INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON CONTENT LESSON NAME CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
Human Persons are Oriented Toward Their Impending Death The Meaning of Life 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. 8.3. Explain the meaning of life (where will all these lead to) 8.4. Reflect on the meaning of his/her own life. 1. Read, understand, and explain the meaning of life through the selections of Arthur Schopenhauer, Martin Heidegger, and Jean-Paul Sartre 2. Create and reflect the meaning of life through vision and mission statements 180 minutes
LESSON OUTLINE: During the lesson, the learners will: 1. Introduction: Review of the previous lesson. 2. Motivation: Fill Me/Posing a Question/Interactive Work (Video Presentation on 3. Instruction/Delivery: Lecture/Question-Discussion Lecture/Question-Discussion 4. Practice: Formative assessment and Drafting epitaph 5. Enrichment: Small group sharing and reflecting 6. Evaluation: Performance Task
MATERIALS RESOURCES PROCEDURE INTRODUCTION Review of the previous lesson. MOTIVATION Option 1: Finish these phrases and share your thoughts to the class: I find life as ___________________ _____________________________ ___________________ ______________ _____ My goal is to ____________________ ____________________________ ___________________ ______________ ___
MEETING THE LEARNER’S NEEDS
Teachers’ Tip:
Death is _____________________________________________ Option 2: How do you describe your life now? Option 3: Video Presentation on Extra-Judicial Killings INSTRUCTION/DELIVERY A. Lecture/Question-Discussion Arthur Schopenhauer The essay of Schopenhaur begins with the predicament of all the self with its struggles and its destiny: What am I? What shall I do with my life? We have to be responsible for our own existence. Each of us knows that he is a unique person, but few have the energy, courage, or insight to throw off the husks of convention and achieve a sincere realization of their potentialities, and no one can do that for us. However, unless we do “become ourselves,” life is meaningless.
Teacher’s Tip The teacher will pose questions using Guided Generalization for Understanding.
Martin Heidegger In Heidegger’s analysis, human existence is exhibited in care. Care is understood in terms of finite temporality, which reaches with death. Death is a possibility that happens; all possibilities are evaluated in this light, when one lives with a resoluteness, which brings unity and who leness to the scattered self. Eternity does not enter the picture, for wholeness is attainable within humanity’s finite temporality.
Arthur Schopenhauer 1. What is the main idea of the passage?
Martin Heidegger
Jean-Paul Sartre
1. What is the main idea of the passage?
1. What is the main idea of the passage?
2. Give supporting details
2. Give supporting details
2. Give supporting details
3. Explain the supporting details
3. Explain the supporting details
3. Explain the supporting details
Jean-Paul Sartre The person, first of all exists, encounters himself, surges up in the world, and defines himself afterward. The person is nothing else but that what he makes of himself. The person is provided with a supreme opportunity to give meaning to one’s life. In the course of giving meaning to one’s life, one fills the world with meaning.
HIGHEST ENABLING STRATEGY AND TEACHING STRATEGY PRACTICE Option 1: Formative Assessment (Essay)(Holistic Rubric) Option 2: The students shall complete the phrase as their own epitaph: In loving memory of (Name) : a _________________. In loving memory of Juan dela Cruz: a responsible husband and loving father .
Similarities of the three contexts Summary (where will all these lead to)
ENRICHMENT Option 1: Small group sharing on one’s epitaph. Option 2: Reflect the epitaph in real life EVALUATION Final Performance Task of the Course: We are about to finish the course and is now ready to live a more meaningful life. As a mature individual, create your own vision and mission statements that specify how you are going to live the rest of your life until death. Write the one-paragraph vision and mission statements in separate ¼ illustration boards. You can design the board according to how you project your life in the future. Your output should be comprehensive, realistic, and attractive.
Rubric for Final Output:
Criteria
Unacceptable (0)
Not Yet Meets Expectations (1 point) Statements are vague – do not provide a clear vision or mission for what student wants to accomplish.
Minimally Meets Expectations (2 points) Statements have features that lack desired accomplishment.
Fully Meets Expectations (3 points) Statements are clear and concise considering the previous lesson tackled in the course, thus stating what student wants to accomplish.
Exceeds Expectations (4 points) Statements are not only clear and concise but in depth insight to the extent that the content 1 -7 are applied ,thus stating what student wants to accomplish
Comprehensiveness (50%)
No statements included.
Realistic (30%)
The student’s vision and mission statements are not realistic and practical and do not seem well thought out.
Some of the elements are not realistic in nature.
The student’s vision and mission statements are decently realistic but difficult to achieve.
The student’s vision and mission statements are realistic in that they seem lofty but achievable.
Unfinished product.
Messy, difficult to read. No graphics included. Spelling/grammar errors interfere with reader’s understanding of the text.
Somewhat messy. Has graphics that do not match the statements. Very little effort put into creating a neat product.
Vibrant and easy to read and understand. Graphics creatively enhance the key features of the statements.
The student’s vision and mission statements are not only realistic but unique in the sense that it is not common to the life of others but achievable. Vibrant, creative, easy to read and understand. Graphics creatively enhance the key features of the statements. Student put exceptional effort into
Visual Presentation (20%)
completing the product.
