rationalize onalize Post-Modern: to find meaning E. Discussing Discussing new concepts concepts and and practicing new skills #2

F. Develo Developing ping master masteryy (leads (leads to Formative Assessment 3)

Unlocking of Difficulties: Meaning of Philosophy as a path towards the attainment of wisdom.

Ask Ask the the diffe ifferen rencebetwe tween knowledge and wisdom. Knowledge is knowing that tomato is a fruit Wisdom is knowing not to put it in a fruit salad Philosophy is asking if ketchup is a fruit shake.

Unlocking of Difficulties: Philosophy as a process Philosophy is employed as a method of inquiry. It is an engagement in the search for the meaning of life, its value and relevance. It is a process for finding significance in existence. Act ivi ty: Compar e and Contrast

Philosophy As As a Concept

As As a Process

Give other examples Cite the differences of

Act ivi ty : Tableau/Slogan/

Recitation:

In what what sense is philosophy related related to The class will be grouped into human life? 4 and will represent each era through a tableau, slogan or a short poem.

philosophy as a process and as a concept G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Flash the statements: “The unexamined life is not worth living” and “He who has a why to livefor can bear with almost any how”. then will ask the students to relate the statements to their present condition as SHS Learners preparing for college. The learners will be grouped and will be tasked tocome up with a word web map based from their understanding of the discussion. Write associated words with philosophy.

I.

Evaluating learning

J. A ddi tional act iv it ies for application or remediation

V. REMARKS

Give the analogy of riding a bicycle. Riding a bicycle is not about knowing its parts but it is in riding the bicycle itself.

The class will be grouped into two. The first group will be tasked to give examples of Philosophy as a concept while the other group will provide examples of Philosophy as a Process.

Why do we need to respect the view of other people?

It must be emphasized that philosophy will not teach the learners how to earn a living, but how to make life worth living.

Ask learners the following questions: What does it mean to philosophize? What is its significance to your life?

Task the students to write an essay

VI. REFLECTION

A. No. of learner s wh o 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 s hare with other teachers?


School

Grade Level

Teacher

Learning Area Introduction to the Philosophy of the Human Person Quarter 1st

Teaching Dates and Time

Day 1

12

Day 2

Day 3

Day 4

I. OBJECTIVES

A. Conten t St andard s

The lear ner un ders tand s th e meanin g and pr oces s of doi ng ph ilo sop hy

B. Performance Standards

The learner reflects on a concrete experience in a philosophical way

C. Learning Competencies/ Objectives Write the LC code for each

(PPT11/12-Ib-1.2 ) 1.2. Recognize human activities that emanated from deliberate reflection Objectives: Identify the 3 levels of inquiry. Discuss the beginnings of philosophical inquiry.

II. CONTENT


A. Referenc es 1. Teacher’s Guide pages

Doing Philosophy

(PPT11/12-Ib-1.3) Realize the value of doing philosophyin obtaining a broad perspective on life. Objectives: Discuss philosophizing as discipline of questioning, liberation, and personhood.

2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al. https://youtu.be/ZTy3qG_qInU

IV. PROCEDURES

A.

Reviewi ng pr evio us l esso n or presenting the new lesson

(5 mins) Review the previous discussion on the definition of philosophy?

Thumbs Up and Thumbs Down Ask the students to thumb up if they think the statement is true and thumb down if the statement is false. 1. Everyone is a philosopher. 2. Children can philosophize. 3. Questioning leads to philosophizing. 4. Mentally disturbed people philosophize. 5. There are times that people

(2-3 mins) Review the previous discussion on the 3 levels of inquiry. Give one example. 1. Common sense 2. Scientific Inquiry 3. Philosophical Inquiry

Review: What is the beginning of philosophical inquiry?

(2mins) Review the Philosophical beginnings of inquiry through wonder. This time, a learner will be able to see the value of doing philosophy. That this will give him the opportunity to see things inbroad perspectives.

answer in non- philosophical ways. B. Establishing a purpose for the lesson

(5 mins)

Video Clip (4:30minutes) https://yout u.be/ExVh4wL70yc

Motivation ( Know yourself) ( 5 minutes)

Activity: Picture analysis The teacher will present a mathematical equation to stimulate the students curiosity. “ 1+1=0”

C. Presenting examples/instances of the new lesson

Ask the learners What did you observed in the video? As we all know magic uses tricks but with that we ponder, ask, curious and wonder. Like, we wonder how come that the word “proud” picked by Angel Locsin known by the magician as it shown in the video.

Ask: 1.What do you observe in the equation? 2. Do you think it’s correct? Why or why not.

Like the crowd being amazed and bewildered when the magician revealed the word written in the confetti is the same as Vice Ganda picked.

(5- 7 mins)

5-7 minutes

Situational / Questions Puzzles 1. The teacher will present 3 situations/questions. 2. The students will expect to show different ways in answering questions..

1. Ask thestudents to write 2-3 principles in their lives?

Act ivi ty “ Opin ion Mo” Group the class to two. Each Like, we wonder why you girls get the feeling of group should have their own being hurt when your heartbroken or broke up leader to summarize their with your boyfriend same as for the boys, viceopinion all about the issue of versa. summary execution to the Collaborative Activit y drug addicts and pushers. And each group will give their Divide the class into 3 groups. Assign a leader, opinion if they are favor or not. secretary, and presenter. Let each group answer (10 mins.)

Ask: Was there a time where you have wronged a person because of your assumption or judgement? What have you realize because of that experience?

Situational Questions: Given the following situations. What will you do? 1. You saw your girlfriend/ boyfriend holding hands with someone else.

the question…

2. Your baby brother is wearing your favourite red shirt.

Situation #1 There was anairplane crash, every single person on board died, but yet two people survived. How is this possible?

What do you usually think whenever you experience emotional pain? Problems? Sufferings? Present in the class.

Based on your responses, do you think you did an act of philosophizing? What response shows an act of philosophizing? What is not? Why?

After the activity, ask the class… What can you say about your responses? Situation #2 What goes up and never comes down?

From the responses given, you already started the act of philosophizing through wonder.

Situation #3

D. Discussing new concepts and practicing new skills #1

Imagine you are in a sinking row boat surrounded by sharks. (5mins) Ask: 1. What strategies or ways did you use to answer the questions?

E. Discussing new concepts and practicing new skills #2

Cite: “All men by nature desire to know.” – Aristotle

Ask the students the value of philosophical through role play.(10 mins.)

…. Because man is always searching for truth.

Discuss the following concepts: a. Wonder b. Doubt c. Limiting situations

Ask the students if they learn values of philosophical reflection when they conducted the role play. (5

Discuss the following: The discipline of Questioning, The discipline of Liberation and The discipline of Personhood.

d. Metaphysical Uneasiness

F. Developing mastery (leads to Formative Assessment 3)

(20 mins)

The time you started asking those questions, you already have the sense of wonder, a childlike Define the three levels of wonder about everything. We do not tend to inquiries. bother ask questions that are just simple yet too hard or difficult to answer. Like for example: “Who 1. Common Sense - a basic am I?” ability to perceive, understand, Asking this question in its real essence seems andjudge things that are shared too hard for us to answer… by (common to) nearly all people without need for debate. In a one-half sheet of paper. Answer the question… 2. Scientific- Based on or “who am I?”. Give at least 3-5 sentences. (5characterized by the methods 7minutes) and principles of science. Ask : 3. Philosophical - relating or Ask at least 3-5 learners to recite their answers. devoted to the study of the fundamental nature of According to Plato, Philosophy begins in knowledge, reality and “wonder” – the senseof puzzlement and existence. perplexity.

G. Finding practical applications of Now that you have understood concepts and skills in daily the 3 levels of inquiry, living (Ask) 1.In what situations do you apply philosophical inquiries

Ask the learners the questions 1. How did the magician do that? 2. Why dowe need to suffer? 3. Why can’t I be the no. 1 in the class?

mins.)

Act ivi ty (St ory Telli ng) Ask the students to identify values of philosophical reflection cited in story. (10 mins.)

Explain how you understand the following quotations: 1.”He who has a WHY to live for can bear almost any HOW” – Friedrich Nitzsche 2. “Those who do not move do not notice his chains”Rosa Luxemburg 3. “Madaling maging tao, mahirap magpakatao”

Ask the students to create philosophical reflection e.g. Child labor. Questions; 1. Is it important to help parents if you are not doing anything?

Interactive discussion: Give one concrete situation where we can apply the three disciplines explained in letter D.

2. What is the value if you help them or not? (8 mins.) H. Making generalizations and abstractions about the lesson

The learners will be grouped and Man is a questioning being. And got no “definite Ask the students to enumerate will be tasked to come up with a answers” that’s why we always wonder and keep the values of philosophical word web map based fromtheir on searching answers. reflection.(3 mins) understanding of the discussion. Write associated words with philosophy.

I.

Evaluating learning

(5-7 minutes)

Ask at least 3-5 learners the question…. When can you say that you “wonder”?

Oral Test Ask the students tocreate a

Questions are part and parcel of human existence. Its inevitability is acknowledged especially in times when a person searches for the meaning of life. This very act leads him to progress rather than stagnation and arresting of growth. Questions are part and parcel of human existence. Its inevitability is acknowledged especially in times when a person searches for the meaning of life. This very act leads him to progress rather than stagnation and arresting of growth. Write a reflection on the significance of

The class will be divided into 8 groups and each group should make a scenario to show each level of the philosophical inquiry. J. Additional activities application or remediation

for

V. REMARKS

VI. REFLECTION

A. No. of learner s wh o 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?

situation where they create philosophical reflection and they have to establish a value of it. (5 mins)

question to one's life in your journal?

G. What innovation or localized materials did I use/discover which I wish to s hare with other teachers?


School

Grade Level

Teacher

Learning Area


Quarter

Day 1

Day 2

Day 3

I. OBJECTIVES

A. Cont ent Stand ards

The learner understands the meaning and process of doing philosophy


The learner reflects on a concrete experience in a philosophical way


PPT11/12-Ic-1.4 The learners do a philosophical reflection on a concrete situation from a holistic perspective.

II. CONTENT

Doing Philosophy

III. LEA RNING RE SOURCES

A. Referen ces 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

Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al. Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65

12 Introduction to the Philosophy of the Human Person 1 st

Day 4

IV. PROCEDURES

Review ing prev iou s les son or presenting the new lesson

THINK-PAIR-SHARE. Facilitator will ask the students to discuss with a partner their answer on the question “DO YOU REFLECT?”

RUN DOWN. The facilitator will give a run-down of what transpired in session. Learners will also share their insights and learnings.

B. Establishing a purpose for the lesson

Learners will share their answers to the class. Facilitator shall arrive at an explanationthat human beings are endowed with the capacity to reflect, unlike animals.

The facilitator will explain that the learners will make an essay concerning their philosophical reflection on a concrete situation from a holistic perspective.

A.

C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

PRESENTATION: Facilitator will facilitate a lecturette on PHILOSOPHIZING AND INSIGHT. 1. Definition of Insight *Kind of seeing with the mind 2. Relevance of Insight in One’s Life

E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

VENN DIAGRAM. Learners will work in group and prepare a venn diagram showing the differences and intersections between the act of “thinking” and “insight”.


Learners will write their reflective essay.

I.

Rubric will be presented to guide students. The rubric will primarily grade their essay in terms of: 1. Content 2. Organization 3. Presentation

Evaluating learning

J. Additional activities application or remediation

for

V. REMARKS

VI. RE FLECTION

A. No. of learn ers w ho e arned 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 sh are with other teachers?


School Teacher

Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st


Day 1

Day 2

Day 3

I. OBJ ECTIVES A. Conten t Stan dard s

The learner demonstrates various ways of doing philosophy


The learner evaluate opinions


PPT11/12-Ic-2.1 At the end of the session, learners are expected to distinguish opinion fromtruth

II. CONTENT Methods of Philosophizing III. LEARNING RESOURCES A. Referenc es 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages

Day 4

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

http://www.youtube.com/watch?v=fnFnWWAnlkw

IV. PROCEDURES A.

Reviewi ng p revi ous less on or presenting the new lesson



Let the assigned group facilitate the recapitulation of the previous lesson through Step-No, Step Yes Game. (5 minutes) Activity: Pinoy Henyo * Ask four student volunteers from the class to play a game with a Pinoy Henyo concept. *The topic of the game must lead to the discussion on Fact and Opinion. (e.g. political figures, environment, senior high school subjects, etc.)

Let the assigned group facilitate the recapitulation of the previous lesson through News Reporting. (5 minutes)

Activity: Fact or Bluff *Divide the class into three groups for the game entitled Fact or Bluff. *Present the mechanics of the game.

(10 minutes) Processing Questions: 1. What were the kinds of questions raised in the course of guessing the answer? 2. Is there any question raised which you consider as evidence-

(5 minutes) Processing Questions: 1. Based on the game, what are the two forms of statements given? What examples were given for each? 2. What examples of fact and opinion can you give based on your real-life experiences?

Examples: 1. Manila is the capital of the Philippines. 2. Sun is the center of the solar system. 3. My neighbor is ugly.

based? Cite examples. 3. Is there any question raised which you think is opinion-based? Give examples.


(10 minutes) Video Clip Presentation: *Let the students watch a video clip entitled “Allegory of the Cave.” *After watching the video clip, ask the students to have a group sharing on the message of the video. *It is assumed that the students already have their permanent grouping for the quarter.

(5 minutes

Video Clip Presentation: Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw ) *Ask the learners to take down notes about the difference between fact and opinion while watching the video. (10 minutes

(10 minutes) E. Discussing new concepts and practicing new skills #2

Guidepost for the Discussion: Guidepost for the Discussion: 1. Why do we ask questions? 2. Why do we ask follow-up questions? What is our end goal? 3. What kind of answers are we seeking? 4. What do we get from finding the truth? (10 minutes)

1. What is the most important tool used in philosophizing?  Philosophy uses truth as tool in philosophizing. 2. What are the two (2) divisions of opinion? Explain each.

Opinion

Belief

Illusion

3. What are the two levels of knowledge? Discuss each.

Reason KNOWLEDGE Understanding


(10 minutes) Activity: SmartArt on Fact vs. Opinion Present the characteristics of Fact and Opinion leading to Philosophizing through a SmartArt.

PHILOSOPHIZING

FACT

OPINION



I.

Evaluating learning

Ask the students: Why do we have to avoid giving unsolicited opinions to people who are not too familiar to us? (5 minutes) Let the students write a statement that summarizes the topic. Expected answer: In philosophizing, we ask questions because we desire to know and we find satisfaction upondiscovery of truth. (5 minutes) Formative Assessment: a. How can we arrive at the truth?

(10 minutes) Ask a student: How do you feel when you heard an opinion about you? Write your answer on your notebook. Limit your answer to 3 sentences only. (5 minutes) Let the students write a simple sentence that depicts their learning for this session. Pursuit of philosophy follows the path of truth. (5 minutes)

Situation Analysis: Show a short video clip of a broadcaster reporting

J . A dd it io nal ac ti vi ti es fo r application or remediation

V. REMARKS VI. R EFLECTION A. No. of learn ers w ho earn ed 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

b. What are the essential elements of philosophizing?

certain statements on air. Distinguish whether the statements are opinionated or facts. Justify

(5 minutes)

(5 minutes)

help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?


School Teacher



Day 1

Day 2

Day 3

Day 4

I. OBJECTIVES

A. Cont ent St andard s

The learn er demo nst rates vari ous ways of d oin g ph ilo sop hy


The learner evaluate opinions

C. Learning Competencies/ At t he end o f t he ses sio n, lear ners are expec ted t o analy ze sit uati ons that sho w th e Objectives difference between opinion and truth. Write the LC code for PPT11/12-Id-2.2 each II. CONTENT

III. LEARNING R ESOURCES

A. Referenc es 1. Teacher’s Guide pages 2. Learner’s Materials pages

Methods of Philosophizing

At t he end o f th e sess ion , learner s are ex pect ed to realize that the methods of philosophy lead to wisdom and truth PPT11/12-Id-2.3

3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

(www.youtube.com/watch?v= Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32 RHLSdrAkOE Caraan(2016)Introductionto Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34 philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32 Ramos(2016)Introduction to the Philosophy of the Human Person,Rex Inc. bookstore Sampaloc,Manila pp.29-34

IV. PROCEDURES

A.

Reviewi ng p revi ous lesson or presenting the new lesson


Let the assigned group facilitate the recapitulation of the pervious lesson using flash cards.

Let the assigned group facilitate the Let the assigned group recapitulation of the previous facilitate the recapitulation of lesson in a form of a charade. the previous lesson in a form of a Gallery Walk. (5 minutes) (5 minutes) (5 minutes) Activity: Relate to the class the story of a The teacher shows a video Guess and Dress Me Up Lost and Found cellular phone unit. clip that presents examples *Provide 2 human figures of fallacies of labeled as Truth and Opinion. (5 minutes) argumentation. *Let four (4) volunteer

Let the assigned groupfacilitate the recapitulation of the previous lesson in a form of a Telephone Conversation. (5 minutes) Activity: Pageant (Introduction) *Divide the class into 4-6 groups (whatever the case may be). *Each group should have 1 representative who

students take turns in dressing up each figure with puzzle clothes bearing statements of truth and opinion.


(5 minutes) How did you determine that the statement is considered truth or opinion?

After the video presentation, ask the students to identify fallacious statements.

will present “who they are” a la pageant. *Allot 3 minutes for the preparation. (10 minutes)

(5 minutes)

Ask the students: Why is it necessary to avoid giving speculations in looking for a solution to a problem presented?

Guide the students to the concept that opinionated statements may come in a form of a fallacy.

Expected Answer: We should base our search on the truth, not on opinion.

(5 minutes)

(5 minutes)

Ask the students: 1. How do you assess the words or statements uttered by the candidates during the pageant? 2. Which of their statements can be considered as truth? (5 minutes)

Example of speculation: My classmate is a thief, he took my cellphone.


Spongebob: Empty your mind (www.youtube.com/watch?v= RHLSdrAkOE) Processing: Identify situations from the video which can be considered as truth and opinion. Answers should be written in the group activity sheet provided.

(5 minutes) Discuss theNature of Truth: 1. Correspondence Theory 2. Coherence Theory 3. Pragmatic Theory (15 minutes)

Discuss the meaning of fallacies used in argumentation.

DiscussMethods of Philosophy: Critical Thinking Components of Critical Thinking

(5 minutes)

(10 minutes)

• •

(10 minutes) E. Discussing new concepts and practicing new skills #2

Insinuate the value of truth in Act ivi ty: Role-pl ayin g philosophizing by bracketing or setting aside opinions and Ask the students to act out a biases. situation in the context of their experiences in the family and let (5 minutes) their classmates determine truth from opinion. (10 minutes)

Enumerate examples of fallacies and define them.

Group Activity: Semantic Mapping

(25 minutes) Let the students create a Semantic Map on the Attributes of a Critical Thinker using symbols. Expected Output: 1.Looks for Evidence to support assumption and beliefs-

2.Adjusts Opinion3.Looks for Proof-

4.Examines problem

5.Reject irrelevant and incorrect information-

(10 minutes) F. Developing mastery (leads to Formative Ass essm ent 3)

Activity: SmartArt Let the students make a graphical representation of the Theories of Truth through a SmartArt. Expected Output:

h t u r T f o s e i r o e h T

Correspondence Theory Coherence Theory Pragmatic Theory

(5 minutes)


Have the students cite an instance in their life where they find truth to be really essential/significant.

Ask the students to cite a specific example in any of the three (3) theories of truth in the context of their experience as senior high school students.

Cite examples of fallacies which they had experienced or observed.

With the advent of social media, how would you uphold truth and wisdom? a. b. c. d.

(5 minutes)

(8 minutes) Example: I am taking eight (8) subjects this semester.

Facebook Instagram Twitter Etc.

(7 minutes)

(Indicate from which theory and facts the example belonged to) (5 minutes) H. Making generalizations and abstractions about the lesson

Let the students answer the given question: Based on the discussion, how should analysis of situations be done?

Let the students answer the given question: On the basis of the discussion, how would you determine if your beliefs are true?

Expected answer: Analysis of situations should be done with utmost consideration of the truth.

Expected Answer: The truth behind beliefs or propositions are determined through the correspondence, coherence, and pragmatic theories.

(7 minutes) (5 minutes)

Ask the students to express Write a couplet on your perspective about the their learning for this givenstatement: session through a meta A person is more than just his/her Facebook card. profile/account. (8 minutes) Expected Answer: Opinionated statements may come in a form of a fallacy. (2 minutes)

I.

Evaluating learning

Johari’s Window Looking glass self (Charles Cooley) *Ask the students to list down three (3) attributes about themselves which they consider as truth and opinion. *Let them write their answers on their formative notebook.

(10 minutes) J. Additional activities for application or remediation V. REMARKS

VI. REFLECTION

A. No. of learn ers w ho 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

Ask the students to enumerate and explain the three (3) theories of truth. Or Ask the students to identify two (2) economic, political, or socio-cultural situations. Let themwrite two (2) statements of truth about each situation. Then, have them identify what theory of truth is used.

15-item Quiz What is the significance of philosophy to Let the students determine everyday living? whether the given statements are valid/true or (5 minutes) fallacious. If the statement is a fallacious, identify what fallacy it expressed. *See attached quiz items. (8 minutes)

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?


School Teacher



Day 1

Day 2

I. OBJECTIVES

A. Conten t Stan dard s

The learn er demo nst rates vari ous ways of d oin g ph ilo sop hy


The learner evaluates opinions


PPT11/12-Ie-2.4 At t he end o f t he ses sio n, lear ners are expec ted t o eval uate op ini ons

II. CONTENT

III. LEARNING RE SOURCES

A. Referenc es 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages

Methods of Philosophizing

Day 3

Day 4

4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

http://learn.lexiconic.net/argumentevaluation.com.html

IV. PROCEDURES

A.

Reviewi ng p revi ous less on or presenting the new lesson

Let the assigned group facilitate the recapitulation of theprevious lesson in a form of Picture Clues. (Let them realize that the elderly are people who have time-tested wisdom). (5 minutes)

B. Establishing a purpose for Act ivi ty: Graph ing the lesson Let the students create a Pie Chart to figure out the components for an objective evaluation of anargument. Let them allot a percentage for each component .

Let the assigned group facilitate the recapitulation of the previous lesson in a form of a Game (Four Pics One Word). *Have the students guess on the following words:  Fairness  Evidence  Logic  Tone (10 minutes) Act ivi ty: Skit Let selected students perform a skit on the following scenarios: 1. a mother leaving the house for work gives instructions to the eldest child on how to manage thehousehold chores

(5 minutes)

2. a class adviser who will take a maternity leave instructs her advisory class to behave at all times


Fairness Evidence Logic Tone

(5 minutes)


Discuss: How do I evaluate an argument? (5 minutes)

(10 minutes) Processing Activity: Let the students answer the following questions in their respective group: 1. What instructions were given in the first scenario? In the second scenario? 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 reading and examining arguments. (5 minutes) Discuss: Reading an Argument Guidelines on examining an Argument


Criteria in Evaluating an

No.

Argument

• • • •

Fairness Evidence Logic Tone

Fairness- Is the argument fair and balanced, or does it contain bias? Is the argument overly emotional and filled with loaded language? Is the argument one-sided? Are there alternative points of view not addressed? Evidence- Are the given premises reliable and relevant? Logic- Are the arguments thoroughly explained? Do they contain gaps in reasoning or logical fallacies? Tone- Is the attitude of the writer appropriate for the content? (10 minutes)

1 2

3

4

5

Tips for Reading and Examining Arg ument s Effectively Read once for an initial impression. Read theargument several more times; identify the claim and support. Annotate as you read– record your thoughts. Highlight key terms; look up familiar words. Draw a diagram or map to analyze the structure (how details relate to one another).

(10minutes)


Let the students answer the question, how can we come up with a sound and valid argument? Cite a specific instance that you had experienced in relation to this. (5 minutes)


Ask the students: Why is evaluating an opinion significant in your daily dealings with your a. classmates/friends? b. teachers? c. siblings? d. parents? e. community?

(10 minutes) H. Making generalizations and Ask the students: abstractions about the What are the qualities of a lesson good argument? Expected Answer: A good argument possesses the four criteria namely: fairness, evidence, logic, and tone.

Reading and Critiquing Example (See attached hand-out on “Reading an Argument Carefully”). Source: http://learn.lexiconic.net/argum entevaluation.com.html (10 minutes) Ask the students: How would you apply your knowledge on evaluating arguments in your daily lives? In what particular situations do you deem it useful? (5 minutes)

Activity: *Divide the class into five (5) groups. *Each group will summarize the lesson on evaluating arguments through the following activities:  Group 1- Tableau  Group 2- Song



(5 minutes)

I.

Evaluating l earning

Triadic Activity: Evaluating Arguments using FELT Framework. *The teacher will provide three (3) arguments in the context of the political, economic, sociocultural, and environmental situations in the Philippines. *The students will evaluate each argument using the FELT Framework. (See attached evaluation tool). Example: “We should exhaust all possible resources from nature,” says a miner.

Group 3-Poem Group 4-Dance  Group 5-Creative  Drawing (10 minutes) *See Rubric for scoring students’ performance. . Text Analysis Teacher provides a text from the editorial/opinion section. Have the learners evaluate the perspective of the author. 

N.B.: As much as possible, look for a text that is similar with the topic for the debate. (50 minutes) Debate *Possible Topic: a. Death Penalty b. Distribution of Condom among HS Students c. Extra Judicial Killing/Drug War d. West Philippine Sea Claim e. Same Sex Union f. Postponement of SK Election

(5 minutes)

*Suggested format: OxfordOregon Debate *See attachment for the Mechanics and Assessment Tool. (50 minutes)

J . A dd it io nal ac ti vi ti es f or 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 learn ers w ho earn ed 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?

School GRADES 1 TO 12 DAILY LESSON LOG

Grade Level Section Learning Area

Teacher Teaching Dates and Time

Session 1

Quarter

Session 2

12 Introduction to the Philosophy of the Human Person

I

Session 3

Session 4

I. OBJECTIVES

A. Content Standards B. Performance Standards C. Learning Competencies / Objectives II. CONTENT

The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of the session, learners are expected to recognize own limitations and possibilities PPT11/12-If-3.1 The human person as an embodied spirit


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

Compiled Notes on Philosophy of the Human Person

The Logic Of Thought

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

B.

Establishing a purpose for the lesson

Briefly review the previous topics discussed about philosophy. Emphasize in this lesson that the object and subject of philosophical study is the human person. Ask learners to answer or do the following: 1. Describe the taste of water.

Review previous lesson



“We can’t cross the same river twice.” – Heraclitus

Find a short video presentation showing trivial information about the human body.

Narrate the anecdote of St. Augustine who was walking on the beach.

C. Presenting examples/ instances of the new lesson



F. Developing mastery (Leads to Formative Assessment 3)


2. Describe the color blue to a blind person. 3. How will you describe how wonderful the world is to a blind person? 4. Ask students if the tip of their elbow can reach their chin. The above exercises are difficult if not impossible to be done. Why? “The human person has limits.”

What makes/causes a human persons’ limitations? Human Composition (Compiled Notes on Philosophy of the Human Person)

Narrate a story of a man crossing a river. When that man decided to cross it the second time, he crosses the same but different river. The man himself when crossing the river,

*Why can’t a man cross the same river twice? -The water in the river is flowing, hence the man is crossing on a different but same river. -The man himself was changing thus the same man crossing was a different man. Man is being and becoming. Man as the Living or Metaphysical Paradox (Compiled Notes on Philosophy of the Human Person)

What are the theories about Human Composition? How do these theories of human composition manifest? Example: The body has its urges.

Explain paradoxically: Patawad ako ay makasalanan sapagkat ako ay tao lamang. *Why will you blame your pagkatao for your faults?

Relate the video to the topic.

Relate the anecdote to learners’ experience. *What does the story convey about the human mind? Emphasize: Limitations of the human mind and its possibility

Our bodies are constantly changing and exhibit various characteristics. Man as a Biological Being (Compiled Notes on Philosophy of the Human Person)

Man as a Rational Being *Limitations *Possibilities Discuss: The Logic of Thought (See reference)

What makes you different with other animals in terms of physical activities? *How do our bodies concretely contribute to our limitations? *How do our bodies concretely contribute to our possibilities?

Cite an example of concrete experience where the limits of rationality manifested. Example: Forgetfulness

“The spirit is willing but the body is weak. ” H. Making generalizations and abstractions about the lesson

I. Evaluating learning

I have a body just like how I have things. There is a difference between having a body and having things for I am my body. Come up with a check list that is composed of learner’s limitations in the following aspects: (You may add.) 1. Physical 2. Mental/intellectual 3. Social 4. Spiritual

*Can you use your pagkatao to surpass these faults? Explain. Man has limits but filled with potentialities.

“ Maling akala”

Man is physiologically the same with other animals but has lot of things that make a difference when man uses his physicallity. Identify biological changes that occur to a human person.

“Nasabi na ang lahat ng nasabi ngunit ang pinakamahalaga ay hindi pa rin nasasabi. – Zhuangzi (Wu Wei) Have a quiz about the topics discussed through this week.

*This is to be submitted on the 4th session of this week. J. Additional activities for application or remediation

V. R E M A R K S VI . R E F L E C T I O N

A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation.

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.

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?

Prepared by:

Checked by:




Session 1 I. OBJECTIVES

A. Content Standards B. Performance Standards C. Learning Competencies / Objectives II. CONTENT

11 Introduction to the Philosophy of the Human Person

Quarter

Session 2

Session 3

Session 4

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.

The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of t he session, learners are expected to evaluate own limitations and the possibilities for their transcendence PPT11/12-Ig-3.2 The human person as an embodied spirit




Compiled Notes on Philosophy of the Human Person

Compiled Notes on Philosophy of the Human Person Bible (Old Testament)

MY BODY By: Eduardo Jose E. Calasanz

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.


Last week, we discussed and recognized the limitations and possibilities. Now we are going to evaluate these.



B.

Body Part Insurance

Story of Creation

The Good Samaritan



What's your tongue worth? If you're Gennaro Pelliccia, an Italian coffee taster, the answer is $ 13.9 million. That's how much he insured his taste buds for. Here are more body parts insured for business reasons: Tom Jones's chest hair — $ 7 million Dolly Parton's breasts — $ 600,000 Riverdance creator and star Michael Flatley's feet — $ 39 million Winemak er Ilja Gort’s nose — $8 million Heidi Klum's right leg — 1.2 million Heidi Klum’s left leg — $ 1 million [there's a scar on it] [Reader's Digest]



*What makes a human person? *If I lose any of my body part, will I become less of a human?

Man as More than his Body

Relate one story of creation Narrate the story of the from the Bible, Genesis 1- Good Samaritan. 2:3 or Genesis 2:4-24. (Luke 10:25-37) (Take Note: Do NOT dwell on the religious nature of the reading.)

Elicit a discussion by asking the students with any of the following questions: *Why do you think man was created last? *Why was man entrusted with the rest of creation? *What makes man different? Man as Greater than all other Animals

*Why did the first person avoid the victim? *What hindered the second to help the victim?

MY BODY By: Eduardo Jose E. Calasanz






In our culture, we tend to laugh/look-down those with physical defects or difference. Worse, we tend to self-pity because of our imperfections. That should not be the case. Why?

Transcendence means that: “I am my body but at the same time I am more than my body. The things that I do, all those physical activities and attributes which are made real through my body, reveals the person that I am”. What makes man more than his body?

What are the different traits/characteristics that differentiate man from other animals? Provide real life situations how these traits are applied in daily living. Example: 1. Language is used to communicate with others. 2. On a deeper level, language is used to understand others. “Man is endowed with superior intelligence and is the highest form of animal .”

Explain: “You can’t always get what you want.”

Happy is he who has overcome his ego. Siddhartha Gautama (c.563 – 4 83 BCE) Paglagpas sa pagkahumaling sa sarili

Identify the traits/characteristics making man different from other animals.

Is it possible to transcend one’s humanity?

Evaluate own limitations and the possibilities for their transcendence *What are the evidences by which you are considered to be higher than all animals? *Knowing your limitations, what is the value of your body to your existence?

J. Additional activities for application or remediation

V. R E M A R K S

VI . R E F L E C T I O N

A. No. of learners who earned 80% on the formative assessment 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?


Prepared by:

Checked by:




Session 1

11 Introduction to Philosophy of the Human Person

Quarter

Session 2

Session 3

Session 4

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 B. Performance Standards C. Learning Competencies / Objectives

The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for transcendence PPT11/12-Ih-3.3

The human person as an embodied spirit

II. CONTENT


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



The Philosophy Book: Big Ideas Simply Explained, pp.186-188

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 allo tment for each step.


During the previous sessions, we evaluated the limits and possibilities for transcendence. For the succeeding meetings we are

The Philosophy Book: Big Ideas Simply Explained, pp.190-193

Ask students to review the previous lesson.

Pagsasagawa ng Pangalawang Pagmumunimuni (read text)

Ask students to review the previous lesson.

Remind the class about the scheduled quiz.

B.




going to recognize how we can transcend. Video Clip A very Touching Deaf Violinist https://www.youtube.com/w atch?v=Ect56804xfA *What limits the deaf girl from playing the violin? Is that an excuse? Every man takes the limits of his own field of vision for the limits of the world. ARTHUR SCHOPENHAUER

Play Music True Colors By Anna Kendrick, Justin Timberlake Would somebody like to share their thoughts about the song? Over his own Body and mind, the individual is sovereign. JOHN STUART MILL (1806– 1873)

Ask students to write their resume on their notebooks. Allot 5 minutes.

Pagsasagawa ng Pangalawang Pagmumunimuni. - G.ANTONIO PANGILINAN


F. Developing mastery

Define finitude.

(Leads to Formative Assessment 3)




What/who limits you from doing/achieving your goal?

Whether you think you can or you cannot, either way, you are correct. Henry Ford How are we limited by our body?

Have someone to share an experience to which they were awed and realized that it is possible for them to do something which they thought they could not done. Individuals can choose to do things that affect their own body, but not that of someone else.

How can you personally go beyond what your bio-data is saying?

Can we really transcend or actualize our possibilities/ potentialities? How

Can a bio-data present the whole of your humanity? Is it enough? Why or why not?

I am a wonder-filled human person, full of possibilities.

Construct and Conduct a Written Quiz


V. R E M A R K S



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 s o when you meet them, you can ask them relevant questions.

Prepared by:

Checked by:


School

Grade Level

Teacher

Learning Area


Quarter

Day 1

Day 2

Day 3

I. OBJECTIVES

The learner understands the interplay between humans and their environments.

A. Cont ent St andar ds

B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.

A the en d of the les son the lear ners ar e expect ed to : 1. Notice diso rder in an environment (PPT11/12-Ii-4.1) 2. Notice thin gs that are not in th eir proper place and organize them in aesthetic way. (PPT11/12-Ii-4.2) The human person in their environment

II. CONTENT


A. Referen ces 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 Video presentation on Global Warming 101 Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65

IV. PROCEDURES

12 Introduction to the Philosophy of the Human Person 1st

Day 4

A. Review ing prev iou s les so n or presenting the new lesson



.

Review on the limitations and possibilities for transcendence. Ask : Why does t he hu man bo dy have limitations? What are the possibilities of transcendence? Time allotted for this activity is 5 minutes. GAME: picture perfect

Review on thediscussion about thebeauty of theCreation and thechanges took place in the courseof progress.

Show a picture of a beautiful environment and a destructed one and after that the word “ANYARE” will be posted on the board to give comparisons of both pictures presented.

Provide different things (plates, cups, toys, wire, pen, papers etc.) on thetable and will ask 4 students to arrange them according to their concept of what is ORGANIZED, BEAUTIFUL and ARTISTIC.

Time allotted for this activity is 5 minutes. The whole class are going to watch a short film depicting environmental destruction, and after watching the learners will be divided in a group composing of eight members to discuss reflection within members.

3 minutes GAME:

15 minutes Tell the learners: What do you observe on the process of arranging the things in our activity? 10minutes

Time allotted for this activity is 15 minutes



.

Unlocking of Difficulties:

Unlocking of Difficulties:

-Input on the ‘Creation Story’ - Ancient Philosophy: On World “What is the world made of?” -Cosmocentrism

Power point Presentation

Time allotted for this activity is 15minutes

Time allotted for this activity is 7 minutes.

-Input on Aesthetics (context of Nature)

-Oriental (and Western) views on Man and Nature a. Tao Te Ching b. Wu Wei c. Pantheism

Time allotted for this activity is 8 minutes.


Ask the learner s: What do you observed in the video clip presented? How is it connected to Creation story?


Relatethe GAME Picture perfect to theinquiry) Ask the learner s: Going back to our Game a while ago, what are the other changes in nature that you have noticed in your local communities?

(Time allotted for this activity is 5 minutes). There have been significant changes in our society/ environment. Most of these changes affected the very first picture of beautiful creation.


5 minutes

I.

Evaluating learning

J. Additional activities application or remediation

for

Act ivi ty : Stu dent s wi ll lis t do wn 5 activities that they can do to their environment today and compare it to older environment they had. Time allottedfor this activity is 5 minutes. Recitation: If you were ask to be a community leader, what specific programs or projects that you would implement to nourish and preserve? 5 minutes

There have been significant changes in our society/ environment. Most of these changes affected the very first picture of beautiful creation. From then on, there have been polarities of views on what is beautiful (in terms of the environment/Nature.

Time allotted for this activity is 5 minutes. Ask the s tud ent t o li st/ name di sor ders i n th e envir onm ent: a. Man -m ad e b. Natural Ass ign ment : Learners are asked Reminder: to interview individuals who are Remind the class about the 45-60 years old and be guided by rubrics for the Infomercial. the following questions: 1. What are the things that you remember in your environment 3 minutes when you were young?

2. What are the things you like to do when you were young? 3. What are the positive and negative changes in the environment? 4. Do you think environment plays a vital role in a person development? Why? Or Why not? Upcoming performance task:INFOMERCIAL Present to theclassthe instructions, objectives and the rubrics for the Infomercial 10 minutes V. REMARKS

VI. REFLECTION

A. No. of l earner s wh o 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 s hare with other teachers?


School

Grade Level

Teacher

Learning Area


Quarter

Day 1

Day 2

Day 3

12 Introduction to the Philosophy of the Human Person 1st

Day 4

I. OBJECTIVES

The learner understands the interplay between humans and their environment.

A. Cont ent Stan dard s

B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each

The learner is able to demonstrate the virt ues of prudence and frugality towards his/her environment.

At t he end of t he les son , th e learn ers are exp ect ed t o: 1. Show that care for the environment contributes to health, well being and sustainable development. PPT11/12-Ij-4.3 2. Demonstrate the virtues of prudence and frugality towards environment. PPT11/12-Ij-4.4 The human person in their environment.

II. CONTENT


A. Referen ces 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 Pambungad sa Pilosopi ya pages 63-75 Introduction to the Philosophy of Human Person slide 115-136 IV. PROCEDURES

A. Review ing prev iou s les son or presenting the new lesson

Review on the previous discussion. (Oriental (and Western) Views on Man and Nature)


The teacher will present the rubrics for the “Infomercial Act ivi ty” wit h the them e: “ Virt ues of prudence and frugality towards his/her environment. Each group will present their “infomercial” which will run for 5-7 mins only. Each representative of other group member is open to give their constructive criticisms. Each group will be given 10 minutes to present their output. Total time allotted for this activity is 35 minutes.

C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1


The teacher will post a question on each group regarding: a. St ew ar ds hi p b . Deep ec ol og y c. Prudence towards nature d. Frugalitytowards nature e. Su st ai nab le development (included in the performance task) Each group will name through their infomercial concrete actions on how to preserveand show respect of nature/environment. (included in the performance task)



All the c rit ici sms wil l be r eview ed. Follow up activity for the learners final output by the end of the 1st quarter. Task: Each group will make their action plan or proposal in their respective barangay/community to address the problem in their environment. In this regard, the group will tap the barangay or SK chairman to implement this activity. This will be noted and signed by the adviser, subjectteacher and principal. 20 minutes Ask the l earners about what have they learned for the whole session.


5 minutes

I.

Evaluating learning

J. Additional activities application or r emediation

for

V. REMARKS

VI. REFLECTION

A. No. of l earner s wh o earn ed 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who h ave 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?


School

Grade Level

Teacher

Learning Area


Quarter

Day 1

Day 2

Day 3

12 Philosophy 2nd

Day 4

I. OBJECTIVES

A. Content Standards

B. PerformanceStandards C. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

The learner understands the human person’s freedom

The learner shows situations that demonstrate the freedom of choice and the consequences of choices Realize that: a. “All actions have consequences” PPT12-IIa-5.1 FREEDOM

b. Evaluate and exercise prudence in choices PPT12-IIa-5.2 OF

THE

HUMAN

PERSON


A. References

1. Teacher’s Guidepages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal

Books: 1. Samuel Enoch Stumpf, Socrates to Sartre 5th edition, Mc Graw Hill, Inc., USA,1993. 2. Florentino T. Timbereza, Bioethics and Moral Decisions, De Lasalle University. Press Inc., 2004. 3.


https://www.youtub e.com/watch?v=jII 0tzPdOs0

https://www.youtube .com/watch?v=qf2o wHef6nY

IV. PROCEDURES




-Can someone make a brief discussion about our previous lesson. (3 mins.)

-Class, Is there anything that you would like to clarify about yesterday’s discussion (3 mins.)

-Can anyone from -Board work: the class give the definition of Would any prudence? volunteer like to write on the board the answers for the assignment

Activity:

Activity:

Activity:

Activity:

SISA (SIne SAliksik) The learners will watch a video clip (An honest taxi driver) that presents the contents of a new lesson. 1. What message does the movie projects?

TALA (TAnaw LArawan) The learners will be asked to take a look at the different ;pictures projecting the topic for the day. (5 mins.)

Video Clip (A video that shows the prudent act of MILA, a teacher who chooses to live her life with the poor)

Role-playing (Choose one situation listed on the board and present in your most creative way)

1. W hat can you 1. What actions are 1. What actions say about the evidently prudent in are evidently picture? the video clip? prudent in the presentation?

D. Discussing newconcepts and practicing new skills #1

1. If you were the actor,what choices would you rather take?

1. What kind of story would you like to create based on the message of the picture?

E. Discussing newconcepts and practicing newskills #2

1. Can you relate the concept of human acts and acts of man to your day to day living?

1. Do you know 2. Do you agree anyone whose with her decision? story is the same with that of the picture?


G. Finding practical applications of conceptsand skills in daily living


-The Human Acts and Acts of Man

- If you strive hard and study hard with your will and knowledge, you will be able to succeed in life and become a productive citizen 1.What is the difference between human acts and acts of man Answer: Human acts are actions done with “will” and “knowledge.” While Acts of Man are actions with the absence of

1. What characteristics have you observed about Mila?

-The Principle of Double effects by St. Thomas Aquinas

-Types of Confllict

- Do you agree that stealing the property shall be condemned? (Yes/No, and Why)

-If you were Mila, would you do the same? (Yes/No, Why?)

1. In terms of freedom, what is the underlying principle of double effects by St. Thomas Aquinas

1. What characteristics have you observed about in the different presentation? 1. Who among you do possess such characteristics?

-Implications of being prudent

Being prudent in situations like: -scolded by parents -bullied by classmates -chased with vices 1. In making 1.Give the general choices, is prudence implication of signifant? prudence.

Prudence is a kind of virtue that one needs most when he/she is confronted with choices

Being prudent helps the person to become rational in his/her manner of choosing between opposing options.

either “will” or “knowledge.” I.

Evaluating learning

Situational Activity:

Summative Assesment

Tell whether the ff. situations are Human Acts or

-Improvised Test (10 items)

Amidst the poor situation that you are in, how can you remain prudent in your choices?

Give a situation when prudence is not applied evidently. -getting involved in sparring when bullied

Acts of Man

-A college student (Pregnancy and Abortion) -Terminally illpatients – Euthanasia or Natural death J. Additional activitiesfor applicationor 1.List down 3 remediation examples of

Human acts and Acts of Man

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

1. Define prudence. 2. Cite an example of a prudent act.

1. Enumarate 5 situations that show acts of prudence.

WASOL (Write A SOrry Letter) -Write a sorry letter for someone whom you have not shown prudence.

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 mesolve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by:

Group IV

Jaime T. Tugade Division of City of San Jose del Monte, Bulacan

Marion S. Arcenas Division of City of San Jose del Monte, Bulacan Marianne S. Dio Division of City of San Jose del Monte, Bulacan Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan Ronnel E. Pineda Division of Nueva Ecija


School

Grade Level

Teacher

Learning Area


Quarter

Monday

Tuesday

Wednesday

12 Philosophy 2nd

Thursday

Friday

I. OBJECTIVES

D. Content Standards

E. PerformanceStandards F. Learning Competencies/ Objectives Write the LC code for each

II. CONTENT

The learner understands the human person’s freedom

The learner shows situations that demonstrate the freedom of choice and the consequences of choices Realize that: a. “All choice have consequences” PPT12-IIb-5.3

FREEDOM

b. Some things are given up while others are obtained in making choices. PPT12-IIb-5.3 c. Show situations trhat demonstrate freedom of choice and the consequences of their choices. PPT12-IIc-5.4

OF

THE

HUMAN

PERSON


C. References

2. Teacher’s Guidepages

Books: 1. Tabotabo, et.al. 2011. Standards of Human Conduct Ethics for Filipinos. 2. Mendoza, et.al 2008. Philosophy of Man

2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal D. Other Learning Resources

https://www.youtub https://www.youtube e.com/watch?v=R .com/watch?v=5PXs mhH2uVvxmM cl_d7UQ

IV. PROCEDURES

K. Reviewing previous lesson or presenting the new lesson

L. Establishing a purposefor the lesson

M. Presentingexamples/instances of the new lesson

1. Can someone -Discussion of the from the class read assignment his/her sorry letter?

1.Will anyone from the class give an example of personal choice that has brought impact to his/her classmates, family, and other significant persons? -Going back to Mila’s story, what do you think are the consequences of Mila’s choice to

-Present in the class your story of sacrifice

-Discuss the movie that you watched.

Activity

Activity

Group Activity:

Role-playing -A grade 12 student decided to study even though he/she was supposed to work. -A parent went abroad to work even though she could also work in the Philippines. 1. Describe the characteristics of a grade 12 student and the parent who went abroad.

Video-clip (Documentary)

Image representation

“Minsan lang sila Draw an image that bata “ resembles perservence -bamboo -turtle -ant

1.What is your Discuss the personal analysis characteristics of about the video clip? the presented images.

N. Discussing newconcepts and practicing new skills #1

O. Discussing newconcepts and practicing new skills #2

P. Developing mastery (leads to Formative Assessment 3)

Q. Finding practical applications of concepts and skills in daily living

teach and live with 2. What are the children in the visible remote area. consequences reflected in the role-playing? Define the concept Explain the of ALTRUISM. concept of discernment as a process. Relate the concept Relate the concept of altruism to your of discernment to concrete your concrete experiences. experiences.

Identifying the concept of Altruism in a given situation.

Identifying the concept of discernment in a given situation.

-The story of “ANAK”

-The story of “MAHATMA GANDHI” (the story is subject for change)

-Studying at night versus hanging out with friends -Pursuing studies versus finding job

Journal writing:

State the consequences of your choice.

1.What is your most significant discernment?

Explain the concept of sacrifice in a philosophical perspective. Relate the philosophical concept of sacrifice to your concrete experiences.

Analyze the philosophical concept of perseverance. Relate the philosophical concept of perseverance to your concrete experiences Give some Give some examples of acts of examples of acts sacrifices that you of perseverance know. that you know.

How do you show act of sacrifices to others?

Tower-making Build a tower out of paper.

R. Makinggeneralizations and abstractions about the lesson

1. Discuss the concept of altruism (5 mins.)

1.How do you understand discernment? (5 mins.)

S. Evaluating learning

State the consequences of the choices made by the ff. personalities:

Formative Assesment:

-Mother Theresa lived with the sick and needy -Marcos declared Martial Law

1.Studying instead of working will lead you to a better future. 2.Working abroad sustains the needs of the family. 3.Discernment is vital to one’s day to day living. Share your own act of sacrifice in the class next meeting.

Note: Teacher may still add some examples. (5 mins.)

T. Additional activities for application or Give the definition remediation of Discernment

V. REMARKS

VI. REFLECTION

H. No. of learners who earned 80%in the evaluation I. No. of learners who require additional activities for remediation

Answerable by Yes/No

1. In making choices, how would you know that there is an act of sacrifice? Perform an act of sacrifice based on your personal observation or experiences.

1.In making choices, how would you kow that there is an act of perseverance

Watch a movie that shows perseverance.

Article Clipping:

Perform an act of perseverance based on your personal observation or experiences

Clip an article from the periodicals that shows act of perseverance.

J. Did the remedial lessons work? No. of learners who have caught up with the lesson K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? Why did these work? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Group IV

Jaime T. Tugade Division of City of San Jose del Monte, Bulacan

Marion S. Arcenas Division of City of San Jose del Monte, Bulacan Marianne S. Dio Division of City of San Jose del Monte, Bulacan Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan Ronnel E. Pineda Division of Nueva Ecija

School GRADES 1 TO 12 DAILY LESSON PLAN

Group 6

Grade Level

Learning Area Introduction to Philosophy of the Human Person

Teacher Teaching Dates and Time Day 1

12

Quarter Second

Week 3 Day 3-4 Day 2

Day 3

Day 4

I. OBJECTIVES

A. Content Standards B. Performance Standards

C. Learning Competencies/Objectives Write the LC code for each

The learner understands intersubjective human relations The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society PPT11-IIc-6.1 Realize that intersubjectivity requires accepting differences and not to imposing on others. *Demonstrate a situation that reflects intersubjectivity.

II. CONTENT

Intersubjectivity III. LEARNING RESOURCES

A. References 1. Teacher’s Guide pages

Not Available

2. Learner’s Material pages

Not Available

3. Textbook pages

Not Available

4. Additional Materials from Learning Resource (LR) portal

Not Available


Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006) Introduction to the Philosophy of the Human Person, Christine Carmela R. Ramos p.119-120 (2016)

IV. PROCEDURES



Introduce the new lesson to students by showing some pictures (e.g. child scolded, teenage pregnancy, woman wearing short skirt, holding hands of a man & a woman etc.) Based on the pictures presented.

Give them 2-5 minutes to share their idea. Ask the following questions:

Review the following concepts: Definition and nature of intersubjectivity

C. Presenting examples/instances for the new lesson


Give them 2-5 minutes to share their idea. Ask the following questions: What do you see on the p icture? What do you say on each picture? Share a real life situation/short story telling: The stage fright girl Discuss: Definition and Nature of Intersubjectivity


F. Developing mastery



Discuss: Buber’s I-it and I-Thou relationship

Various situations where intersubjectivity is exercised: a. On religion b. On social relationship c. etc Process Question: Ask the learners to give their own If you are on the shoe of t hat girl, examples of I-It and I-Thou would you feel the same thing? encounters Yes or No? Why? Cabbage Game: Students’ need to do: 1. Please don’t throw/crumple my cabbage. 2. I will play music then pass the cabbage smoothly. 3. If the music stops, the last person who holds it will answer or cite his realization on the situation given.

Why do you need to respect/accept others point of view, action or differences?

What is the significance of knowing the I-it and I-Thou encounter posted by Buber in our


Why do you need to respect/accept others point of view, action or differences?


Ask them about the pictures again. How do you proper address the situation?

What is the significance of knowing the I-it and I-Thou encounter posted by Buber in our lives? Write a reflection paper about the student’s ordinary experiences and how Buber’s perspective is important.

J. Additional activities for application/for remediation V. REMARKS

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 VI.REFLECTION


Approved:

Approved:

School GRADES 1 TO 12 DAILY LESSON PLAN

Teacher

Group 6

Grade Level Learning Area

12

Introduction to the Philosophy of the Human Person

School GRADES 1 TO 12

Grade Level

Teacher

DAILY LESSON PLAN

Teaching Dates and Time I. OBJECTIVES

Group 6

Learning Area

Week 4 Day 1-4

12


Quarter Second

Day 1 Day 2 Day 3 Day 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary proceduresmust 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.


The learner understands intersubjective human relations


The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society

C. Learning Competencies/Objectives Write

PPT11/12-IId-6.2 Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions from themselves

the LC code for each

II. CONTENT

PPT11/12-IId-6.3 Explain that authentic dialogue means accepting others even if they are different from themselves

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.


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.


Not Available


Not Available

3. Textbook pages

Not Available


Not Available Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal. John Wiley and Sons, Inc. Retrieved from: http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf

B. Other Learning Resources IV. PROCEDURES


show some pictures/ videos (e.g. The Mouth Art, Nick Vujjicic, etc.)

Ask the students to present the result of their interview with persons with disability or belonging to the minority group.

Show pictures of different people (or group of people) talking to or with each other. Group the students and let them pick one picture per group and have them create a story guided by the following questions:

1. What could could be the the persons persons talking about in the picture? 2. How do they commu communicat nicate? e? (2 Minu rati and 1 minute

Ask the students who applied authentic dialogue outside the class about their observations. (5 minutes)


Let them analyze the pictures for 2 minutes.

Ask them to determine the strengths and weaknesses of the persons they interviewed and have them listed on the board through a diagram


Ask the students about the picture: 1. What What do you see on the the picture? 2. What can can you say on each each picture? (Primary Reflection)

Ask their observations about the strengths and weaknesses written on the board.

1. What could could be the the persons persons talking about in the picture? 2. How do they commu communicat nicate? e? (2 Minutes Minutes preparati preparation on and 1 minute presentation) Introduce the class to another activity and ask them (individual recitation): 1. When was was the last last time you you had a conversation with a person? 2. Who was was the person person you had had a conversation with? 3. How was the the conversati conversation? on? 4. Do you you consider consider it as somethin something g positive or negative? Draw a table of two columns on the board (Positive and negative). Write on the board their experiences (10 Minutes) Minutes) Ask: What do you notice from the positive (and negative) column? Relate their responses to a discussion on Authentic Dialogue (10 minutes)

Ask: 1. How was was the dialogue? dialogue? 2. How did did you feel? feel? 3. How did the the person person you had a dialogue with react? 4. What did you realize realize from the dialogue you had? 5. Where Where you more accepti accepting ng of the person you had a dialogue with Sum up their responses and make conclusions. (15 minutes) Group the class into triads. Ask them to do the following tasks: 1. Assign Assign two members members of the triad to do an authentic dialogue. The third member will be the process observant who will observe and guide if the two really did did an authentic dialogue. 2. The first first one from from the the two who are assigned to do a dialogue will be sharing a story about his or her unforgettable mistake (or anything that can facilitate them to determine differences in their lives such

as belief and values etc. and engage them in an authentic dialogue)


E. Discussing new concepts and practicing new skills #2 F. Developing mastery

Ask/Share: How do you interpret the pictures? Ask the student: How can we relate these pictures with the I-It and I-Thou encounter posted by Buber?

Ask: How does acknowledging the strengths and weaknesses of people with disabilities or belonging to the underprivileged help you perceive them?

Is it not right to make a conclusion without further investigation? Yes or No Why?

Ask the students to write an essay Ask the students to write in their about valuing people with journal a very short essay about disabilities or belonging to the their understanding understanding of the underprivileged. following line and choose three to five students to read their essay in front of the class:

Ask the students about the author of the pain ting, do they have any idea about his personality? Show the photograph of the author and talk about his disabilities and talents.

Write on the board and ask the students about the differences of the two concepts concepts through through a diagram, respectively: Input Authentic Dialogue

“Dialogue is an exchange in which people discover something new.” – new.” – George Kohlrieser (2006)

Or (for TVL) Ask the students to role play showing a comparison

as belief and values etc. and engage them in an authentic dialogue) (10 Minutes) Ask: 1. What What was was the the topic topic of your dialogue all about? 2. How How did did you you do the dialogue? 3. How did you you feel feel during during the dialogue? Did you feel heard? Did you feel accepting of each other? 4. What What did you you reali realize ze from from the dialogue? dialogue? (Engage them to a primary reflection) 5. What What new new things things did you you learn from your classmate? 6. What What differ differenc ences es did did you learn about yourselves? (10 minutes)

Engage the students into secondary reflection by asking: 1. How does does it feel feel to know know that someone is different from you? 2. How does does auth authent entic ic dialogue help you deal with these differences? Discuss: Authentic dialogue means accepting individual differences

(5 minutes)

Or (for TVL) Ask the students to role play showing a comparison conversation and an authentic dialogue

(5 minutes)

At the end end of the presentation (essay or role play), guide the students to mastering authentic dialogue by highlighting their performance related to authentic dialogue through a socialized discussion. (20 minutes) G. Finding practical applications applications of concepts and skills in daily living



J. Additional activities for application/for remediation

Ask the students to share their own experiences in meeting people with disabilities, how they manage their actuations and in making their decisions. As a student, for you what is the meaning of intersubjectivity? Why do you need to respect persons with disabilities?

Ask them about the pictures Formative Quiz: again. How do you proper address Short True or False about the the situation? lesson Ask the students to group themselves and interview one person they know in their community who is with a disability or belonging to the minority sector who have

achieved something or contributed to their community. V. REMARKS

Through a concept map, ask the students to write their realizations from the lesson.

Based on the discussion and activities, guide the students to determine specific ways (example: listening, empathy etc.) to have an authentic dialogue with others through a concept map.

Ask the students to apply authentic dialogue at home, school or in other places and observe themselves how they felt.

Ask: What specific situations in your daily life where you can apply authentic dialogue? (5 minutes) Based on the discussions and activities, ask the student (recitation) to state in in their own own words how authentic dialogue leads to accepting others as a unique individual. (5 minutes) Short quiz (True or False about Authentic Dialogue) (5 minutes)

achieved something or contributed to their community. V. REMARKS



Approved:

GRADES 1 TO 12 DAILY LESSON PLAN

Approved:

School

Grade Level

Teacher

Learning Area


GRADES 1 TO 12 DAILY LESSON PLAN

School

Grade Level

Teacher

Learning Area

Teaching Dates and Time I. OBJECTIVES

Week 6, Day 1-4


Quarter

Day 1 Day 2 Day 3 Day 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary proceduresmust 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.


The learner understands intersubjective human relations


The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society

C. Learning Competencies/Objectives Write

PPT11/12-IId-6.4 Perform activities that demonstrate the t alents of persons with disabil ities and those from the underprivileged sectors of society.

the LC code for each

1.Explain the difference the difference between I – It, I Thou relationship 2. Recognize the importance of others in one’s life, given our differences and limitations II. CONTENT

1. Recognize the talents and skill of others specially the underprivileged. 2. Showcase the skills and talents 3. Appreciate the talents/skill of the performers

1.Explain the importance of recognizing the underprivileged

Unit exam (25 items)

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.


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.


Not Available


Not Available

3. Textbook pages

Not Available


Not Available


Internet/Youtube.com

IV. PROCEDURES


Review the past lessons: 1. Recap the difference

Mini – Concert: Showcase of Talents and abilities by the

Written work: require the students to write 100 words about the following. Choose only one.

invited volunteers. (Venue will be set prior to this date)

1. “How can you be a whole person in your relationship to others?

I – Thou

I – It 2. Recognize the importance of others in one’s life, given our

Conduct a Unit test (25 items)

I – It 2. Recognize the importance of others in one’s life, given our differences and limitations



Explain the passage “Walang sinoman ang nabubuhay para sa sarili lamang”.

Video presentation of persons with disabilities and those from the underprivileged sectors of society. 10 minutes

invited volunteers. (Venue will be set prior to this date)

Program proper: Opening remarks (5 minutes) Rubrics for the group concert: 1. Participation 5 2. Teamwork 5 3. Creativity 5 Program Proper / Culminating Activity (30-40 minutes)

Download from youtube: Jessica Cox, armless pilot; Nick Vujicic, motivational speaker) D. Discussing new concepts and practicing new skills #1

Emphasize that each one has its own talent or value as a person despite of physical disabilities.

E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson

Complete the following sentences: 1. I am good at ____________ 2. I can do ___________ easily. 3. My unknown ability is ______.

4. If I can _____, I will perform in ____________. 5. I want to develop more of this talent I have because

Recognition and citations to the performers.

1. “How can you be a whole person in your relationship to others? 2. Why do you think they (PWD) deserve fair treatment in all aspects in our society? Rubrics: (20 points) 1.Content - 10 2. Grammar-5 3. Relevance-3 4. Neatness -2


J. Additional activities for application/for remediation

4. If I can _____, I will perform in ____________. 5. I want to develop more of this talent I have because ________. Explain: We are responsible for more than what becomes of us; we are also responsible for what becomes of others.” Ask for volunteers to join the mini showcase of talents by the senior high students (Grade 1112) Look for any person who has special talents/abilities with or without disabilities that he or she can join this program and be enlisted.

Unit Test (25 Items)

Optional Activity:

Pray and eat together (with PWDs and underprivileged. Talk to them; be sensitive. Accept them for who they are. Avoid judgments.

V. REMARKS



Approved:

Approved:

APPENDIX 6.1 (For WEEK 3 Day 1-4)

APPENDIX 6.1 (For WEEK 3 Day 1-4)

Appendix 6.2

PERFORMANCE TASKS Role Play/Oral Recitation Rubrics

Appendix 6.2

PERFORMANCE TASKS Role Play/Oral Recitation Rubrics Mechanics

Excellent 5

Proficient 4

Basic 3

Below Basic 2

-Specific introduction and conclusion -Sequenced material within the body -Cohesive presentation content

-Specific introduction and conclusion -Sequenced material within the body -Cohesive presentation content

-Specific introduction and conclusion -Sequenced material within the body is inconsistent

-Specific introduction and conclusion -No sequence in material

-Enhance the effectiveness of the presentation -Correct grammar -Appropriate to audience - No pronunciation mistakes

-Support the effectiveness of the presentation -Correct grammar -Appropriate to audience -Very few pronunciation mistakes

-Not interesting -Partially support the effectiveness of the presentation -Correct grammar -Appropriate to audience Some pronunciation mistakes

-Unclear -Minimally support the effectiveness of the presentation -Occasional mistakes in grammar -Appropriate to audience -Several pronunciation mistakes

Delivery

-Good posture -Eye contact with the audience most of the time -Appropriate gesture and expression -Deliverance with confidence -Full group participation

-Good posture -Frequent eye contact with the audience -Appropriate gesture and expression -Almost full group participation

-Intermitted good posture -Occasional eye contact with the audience -Appropriate gesture and expression -Partial group presentation

-Poor posture -Seldom eye contact with the audience -Not enough or too much gesture and expression -One person presentation.

Content

-Student discuss the subject in great details. -Student describes in detail about their findings -Student indicate what they have learnt

-Student discuss the subject with some details. -Student outlines their finding -Student show what they have learnt

-Student discuss the subject with a few details. -Student do not outline their finding -Student's misconceptions are still seen

-Students discuss the subject with very minimal details. -Students do not outline what they have learnt -Students still sound confused on this topic

Organization

Language

Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).

1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?” a. We are responsible to our neighbors as we are to our own actions

Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).

1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?” a. We are responsible to our neighbors as we are to our own actions b. It only takes a while to live and that is only an individual effort c. The human person is oriented toward only for himself/herself d. The human person experiences his wholeness in virtue of his relation to one’s self. 2. He believes that the human person is the one who exists and acts in a conscious will and self-determination. a. Martin Buber b. Pope John Paul II c. Wojtyla d. Jean Jacques Rousseau 3. What attitude or behavior describes the “I-Thou” relationship? a. Sarcasm b. Empathic understanding c. Insult d. Impatience 4. Martin Bubers’ concept of “I-Thou”relationship is focused on? a. Human person as a subject b. Fellow member c. Being-in-Relation d. Mutuality 5. The human person is not just being-in-the-world but being-with-others, or being-in-relation. One great example of this is? a. Hatred to your enemy b. Sincerity and concern to others c. Children exploitation d. B ul lyi ng 6. The equality in love is the equality of being, not of having. This simply means that? a. In love, I do not surrender my liberty to the other b. I do not become a slave to the other c. In love, the two freedoms become one and each becomes mere free d. All of the above 7. Which of the following is the best example of intersubjectivity a. Ben has always loved dogs. When his parents let him choose a family pet, he picks a Labrador puppy from the shelter b. When Anna was twelve, her sister told her that pickles are rotten cucumbers. Because of this, Anna now orders all her burgers without pickles c. When Sarah was fifteen, she went exploring in a cave and became trapped. And she is now afraid of closed spaces d. Tony was born with vision in only one eye. Because of this, he sometimes has difficulty perceived depth. 8. Which of the following statement is true a. Most people with disabilities cannot work

b. Human person can live on his own without the help of others c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society d. Everybody deserves to be treated as human being no matter what he/she looks like 9. The following eption about persons with disabilities (PWD) except;

9.

10.

11.

12.

13.

14.

15.

16.

b. Human person can live on his own without the help of others c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society d. Everybody deserves to be treated as human being no matter what he/she looks like The following are perception about persons with disabilities (PWD) except; a. PWD are people with the same right as what other people does. b. PWD’s are less productive. c. PWD’s could possibly engage into various social activities. d. PWD’s can contribute to the economic growth of the society. The following are the characteristics of the underprivileged, except? a. Uneducated b. Malnutrition and poor health c. Victims of calamity d. Lack of shelter Which of the following is not an example of I thou relationship a. A little boy helping an old woman carrying her things. b. A man who pays money in exchange of sexual gratification c. A granddaughter taking care her grandmother who is physically ill. d. The Philippine government support person with disabilities No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used the; a. Freedom of choice b. Pleasure pain principle c. Rational thinkers d. Rational animal I – You is fellow member; I it is____ a. Thing b. Object c. Either d. N ei the r The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPT a. Acceptable b. Sincerity c. Respect d. Rejection A person experiencing an event can be called a/an___ a. Subject b. Object c. Intersubject d. N ar rat or The event a character experiences or goal he or she wants to achieve, is called a/an

a. b. c. d.

Subject Object Protagonist An ni

17.

18.

19.

20.

21.

22.

23.

a. Subject b. Object c. Protagonist d. Antagonist Which of the following physical disabilities you least likely want to acquire? a. B li nd ne ss b. D ea fn ess c. P ar al yze d d. None of the above Which of the following senses becomes powerful when you are blind? a. Auditory/olfactory b. Cutaneous/visual c. Gustatory/auditory d. Extrasensory perception (ESP) Which is true among the following statements in terms of conceptual meaning? a. Conversation is similar to the meaning of authentic dialogue b. Conversation is much more than a dialogue c. Authentic dialogue is an element of “I-It” relationship d. Authentic dialogue is much more than conversation “Dialogue is an exchange in which people discover something new.” This best means? a. Dialogue helps people to discover themselves more b. Dialogue helps people to tolerate others more c. Dialogue helps people to share understanding of greater truth about life d. Dialogue helps people to conduct research Authentic dialogue includes which of the following? a. Active Listening b. E mp at hy c. Respect d. All of the above The ability to engage in an authentic dialogue is a key skill for maintaining relationships. This statement is? a. True, it builds on intersubjectivity b. True, however it is not essential to intersubjectivity c. False, it is essential to intersubjectivity d. False, it does not build on intersubjectivity Authentic dialogue is also a means of ___________ of other people. a. Accepting the differences b. Neglecting the uniqueness c. Tolerating immorality d. Complaining dissimilarities

24. Which of the following signifies authentic dialogue towards accepting other people even if they are different? a. A boy sarcastically laughs at his friend after knowing about his flaws. b. Krishna cried on her knees after learning about the pressing problems of the minorities in their community. Angie walked past the poor old man in disgust.

24. Which of the following signifies authentic dialogue towards accepting other people even if they are different? a. A boy sarcastically laughs at his friend after knowing about his flaws. b. Krishna cried on her knees after learning about the pressing problems of the minorities in their community. c. Angie walked past the poor old man in disgust. d. The manager rejected the job application of a person with disability even if he is qualified. 25. The result of authentic dialogue includes the following except? a. Unity b. D iv is io n c. Peace and order d. H arm ony 26.

DAILY LESSON LOG

School Teacher


11/12 Introduction to the Philosophy of the Human Person

School Teacher

DAILY LESSON LOG



Quarter

Day 1 I.

Day 2

11/12 Introduction to the Philosophy of the Human Person 1st

Day 3

Day 4

How Society transforms an Individual

How Society transforms an I ndividual

OBJECTIVES

A. Cont ent St andar ds B. Performance Standards

he learners understands the interplay between the individuality of human beings and thier social context. The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.

Recognize how individuals from societies and individuals are transformed by society C. Learning Competencies / Objectives Write the LC code for each

II. CONTENT III.

Human Being’s Social Dimensions

Human Being’s Social Dimensions

LEARNING RESOURCES

A. Referen ces 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages R ev ie w f ro m t he Pr ev io us Di sc us si on

T he st ud en ts di ff er en ti at e t he vi ews o f P la to , Rawls and Kant about society.

A.Rev iewi ng y ester day’ s less on or Presenting the new lesson

The students are asked to recap the lesson on social contract by defining, identifying, and differentiating its various philosophical foundations.

2mins 5mins

Video clip – man as a social being (5mins)

Students will be asked to chooose from three options (eg flags, colors,etc.) by lining up at the center of the room after which each respective group will gather.

Let students’ give their observations

B.Establishing purpose of the new lesson

-

Man’s social dimension

-

All human acts have social dimension

5mins

At the beginning of the class, preceeding the presentation of the new lesson, the teacher will set some radical classroom policies that will take effect for the duration of the session. These new and seemingly odd classroom rules will set the standard for acceptable behavior of each students, and will later be the basis for the evaluation of learning at the end of the meeting. Present different pictures of people in various cultural settings, emphasizing how cultural factors and characteristics influences human

behavior. The students, while viewing the pictures, take note of their observations. 10mins

Group Act. Picture analysis(10mins)

Group Act. 10mins

Each of the group formulated will be

At least Three to five students are selected

behavior. The students, while viewing the pictures, take note of their observations. 10mins

Group Act. Picture analysis(10mins) • •

•

C.Presenting examples/ instances of the new lesson

•

•

Group the class into four Provide each group a pictures that portrays Man as a Social Being Ask them to list down as many answers as they can come up with the given picture. (5mins) Each group to present by reading the list of their answers. 1 min per group (4mins)

Teacher to discuss the Concept Note:

Group Act. 10mins

•

Group the class into four Present a Spider Graphic Organizer and let students’ contribute a word that they think will be of use i n defining Society. 2mins Base on the words gathered within the group let them come up with their own understanding or definition of the word society 5 mins Let them Present their work(1 mins each)

•

Teacher to present and discussthe concept

• •

•

note

Man as a Social being (Use the appropriate keywords provided by the students on theGroup act Picture analysis)

CONCEPT NOTE: (10) mins

CONCEPT NOTE:5MINS Society is a group of people living in a definite territory having the government of their own, sharing same culture, interdependent and interrelated to oneanother

D.Discussing n ew concepts and practicing new skills #1 (Leads to Formative Assessment 1)

•

Aristotle – Man is a Social Animal

•

Thomas Acquinas – Man is essentially good,

•

•

Immanuel Kant– Therefore the state is committed to the protection of his dignity, by

thus Society as man’s construct is good

uncompromisingly ensuring his basic

“NO MAN IS AN ISLAND”

freedom no matter what •

John Rawls– Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override (mining at the expense of tribal : FILIPINOS:

Each of the group formulated will be instructed to sit as a unit and will be tasked to formulate a informal society of their own based on the following elements: A. Government B . N or ms a nd l aw s C. Culture

5min of preparation & a 2min presentation for each group

From the given activity, the teacher will discuss the concept of the Social Contract based from the following philosophical proponents: A. Jean Jacques Rousseau – Society is established based on the idea that man by nature is good, and thus man basically surrenders his individual will to the will of the people. B. Thomas Hobbes –individuals must surrender a part of their freedom to the state or sovereign. He calls the sovereign Leviathan. It stands on the assumption that human nature is basically selfish. C . J oh n L oc ke - H e s ta nd s o n t he assumption that human nature is not on a state of war between good and evil and the aim of government is the preservation of liberty, property, life, and well-being in general.

War against Drugs •

Plato – Society should have the virtues of Wisdom (Ruler), Courage (Soldier), and Temperance (Merchants) to attain justice.

E.Discussing new concepts and

15min

At least Three to five students are selected randomly to articulate their observations through class recitation.

5mins

The teacher discusses the concept of Total Determinism, emphasizing the importance of cultural traits and characteristics as determining factors for individual and social behaviors.

10mins

E.Discussing new concepts and practicing new skills #2


• •

Are you a Social Being? Relate the concept of Social Being to the saying “NO MAN IS AN ISLAND” (10mins)

•

•

1. Group Activity: 15MINS Ask the students thes e: List down the six important elements 1. What is the social contract? And how Ask the students the fo llowing: in defining society do you think the social contract is 1. How do you think society transform the formed? o Group of People individual human beings? 2. Differentiate the social contract of o Living in a definite Territory Jean Rousseau from that of Thomas o Has Government Hobbes. Which social contract do you think is better? o Sharing same Culture 5mins 5min o Interdependent Interrelated o Divide the class into 3 groups, and designate two elements of society per group and let them provide the importance of each.

Processing questions: Will the society exist if one element is absent? Justify your answer G. Finding practicalapplications o f c o n c ep t s a n d s k i l ls i n dailyliving

Knowledge in understanding Man as a Social Being allows you to appreciate and realize the that we need the help of the people around us even how reach or poorwe are. -

Appreciation of your own brgy which will lead to active participation in social work for the betterment of the society.

Why do I need others?

Which of the three social contract ideas do you think the philippine government/society is founded upon? Considering the current administration, to where do you trhink philippine society is headed to in terms of: A. Moral standards B. Law implementation

Let the students identify personal characteristics that they think is culturaly influenced. Let them identify further the exact cultural components responsible for these influences.

5mins

5mins

*Humanity is shared (5mins) G.Makinggeneralizations andabstractionsaboutthe lesson

H. EVALUATING LEARNING

Let students summarize the lesson “ Being a Social being, betterment of your society is both your responsible and an obligation. (5mins)

Group act: Slogan making – either Tagalog/English which will reflect Man as a Social Being (15mins) Rubric/s: Content:

The teacher asks series of questions that will draw from the students the general statement: The society, together with its system, is created based from the common interests of

The teacher asks series of questions that will draw from the students the general statement: Social behavior is directly influenced by the cultural characteristics of a given popullation /

( 5MINS)

its constituents 5mins

area. 5mins

Definition of Society (3mins)

Using a word web, the students provide the words which they think will explain the concept of social contract.

Based from the new set of classroom policies given to the students at the beginning of the session, the teacher now instructs his studentds to evaluate themselves as to what extent these set of rules have affected their individual behavior as well as their class behavior. This

Let students summarize the lesson of the definition of Society, and the imprtance of each elements: “Society should uphold the protection, equality, social justice, freedom for the welfare of its people.”

H. EVALUATING LEARNING

Group act: Slogan making – either Tagalog/English which will reflect Man as a Social Being (15mins)

( 5MINS)

its constituents 5mins

area. 5mins

Definition of Society (3mins)

Using a word web, the students provide the words which they think will explain the concept of social contract.

Based from the new set of classroom policies given to the students at the beginning of the session, the teacher now instructs his studentds to evaluate themselves as to what extent these set of rules have affected their individual behavior as well as their class behavior. This could be accomplished through any of the following: 1. Essay 2. Group discussion 3. Class recitation 10mins The students create a picture clip illustrating his/her timeline from childhood to the present, pointing out the various changes he/she experienced brought about by cultural influences.

Rubric/s: Content: Relevance:

7mins I. Assignment

List at least 2 major challenges in your brgy, and how will you be of help. And two best practices that your brgy is implementing.

Create a collage of your society through taking pictures of your community.

Write a reflection paper on the impact of society in their personal life.

Rubrics • • •

Creativity Relevance Beauty and Neatness

F. EVALUATION

IV. A. No.oflearnerswhoearned80%onthe formative assessment


School

Grade Level

Teacher

Learning Area


Quarter

Grade 12 Introduction to the Philosophy of the Human Person Second


School

Grade Level

Teacher

Learning Area


Quarter

Monday

Tuesday

Wednesday

Grade 12 Introduction to the Philosophy of the Human Person Second

Thursday

I. OBJECTIVES

The learner understands the interplay between the individuality of human beings and their social contexts


B. PerformanceStandards C. Learning Competencies/ Objectives Write the LC code for each

The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts

Compare different forms of societies and individualities (e.g. Agrarian, Industrial and virtual)

Compare different forms of societies andindividualities (e.g. Agrarian, Industrial and virtual)

Explain how human relations are transformed by Social System

Explain how human relations are transformed by Social System

PPT11/12 – Iig -7.2 The Human Person i n Society

PPT11/12 – Iig-7.2 The Human Person in Society

PPT11/12 – Iig – 7.3 The Human Person i n Society

PPT11/12 – Iig– 7.3 The Human Person in Society

- Forms of Societies

- Types of Individuals in the Society

- Definition of Social System

- How Social System transformed human Relations

II. CONTENT


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

School quipper.com

School quipper.com

School quipper.com

School quipper.com

IV. PROCEDURES


Review the previous lesson




5 minutes



5 minutes

5 minutes

Ask these questions : 1. Where do youlive? 2 . How can you describe the place?

Ask this question Imagine the people living in your community, What can you say about them?

Ask this question

2 minutes

2 minutes

2 minutes

2 minutes

Picture Analysis

Rearrange the jumbled letters to form a word related to types of individuals in the society. 1. E P R U P 2. L E M D DI 3. N G I K W R O 4. W E R L O

Sentence Completion

Think Pair and Share Choose a partner and complete the table

5 minutes

3 minutes

Discuss the formsof Individualities in the Societies using power point presentations

Discuss the definition of Social Systemusing power point presentation.

Lower Class-experiences poverty, homelessness and unemployment Working Class- constitute blue collared workers Middle Class- consist of white collared workers. Upper Class-consist of individual born into aristocratic families

Social System– an organization Religion of individuals into groups or Political Affiliation structure that have different Culture functions, characteristic origin or status 20 minutes 20 minutes

Show pictures of Urban and Rural settings. What can you say about the pictures? Can you relate your present living condition to the pictures? Why?

What do you observe in the community/society where you are living in?

Social System is ……

5 minutes

D. Discussing newconcepts and practicing new skills #1

5 minutes

Discuss the Forms of Societies using power point presentations Agri cul tur al- it focuses on the production of crops and raising of animals Industrial- it introduce fuel driven machinery in goods production. Virtual- technology is used in every aspect of life and work. 25minutes

Ask the students if they belong to a particular organization? If yes what type of organization? Please describe.

Individual’s Societal behaviour norm 1. 2. 3 5 minutes Conduct a Role Playing about different type of Social System for example:

20 minutes

E. Discussing newconcepts and practicing new skills #2

Showexamples of pictures that depict social system 5 minutes

From your observation what are the Positive and Negative Impact of Social System to themselves as a member of the organization? 5 minutes


Concept map: words associated with the terms Agrarian, Industrial, Virtual Societies

10 minutes

Charade Each group will portray the highlight of each type of individuals in the societies and the other group will guess the correct answer

Making a collage that makes up a social system 10 minutes

Make a sketch showing the impact of social system to human relations. For example: Religion Political affiliation Culture

10 minutes 5 minutes



Given the chance to choose which form of society would you like to live why? 3 minutes

Which type of individuals you and your family belong? Why?

Ask the students to share what they have learned from the lesson

Ask the studentsto make a creative Graphic Organizer containing what they have learned from the lesson

5 minutes

3 minutes

5 minutes

I.

Evaluating learning

J. Additional activities for application or remediation 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

Short Essay Comparing the Forms of Societies

Conducting a Graded Recitation

5 minutes

10 minutes

Is it possible for a nation not to have all types of societies and individuals within the social systems?Why? Why not? 5 minutes Sharing of what the students have learned from the discussed lesson

Is being a part of social group develops your human relation? How?

5 minutes Provide a 5 multiple choice questions.

5 minutes Write a short reflection on how social system transforms human relations

3 minutes Make a summary on how human relations are transformed by social system

10 minutes

5 minutes

require remediation E. Which of my teachingstrategies 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?

School Teacher

DAILY LESSON LOG


Teaching Dates and Time Day 1 I.

Quarter Day 2

11/12 Introduction to the Philosophy of the Human Person 1st

Day 3

OBJECTIVES

A. Cont ent St anda rds B. Performance Standards

he learners understands the interplay between the individuality of human beings and thier social context. The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.

Evaluate the transformation of human relationships by social systems and how societies transform individual human beings. C. Learning Competencies / Objectives Write the LC code for each

PPT 11/12-IIh-7.4 II. CONTENT III.

The Human Person in Society

LEARNING RESOURCES

A. Referen ces 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages

4. Other Learning Resource/s

Intro. To the Philosophy o f a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J https://www.youtube.com/watch?v=PrycxGlucSs

A.Rev iewi ng y ester day’ s less on or Presenting the new lesson

B.Establishing purpose of the new lesson


Relevant Short Video Clip presenting how society/community may influence an individual (e.g. https://www.youtube.com/watch?v=Prycx GlucSs – A Bridge Story) •

Describe the character of the rabbit prior to the accident it

Day 4


D.Discussing new concepts and practicing new skills #1

Relevant Short Video Clip presenting how society/community may influence an individual (e.g. https://www.youtube.com/watch?v=Prycx GlucSs – A Bridge Story) Describe the character of the rabbit prior to the accident it encountered. • What factor/s do you think may have changed the character of the rabbit? Critique of Common Filipino beliefs and •

practices like folklores, superstitions, et al)

(Leads to Formative Assessment 1)

Tracing back the geneaology of these E.Discussing new concepts and practicing new skills #2

beliefs and practices. •

How do you think all these beliefs and practices began?


How do you relate these Filipino beliefs and practices on Karl Marx’s contention on the Dynamics of Social Change? “As man transforms nature, nature in return transforms man…”

G. Finding practicalapplications o f c o nc ep t s a n d s k i l ls i n dailyliving

If you are given the power to change any of these Filipino beliefs and practices, which would you change? Why?

H.

Deepening of the dynamic acpect of social change.

M ak i ng g e ne r al i za ti o n s a n d abstractionsaboutthe lesson

I. EVALUATING LEARNING

Reflective Essay: Make a reflection paper on Mahatma Gandhi’s Quote: “Be the Change you wish to see in the world.”

Summative Test

Answer the following: (5 points each) 1. Define the following forms of Societies:

a. Agricultural b. Industrial c. Virtual 2. Differentiate forms of individualities in society (lower class, working class, middle class and upper class).

Role Playing Presentation of the students (by group) of tasks/situation indicated in the table (assignment). Their performance will be graded through the help of a rubric.

a. Agricultural b. Industrial c. Virtual 2. Differentiate forms of individualities in society (lower class, working class, middle class and upper class). J. Additional activities for application or remediation

Filling in a Table(Group activity) •

•

The students will fill in a table that evaluate the transformation of Human relationship by Social System and vice versa. The students will present the given tasks in the following day through Role Playing. • •

V. REMARKS

•

• •

This task is set for 2 days First 30 minutes of the time wil be spent for the rehearsal First group will present on Day 3 and the remaining 3 groups will present of Day 4. Processing and generalization follows Rubric for Role Play will be used to gauge presentations.

VI. REFLECTION

A. B. C.

D. E. F.

G.

No. of learners who earned80%in the evaluation No. of learners who require additional activities for remediation Did the remedial lessons 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 difficultiesdid 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?

INFOMERCIAL RUBRICS Objectives

0 Points

3 Points

6 Points

10 Points

PLANNING & PRODUCTION

LEARNERS DID NOT PLAN MOVIE. USED WORK DONE BY OTHERS.

MOVIE DONE WITH LITTLE PLANNING OR THOUGHT. PROJECT DIRECTIONS NOT

MOVIE WAS DONE WITH SOME PLANNING AND THOUGHT, BUT COULD HAVE BEEN

MOVIE WAS WELL PLANNED AND BEING THOUGHT.

Earned Points

INFOMERCIAL RUBRICS Objectives

0 Points

3 Points

6 Points

10 Points

PLANNING & PRODUCTION

LEARNERS DID NOT PLAN MOVIE. USED WORK DONE BY OTHERS.

MOVIE DONE WITH LITTLE PLANNING OR THOUGHT. PROJECT DIRECTIONS NOT FOLLOWED

MOVIE WAS DONE WITH SOME PLANNING AND THOUGHT, BUT COULD HAVE BEEN BETTER

MOVIE WAS WELL PLANNED AND BEING THOUGHT.

THE MOVIE INCLUDES MINIMAL INFO ABOUT 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1& 2 TO A. HUMANS B. COMMUNITY C. SOCIETY

THE MOVIE INCLUDES DESCRIPTIONS ABOUT THE ACTIVITIES DONE 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1 & 2 TO A. HUMANS B. COMMUNITY C. SOCIETY

THE MOVIE INCLUDES DETAILED INFORMATION ABOUT THE DESCRIPTIONS IN THE ACTIVITIES DONE. 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1& 2 TO A. HUMANS B. COMMUNITY C. SOCIETY

CONTENT/MESSAGE

THERE IS LITTLE INFO ABOUT THE MOVIE

MUSIC, TRANSITION, TITLES & EFFECTS

NOT EVIDENT OR MINIMAL USE

SEVERAL PRESENT BUT USED POORLY

MANY TRANSITIONS, TITLES, AND EFFECTS WERE USED. MOST WERE CORRECT AND EFFECTIVE.

MANY TRANSITIONS, ETC. WERE USED AND THEY WORKED WELL AND WERE EFFECTIVE.

P RE SE NTA TI ON

T HE RE WA S N O M OV IE OR MOVIE DID NOT WORK

MOVIES WERE JUST A SERIES OF CLIPS JOINED TOGETHER. NO PURPOSE

WITH A BIT MORE EDITING AND BETTER CLIP SELECTION, USE OF TRANSITION, ETC. MOVIE WOULD BE EXCELLENT.

MOVIE MOVES NICELY, THEME IS IDENTIFIED, AUDIENCE ENJOYED.

ASSESSMENT SUGGESTIONS

Earned Points


Role Play Rubric

Student: Levels of Quality

Criteria Participation in Preparation and Presentation

Presentation of Character

Achievement of Purpose

Use of Non-Verbal Cues (voice, gestures, eye contact, props, costumes) Imagination and Creativity

4 Excellent Always willing and focused during group work and presentation.

3 Proficient Usually willing and focused during group work and presentation.

2 Adequate Sometimes willing and focused during group work and presentation.

1 Limited Rarely willing and focused during group work and presentation.

Convincing communication of character’s feelings, situation and motives. Purpose is clearly established and effectively sustained. Impressive variety of non-verbal cues are used in an exemplary way.

Competent communication of character’s feelings, situations and motives. Purpose is clearly established and generally sustained. Good variety of non-verbal cues are used in a competent way.

Adequate communication of character’s feelings, situation and motives. Purpose is established but may not be sustained. Satisfactory variety of non-verbal cues used in an acceptable way.

Limited communication of character’s feelings, situation and motives. Purpose is vaguely established and may not be sustained. Limited variety of non-verbal cues are used in a developing way.

Choices demonstrate insight and powerfully

Choices demonstrate thoughtfulness and completely

Choices demonstrate awareness and developing

Choices demonstrate little awareness and do little to enhance


Writing Rubric

Student:

Levels of Quality Criteria Content

Organization

Achievement of Purpose

Use of Language (diction, sentences)

4 Excellent Engaging and insightful presentation of thoughts and supporting details.

3 Proficient Clear and thoughtful presentation of thoughts and supporting details.

2 Adequate Straightforward and developing presentation of thoughts and supporting details.

1 Limited Simplistic and emerging presentation of thoughts and supporting details.

Introduction, detail, arrangement, transitions, conclusion and coherence are superior. Purpose is clearly established and effectively sustained. Precise and sophisticated vocabulary used. Sentences vary in pattern and length.

Introduction, detail arrangement, transitions, conclusions and coherence are very good. Purpose is clearly established and generally sustained. Carefully chosen and complex vocabulary is used. Sentences often vary in

Introduction, detail arrangement, transitions, conclusion and coherence are satisfactory. Purpose is established but may not be sustained. Generally precise and straightforward vocabulary is used. Sentences

Introduction, detail arrangement, transitions, conclusion and coherence are limited. Purpose is vaguely established and may not be sustained. Vague, imprecise or inappropriate vocabulary is used. Mainly simple sentences,


Representation Rubric

Student:

Levels of Quality 4 Excellent Comprehensive information and specific, relevant details.

3 Proficient Substantial information and carefully chosen, relevant details.

2 Adequate General information and simplistic, underdeveloped details.

1 Limited Unclear information and irrelevant or unsupported details.

Format

Correct format is always followed and organization is exemplary.

Correct format is usually followed and organization is competent.

Correct format is seldom followed and organization is emerging.

Techniques

Exemplary range of techniques used to create a powerful image clearly suitable for target audience.

Competent range of techniques used to create an interesting image suitable for target audience.

Graphics

Creative graphics contribute to an engaging representation.

Clear graphics contribute to a thoughtful representation.

Correct format is sometimes followed and organization is developing. Developing range of techniques used to create an adequate image moderately suitable for target audience. Simple graphics contribute to a developing representation.

Criteria Details and Information

Emerging range of techniques used to create an image which minimally appeals to or is not suitable for target audience. Limited graphics contribute to a novice representation.


Newspaper Rubric

Student:

Levels of Quality 4 Excellent Perceptive ideas with specific and relevant support.

3 Proficient Thoughtful ideas with carefully chosen and appropriate support.

2 Adequate Conventional ideas with general and simplistic support.

1 Limited Superficial ideas with irrelevant support.

Layout of Newspapers

Skillful organization contributes to a powerfully realistic project.

Well structured organization contributes to a realistic project.

Simplistic organization contributes to a moderately realistic project.

Faltering or unclear organization contributes to an unrealistic project.

Relation of Newspaper to the Major Event

Project demonstrates exemplary relation to major event.

Project demonstrates competent relation to major event.

Project demonstrates developing relation to major event.

Project demonstrates emerging relation to major event.

Creativity and Imagination

Choices demonstrate insight and powerfully enhance project.

Choices demonstrate thoughtfulness and competently enhance project.

Choices demonstrate developing awareness and acceptability

Choices demonstrate little awareness and do little to enhance project.

Criteria Content of Newspapers


Self-Evaluation Rating Scale Name 1.

I helped the group review its task.

2.

Task

always

often

sometimes

rarely

I contributed relevant ideas.

always

often

sometimes

rarely

3.

I stayed on topic.

always

often

sometimes

rarely

4.

I listened carefully to other group members’ ideas.

always

often

sometimes

rarely

5.

I was open-minded about different interpretations.

always

often

sometimes

rarely

6.

I encouraged participation from all all group members.

always

often

sometimes

rarely

7.

I shared materials with my group.

always

often

sometimes

rarely

8.

I helped the group stay on task.

always

often

sometimes

rarely

9.

I contributed to questions asked of the group.

always

often

sometimes

rarely

10. I did my share of the work to complete the task.

always

often

sometimes

rarely

11. I used my strengths to enhance the task.

always

often

sometimes

rarely


Group Work Rating Scale My name

TASK

1. We clearly understood the task.

always

often

sometimes

rarely

2. We shared ideas openly.

always

often

sometimes

rarely

3. We listened respectfully to each other’s ideas.

always

often

sometimes

rarely

4. We encouraged each other.

always

often

sometimes

rarely

5. We were motivated to do our best.

always

often

sometimes

rarely

6. We divided the workload fairly.

always

often

sometimes

rarely

7. We were on task during class preparation time.

always

often

sometimes

rarely

8. We worked out differences of of opinion in an appropriate manner.

always

often

sometimes

rarely

9. We learned something meaningful during this task.

always

often

sometimes

rarely

always

often

sometimes

rarely

10. We are proud of the outcome of this task.

Evaluate each member of of your group honestly based based on the following criteria:

− − − − − − − −

EFFORT (motivated to do well at task) COOPERATION (shared workload, accepted suggestions) ON TASK (stayed focused without reminders) SUPPORTIVE (helped and encouraged other group members)

Rubric for the Friendly Letter Score

Layout/ Design

Information, style, audience, tone

Accurate Parts of the Friendly Letter

1

2

3

Letter is unattractive or

Letter appears busy or

The letter is eye-catching

inappropriate. Text is

boring. Text may be

and attractive. Text is easy

difficult to read. It does not difficult to read. May have

to read. Grammar, style,

have proper grammar or

some grammar and or

and punctuation is

punctuation for a friendly

punctuation that indicates it indicative of a friendly

letter.

is a friendly letter.

Information is poorly

Some information is

written, inaccurate, or

provided, but is limited or

incomplete.

inaccurate. Most friendly letter

Improper form is used.

elements out of place or missing.

Grammar, Punctuation, Grammar, punctuation, and Information mislabled or and choice of words for choice of words poor for a missing. Inaccurate friendly letter. punctuation or grammar. the friendly letter

letter.

4

The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent for a friendly letter. Information is accurate and

Information is well written complete, is creatively and interesting to read.

written, and is cleverly presented.

Some friendly letter

Letter is complete with all

elements may be missing.

required elements.

Style, purpose, audience, grammar, and punctuation all fair and indicative of a friendly letter.

Excellent job on presentation, style, grammar, and punctuation.

Writing and Presenting a Dialogue Rubric

purpose

the dialogue rarely

the dialogue

the dialogue interprets

the dialogue

reveals the thoughts,

occasionally reveals

the thoughts, feelings,

elaborates the

feelings, and context

the thoughts, feelings,

and context of the

thoughts, feelings,

of the characters

and context of the

characters

and context of the

characters content

the central idea of the




dialogue may be

dialogue is clear but

dialogue is clear,

dialogue is focused,

unclear, simplistic, or

conventional

thoughtful, and

insightful, and richly

developed

detailed

incoherent language

characters effectively

language and

language and

language and

language and

vocabulary are

vocabulary are

vocabulary are

vocabulary

inappropriate or

occasionally

appropriate to the

appropriate to the

misused

inappropriate or

characters

characters are used

misused punctuation

effectively

punctuation is rarely

punctuation is

punctuation is used

punctuation is used

used correctly

occasionally used

correctly

effectively

Speech Rubric SKILLS

Topic

Research Analysis

Organization

Language

Stylistic Devices

LEVEL 4

Appropriately focused topic with a clearly communicated understanding of the purpose for the speech Clear and convincing command of facts and information with insightful explanations that help to illustrate the speaker’s ideas and arguments Clearly and logically organized speech with an engaging introduction, a logically sequenced body with appropriate transitions, and a clear and convincing conclusion Uses sophisticated and varied language that is suited to the topic and audience; word choice is concise, original, and effectively conveys the appropriate tone given the purpose of the speech Skillful use of various stylistic devices (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) greatly enhance the effectiveness of the speech

A combination of appropriate and effective eye contact, clarity and projection of voice, tone and Delivery pace, and gestures significantly enhance the speaker’s words Speaker remains enthusiastic, Overall audience attention is maintained, Effectiveness and the purpose of the speech is achieved

LEVEL 3

Focused topic with partially demonstrated understanding of the purpose for the speech Clear use of facts and information with partially developed explanations in support of the speaker’s ideas or arguments Clear attempt at organization with a beginning, middle, and end and an attempt to use transitions

Uses appropriate language and word choice, but with less sophistication, expressiveness and/or originality

Effective use of at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) enhances the effectiveness of the speech

LEVEL 2

Somewhat focused topic or a vague sense of the purpose for the speech, which require the audience to make assumptions Partially clear use of facts and information with limited or incomplete explanations to support the speaker’s ideas or arguments Some inconsistencies in organization and/or a lack of sustained focus throughout the speech with inconsistently use transitions Use words that may be unsuited to the topic, audience or purpose of the speech; word choice lacks originality and fails to convey an appropriate tone for the speech

An attempt to use at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) but it does not enhance the effectiveness of the speech A combination of appropriate eye Inconsistent use of eye contact, contact, clarity and projection of clarity and projection of voice, voice, tone and pace, and gestures tone and pace, and/or gestures are used but without the interrupt the flow of the speech smoothness of level four Speaker shows some enthusiasm, Speaker shows limited the audience remains mostly enthusiasm, audience interest is interested, and the purpose of the not sustained, and the purpose of speech is achieved the speech is only partially achieved

LEVEL 1

A lack of focus or confused purpose, which result in confusion on the part of the audience Confusing or incomplete facts with little and/or confusing explanations as to how the facts support the speakers ideas or arguments A lack of organization makes it difficult to follow the speaker’s ideas; speech may be too conversational and may ramble without a clear beginning, middle, or end Inappropriate use of language distracts the audience because it is too informal or too imprecise given the topic and purpose of the speech

No attempt to use stylistic devices to enhance the meaning of the speech

Lack of eye contact, clarity and projection of voice, tone and pace, and/or appropriate gestures make the speech difficult to follow Speaker lacks enthusiasm, the audience shows a lack of interest, and the purpose of the speech is not achieved

Diary Book Rubric 2

1

Well-chosen ideas blend information smoothly into diary entry. Details are clear, accurate, and interesting

4

Ideas blend information into the diary entry. Details are mostly clear, accurate, and interesting.

Information is hard to find or roughly blended into diary entry. Some details may be vague, inaccurate, or generally known.

Entries don’t contain any new information or are not consistent with the genre. Details are vague or inaccurate.

Organization

Each entry has a logical sense to its organization: a good beginning and a fitting conclusion. Lists made sense and stories used transitions to show order.

The entries mostly made sense. In some places order seemed random or unclear, but for the most part a reader could follow the ideas.

One or two beginnings and/or conclusions are abrupt or uninteresting. In some places a reader wonders why the ideas are in a certain order.

The beginnings are uninteresting or confusing. The conclusions are too abrupt. The order of ideas doesn’t make sense or are hard to follow.

Voice

The narrator’s voice is personal, fun, and engaging. It fits the diary genre.

The voice of the narrator works. In some places it is stronger than in others.

The voice is hard to hear. It is very uneven or doesn’t fit with the story or characters.

The voice is nonexistent or totally inappropriate.

Word Choice

Word choice is especially effective, precise, and very fitting for the genre and the

Most of the word choices are effective. In a few places they are vague or not a

Most of the words are common, vague, or not a good fit for the genre or the

Some of the word choices are distracting or unclear so that they detract from

Ideas

3

.

Story Telling Rubric CATEGORY

Knows the Story

Audience Contact

A

B

C

The storyteller knows The storyteller knows The storyteller knows

The storyteller could

the story well and has the story pretty well

some of the story, but

not tell the story

obviously practiced

and has practiced

did not appear to have without using notes.

telling the story

telling the story once

practiced. May need

several times. There is or twice. May need

notes 3-4 times, and

no need for notes and notes once or twice,

the speaker appears

the speaker speaks

but the speaker is

ill-at-ease.

with confidence.

relatively confident.

Storyteller looks at

Storyteller looks at

and tells the story to

and tells the story to a tells the story to 1-2

look at or try to involve

all members of the

few people in the

people in the

the audience.

audience.

audience.

audience.

Storyteller looks at and Storyteller does not

Always speaks loudly, Usually speaks loudly, Usually speaks loudly

Voice

D

Speaks too softly or

slowly and clearly. Is

slowly and clearly. Is

and clearly. Speaks so mumbles. The

easily understood by

easily understood by

fast sometimes that

all audience members all audience members audience has trouble all the time

almost all the time.

understanding.

audience often has trouble understanding.

expressed and

and appropriate.

appropriate.

figure out. More detail or better transitions are needed.

Duration

The storytelling lasts



The story is less 100

7-10 minutes.

4-7 minutes.

100 seconds to 4

seconds.

minutes.

Listens to Others

Always listens

Usually listens

Usually listens to other Does not listen

attentively to other

attentively to other

storytellers, but

attentively. Tries to

storytellers. Is polite

storytellers. Rarely

sometimes appears

distract the

and does not appear

appears bored and

bored. Might once or

storytellers, makes fun

bored or make

never makes

twice accidentally make of them, or does other

distracting gestures or distracting gestures or a gesture or sound that things instead of sounds.

sounds.

is distracting.

listening.

Rubric for Reader’s Theatre

Grade 5 – 8 Grade 1 - 4 Vocal/Verbal Expression

1 Difficulty Difficult y  

Little verbal or vocal use. Expression monotone or difficult to hear.

2 Progressing 



Effect on Audience



Audience is confused.



Focus



Performance inconsistent.



Enunciation



Words are not clearly enunciated. Presentation is incomprehensible Voice is inaudible.





Volume



Preparedness



Students have not practiced and/or planned presentation thoroughly. thoroughly.

 



Occasionally demonstrates variety in one or two of the criteria. Expression is mostly understandable.

3 Meeting 



Demonstrates variety in volume, tone, pitch and voice quality. Expression is interesting and understandable.

4 Surpassing 





Audience clearly enjoys performance.



Performance mostly consistent and relatively smooth. Some words are clearly enunciated. Some of the presentation is comprehensible. Volume is too low.



Flashes of spontaneity and style enliven solid performance. Most words are clearly enunciated. Most of the presentation is comprehensible. Volume is adequate.



Students have practiced and a general outline with some details are in place.



Audience follows performance politely.

  



Students have practiced and the outline is clear and ordered. Most details are planned ahead.

  

 

Mark

Demonstrates variety in volume, tone, pitch and voice quality appropriate to character. Expression enhances character/ situation. Audience is deeply engaged, eager to follow performance and responds enthusiastically. Performance is alive and explores the bounds of form. All words are clearly enunciated. Presentation is easily understood. Volume projects projects well. All audience members can easily hear the presentation. Students are well prepared. It is obvious from the polish and ease of the performance that much practice and planning has taken place.

Total COMMENTS:

Conten Con tent: t: 7. The Human Human Person Person in Socie Society ty TOPIC TOPICS S :

7.1 - Defini Definiti tion on of Societ Society y - Idea of Social Social Contract Contract SECOND QUATERLY EXAMINATION

I. Multiple Choice: Encircle the letter of the correct answer answer 1. According to his social contract society society is born based on the idea that man is by nature and therefore ‘selfish” A. Kant

B. Hobbes

C. Locke

D. Rousseau

2. This version of social contract is founded on the idea than man surrenders his individuals will to the general will believe that man by nature nature is good A. Kant B. Hobbes C. Locke D. Rousseau 3. This social philosopher Postulated that man is ultimately a product of cultural construct and is therefore molded by his cultural environment A. Kant

B. Hobbes

C. Locke

D. Rousseau

4. An Element of society that refers the location where people reside A. People

B. Government

C. Culture

D. Territory

5. An element of society that refers to the idea that all people within the society and like member of the family A. People

B. Government

C. Culture

D. Interrelated

6. An Element of society which could relate to the saying that “no man is an island because we need each other in order to survive A. A. People

B. Interdependence Interdependence

C. Culture

D. Interrelated

TOPICS: 7. 2

- Forms of Societies - Types of Individuals in the Society

7.3 - Social System - How Human Relations are transformed by Social System II. Multiple Choice: Encircle the letter of the correct answer 1. This type of society focuses on the production of crops and rising of farm animals A. Industrial

B. Virtual

C. Agricultural

D. None of these

2. What type of society where factories are seen as the center of work? A. Virtual

B. Industrial

C. Agricultural

D. None of these

3. This type of individual in the society constitutes blue-collared workers A. Middle Class B. Lower Class C. Working Class

D. Upper Class

4. Which of these does not describe social system? A. It composes of individuals formed into groups with common religion and culture B. It comprises of individuals and institutions interacting within the same structure C. All types of individuals and social models co-exist and interact within the social system D. Its culture is developed through simultaneous social interaction 5. It refers to the beliefs, customs, arts etc. of a particular society, group, place or time A. Religion

B. Politics

C. Culture

D. None of these

6. This refers to a society that focuses on producing and selling information A. Modern Industrial

B. Post Industrial

C. Both A and B

7. A collection of individual shaped by social relations and interactions

D. Neither A nor B.




Day 1

Quarter

Day 2

Day 3

11/12 Introduction to the Philosophy of the Human Person

2nd

Day 4

I. OBJECTIVES


The learner understands human beings as oriented towards their impending death The learner writes a ph ilosophical reflection on the meaning of his/her own life


C. Learning Competencies / Objectives

II. CONTENT

At the end of the session, learners are expected to:

At the end of the session, learners are expected to:

At the end of the session, learners are expected to recognize the meaning of his/her own life PPT11/12-IIh-8.1

Human persons as oriented towards their impending death




Philosophizing and being Human pp. 129 – 145

Compilations: Compiled Notes on Philosophy of the Human Person IV. PROCEDURES


Have a recap of what was discussed during the previous session.

B.

Survey Says! Group the students into 2. *Ask the students to enumerate the inevitable things or events in human life that we must all face. *Discuss the reality of death thru which we may value life in itself. Incorporate the discussion in a game.


•




•

How do you view death? What are your experiences/feelings about the death of your loved ones?

Why do people fear death?

Is it death that we really fear or the separation from the beloved?

Picture Perfect *Group the class into 5 each and distribute a magazine page or picture broken into pieces. *Ask them to fix it to be able to see the whole image. *Elicit discussion if they will be able to decipher or appreciate the whole picture if one looks at a broken part alone or if the image is whole. *Likewise, if life is seen with the end in mind or in its wholeness, will you be able to recognize its meaning? *What is it? Elaborate: ‘A part of life does not determine the whole.’ Life is an unending possibility. What are the meaning have you derived from it?

What is the meaning would you make out of it? F. Developing mastery (Leads to Formative Assessment 3)





Knowing the inevitability of death, what meaning can/will you embed to your life? How would you like to be remembered in life? *Rich *Kind *Generous *Loving *Etc. Form a group of four members and ask them to share their thoughts on: “What is the purpose of your life?” The meaning of life depends on how you live your life.

Is death absence of life? Why or Why not?

In what way have you derived meaning out of life? What are the concrete actions will you do to make life meaningful?

Although we will all die ultimately, life doesn’t mean despair.

How do you appreciate life?

V. R E M A R K S




Prepared by:

Checked by:




Session 1

Quarter

Session 2

11/12

Introduction to the Philosophy of the Human Person 1st/2nd

Session 3

Session 4

I. OBJECTIVES

A. Content Standards B. Performance Standards

The learner understands human beings as oriented towards their impending death The learner writes a philosophical reflection on the meaning of his/her own life

C. Learning Competencies / Objectives

II. CONTENT

At the end of the session, learners are expected to enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life PPT11/12-IIi-8.2

At the end of the session, learners are expected to explain the meaning of life (where will all these lead to) PPT11/12-IIi-8.3

At the end of the session, learners are expected to reflect on the meaning of his/her own life. PPT11/12-IIi-8.4 Written Work

Human persons as oriented towards their impending death




Philosophizing and being Human pp. 129 – 145 Compilations: Compiled Notes on Philosophy of the Human Person

Performance Task

IV. PROCEDURES


Ask one from the class to give the class a review of the previous lesson.

B.

Guide the students towards what he/she really wants to achieve and to define the projects he/she really wants to do in his/her life. Ask students to name a person who did something that is noble before his or her death.



Remind the students of their different objectives in life, then direct them to understanding of the meaning of life. Develop a deepened understanding of the meaning of human life.

So far, at your age, what do you think is the meaning of life?


Explain: “Human may choose to live an authentic human existence by the exercise of his freedom.“

Discuss: “Being aware of his impending death, it may free him from the swirl of distractions, the crowd existence, and begin to live an authentic human life.” Heidegger

E. Discussing new concepts

What “possibilities” would you like to accomplish before experiencing death?

The consciousness of our finitude and temporality leads us to the appreciation and dedication of life.

Choose three (3) from words below that best describe your future. Write your choices in your notebook. Explain your answer.

What is your personal definition of life?

and practicing new skills #2

Sum up the previous lessons about life and death.

Ask the students how they like to choose to live an authentic human existence by the exercise of their freedom. Cite a person who chose to live his/her live for the service of others. Death enables us to express our most profound freedom.



Where do you wish to lead your life?

With all the learnings from the Introduction to the Philosophy of the Human Person

List 5 most important things that you want to accomplish in life.

“An unexamined life is not worth living.” -Socrates

a. Success b. Fortune or Money c. Fame d. Power e. Recognition f. Happiness g. Meaning or Purpose h. Sickness i. Contentment j. Faith k. Love l. Death The kind of life we’ll live is H. Making generalizations the life we intend to live and and abstractions about the we live. lesson


To which do you wish to dedicate your life?

“Our lives can only be ours once we lose these for the sake of others.”

Death is not just the absence of life but the appreciation of life.

How does one live a meaningful life in the reality of impending death?

Ask the students to make a reflection about their life towards their impending death. “How would you like to put meaning to your life knowing your impending death?”

Learners are tasked to reflect on the meaning of his/her own life by answering the question: “Who are you?”


V. R E M A R K S


A. No. of learners who earned 80% on the formative assessment


Introduction to the Philosophy of the Human Person Pambungad Sa Pilosopiya Ng Tao DLP

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