Introduction To The Philosophy of The Human Person Pambungad Sa Pilosopiya NG Tao DLP

Grades 1 to School Grade Level 12
12 DAILY Teacher Learning Area Introduction to the Philosophy of the

LESSON LOG Human Person
Teaching Dates and Time Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy
B. Performance Standards The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
Write the LC code for each
II. CONTENT Doing Philosophy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Intro. To the Philosophy of 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.
IV. PROCEDURES
A. Reviewing previous lesson Present distorted figures Review the previous lesson. Review the previous lesson. Synthesize the three previous lessons.
or presenting the new
lesson
B. Establishing a purpose for the What Philosophy is and Philosophy differs in Ask the students: “Nakapagbyahe na
lesson what philosophy is not. different eras in world ba kayo?”
history
C. Presenting Ask the students: “what Read: Sapagkat ang Ask students about the Lecture discussion:
examples/instances of the comes to your minds when Pilosopiya ay Ginagawa wisdom they can get from
new lesson you ni Padre Roque Ferriols everyday objects. Philosophy is a journey.
encounter the word
Philosophy?”
Examples:
Pencil/Eraser
See appendix 1 Broom Stick
Shoes
How did Padre R.
Ferriols present
philosophy?
D. Discussing new concepts and Unlocking of Difficulties: Unlocking of Difficulties: Learning from Make an analogy:
practicing new skills #1 Definition of Philosophy as Philosophy as a concept Philosophers
a path towards the The teacher will present Scuba diving and Helicopter as vehicles
attainment of knowledge. Philosophy is a system of the different views of of doing philosophy.
beliefs about reality. It is philosophers about the
one's nature
integrated view of the world. and meaning of philosophy
It includes an understanding
of the nature of existence, Ancient Greeks: to have a
man, and his role in the good life
world. It is a necessary Medieval: to defend God
product of man’s rational Modern: to
mind. reason/rationalize Post-
Modern: to find meaning
E. Discussing new concepts and Unlocking of Difficulties: Unlocking of Difficulties:
practicing new skills #2 Meaning of Philosophy as a Philosophy as a process
path towards the attainment
of wisdom. 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.
F. Developing mastery (leads to Ask the difference Activity: Compare and Activity: Recitation:
Formative Assessment 3) between knowledge and Contrast Tableau/Slogan/
wisdom.
In what sense is philosophy related
Knowledge is knowing Philosophy The class will be grouped to human life?
that tomato is a fruit As a As a into 4 and will represent
Wisdom is knowing not to Concept Process each era through a tableau,
put it in a fruit salad slogan or a short poem.
Philosophy is asking if
ketchup is a fruit shake.
Give other examples

Cite the differences of
philosophy as a process
and as a concept
G. Finding practical Flash the statements: Give the analogy of riding Why do we need to It must be emphasized that philosophy
applications of concepts a bicycle. Riding a bicycle is respect the view of other will not teach the learners how to earn a
and skills in daily living “The unexamined life is not not about knowing its parts people? living, but how to make life worth living.
worth living” and “He who but it is in riding the bicycle
has a why to live for can itself.
bear with almost any how”.
then will ask the students

to relate the statements to
their present condition as
SHS
Learners preparing for college.
H. Making generalizations and The learners will be The class will be grouped Ask learners the following
abstractions about the grouped and will be tasked into two. The first group will questions: What does it mean to
lesson to come up with a word web be tasked to give examples philosophize?
map based from their of Philosophy as a concept
understanding of the while the other group will What is its significance to your life?
discussion. provide examples of
Philosophy as a Process.
Write associated words
with philosophy.
I. Evaluating learning Task the students to write an essay
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 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?
Grades 1 to 12 School Grade Level 12
DAILY LESSON LOG
Teacher Learning Area Introduction to the Philosophy of
the Human Person
I. OBJECTIVES
C. Learning Competencies/ (PPT11/12-Ib-1.2 ) (PPT11/12-Ib-1.3)

Objectives 1.2. Recognize human activities that emanated from deliberate Realize the value of doing philosophy in obtaining
Write the LC code for each reflection Objectives: Identify the 3 levels of inquiry. a broad perspective on life.
Discuss the beginnings of philosophical inquiry. Objectives: Discuss philosophizing as discipline
of questioning, liberation, and personhood.
A. References
3. Textbook pages
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. Reviewing previous lesson (5 mins) (2-3 mins) Review: What is the (2mins)
or presenting the new Review the previous Review the previous discussion on the 3 levels beginning of philosophical Review the
lesson discussion on the definition of of inquiry. Give one example. inquiry? Philosophical
philosophy? 1. Common sense beginnings of inquiry
2. Scientific Inquiry through wonder.
3. Philosophical Inquiry This time, a learner
Thumbs Up and will be able to see
Thumbs Down the value of doing
philosophy. That this
Ask the students to thumb up will give him the
if they think the statement is opportunity to see
true and thumb down if the things in broad
statement is false. perspectives.
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
answer in non -
philosophical ways.
B. Establishing a purpose for the (5 mins) Video Clip (4:30minutes) Motivation ( Know Ask:
lesson https://yout u.be/ExVh4wL70yc yourself) Was there a time
Activity: ( 5 minutes) where you have
Ask the learners wronged a person
Picture analysis What did you observed in the video? 1. Ask the students to because of your
write 2-3 principles in assumption or
The teacher will present a As we all know magic uses tricks but with that their lives? judgement?
mathematical equation to we ponder, ask, curious and wonder.
stimulate the students What have you
curiosity. realize because of
Like, we wonder how come that the word that experience?
“1+1=0” “proud”
picked by Angel Locsin known by the magician
as it shown in the video.
Ask:
1. What do you observe
in the equation? Like the crowd being amazed and bewildered
2. Do you think it’s correct? when the magician revealed the word written
Why or why not. in the confetti is the same as Vice Ganda
picked.
C. Presenting examples/instances (5- 7 mins) 5-7 minutes Activity “Opinion Mo” Situational
of the new lesson Group the class to two. Questions:
Situational / Questions Like, we wonder why you girls get the feeling Each group should have Given the following
Puzzles of being hurt when your heartbroken or broke their own leader to situations. What
up with your boyfriend same as for the boys, summarize their opinion all will you do?
1.The teacher will present vice- versa. about the issue of 1. You saw your
3 situations/questions. Collaborative Activity summary execution to the girlfriend/ boyfriend
2.The students will expect drug addicts and pushers. holding hands with
to show different ways in Divide the class into 3 groups. Assign a And each group will give someone else.
answering questions.. leader, secretary, and presenter. Let each their opinion if they are favor
group answer or not.
(10 mins.)
the question… 2. Your baby brother
Situation #1 is wearing your
What do you usually think whenever favourite red shirt.
There was an airplane you experience emotional pain?
crash, every single person Problems? Sufferings? Based on your
on board died, but yet two Present in the class. responses, do you
people survived. How is this think you did an
possible? After the activity, ask the class… act of
What can you say about your responses? philosophizing?
What response
Situation #2 From the responses given, you already shows an act of
started the act of philosophizing through philosophizing?
What goes up and never wonder. What is not?
comes down? Why?
Situation #3
Imagine you are in a

sinking row boat surrounded
by sharks.
D. Discussing new concepts and (5mins) Cite: Ask the students the value Discuss the
practicing new skills #1 Ask: “All men by nature desire to know.” – Aristotle of philosophical through following:
role play.(10 mins.) The discipline of
1. What strategies or …. Because man is always searching for Questioning, The
ways did you use to truth. discipline of
answer the questions? Liberation and The
discipline of
Personhood.
E. Discussing new concepts and Discuss the following concepts: Ask the students if they
practicing new skills #2 a. Wonder learn values of
b. Doubt philosophical reflection
c. Limiting situations when they conducted the
role play. (5
d. Metaphysical Uneasiness mins.)
F. Developing mastery (leads to (20 mins) The time you started asking those questions, Activity (Story Telling) Explain how you
Formative Assessment 3) you already have the sense of wonder, a Ask the students to understand the
Define the three levels childlike wonder about everything. We do not identify values of following quotations:
of inquiries. tend to bother ask questions that are just philosophical reflection 1.”He who has a
simple yet too hard or difficult to answer. Like cited in story. (10 mins.) WHY to live for can
1. Common Sense - a basic for example: “Who am I?” bear almost any
ability to perceive, understand, Asking this question in its real essence HOW” – Friedrich
and judge things that are seems too hard for us to answer… Nitzsche
shared by (common to) nearly 2.“Those who do
all people without need for In a one-half sheet of paper. Answer not move do not
debate. the question… notice his
“who am I?”. Give at least 3-5 sentences. chains”- Rosa
2. Scientific- Based on or (5- 7minutes) Luxemburg
characterized by the 3.“Madaling maging
methods and principles of Ask: tao, mahirap
science. Ask at least 3-5 learners to recite their magpakatao”
answers.
3.Philosophical - relating
or devoted to the study of According to Plato, Philosophy begins
the fundamental nature in “wonder” – the sense of puzzlement
of knowledge, reality and and perplexity.
existence.
G. Finding practical applications of Now that you have Ask the learners the questions Ask the students to create Interactive
concepts and skills in daily understood the 3 levels of 1. How did the magician do that? philosophical reflection e.g. discussion:
living inquiry, 2. Why do we need to suffer? Child labor. Give one concrete
3. Why can’t I be the no. 1 in the class? Questions; situation where we
(Ask) 1. Is it important to help can apply the
parents if you are not three disciplines
1.In what situations do you doing anything? explained
apply philosophical inquiries in letter D.
2. What is the value if you
help them or not? (8 mins.)
H. Making generalizations and The learners will be grouped Man is a questioning being. And got no Ask the students to Questions are part
abstractions about the and will be tasked to come up “definite answers” that’s why we always enumerate the values of and parcel of human
lesson with a word web map based wonder and keep on searching answers. philosophical reflection.(3 existence. Its
from their understanding of the mins) inevitability is
discussion. acknowledged
especially in times
Write associated words when a person
with philosophy. 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.
I. Evaluating learning (5-7 minutes) Ask at least 3-5 learners the Oral Test Write a reflection on
question…. When can you say that Ask the students to create a the significance of
you “wonder”?
The class will be divided into situation where they create question to one's life
8 groups and each group philosophical reflection and in your journal?
should make a scenario to they have to establish a
show each level of the value of it. (5 mins)
philosophical inquiry.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the evaluation
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?
which I wish to share with
other teachers?
DAILY LESSON LOG Teacher Learning Area Introduction to the Philosophy of the
Human Person

I. OBJECTIVES
C. Learning Competencies/ PPT11/12-Ic-1.4

Objectives The learners do a philosophical reflection on a concrete situation from a holistic perspective.

A. References
3. Textbook pages
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
IV. PROCEDURES
A. Reviewing previous lesson THINK-PAIR-SHARE. Facilitator RUN DOWN. The facilitator will give a run-down
or presenting the new will ask the students to discuss of what transpired in session. Learners will also
lesson with a partner their answer on share their insights and learnings.
the question “DO YOU
REFLECT?”
B. Establishing a purpose for Learners will share their answers The facilitator will explain that the learners will
the lesson to the class. Facilitator shall make an essay concerning their philosophical
arrive at an explanation that reflection on a concrete situation from a holistic
human beings are endowed with perspective.
the capacity to
reflect, unlike animals.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and PRESENTATION: Facilitator will

practicing new skills #1 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 VENN DIAGRAM. Learners will

Formative Assessment 3) work in group and prepare a
venn diagram showing the
differences and intersections
between the act
of “thinking” and “insight”.
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and Learners will write their reflective essay.
abstractions about the
lesson
I. Evaluating learning Rubric will be presented to guide students.
The rubric will primarily grade their essay in
terms of:
1.Content
2.Organization
3.Presentation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
worked well? Why did
these work?
encounter which my principal
or supervisor
can help me solve?
other teachers?
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance Standards The learner evaluate opinions
C. Learning Competencies/ PPT11/12-Ic-2.1

Objectives At the end of the session, learners are expected to distinguish opinion from truth
II. CONTENT
Methods of Philosophizing
A. References
3. Textbook pages
portal
B. Other Learning Resources http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES
A. Reviewing previous lesson Let the assigned group Let the assigned group facilitate the
or presenting the new facilitate the recapitulation of the recapitulation of the previous lesson through
lesson previous lesson through Step- News Reporting. (5 minutes)
No, Step Yes Game.
(5 minutes)
B. Establishing a purpose for Activity: Activity:
the lesson Pinoy Henyo Fact or Bluff
*Ask four student volunteers *Divide the class into three groups for the
from the class to play a game game entitled Fact or Bluff.
with a Pinoy Henyo concept. *Present the mechanics of the game.
*The topic of the game must
lead to the discussion on Fact Examples:
and Opinion. (e.g. political 1.Manila is the capital of the Philippines.
figures, environment, senior 2.Sun is the center of the solar system.
high school subjects, etc.) 3.My neighbor is ugly.
(10 minutes) (5 minutes)

C. Presenting Processing Questions: Processing Questions:
examples/instances of the 1. What were the kinds of 1. Based on the game, what are the two forms
of
new lesson questions raised in the course statements given? What examples were given for
of
guessing the answer? each?
2. Is there any question raised 2. What examples of fact and opinion can you
which you consider as give based on your real-life experiences?
evidence-
based? Cite examples.
3. Is there any question raised (5 minutes
which you think is opinion-
based? Give examples.
(10 minutes)
D. Discussing new concepts Video Clip Presentation: Video Clip Presentation:
and practicing new skills *Let the students watch a Fact vs. Opinion
#1 video clip entitled “Allegory (http://www.youtube.com/watch?v=fnFnWWAnlkw
of the Cave.” )
*Ask the learners to take down notes about
*After watching the video clip, the difference between fact and opinion
ask the students to have a while watching the video.
group sharing on the message
of the video. (10 minutes
*It is assumed that the
students already have their
permanent grouping for the
quarter.
(10 minutes)
E. Discussing new concepts Guidepost for the Discussion:
and practicing new skills Guidepost for the Discussion:
#2 1. Why do we ask questions? 1. What is the most important tool used
2.Why do we ask follow-up in philosophizing?
questions? What is our end  Philosophy uses truth as tool
goal? in philosophizing.
3.What kind of answers are 2. What are the two (2) divisions of
we seeking? opinion? Explain each.
4.What do we get from
finding the truth?
(10 minutes)
Opinion
Belief Illusion
3. What are the two levels of knowledge?

Discuss each.
Reason
KNOWLEDGE
Understanding
(10 minutes)
F. Developing mastery Activity:
(leads to Formative SmartArt on Fact vs. Opinion
Assessment 3)
Present the characteristics of Fact and
Opinion leading to Philosophizing through a
SmartArt.
PHILOSOPHIZING
FACT
OPINION
(10 minutes)
G. Finding practical Ask the students: Ask a student: How do you feel when you
applications of concepts Why do we have to avoid heard an opinion about you?
and skills in daily living giving unsolicited opinions to Write your answer on your notebook. Limit
people who are not too familiar your answer to 3 sentences only.
to us?
(5 minutes)
(5 minutes)
H. Making generalizations and Let the students write a Let the students write a simple sentence
abstractions about the statement that summarizes the that depicts their learning for this
lesson topic. session.
Expected answer:
In philosophizing, we ask Pursuit of philosophy follows the path of
questions because we desire
to know and we find truth. (5 minutes)
satisfaction upon discovery
of truth.
(5 minutes)
I. Evaluating learning Formative Assessment: Situation Analysis:
a. How can we arrive at the Show a short video clip of a broadcaster
truth? reporting
b. What are the essential certain statements on air. Distinguish whether
elements of philosophizing? the statements are opinionated or facts.
Justify
(5 minutes)
(5 minutes)
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
require additional
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
Why did these work?
F. What difficulties did
I encounter which
my
principal or supervisor can
help me solve?
which I wish to share
I. OBJECTIVES
B. Performance Standards The learner evaluate opinions
C. Learning Competencies/ At the end of the session, learners are expected to analyze situations that show the At the end of the session, learners are expected
Objectives difference between opinion and truth. to realize that the methods of philosophy lead
Write the LC code for PPT11/12-Id-2.2 to wisdom and truth
each PPT11/12-Id-2.3
II. CONTENT Methods of Philosophizing
A. References
2. Learner’s Materials
pages
3. Textbook pages
portal
B. Other Learning (www.youtube.com/watch?v= Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32
Resources RHLSdrAkOE
Caraan(2016)Introduction to 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. Reviewing previous Let the assigned group Let the assigned group facilitate Let the assigned group Let the assigned group facilitate the
lesson or presenting facilitate the recapitulation the recapitulation of the previous facilitate the recapitulation recapitulation of the previous lesson in a
the new lesson of the pervious lesson lesson in a form of a charade. of the previous lesson in a form of a Telephone Conversation.
using form of a Gallery Walk.
flash cards.
B. Establishing a purpose Activity: Relate to the class the story of The teacher shows a Activity:
for the lesson Guess and Dress Me Up a Lost and Found cellular phone video clip that presents Pageant (Introduction)
*Provide 2 human figures unit. examples of fallacies of *Divide the class into 4-6 groups (whatever
labeled as Truth and argumentation. the case may be).
Opinion. (5 minutes) *Each group should have 1 representative
*Let four (4) volunteer who
students take turns in After the video will present “who they are” a la pageant.
dressing up each figure presentation, ask the *Allot 3 minutes for the
with puzzle clothes students to identify
bearing statements of fallacious statements. preparation. (10 minutes)
truth and opinion.
(5 minutes)
(5 minutes)
C. Presenting How did you determine Ask the students: Guide the students to Ask the students:
examples/instances of that the statement is Why is it necessary to avoid the concept that 1.How do you assess the words or
the new lesson considered truth or giving speculations in looking for opinionated statements statements uttered by the candidates during
opinion? a solution to a problem may come in a form of a the pageant?
presented? fallacy. 2.Which of their statements can be
(5 minutes) considered as truth?
Expected Answer: (5 minutes)
We should base our search on (5 minutes)
the truth, not on opinion.
Example of speculation:
My classmate is a thief, he
took my cellphone.
(5 minutes)
D. Discussing new Spongebob: Empty your Discuss the Nature of Truth: Discuss the meaning of Discuss Methods of Philosophy:
concepts and practicing mind 1. Correspondence Theory fallacies used in  Critical Thinking
new skills #1 (www.youtube.com/watch?v= 2. Coherence Theory argumentation.  Components of Critical
RHLSdrAkOE) 3.Pragmatic Theory
Processing: Identify (5 minutes) Thinking (10 minutes)
situations from the video (15 minutes)
which can be considered
as truth and opinion.
Answers should be written
in the group
activity sheet provided.
(10 minutes)
E. Discussing new Insinuate the value of truth Activity: Role-playing Enumerate examples of Group Activity:
concepts and practicing in philosophizing by fallacies and define them.
new skills #2 bracketing or setting aside Ask the students to act out a Semantic Mapping
opinions and biases. situation in the context of (25 minutes)
their experiences in the family Let the students create a Semantic Map on
(5 minutes) and let their classmates the Attributes of a Critical Thinker using
determine truth from opinion. symbols. Expected Output:
1.Looks for Evidence to support
(10 minutes) assumption and beliefs-
2.Adjusts Opinion-
3.Looks for Proof-

4. Examines problem
5. Reject irrelevant and incorrect

information-
(10 minutes)
F. Developing mastery Activity:
(leads to Formative SmartArt
Assessment 3) Let the students make a
graphical representation of the
Theories of Truth through a
SmartArt.
Expected Output:
Theories of
Correspondence
Theory
Truth
Coherence Theory
Pragmatic Theory
(5 minutes)
G. Finding practical Have the students cite Ask the students to cite a Cite examples of fallacies With the advent of social media, how
applications of concepts an instance in their life specific example in any of the which they had would you uphold truth and wisdom?
and skills in daily living where they find truth to three (3) theories of truth in experienced or observed.
be really the context of their experience a. Facebook
essential/significant. as senior high (5 minutes) b. Instagram
school students. c. Twitter
(8 minutes) d. Etc.
Example:
I am taking eight (8) subjects (7 minutes)
this semester.
(Indicate from which theory

and facts the example
belonged to)
(5 minutes)
H. Making generalizations Let the students answer Let the students answer the Ask the students to Write a couplet on your perspective about
and abstractions about the given question: given question: express their learning for the given statement:
the lesson Based on the On the basis of the this session through a A person is more than just his/her
discussion, how should discussion, how would you meta- card. Facebook profile/account.
analysis of situations be determine if your beliefs are (8 minutes)
done? true?
Expected Answer:
Expected answer: Expected Answer: Opinionated statements
Analysis of situations The truth behind beliefs or may come in a form
should be done with propositions are determined of a fallacy.
utmost consideration of through the correspondence,
the truth. coherence, and pragmatic (2 minutes)
theories.
(7 minutes)
(5 minutes)
I. Evaluating learning Johari’s Window Ask the students to enumerate 15-item Quiz What is the significance of philosophy
and explain the three (3) Let the students determine to everyday living?
Looking glass self theories of truth. whether the given
(Charles Cooley) Or statements are valid/true or (5 minutes)
*Ask the students to list Ask the students to identify two fallacious. If the statement
down three (3) attributes (2) economic, political, or socio- is a fallacious, identify
about themselves which cultural situations. Let them write what fallacy it expressed.
they consider as truth and two (2) statements of truth about *See attached quiz items.
opinion. each situation. Then, have them
*Let them write their identify what theory of truth is (8 minutes)
answers on their formative used.
notebook.
(10 minutes)
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
B. No. of learners
who require
additional
work? No. of learners
who have caught up
with
the lesson
continue to require
remediation
Why did these work?
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?
I. OBJECTIVES
B. Performance Standards The learner evaluates opinions
C. Learning Competencies/ PPT11/12-Ie-2.4

Objectives At the end of the session, learners are expected to evaluate opinions
Write the LC code for
each
II. CONTENT Methods of Philosophizing
A. References
3. Textbook pages
portal
B. Other Learning Resources http://learn.lexiconic.net/argumentevaluation.com.html
IV. PROCEDURES
A. Reviewing previous lesson Let the assigned group Let the assigned group
or presenting the new facilitate the recapitulation of facilitate the recapitulation
lesson the previous lesson in a form of the previous lesson in a
of Picture Clues. (Let them form of a Game (Four Pics
realize that the elderly are One Word).
people who have time-tested *Have the students guess
wisdom). (5 minutes) on the following words:
 Fairness
 Evidence
 Logic
 Tone
(10 minutes)
B. Establishing a purpose for Activity: Graphing Activity: Skit
the lesson
Let the students create a Pie Let selected students
Chart to figure out the perform
components for an a skit on the following
objective evaluation of an scenarios:
argument. 1. a mother leaving the
Let them allot a percentage house for work gives
for each component instructions to the eldest
. child on how to
manage the household chores
(5 minutes) 2. a class adviser who will
take a maternity leave
instructs her advisory class to
behave at all times
(10 minutes)
C. Presenting Processing Activity:
Criteria for
examples/instances of the Let the students answer
new lesson Evaluating an the following questions in
Argument their respective group:
1.What instructions were
given in the first scenario?
Fairness In the second scenario?
2.How important following
Evidence
instructions is in terms of
Logic
doing or accomplishing a
Tone task?
*Guide the students in
realizing the benefit of
(5 minutes)
having and following
guidelines in reading and
examining arguments.
(5 minutes)
D. Discussing new concepts Discuss: Discuss:
and practicing new skills How do I evaluate Reading an Argument
#1 an argument? Guidelines on examining
an Argument
(5 minutes)
E. Discussing new concepts No. Tips for
and practicing new skills Criteria in Evaluating
Reading and
#2 an Argument
Examining
Arguments
 Fairness Effectively
 Evidence 1 Read once for an
 Logic initial impression.
 Tone 2 Read the argument
several more times;
Fairness- Is the argument identify the claim
fair and balanced, or does it and support.
contain bias? Is the argument 3 Annotate as you
overly emotional and filled read – record your
thoughts.
with loaded language?
4 Highlight key terms;
Is the argument one-sided? look up familiar
Are there alternative points of words.
view not addressed? 5 Draw a diagram
Evidence- Are the given or map to analyze
premises reliable and the structure (how
relevant? Logic- Are the details relate to
arguments thoroughly one
explained? Do they contain another).
gaps in reasoning or logical
(10 minutes)
fallacies?
Tone- Is the attitude of the
writer appropriate for the
content?
(10 minutes)
F. Developing mastery (leads Let the students answer the Reading and Critiquing
to Formative Assessment question, how can we come Example
3) up with a sound and valid (See attached hand-out
argument? on “Reading an
Cite a specific instance Argument Carefully”).
that you had experienced in
Source:
relation to this.
http://learn.lexiconic.net/argum
entevaluation.com.html
(5 minutes)
(10 minutes)
G. Finding practical Ask the students: Ask the students:
applications of concepts Why is evaluating an How would you apply
and skills in daily living opinion significant in your daily your knowledge on
dealings with your evaluating arguments in
a. classmates/friends? your daily lives? In what
b. teachers? particular situations do you
c. siblings? deem it useful?
d. parents? (5 minutes)
e. community?
(10 minutes)
H. Making generalizations and Ask the students: Activity:
abstractions about the What are the qualities of *Divide the class into five
lesson a good argument? (5) groups.
*Each group will
Expected Answer: summarize the lesson on
A good argument evaluating arguments
possesses the four criteria through the following
namely: fairness, evidence, activities:
logic, and tone.  Group 1- Tableau
 Group 2- Song
 Group 3-Poem
(5 minutes)  Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring
students’ performance.
.
I. Evaluating learning Triadic Activity: Text Analysis
Evaluating Arguments Teacher provides a text
using FELT Framework. from the editorial/opinion
section. Have the learners
*The teacher will provide three evaluate the perspective of
(3) arguments in the context the author.
of the political, economic,
socio- cultural, and N.B.: As much as
environmental situations in possible, look for a text
the Philippines. that is similar with the
*The students will evaluate topic for the debate.
each argument using the
FELT Framework. (See (50 minutes)
attached evaluation tool).
Debate
Example:
*Possible Topic:
a. Death Penalty
“We should exhaust b.Distribution of
all possible Condom among HS
resources from Students
nature,” says a c.Extra Judicial Killing/Drug
miner. War
d. West Philippine Sea Claim
e. Same Sex Union
f. Postponement of
SK Election
(5 minutes) *Suggested format: Oxford-
Oregon Debate
*See attachment for the
Mechanics and Assessment
Tool.
(50 minutes)
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

earned 80% in the
evaluation
require additional
who have caught up
with the
lesson
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
can
help me solve?
use/discover which I
wish to share with
other
teachers?
School Grade Level 12
GRADES 1 TO 12 Section
Human Person
Teaching Dates and Quarter I
Time
Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the human person as an embodied spirit
B. Performance Standards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
C. Learning Competencies At the end of the session, learners are expected to recognize own limitations and possibilities
/ Objectives PPT11/12-If-3.1
II. CONTENT The human person as an embodied spirit
A. References

3. Textbook pages
B. Other Learning Resources Compiled Notes on Philosophy of the Human Person The Logic Of Thought
IV. PROCEDURES
A. Reviewing previous Briefly review the previous Review previous lesson Review previous lesson Review previous lesson
lesson or presenting topics discussed about
the new lesson philosophy. Emphasize in
this lesson that the object
and subject of
philosophical study is the
human person.
B. Establishing a purpose Ask learners to answer or “We can’t cross the same Find a short video Narrate the anecdote of St.
for the lesson do the following: river twice.” –Heraclitus presentation showing Augustine who was
1. Describe the taste of trivial information about walking on the beach.
water. the human body.
2. Describe the color blue Narrate a story of a man
to a blind person. crossing a river. When that
3. How will you describe man decided to cross it the
how wonderful the world is second time, he crosses the
to a blind person? same but different river.
4. Ask students if the tip of The man himself when
their elbow can reach their crossing the river,
chin.
The above exercises are *Why can’t a man cross Relate the video to the Relate the anecdote to
C. Presenting examples/ difficult if not impossible the same river twice? topic. learners’ experience.
instances of the new lesson
to be done. Why? -The water in the river is *What does the story
“The human person has flowing, hence the man is convey about the human
limits.” crossing on a different but mind?
same river. Emphasize: Limitations of
-The man himself was the human mind and its
changing thus the same Possibility
man crossing was a
different man.
D. Discussing new What makes/causes a Man is being and Our bodies are constantly Man as a Rational Being
concepts and practicing
new skills #1 human persons’ becoming. changing and exhibit *Limitations
limitations? various characteristics. *Possibilities
Human Composition Man as the Living or Man as a Biological Being Discuss: The Logic of
E. Discussing new concepts (Compiled Notes on Metaphysical Paradox (Compiled Notes on Thought (See reference)
and practicing new skills #2
Philosophy of the Human (Compiled Notes on Philosophy of the Human
Person) Philosophy of the Human Person)
Person)
F. Developing mastery What are the theories about What makes you different
(Leads to Formative Assessment 3) Human Composition? with other animals in terms
of physical activities?
How do these theories of Explain paradoxically: *How do our bodies Cite an example of
G. Finding practical human composition Patawad ako ay concretely contribute to our concrete experience where
applications of concepts
and skills in daily living manifest? makasalanan sapagkat ako limitations? the limits of rationality
Example: The body has its ay tao lamang. *How do our bodies manifested.
urges. *Why will you blame your concretely contribute to our Example:
pagkatao for your faults? possibilities? Forgetfulness
“The spirit is willing but *Can you use your “Maling akala”
the body is weak.” pagkatao to surpass these
faults? Explain.
I have a body just like how Man has limits but filled Man is physiologically the “Nasabi na ang lahat ng
H. Making generalizations
and abstractions about the I have things. There is a with potentialities. same with other animals nasabi ngunit ang
lesson difference between having but has lot of things that pinakamahalaga ay hindi
a body and having things make a difference when pa rin nasasabi. –Zhuangzi
for I am my body. man uses his physicallity. (Wu Wei)
Come up with a check list Identify biological changes Have a quiz about the
I. Evaluating learning that is composed of that occur to a human topics discussed through
learner’s limitations in the person. this week.
following aspects: (You
may add.)
1. Physical
2. Mental/intellectual
3. Social
4. Spiritual
*This is to be submitted on
the 4th session of this week.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned 80%
on the
formative assessment
require additional
activities for
remediation.
who have caught up with
the lesson
continue to require
remediation
Why did these work?
I encounter which
my principal or
supervisor
can help me solve?
use/discover which I wish
to share with other
teachers?
Prepared by: Checked by:

Human Person
Teaching Dates and Quarter
Time

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.
C. Learning Competencies At the end of the session, learners are expected to evaluate own limitations and the possibilities for
/ Objectives their transcendence
PPT11/12-Ig-3.2
A. References

3. Textbook pages
B. Other Learning Resources Compiled Notes on Compiled Notes on MY BODY
Philosophy of the Human Philosophy of the Human By: Eduardo Jose E. Calasanz
Person Person
Bible (Old Testament)
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Last week, we discussed Review previous lesson Review previous lesson Review previous lesson
lesson or presenting and recognized the
the new lesson limitations and possibilities.
Now we are going to
evaluate these.
B. Establishing a purpose Body Part Insurance Story of Creation The Good Samaritan
for the lesson
What's your tongue worth? Relate one story of creation Narrate the story of the
If you're Gennaro Pelliccia, from the Bible, Genesis 1- Good Samaritan.
an Italian coffee taster, the 2:3 or Genesis 2:4-24. (Luke 10:25-37)
answer is $ 13.9 million. (Take Note: Do NOT dwell
That's how much he on the religious nature of
insured his taste buds for. the reading.)
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
Winemaker 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]
Elicit a discussion by *Why did the first person
*What makes a human asking the students with avoid the victim?
C. Presenting examples/ person? any of the following *What hindered the second
*If I lose any of my body questions: to help the victim?
part, will I become less of a *Why do you think man
human? was created last?
*Why was man entrusted
with the rest of creation?
*What makes man
different?
D. Discussing new Man as More than his Man as Greater than all MY BODY
new skills #1 Body other Animals By: Eduardo Jose E. Calasanz
E. Discussing new concepts
What are the different
F. Developing mastery traits/characteristics that
(Leads to Formative Assessment 3) differentiate man from
other animals?
In our culture, we tend to Provide real life situations Explain:
G. Finding practical laugh/look-down those how these traits are applied “You can’t always get
and skills in daily living with physical defects or in daily living. what you want.”
difference. Worse, we tend Example:
to self-pity because of our 1. Language is used to
imperfections. That should communicate with others.
not be the case. Why? 2. On a deeper level,
language is used to
understand others.
Transcendence means that: “Man is endowed with Happy is he who has
“I am my body but at the superior intelligence and is overcome his ego. -
H. Making generalizations same time I am more than the highest form of animal.” Siddhartha Gautama
and abstractions about the my body. The things that I (c.563–483 BCE)
lesson
do, all those physical
activities and attributes Paglagpas sa
which are made real pagkahumaling sa sarili
through my body, reveals
the person that I am”.
Identify the Is it possible to transcend Evaluate own limitations
I. Evaluating learning What makes man more traits/characteristics one’s humanity? and the possibilities for
than his body? making man different from their transcendence
other animals. *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?
V. REMARKS
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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

earned 80% on the
require additional
activities for
remediation.
the lesson
D. No. of learners
who continue to
require
remediation
Why did these work?
I encounter which
my principal or
supervisor
can help me solve?
to share with other
teachers?
DAILY LESSON LOG Teacher Learning Area Introduction to Philosophy of the
Human Person
Teaching Dates and Quarter
Time

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.
C. Learning Competencies At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for
/ Objectives transcendence
PPT11/12-Ih-3.3
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
III. LEARNING RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
A. References

3. Textbook pages
B. Other Learning Resources The Philosophy Book: Big The Philosophy Book: Big Pagsasagawa ng
Ideas Simply Explained, Ideas Simply Explained, Pangalawang Pagmumuni-
pp.186-188 pp.190-193 muni (read text)
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous During the previous sessions, Ask students to review the Ask students to review the Remind the class about
lesson or presenting we evaluated the limits and previous lesson. previous lesson. the scheduled quiz.
the new lesson possibilities for
transcendence. For the
succeeding meetings we are
going to recognize how we
can transcend.
B. Establishing a purpose Video Clip Play Music Ask students to write their
for the lesson A very Touching Deaf True Colors resume on their notebooks.
Violinist By Anna Kendrick, Justin Allot 5 minutes.
https://www.youtube.com/w Timberlake
atch?v=Ect56804xfA
C. Presenting examples/ *What limits the deaf girl Would somebody like to
from playing the violin? Is share their thoughts about
that an excuse? the song?
Every man takes the limits Over his own Body and Pagsasagawa ng
D. Discussing new of mind,
concepts and practicing his own field of vision for the individual is sovereign. - Pangalawang Pagmumuni-
new skills #1 the
limits of the world. JOHN STUART MILL (1806– muni. - G.ANTONIO
ARTHUR SCHOPENHAUER 1873) PANGILINAN

F. Developing mastery Define finitude.

(Leads to Formative Assessment 3)
G. Finding practical What/who limits you from Have someone to share How can you personally go
and skills in daily living
doing/achieving your goal? an experience to which beyond what your bio-data is
they were awed and saying?
realized that it is possible
for them to do something
which they
thought they could not
done.
Whether you think you can Individuals can choose to I am a wonder-filled human
do
H. Making generalizations or you cannot, either things that affect their person, full of possibilities.
and abstractions about the
lesson
way, you are correct. own body, but not that of
Henry Ford someone else.
How are we limited by Can we really transcend Can a bio-data present Construct and Conduct
I. Evaluating learning our body? or actualize our the whole of your a Written Quiz
possibilities/
potentialities? How humanity? Is it enough?
Why or why
not?
V. REMARKS

earned 80% on the
require additional
activities for
remediation.
the lesson
D. No. of learners
who continue to
require
remediation
Why did these work?
I encounter which
my principal or
supervisor
can help me solve?
to share with other
teachers?
DAILY LESSON LOG Teacher Learning Area Introduction to the Philosophy
of the Human Person

I. OBJECTIVES
The learner understands the interplay between humans and their environments.
A. Content
Standards
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
B. Performance Standards
C. Learning Competencies/ A the end of the lesson the learners are expected to:
Objectives 1. Notice disorder in an environment (PPT11/12-Ii-4.1)
Write the LC code for 2. Notice things that are not in their proper place and organize them in aesthetic way. (PPT11/12-Ii-
each 4.2) The human person in their environment
II.CONTENT
III.LEARNING RESOURCES
A. References
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
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
A. Reviewing previous lesson or Review on the limitations and Review on the discussion
presenting the new lesson possibilities for transcendence. about the beauty of the
Ask: Why does the human Creation and the changes
body have limitations? What took place in the course of
are the possibilities of progress.
transcendence? Time allotted
for this activity is 5 3 minutes
minutes.
B. Establishing a purpose for GAME: picture perfect GAME:
the lesson
Show a picture of a beautiful Provide different things
environment and a destructed (plates, cups, toys, wire, pen,
one and after that the word papers etc.) on the table and
“ANYARE” will be posted on will ask 4 students to
the board to give arrange them according to
comparisons of both pictures their concept of what is
presented. ORGANIZED, BEAUTIFUL
and ARTISTIC.
Time allotted for this activity is
5 minutes. 15 minutes
C. Presenting examples/instances . The whole class are going to Tell the learners:
of the new lesson watch a short film depicting
environmental destruction, What do you observe on the
and after watching the process of arranging the
learners will be divided in a things in our activity?
group composing of eight
members to discuss 10 minutes
reflection within members.
Time allotted for this activity

is 15 minutes
D. Discussing new concepts and . Unlocking of Difficulties: Unlocking of Difficulties:

practicing new skills #1
-Input on the ‘Creation Story’ Power point Presentation
- Ancient Philosophy: On
World “What is the world -Input on Aesthetics (context
made of?” of Nature)
-Cosmocentrism
Time allotted for this activity 7 minutes.
is 15 minutes
E. Discussing new concepts and -Oriental (and Western)
practicing new skills #2 views on Man and Nature
a.Tao Te Ching
b.Wu Wei
c.Pantheism
8 minutes.
F. Developing mastery (leads to Ask the learners: What do Activity: Students will list
Formative Assessment 3) you observed in the video down 5 activities that they
clip presented? How is it can do to their environment
connected to Creation story? today and compare it to older
environment they had.
5 minutes.
G. Finding practical applications Relate the GAME Picture Recitation: If you were ask to
of concepts and skills in daily perfect to the inquiry) be a community leader, what
living specific programs or
Ask the learners: projects that you would
Going back to our Game a implement to nourish and
while ago, what are the other preserve?
changes in nature that you
have noticed in your local 5 minutes
communities?
(Time allotted for this activity

is 5 minutes).
H. Making generalizations and There have been significant There have been significant
abstractions about the changes in our society/ changes in our society/
lesson environment. Most of these environment. Most of these
changes affected the very changes affected the very
first picture of beautiful first picture of beautiful
creation. creation. From then on, there
have been polarities of
5 minutes views on what is beautiful
(in terms of the
environment/Nature.

5 minutes.
I. Evaluating learning Ask the student to list/name disorders in the environment:
a. Man-made
b. Natural
J. Additional activities for Assignment: Learners are Reminder:
application or remediation asked to interview individuals Remind the class about the
who are 45-60 years old and be rubrics for the Infomercial.
guided by the following
questions:
1. What are the things that 3 minutes
you remember in your
environment
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 the class the

instructions, objectives and
the rubrics for the
Infomercial
10 minutes
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
require additional
activities for
remediation
have caught
up with the lesson
require remediation
work?
or supervisor
can help me solve?
other
teachers?
of the Human Person

I. OBJECTIVES
The learner understands the lay between humans and theirnment.
A. Content Standards interp enviro
The learner is able to demonstrate the virtues of prudence and towards his/her environment.
B. Performance Standards frugality
C. Learning Competencies/ At the end of the lesson, the rs are expected to:
Objectives learne vironment contributes to health, wellbeing and sustainable . PPT11/12 -Ij-4.3
Write the LC code for each 1. Show that care for the f prudence and frugality towards development ironment.
en env PPT11/12-Ij-4.4
2. Demonstrate the virtues
o
The human person in their environment.
II. CONTENT

A. References
3. Textbook pages
portal
B. Other Learning Resources
Pambungad sa Pilosopiya pages -75
63 Introduction to the Philosophy uman Person slide 115-136
of H
IV. PROCEDURES
A. Reviewing previous lesson or Review on the previous
presenting the new lesson discussion.
(Oriental (and Western) Views

on Man and Nature)
B. Establishing a purpose for The teacher will present the

the lesson rubrics for the “Infomercial
Activity” with the theme:
“Virtues 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 The teacher will post a

practicing new skills #1 question on each group
regarding:
a. Stewardship
b. Deep ecology
c. Prudence towards nature
d. Frugality towards nature
e. Sustainable
development
(included in the performance task)

E. Discussing new concepts and Each group will name through
practicing new skills #2 their infomercial concrete actions
on how to preserve and show
respect of nature/ environment.
(included in the performance task)

F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications All the criticisms will be
of concepts and skills in daily reviewed. Follow up activity for
living 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,
subject- teacher and principal.
20 minutes
H. Making generalizations and Ask the learners about what
abstractions about the have they learned for the
lesson whole session.
5 minutes
I. Evaluating learning

V. REMARKS
VI. REFLECTION
in the evaluation
require additional
activities for
remediation
have caught
up with the lesson
require remediation
work?
or supervisor
can help me solve?
other
teachers?
DAILY LESSON LOG Teacher Learning Area Philosophy
Teaching Dates and Time Quarter 2nd

I. OBJECTIVES
A. Content Standards The learner understands the human person’s freedom
B. Performance Standards The learner shows situations that demonstrate the freedom of choice and the consequences of choices
C. Learning Competencies/ Objectives Realize that:

Write the LC code for each a. “All actions have consequences” b. Evaluate and exercise prudence in choices
PPT12-IIa-5.1 PPT12-IIa-5.2
II. CONTENT FREEDOM OF THE HUMAN PERSON

A. References 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.

3. Textbook pages
B. Other Learning Resources https://www.youtub https://www.youtube
e.com/watch?v=jII .com/watch?v=qf2o
0tzPdOs0 wHef6nY
IV. PROCEDURES
A. Reviewing previous lesson or -Can someone -Class, Is there -Can anyone from -Board work:
presenting the new lesson make a brief anything that you the class give the
discussion about would like to clarify definition of Would any
our previous about yesterday’s prudence? volunteer like to
lesson. (3 mins.) discussion write on the board
(3 mins.) the answers for the
assignment
B. Establishing a purpose for

the lesson Activity: Activity: Activity: Activity:
SISA TALA Video Clip Role-playing

(SIne SAliksik) (TAnaw LArawan) (A video that shows (Choose one
The learners will The learners will the prudent act of situation listed on
watch a video clip be asked to MILA, a teacher the board and
(An honest taxi take a who chooses to live present in your
driver) that look at the different her life with the most creative way)
presents the ;pictures projecting poor)
contents of a new the topic for the
lesson. day. (5 mins.)
C. Presenting examples/instances of 1. What message 1. What can you 1. What actions are 1. What actions
the new lesson does the movie say about the evidently prudent in are evidently
projects? picture? the video clip? prudent in the
presentation?
D. Discussing new concepts and 1. If you were the 1. What kind of 1. What 1. What
practicing new skills #1 actor,what choices story would you characteristics have characteristics
would you rather like to create you observed about have you observed
take? based on the Mila? about in the
message of the different
picture? presentation?
E. Discussing new concepts and 1. Can you relate 1. Do you know 2. Do you agree 1. Who among
practicing new skills #2 the concept of anyone whose with her decision? you do possess
human acts and story is the same such
acts of man to your with that of the characteristics?
day to day living? picture?
F. Developing mastery (leads
to Formative Assessment -The Human Acts -The Principle of -Types of Confllict -Implications of
3) and Acts of Man Double effects by being prudent
St. Thomas
Aquinas
G. Finding practical applications - If you strive hard - Do you agree -If you were Mila, Being prudent in
of concepts and skills in daily and study hard that stealing the would you do the situations like:
living with your will and property shall be same? (Yes/No, -scolded by
knowledge, you condemned? Why?) parents
will be able to (Yes/No, and Why) -bullied by
succeed in life and classmates
become -chased with vices
a productive citizen
H. Making generalizations and 1.What is the 1. In terms of 1. In making 1.Give the general
abstractions about the difference between freedom, what is choices, is prudence implication of
lesson human acts and the underlying signifant? prudence.
acts of man principle of double
effects by St.
Answer: Human Thomas Aquinas Prudence is a kind Being prudent
acts are actions of virtue that one helps the person to
done with “will” needs most when become rational in
and “knowledge.” he/she is confronted his/her manner of
While Acts of Man with choices choosing between
are actions with opposing options.
the absence of
either “will” or
“knowledge.”
I. Evaluating learning Situational Summative Amidst the poor Give a situation

Activity: Assesment situation that you when prudence is
Tell whether the ff. are in, how can you not applied
situations are -Improvised Test remain prudent in evidently.
Human Acts or (10 items) your choices?
Acts of Man -getting involved in
sparring when
-A college student bullied
(Pregnancy and
Abortion)
-Terminally ill-
patients –
Euthanasia or
Natural death
J. Additional activities for application 1.List down 3 1. Define 1. Enumarate 5 WASOL

or remediation examples of prudence. situations that show (Write A SOrry
Human acts and acts of prudence. Letter)
Acts of Man 2. Cite an
example of a -Write a sorry letter
prudent act. for someone whom
you have not
shown prudence.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
additional activities for remediation
No. of learners who have caught
up with
the lesson
require remediation
work?
or supervisor
can help me solve?
materials did I use/discover which
I
teachers?
Prepared by:
Group IV
Jaime T. Tugade
Division of City of San Jose del Monte, Bulacan
Marion S. Arcenas
Marianne S. Dio
Lorelei A. Avancena
Ronnel E. Pineda
Division of Nueva Ecija
DAILY LESSON LOG Teacher Learning Area Philosophy
Teaching Dates and Time Quarter 2nd
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
D. Content Standards The learner understands the human person’s freedom
E. Performance Standards The learner shows situations that demonstrate the freedom of choice and the consequences of choices
F. Learning Competencies/ Objectives Realize that:

Write the LC code for each a. “All choice have consequences” b. Some things are given up while others are
PPT12-IIb-5.3 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
II. CONTENT FREEDOM OF THE HUMAN PERSON

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

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 1. Can someone -Discussion of the -Present in the class -Discuss the movie
presenting the new lesson from the class read assignment your story of that you watched.
his/her sorry letter? sacrifice
L. Establishing a purpose for Activity Activity Group Activity:

the lesson
1.Will anyone from
Role-playing Video-clip Image
the class give an
-A grade 12 (Documentary) representation
example of
student decided to
personal choice
study even though “Minsan lang sila Draw an image that
that has brought
he/she was bata “ resembles
impact to his/her
supposed to work. perservence
classmates, family,
-A parent went -bamboo
and other
abroad to work -turtle
significant
even though she -ant
persons?
could also work in
the Philippines.
M. Presenting examples/instances of -Going back to 1. Describe the 1.What is your Discuss the
the new lesson Mila’s story, what characteristics of a personal analysis characteristics of
do you think are grade 12 student about the video the presented
the consequences and the parent clip? images.
of Mila’s choice to who went abroad.
teach and live with 2. What are the
children in the visible
remote area. consequences
reflected in the
role-playing?
N. Discussing new concepts and Define the concept Explain the Explain the concept Analyze the
practicing new skills #1 of ALTRUISM. concept of of sacrifice in a philosophical
discernment as a philosophical concept of
process. perspective. perseverance.
O. Discussing new concepts and Relate the concept Relate the concept Relate the Relate the
practicing new skills #2 of altruism to your of discernment to philosophical philosophical
concrete your concrete concept of sacrifice concept of
experiences. experiences. to your concrete perseverance to
experiences. your concrete
experiences
P. Developing mastery (leads to Identifying the Identifying the Give some Give some
Formative Assessment 3) concept of concept of examples of acts of examples of acts
Altruism in a given discernment in a sacrifices that you of perseverance
situation. given situation. know. that you know.
-The story of -The story of

“ANAK” “MAHATMA
GANDHI”
(the story is subject for
change)
Q. Finding practical applications -Studying at night Journal writing: How do you show Tower-making
of concepts and skills in daily versus hanging out act of sacrifices to
living with friends 1.What is your others? Build a tower out
-Pursuing studies most significant of paper.
versus finding job discernment?
State the
consequences of
your choice.
R. Making generalizations and 1. Discuss the 1.How do you 1. In making 1.In making
abstractions about the concept of understand choices, how choices, how
lesson altruism (5 mins.) discernment? would you would you kow that
(5 mins.) know that there is an act of
there is an perseverance
act of
sacrifice?
S. Evaluating learning State the Formative Perform an act of Perform an act of
consequences of Assesment: sacrifice based on perseverance
the choices made your personal based on your
by the ff. Answerable by observation or personal
personalities: Yes/No experiences. observation or
experiences
-Mother Theresa 1. Studying instead
lived with the sick of working will lead
and needy you to a better
-Marcos declared future.
Martial Law 2. Working abroad
Note: Teacher may sustains the needs
still add some of the family.
examples.
3. Discernment is
(5 mins.)
vital to one’s day
to day living.
T. Additional activities for application or Give the definition Share your own Watch a movie that Article Clipping:
remediation of Discernment act of sacrifice in shows
the class next perseverance. Clip an article from
meeting. the periodicals that
shows act of
perseverance.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require
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
work?
M. What difficulties did I
or supervisor
can help me solve?
N. What innovation or localized
I
teachers?
Prepared by:
Group IV
Jaime T. Tugade
Marion S. Arcenas
Marianne S. Dio
Lorelei A. Avancena
Ronnel E. Pineda
Division of Nueva Ecija
School Group 6 Grade Level 12
GRADES 1 TO 12
Teacher Learning Area Introduction to Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Week 3 Day 3-4 Quarter Second
I. OBJECTIVES
A. Content Standards The learner understands intersubjective human relations

B. Performance Standards 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-IIc-6.1
the LC code for each Realize that intersubjectivity requires accepting differences and
not to imposing on others.
*Demonstrate a situation that reflects intersubjectivity.
II. CONTENT
Intersubjectivity
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
Not Available
B. Other Learning Resources 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
A. Reviewing previous lesson or presenting Introduce the new lesson to Review the following concepts:
the new lesson
students by showing some
pictures (e.g. child scolded, Definition and nature of
teenage pregnancy, woman intersubjectivity
wearing short skirt, holding hands
of a man & a woman etc.)
B. Establishing a purpose for the lesson Based on the pictures presented.
Give them 2-5 minutes to share
their idea.
Ask the following questions:
What do you see on the picture?
What do you say on each picture?
C. Presenting examples/instances for the Share a real life situation/short
new lesson
story telling:
The stage fright girl
D. Discussing new concepts and practicing Discuss:
new skills #1 Discuss:
Definition and Nature of
Buber’s I-it and I-Thou
Intersubjectivity
relationship
E. Discussing new concepts and practicing Various situations where
new skills #2
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
F. Developing mastery Process Question:
Ask the learners to give their own
If you are on the shoe of that girl,
examples of I-It and I-Thou
would you feel the same thing?
encounters
Yes or No? Why?
G. Finding practical applications of Cabbage Game:
concepts and skills in daily living
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.
H. Making generalizations and What is the significance of
abstractions about the lesson Why do you need to
knowing the I-it and I-Thou
respect/accept others point of
encounter posted by Buber in our
view, action or differences?
lives?
I. Evaluating learning Write a reflection paper about the
Ask them about the pictures
student’s ordinary experiences
again. How do you proper address
and how Buber’s perspective is
the situation?
important.
J. Additional activities for application/for
remediation
V. REMARKS
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.
require
remediation
VI.REFLECTION
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
Approved: Approved:
School Group 6 Grade Level 12
GRADES 1 TO 12 Introduction to the Philosophy of the
Teacher Learning Area
DAILY LESSON PLAN Human
Person
Teaching Dates and Time Week 4 Day 1-4 Quarter Second
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.

B. Performance Standards The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
C. Learning Competencies/Objectives Write PPT11/12-IId-6.2 PPT11/12-IId-6.3
the LC code for each Appreciate the talents of persons with disabilities and those from Explain that authentic dialogue means accepting others even if
the underprivileged sectors of society and their contributions they are different from themselves
from themselves
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Intersubjectivity
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
4. Additional Materials from Learning Not Available
B. Other Learning Resources 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
IV. PROCEDURES
A. Reviewing previous lesson or presenting show some pictures/ videos (e.g. Ask the students to present the Show pictures of different people Ask the students who applied
the new lesson (or group of people) talking to or
The Mouth Art, Nick Vujjicic, result of their interview with authentic dialogue outside the
etc.) persons with disability or with each other. class about their observations.
belonging to the minority group. Group the students and let them pick (5 minutes)
one picture per group and have them
create a story guided by the
following questions:
1. What could be the persons
talking about in the picture?
2. How do they communicate?
(2 Minutes preparation and 1 minute
presentation)
B. Establishing a purpose for the lesson Let them analyze the pictures Ask them to determine the Introduce the class to another Ask:
for 2 minutes. strengths and weaknesses of the activity and ask them (individual 1. How was the dialogue?
persons they interviewed and recitation): 2. How did you feel?
have them listed on the board 1. When was the last time you had 3. How did the person you had
a conversation with a person?
through a diagram a dialogue with react?
2. Who was the person you had a
4. What did you realize from
conversation with?
3. How was the conversation? the dialogue you had?
4. Do you consider it as something 5. Where you more accepting of
positive or negative? the person you had a
Draw a table of two columns on dialogue with
the board (Positive and negative). Sum up their responses and make
Write on the board their conclusions.
experiences (15 minutes)
(10 Minutes)
C. Presenting examples/instances for the Ask the students about the Ask their observations about the Ask: Group the class into triads. Ask
new lesson What do you notice from the
picture: strengths and weaknesses written them to do the following tasks:
1. What do you see on the on the board. positive (and negative) column? 1. Assign two members of the
picture? Relate their responses to a triad to do an authentic
discussion on Authentic Dialogue
2. What can you say on each dialogue. The third member
(10 minutes)
picture? (Primary Reflection) will be the process observant
who will observe and guide
if the two really did an
authentic dialogue.
2. The first one from 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)
(10 Minutes)
D. Discussing new concepts and practicing Ask/Share: Ask: Write on the board and ask the Ask:
new skills #1
How do you interpret the How does acknowledging the students about the differences of 1. What was the topic of
pictures? strengths and weaknesses of the two concepts through a your dialogue all about?
Ask the student: people with disabilities or diagram, respectively: 2. How did you do the
How can we relate these pictures belonging to the underprivileged Input dialogue?
with the I-It and I-Thou encounter help you perceive them? 3. How did you feel during
posted by Buber? Authentic Dialogue the dialogue? Did you feel
heard? Did you feel
accepting of each other?
4. What did you realize from
the dialogue? (Engage
them to a primary
reflection)
5. What new things did you
learn from your
classmate?
6. What differences did you
learn about yourselves?
(10 minutes)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Is it not right to make a Ask the students to write an essay Ask the students to write in their Engage the students into
conclusion without further about valuing people with journal a very short essay about secondary reflection by asking:
investigation? Yes or No Why? disabilities or belonging to the their understanding of the 1. How does it feel to know
underprivileged. following line and choose three to that someone is different
Ask the students about the author five students to read their essay in from you?
of the pain ting, do they have any front of the class: 2. How does authentic
idea about his personality? dialogue help you deal
Show the photograph of the “Dialogue is an exchange in with these differences?
author and talk about his which people discover something Discuss: Authentic dialogue
disabilities and talents. new.” – George Kohlrieser (2006) means accepting individual
differences
Or (for TVL) (5 minutes)
Ask the students to role play
showing a comparison
conversation and an authentic
dialogue
At the 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 of Ask the students to share their Ask:
concepts and skills in daily living
own experiences in meeting What specific situations in your
people with disabilities, how they daily life where you can apply
manage their actuations and in authentic dialogue?
making their decisions. (5 minutes)
H. Making generalizations and As a student, for you what is the Through a concept map, ask the Based on the discussion and Based on the discussions and
abstractions about the lesson
meaning of intersubjectivity? students to write their realizations activities, guide the students to activities, ask the student
Why do you need to respect from the lesson. determine specific ways (recitation) to state in their own
persons with disabilities? (example: listening, empathy etc.) words how authentic dialogue
to have an authentic dialogue leads to accepting others as a
with others through a concept unique individual.
map. (5 minutes)
I. Evaluating learning Ask them about the pictures Formative Quiz: Short quiz (True or False about
again. How do you proper address Short True or False about the Authentic Dialogue)
the situation? lesson (5 minutes)
J. Additional activities for application/for Ask the students to group Ask the students to apply
remediation
themselves and interview one authentic dialogue at home,
person they know in their school or in other places and
community who is with a observe themselves how they felt.
disability or belonging to the
minority sector who have
achieved something or
contributed to their community.
V. REMARKS
the
evaluation.
B. No. of learners who require additional
below 80%.
of learners who have caught up
with the
lesson.
require
remediation
VI.REFLECTION
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
Approved: Approved:
School Grade Level
GRADES 1 TO 12 Introduction to the Philosophy of the
Teacher Learning Area
DAILY LESSON PLAN Human
Person
Teaching Dates and Time Week 6, Day 1-4 Quarter
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.

B. Performance Standards The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
C. Learning Competencies/Objectives Write PPT11/12-IId-6.4
the LC code for each Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society.
1. Explain the difference the 1. Recognize the talents and skill 1.Explain the importance of Unit exam (25 items)
difference between I –It, I Thou of others specially the recognizing the underprivileged
relationship underprivileged.
2. Showcase the skills and talents
2. Recognize the importance of
3. Appreciate the talents/skill of
others in one’s life, given our the performers
differences and limitations
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Intersubjectivity
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
4. Additional Materials from Learning Not Available
B. Other Learning Resources Internet/ Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review the past lessons: 1. Recap Mini –Concert: Showcase of Written work: require the Conduct a Unit test (25 items)
the new lesson
the difference Talents and abilities by the students to write 100 words about
the following. Choose only one.
I –Thou
I – It invited volunteers. (Venue will 1. “How can you be a whole
2. Recognize the importance of be set prior to this date) person in your relationship to
others in one’s life, given our others?
differences and limitations
2. Why do you think they (PWD)
deserve fair treatment in all
aspects in our society?
B. Establishing a purpose for the lesson Explain the passage “Walang Program proper: Opening Rubrics: (20 points)
sinoman ang nabubuhay para sa remarks (5 minutes)
sarili lamang”. 1. Content - 10
Rubrics for the group concert: 2. Grammar-5
1. Participation 5 3. Relevance-3
2. Teamwork 5 4. Neatness -2
3. Creativity 5
C. Presenting examples/instances for the Video presentation of persons Program Proper / Culminating
new lesson
with disabilities and those from Activity (30-40 minutes)
the underprivileged sectors of
society. 10 minutes
Download from youtube: Jessica

Cox, armless pilot; Nick Vujicic,
motivational speaker)
D. Discussing new concepts and practicing Emphasize that each one has its Recognition and citations to the
new skills #1
own talent or value as a person performers.
despite of physical disabilities.
E. Discussing new concepts and practicing

new skills #2
F. Developing mastery
G. Finding practical applications of
concepts
H. Making generalizations and abstractions Complete the following
about the lesson 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 .
I. Evaluating learning Explain: We are responsible for Unit Test (25 Items)
more than what becomes of us;
we are also responsible for what
becomes of others.”
J. Additional activities for application/for Ask for volunteers to join the Optional Activity:
remediation
mini showcase of talents by the
Pray and eat together (with PWDs
senior high students (Grade 11-
and underprivileged. Talk to
12)
them; be sensitive. Accept them
Look for any person who has for who they are. Avoid
special talents/abilities with or judgments.
without disabilities that he or she
can join this program and be
enlisted.
V. REMARKS
the
evaluation.
additional
below 80%.
with the
lesson.
require
remediation
VI.REFLECTION
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?
Approved: Approved:
APPENDIX 6.1 (For WEEK 3 Day 1-4)
Appendix 6.2
PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
Excellent Proficient Basic Below Basic
Mechanics
5 4 3 2
-Specific introduction and -Specific introduction and -Specific introduction and -Specific introduction and conclusion
conclusion conclusion conclusion -No sequence in material
-Sequenced material within -Sequenced material within -Sequenced material within
Organization
the body the body the body is inconsistent
-Cohesive presentation -Cohesive presentation
content content
-Enhance the effectiveness of -Support the effectiveness of -Not interesting -Unclear

the presentation the presentation -Partially support the -Minimally support the effectiveness of
-Correct grammar -Correct grammar effectiveness of the the presentation
Language -Appropriate to audience -Appropriate to audience presentation -Occasional mistakes in grammar
- No pronunciation mistakes -Very few pronunciation -Correct grammar -Appropriate to audience
mistakes -Appropriate to audience -Several pronunciation mistakes
Some pronunciation mistakes
-Good posture -Good posture -Intermitted good posture -Poor posture

-Eye contact with the -Frequent eye contact with -Occasional eye contact with -Seldom eye contact with the audience
audience most of the time the audience the audience -Not enough or too much gesture and
Delivery -Appropriate gesture and -Appropriate gesture and -Appropriate gesture and expression
expression expression expression -One person presentation.
-Deliverance with confidence -Almost full group -Partial group presentation
-Full group participation participation
-Student discuss the subject -Student discuss the subject -Student discuss the subject -Students discuss the subject with very
in great details. with some details. with a few details. minimal details.
-Student describes in detail -Student outlines their -Student do not outline their -Students do not outline what they have
Content
about their findings finding finding learnt
-Student indicate what they -Student show what they -Student's misconceptions are -Students still sound confused on this
have learnt have learnt still seen topic
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. Bullying
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 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.
10. The following are the characteristics of the underprivileged, except?
a. Uneducated
b. Malnutrition and poor health
c. Victims of calamity
d. Lack of shelter
11. 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
12. 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
13. I –You is fellow member; I it is
a. Thing
b. Object
c. Either
d. Neither
14. 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
15. A person experiencing an event can be called a/an
a. Subject
b. Object
c. Intersubject
d. Narrator
16. The event a character experiences or goal he or she wants to achieve, is called a/an
a. Subject
b. Object
c. Protagonist
d. Antagonist
17. Which of the following physical disabilities you least likely want to acquire?
a. Blindness
b. Deafness
c. Paralyzed
d. None of the above
18. Which of the following senses becomes powerful when you are blind?
a. Auditory/olfactory
b. Cutaneous/visual
c. Gustatory/auditory
d. Extrasensory perception (ESP)
19. 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
20. “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
21. Authentic dialogue includes which of the following?
a. Active Listening
b. Empathy
c. Respect
d. All of the above
22. 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
23. 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.
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. Division
c. Peace and order
d. Harmony
26.
School Grade Level 11/12
DAILY Teacher Learning Area Introduction to the Philosophy of the Human
LESSON LOG Person
I. OBJECTIVES
he learners understands the interplay between the individuality of human beings and thier social context.
A. Content Standards
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
II. CONTENT Human Being’s Social Dimensions Human Being’s Social Dimensions How Society transforms an Individual How Society transforms an Individual
III. LEARNING
RESOURCES
A. References
3. Textbook pages
Review from the Previous Discussion The students differentiate the views of Plato,
Rawls and Kant about society. The students are asked to recap the lesson on
social contract by defining, identifying, and
A. Reviewing yesterday’s lesson
differentiating its various philosophical
or Presenting the new lesson
foundations.
2mins
5mins
At the beginning of the class, preceeding the

Video clip – man as a social being Students will be asked to chooose from three presentation of the new lesson, the teacher will
(5mins) Let students’ give their options (eg flags, colors,etc.) by lining up at set some radical classroom policies that will
observations the center of the room after which each take effect for the duration of the session.
respective group will gather. These new and seemingly odd classroom rules
B. Establishing purpose of - Man’s social dimension will set the standard for acceptable behavior of
the new lesson 5mins each students, and will later be the basis for the
- All human acts have social dimension
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
 Group the class into four  Group the class into four instructed to sit as a unit and will be randomly to articulate their observations
 Provide each group a pictures that  Present a Spider Graphic Organizer and tasked to formulate a informal society of through class recitation.
portrays Man as a Social Being let students’ contribute a word that they their own based on the following
elements:
 Ask them to list down as many think will be of use in defining Society.
2mins A. Government
answers as they can come up with the
C. Presenting examples/ instances B. Norms and laws
given picture. (5mins)  Base on the words gathered within the
of the new lesson
group let them come up with their own
C. Culture
 Each group to present by reading the
list of their answers. 1 min per group understanding or definition of the word
(4mins) society 5 mins 5min of preparation & a 2min
5mins
 Let them Present their work (1 mins each) presentation for each group
 Teacher to discuss the Concept Note:  Teacher to present and discuss the From the given activity, the teacher will
concept note discuss the concept of the Social Contract
based from the following philosophical The teacher discusses the concept of Total
Man as a Social being
CONCEPT NOTE: 5MINS proponents: Determinism, emphasizing the importance of
(Use the appropriate keywords provided by A. Jean Jacques Rousseau – Society is cultural traits and characteristics as determining
the students on the Group act Picture established based on the idea that
Society is a group of people living in a definite factors for individual and social behaviors.
analysis) man by nature is good, and thus man
territory having the government of their own, basically surrenders his individual will
CONCEPT NOTE: (10) mins sharing same culture, interdependent and to the will of the people.
interrelated to oneanother B. Thomas Hobbes –individuals must
 Aristotle – Man is a Social Animal surrender a part of their freedom to
 Immanuel Kant – Therefore the state is the state or sovereign. He calls the
 Thomas Acquinas – Man is essentially sovereign Leviathan. It stands on the
committed to the protection of his dignity,
D. Discussing new concepts good, thus Society as man’s construct is assumption that human nature is
and practicing new skills by uncompromisingly ensuring his basic basically selfish.
good
#1 freedom no matter what C. John Locke - He stands on the
 “NO MAN IS AN ISLAND” assumption that human nature is not
 John Rawls – Each person possesses an
inviolability founded on justice that even on a state of war between good and
evil and the aim of government is the
the welfare of society as a whole cannot
preservation of liberty, property, life,
override (mining at the expense of tribal : and well-being in general. 10mins
FILIPINOS: War against Drugs
 Plato – Society should have the virtues 15min
of Wisdom (Ruler), Courage (Soldier),
and Temperance (Merchants) to attain
justice.
and practicing new skills
#2
F. Developing mastery 1. Group Activity: 15MINS

(Leads to Formative Assessment 3) Ask the students these:
 Are you a Social Being?  List down the six important 1. What is the social contract? And how Ask the students the following:
 Relate the concept of Social Being elements in defining society do you think the social contract is
to the saying “NO MAN IS AN o Group of People formed? 1. How do you think society transform the
2. Differentiate the social contract of individual human beings?
ISLAND” (10mins) o Living in a definite Territory Jean Rousseau from that of Thomas
o Has Government Hobbes. Which social contract do you
o Sharing same Culture think is better?
5min 5mins
o Interdependent
o Interrelated
 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 practical applications Knowledge in understanding Man as a Appreciation of your own brgy which will Which of the three social contract ideas do Let the students identify personal
of concepts and skills in Social Being allows you to appreciate and lead to active participation in social work for you think the philippine government/society is characteristics that they think is culturaly
daily living founded upon? influenced. Let them identify further the exact
realize the that we need the help of the the betterment of the society.
Considering the current administration, to cultural components responsible for these
people around us even how reach or poor influences.
where do you trhink philippine society is
we are. headed to in terms of:
A. Moral standards
- Why do I need others? B. Law implementation 5mins
5mins
*Humanity is shared
(5mins)
G.Makinggeneralizations Let students summarize the lesson “ Being a Let students summarize the lesson of the definition The teacher asks series of questions that will The teacher asks series of questions that will
andabstractionsaboutthe lesson Social being, betterment of your society is of Society, and the imprtance of each elements: draw from the students the general statement: draw from the students the general statement:
both your responsible and an obligation. “Society should uphold the protection, equality, The society, together with its system, is Social behavior is directly influenced by the
(5mins) social justice, freedom for the welfare of its created based from the common interests of cultural characteristics of a given popullation /
people.”
( 5MINS) its constituents area.
5mins 5mins
H. EVALUATING LEARNING Group act: Slogan making – either Tagalog/English Definition of Society (3mins) Using a word web, the students provide the Based from the new set of classroom policies
which will reflect Man as a Social Being words which they think will explain the given to the students at the beginning of the
(15mins) concept of social contract. session, the teacher now instructs his studentds
Rubric/s: to evaluate themselves as to what extent these
set of rules have affected their individual
Content:
behavior as well as their class behavior. This
Relevance: could be accomplished through any of the
following:
1. Essay
2. Group discussion
7mins 3. Class recitation
10mins
I. Assignment List at least 2 major challenges in your brgy, and Create a collage of your society through taking Write a reflection paper on the impact of The students create a picture clip illustrating
how will you be of help. And two best practices pictures of your community. society in their personal life. his/her timeline from childhood to the present,
that your brgy is implementing. Rubrics pointing out the various changes he/she
experienced brought about by cultural
 Creativity
influences.
 Relevance
 Beauty and Neatness
F. EVALUATION
IV.
A. No.oflearnerswho earned80%onthe
Grades 1 to 12 School Grade Level Grade 12
of the Human Person
Teaching Dates and Time Quarter Second
Monday Tuesday Wednesday Thursday

I. OBJECTIVES
The learner understands the interplay between the individuality of human beings and their social contexts
The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts
C. Learning Competencies/ Objectives Compare different forms of Compare different forms of Explain how human relations Explain how human relations
Write the LC code for each societies and individualities societies and individualities are transformed by Social are transformed by Social
(e.g. Agrarian, Industrial and (e.g. Agrarian, Industrial and System System
virtual) virtual)
PPT11/12 – Iig -7.2 PPT11/12 – Iig -7.2 PPT11/12 – Iig – 7.3 PPT11/12 – Iig – 7.3
The Human Person in Society The Human Person in The Human Person in The Human Person in Society
II. CONTENT Society Society
- Forms of Societies - How Social System
- Types of Individuals in the - Definition of Social System transformed human Relations
Society
A. References
3. Textbook pages
B. Other Learning Resources School quipper.com School quipper.com School quipper.com School quipper.com
IV. PROCEDURES
A. Reviewing previous lesson or Review the previous lesson Review the previous lesson Review the previous lesson Review the previous lesson
presenting the new lesson
5 minutes 5 minutes 5 minutes 5 minutes
B. Establishing a purpose for Ask these questions : Ask this question Ask this question Ask the students if they belong to a
the lesson 1. Where do you live? Imagine the people living in particular organization? If yes what
2 . How can you describe your community, What can What do you observe in the type of organization? Please
the place? you say about them? community/society where you describe.
are living in?
2 minutes 2 minutes 2 minutes

2 minutes
C. Presenting examples/instances of Picture Analysis Rearrange the jumbled letters Sentence Completion Think Pair and Share
the new lesson to form a word related to Choose a partner and complete
Show pictures of Urban and types of individuals in the Social System is …… the table
Rural settings. society.
What can you say about the 1.E P R U P Individual’s Societal
pictures? 2.L E M D D I behaviour norm
Can you relate your present 3.N G I K W R O 1.
living condition to the pictures? 4.W E R L O 2.
Why? 3
3 minutes
5 minutes 5 minutes
5 minutes
D. Discussing new concepts and Discuss the Forms of Societies Discuss the forms of Discuss the definition of Conduct a Role Playing about
practicing new skills #1 using power point Individualities in the Societies Social System using power different type of Social System
presentations using power point presentations point for
presentation. example:
Agricultural- it focuses on the
production of crops and raising of Lower Class-experiences Social System – an Religion
animals poverty, homelessness and organization of individuals into Political Affiliation
Industrial- it introduce fuel unemployment groups or structure that have Culture
driven machinery in goods Working Class- constitute different functions,
production. Virtual- technology blue collared workers characteristic origin or status
is used in every aspect of life Middle Class- consist of 20 minutes
and work. white collared workers. 20 minutes
Upper Class-consist of
25 minutes individual born into
aristocratic families
20 minutes
E. Discussing new concepts and Show examples of pictures From your observation what are
practicing new skills #2 that depict social system the Positive and Negative Impact of
Social System to themselves as a
5 minutes member of the organization?
5 minutes
F. Developing mastery (leads Concept map: words associated Charade Making a collage that makes Make a sketch showing the impact
to Formative Assessment with the terms Agrarian, Industrial, Each group will portray the up a social system of social system to human relations.
3) Virtual Societies highlight of each type of For example:
individuals in the societies 10 minutes Religion
and the other group will Political affiliation
10 minutes guess the correct answer Culture
10 minutes
5 minutes
G. Finding practical applications Given the chance to choose Which type of individuals you Is it possible for a nation Is being a part of social group
of concepts and skills in daily which form of society would you and your family belong? not to have all types of develops your human relation?
living like to live why? Why? societies and individuals How?
3 minutes within the social systems?
3 minutes Why? Why not? 3 minutes
5 minutes
H. Making generalizations and Ask the students to share what Ask the students to make a Sharing of what the students Make a summary on how
abstractions about the they have learned from the creative Graphic Organizer have learned from the human relations are transformed
lesson lesson containing what they have discussed lesson by social system
learned from the lesson
5 minutes
I. Evaluating learning Short Essay Conducting a Graded Provide a 5 multiple Write a short reflection on how
Comparing the Forms of Recitation choice questions. social system transforms human
Societies relations
10 minutes
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
the evaluation
No.
with the lesson
require remediation
work?
or supervisor
can help me solve?
I
teachers?
DAILY Teacher Learning Area Introduction to the Philosophy of the
LESSON LOG Human
Person
I. OBJECTIVES
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
PPT 11/12-IIh-7.4
II. CONTENT The Human Person in Society
III. LEARNING
RESOURCES
A. References
3. Textbook pages
Intro. To the Philosophy of a Human Person slide 115-
4. Other Learning
136 Pambungad sa Pilosopiya, pages 60-65
Resource/s Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J
https://www.youtube.com/watch?v=PrycxGlucSs
A. Reviewing yesterday’s lesson

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)
C. Presenting examples/
instances of the new lesson  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
D. Discussing new concepts practices like folklores, superstitions, et al)
#1
Tracing back the geneaology of

these beliefs and practices.
#2  How do you think all these
beliefs and practices began?
F. Developing mastery 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 practical applications If you are given the power to change

of concepts and skills in
any of these Filipino beliefs and
daily living
practices, which would you change?
Why?
H. Making generalizations and Deepening of the dynamic acpect of
abstractionsaboutthe lesson
social change.
I. EVALUATING LEARNING Reflective Essay: Make a reflection paper Summative Test Role Playing
on Mahatma Gandhi’s Quote: “Be the Presentation of the students (by group) of tasks/situation indicated in the table
Change you wish to see in the world.” Answer the following: (5 points each) (assignment). Their performance will be graded through the help of a rubric.
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).
J. Additional activities for 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.
 This task is set for 2 days
 First 30 minutes of the time wil be spent for the rehearsal
V. REMARKS  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
in
the evaluation
additional activities for
remediation
No. of learners who have
caught
up with the lesson
require remediation
strategies worked well? Why did
these work?
or supervisor
can help me solve?
materials did I use/discover which I
wish to share with other teachers?
INFOMERCIAL RUBRICS
Objectives 0 Points 3 Points 6 Points 10 Points Earned Points
PLANNING & LEARNERS DID NOT MOVIE DONE WITH MOVIE WAS DONE MOVIE WAS WELL
PRODUCTION PLAN MOVIE. USED LITTLE PLANNING OR WITH SOME PLANNING PLANNED AND BEING
WORK DONE BY THOUGHT. PROJECT AND THOUGHT, BUT THOUGHT.
OTHERS. DIRECTIONS NOT COULD HAVE BEEN
FOLLOWED BETTER
THE MOVIE INCLUDES THE MOVIE INCLUDES

THE MOVIE INCLUDES DESCRIPTIONS ABOUT DETAILED
MINIMAL INFO THE ACTIVITIES DONE INFORMATION ABOUT
ABOUT
1. RESPECT FOR 1. RESPECT FOR THE DESCRIPTIONS IN
CONTENT/MESSAGE THERE IS LITTLE INFO NATURE NATURE THE ACTIVITIES DONE.
ABOUT THE MOVIE 2. PRESERVATION OF 2. PRESERVATION OF 1. RESPECT FOR
NATURE NATURE NATURE
3. EFFECTS OF 1& 2 3. EFFECTS OF 1 & 2 2. PRESERVATION OF
TO TO
A. HUMANS A. HUMANS NATURE
B. COMMUNITY B. COMMUNITY 3. EFFECTS OF 1& 2
TO
C. SOCIETY C. SOCIETY A. HUMANS
B. COMMUNITY
C. SOCIETY
MUSIC, TRANSITION, NOT EVIDENT OR SEVERAL PRESENT BUT MANY TRANSITIONS, MANY TRANSITIONS,
TITLES & EFFECTS MINIMAL USE USED POORLY TITLES, AND EFFECTS ETC. WERE USED AND
WERE USED. MOST THEY WORKED WELL
WERE CORRECT AND AND WERE EFFECTIVE.
EFFECTIVE.
PRESENTATION THERE WAS NO MOVIE MOVIES WERE JUST WITH A BIT MORE MOVIE MOVES NICELY,
A
OR MOVIE DID NOT SERIES OF CLIPS JOINED EDITING AND BETTER THEME IS IDENTIFIED,
WORK TOGETHER. CLIP SELECTION, USE AUDIENCE ENJOYED.
NO PURPOSE OF TRANSITION, ETC.
MOVIE WOULD BE
EXCELLENT.
ASSESSMENT SUGGESTIONS
Role Play Rubric Student:
Levels of Quality
4 3 2 1
Criteria Excellent Proficient Adequate Limited
Participation in Always willing and Usually willing and Sometimes willing Rarely willing and
Preparation and focused during focused during and focused focused during
Presentation group work and group work and during group work group work and
presentation. presentation. and presentation. presentation.
Presentation of Convincing Competent Adequate Limited

Character communication of communication of communication of communication of
character’s character’s character’s character’s
feelings, situation feelings, situations feelings, situation feelings, situation
and motives. and motives. and motives. and motives.
Achievement of Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
Purpose established and established and established but established and
effectively generally may not be may not be
sustained. sustained. sustained. sustained.
Use of Non-Verbal Impressive variety Good variety of Satisfactory variety Limited variety of
Cues (voice, of non-verbal cues non-verbal cues of non-verbal cues non-verbal cues
gestures, eye are used in an are used in a used in an are used in a
contact, props, exemplary way. competent way. acceptable way. developing way.
costumes)
Imagination and Choices Choices Choices Choices
Creativity demonstrate demonstrate demonstrate demonstrate little
insight and thoughtfulness and awareness and awareness and do
powerfully completely developing little to enhance
enhance role play. enhance role play. acceptably role play.
enhance role play.
Assignment/Activity:
Specific Criteria:
Our Schools in Action – an integrated teacher resource Assessment Suggestions /51

Alberta Learning, Alberta, Canada (2000)
Writing Rubric Student:
Levels of Quality
4 3 2 1
Content Engaging and Clear and Straightforward Simplistic and
insightful thoughtful and emerging
presentation of presentation of developing presentation of
thoughts and thoughts and presentation of thoughts and
supporting details. supporting details. thoughts and supporting details.
supporting details.
Organization Introduction, detail, Introduction, detail Introduction, detail Introduction, detail

arrangement, arrangement, arrangement, arrangement,
transitions, transitions, transitions, transitions,
conclusion and conclusions and conclusion and conclusion and
coherence are coherence are coherence are coherence are
superior. very good. satisfactory. limited.
Achievement of Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
Purpose established and established and established but established and
effectively generally may not be may not be
sustained. sustained. sustained. sustained.
Use of Language Precise and Carefully chosen Generally precise Vague, imprecise
(diction, sophisticated and complex and or inappropriate
sentences) vocabulary used. vocabulary is straightforward vocabulary is
Sentences vary in used. Sentences vocabulary is used. Mainly
pattern and length. often vary in used. Sentences simple sentences,
pattern and sometimes vary in lacking in variety
length. pattern and length. are used.
Correctness Great attention Attention has Less attention has Little attention has
has been paid to been paid to been paid to been paid to
correctness. Text correctness. Text correctness. Text correctness. Text
contains contains minor contains errors contains many
essentially no errors, none of which interfere errors which limit
errors which which interfere with clarity of the clarity of
interfere with with clarity of communication. communication.
clarity of communication.
communication.
Specific Criteria:
52/ Assessment Suggestions Our Schools in Action – an integrated teacher

resource (2000) Alberta Learning, Alberta, Canada
Representation Rubric Student:
Levels of Quality
4 3 2 1
Details and Comprehensive Substantial General Unclear
Information information and information and information and information and
specific, relevant carefully chosen, simplistic, irrelevant or
details. relevant details. underdeveloped unsupported
details. details.
Format Correct format is Correct format is Correct format is Correct format is

always followed usually followed sometimes seldom followed
and organization is and organization is followed and and organization is
exemplary. competent. organization is emerging.
developing.
Techniques Exemplary range Competent range Developing range Emerging range of
of techniques of techniques used of techniques used techniques used to
used to create a to create an to create an create an image
powerful image interesting image adequate image which minimally
clearly suitable for suitable for target moderately appeals to or is not
target audience. audience. suitable for target suitable for target
audience. audience.
Graphics Creative graphics Clear Simple graphics Limited graphics
contribute to an graphics contribute to a contribute to a
engaging contribute to a developing novice
representation. thoughtful representation. representation.
representation.
Correctness Great attention Attention has Less attention has Little attention has
has been paid to been paid to been paid to been paid to
correctness. Text correctness. Text correctness. Text correctness. Text
essentially no errors, none of which may errors which limit
errors which which interfere interfere with the clarity of
interfere with with clarity of clarity of communication.
clarity of communication. communication.
communication.
Specific Criteria:

Newspaper Rubric Student:
Levels of Quality
4 3 2 1
Content of Perceptive ideas Thoughtful ideas Conventional Superficial ideas
Newspapers with specific and with carefully ideas with general with irrelevant
relevant chosen and and simplistic support.
support. appropriate support.
support.
Layout of Skillful Well structured Simplistic Faltering or

Newspapers organization organization organization unclear
contributes to a contributes to a contributes to a organization
powerfully realistic realistic project. moderately contributes to an
project. realistic project. unrealistic project.
Relation of Project Project Project Project

Newspaper to the demonstrates demonstrates demonstrates demonstrates
Major Event exemplary relation competent relation developing relation emerging relation
to major event. to major event. to major event. to major event.
Creativity and Choices Choices Choices Choices

Imagination demonstrate demonstrate demonstrate demonstrate little
insight and thoughtfulness and developing awareness and do
powerfully competently awareness and little to enhance
enhance project. enhance project. acceptability project.
enhance project.
Correctness Headlines, Headlines, Headlines, Headlines,

captions, text captions, text captions, text captions, text
essentially no errors, none of which may errors which limit
errors which which interfere interfere with the clarity of
interfere with with clarity of clarity of communication.
clarity of communication. communication.
communication.
Specific Criteria:

Self-Evaluation Rating Scale

Name Task
1. I helped the group review its task.

always often sometimes rarely
2. 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 always often sometimes rarely

group members.
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
12. I am proud of my contribution to the task. always often sometimes rarely
13. My best contribution to the task was ... because …
14. For the next task, two ways in which I will

improve my performance within a group are ...

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 opinion in
always often sometimes rarely
an appropriate manner.
9. We learned something meaningful during this task. always often sometimes rarely
10. We are proud of the outcome of this task. always often sometimes rarely
Evaluate each member of your group honestly 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)
Evaluation Scale (give each group member a mark out of ten)

(9–10) – always focused; highly motivated; cooperated with everyone
(7–8) – quite well focused; motivated to do well; cooperated most of the time
(4–6) – sometimes off task; not overly motivated; trouble cooperating some of the time
(1–3) – often off-task; very little effort; highly uncooperative with others
Name Mark Comment/Reason

(me)

Rubric for the Friendly Letter
Score 1 2 3 4
Letter is unattractive or Letter appears busy or The letter is eye-catching
The letter is creatively
inappropriate. Text is boring. Text may be and attractive. Text is easy
designed with easily read
difficult to read. It does not difficult to read. May have to read. Grammar, style,
Layout/ Design text. Grammar, style, and
have proper grammar or some grammar and or and punctuation is
purpose all excellent for a
punctuation for a friendly punctuation that indicates it indicative of a friendly
friendly letter.
letter. is a friendly letter. letter.
Information is accurate and
Information is poorly Some information is
Information, style, Information is well written complete, is creatively
written, inaccurate, or provided, but is limited or
audience, tone and interesting to read. written, and is cleverly
incomplete. inaccurate.
presented.
Most friendly letter
Accurate Parts of the Some friendly letter Letter is complete with all
Improper form is used. elements out of place or
Friendly Letter elements may be missing. required elements.
missing.
Style, purpose, audience,
Grammar, Punctuation, Grammar, punctuation, and Information mislabled or Excellent job on
grammar, and punctuation
and choice of words for choice of words poor for a missing. Inaccurate presentation, style,
all fair and indicative of a
the friendly letter friendly letter. punctuation or grammar. grammar, and punctuation.
friendly letter.
Writing and Presenting a Dialogue Rubric
Criteria Level 1 Level 2 Level 3 Level 4
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 characters effectively
content the central idea of the central idea of the central idea of the central idea of
the dialogue may be the dialogue is clear the dialogue is clear, the dialogue is
unclear, simplistic, or but conventional thoughtful, and focused, insightful,
incoherent developed and richly detailed
language 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 effectively
punctuation punctuation is rarely punctuation is punctuation is used punctuation is used

used correctly occasionally used correctly effectively
correctly
preparing the role makes very few makes some makes constructive shows leadership
play constructive constructive contributions while while planning and
contributions while contributions while planning and rehearsing
planning and planning and rehearsing
rehearsing rehearsing
speaking in role speaks inaudibly, speaks audibly and speaks audibly, speaks very audibly,
unclearly, and clearly in the voice clearly, and clearly, and
inconsistently in the of the dramatic role somewhat expressively in the
voice of the expressively in the voice of the
dramatic role voice of the dramatic role
dramatic role
action uses little movement uses some movement uses movement and uses movement and
and body language and body language body language body language
expressively and expressively and expressively and expressively,
appropriately appropriately appropriately appropriately, and
creatively
Speech Rubric
SKILLS LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Appropriately focused topic with Focused topic with partially Somewhat focused topic or a A lack of focus or confused
a clearly communicated demonstrated understanding of vague sense of the purpose for purpose, which result in
Topic understanding of the purpose for the purpose for the speech the speech, which require the confusion on the part of the
the speech audience to make assumptions audience
Clear and convincing command Clear use of facts and information Partially clear use of facts and Confusing or incomplete facts
Research of facts and information with with partially developed information with limited or with little and/or confusing
Analysis insightful explanations that help explanations in support of the incomplete explanations to explanations as to how the facts
to illustrate the speaker’s ideas speaker’s ideas or arguments support the speaker’s ideas or support the speakers ideas or
and arguments arguments arguments
Clearly and logically organized Clear attempt at organization Some inconsistencies in A lack of organization makes it
speech with an engaging with a beginning, middle, and end organization and/or a lack of difficult to follow the speaker’s
Organization introduction, a logically and an attempt to use transitions sustained focus throughout the ideas; speech may be too
sequenced body with appropriate speech with inconsistently use conversational and may ramble
transitions, and a clear and transitions without a clear beginning,
convincing conclusion middle, or end
Uses sophisticated and varied Uses appropriate language and Use words that may be unsuited Inappropriate use of language
language that is suited to the word choice, but with less to the topic, audience or purpose distracts the audience because it
Language topic and audience; word choice sophistication, expressiveness of the speech; word choice lacks is too informal or too imprecise
is concise, original, and and/or originality originality and fails to convey an given the topic and purpose of the
effectively conveys the appropriate tone for the speech speech
appropriate tone given the
purpose of the speech
Skillful use of various stylistic Effective use of at least one An attempt to use at least one No attempt to use stylistic
devices (e.g., repetition, stylistic device (e.g., repetition, stylistic device (e.g., repetition, devices to enhance the meaning
Stylistic parallelism, anecdotes, analogies, parallelism, anecdotes, analogies, parallelism, anecdotes, analogies, of the speech
Devices figurative language, different figurative language, different figurative language, different
types of appeals) greatly enhance types of appeals) enhances the types of appeals) but it does not
the effectiveness of the speech effectiveness of the speech enhance the effectiveness of the
speech
A combination of appropriate and A combination of appropriate eye Inconsistent use of eye contact, Lack of eye contact, clarity and
effective eye contact, clarity and contact, clarity and projection of clarity and projection of voice, projection of voice, tone and
Delivery projection of voice, tone and voice, tone and pace, and gestures tone and pace, and/or gestures pace, and/or appropriate gestures
pace, and gestures significantly are used but without the interrupt the flow of the speech make the speech difficult to
enhance the speaker’s words smoothness of level four follow
Speaker remains enthusiastic, Speaker shows some enthusiasm, Speaker shows limited Speaker lacks enthusiasm, the
Overall audience attention is maintained, the audience remains mostly enthusiasm, audience interest is audience shows a lack of interest,
Effectiveness and the purpose of the speech is interested, and the purpose of the not sustained, and the purpose of and the purpose of the speech is
achieved speech is achieved the speech is only partially not achieved
achieved
Diary Book Rubric
4 3 2 1
Ideas Well-chosen ideas Ideas blend Information is hard Entries don’t
blend information information into to find or roughly contain any new
smoothly into diary the diary entry. blended into diary information or are
entry. Details are Details are mostly entry. Some not consistent
clear, accurate, clear, accurate, details may be with the genre.
and interesting. and interesting. vague, inaccurate, Details are vague
or generally or inaccurate.
known.
Organization Each entry has a The entries mostly One or two The beginnings
logical sense to its made sense. In beginnings and/or are uninteresting
organization: a some places order conclusions are or confusing. The
good beginning seemed random or abrupt or conclusions are
and a fitting unclear, but for the uninteresting. In too abrupt. The
conclusion. Lists most part a reader some places a order of ideas
made sense and could follow the reader wonders doesn’t make
stories used ideas. why the ideas are sense or are hard
transitions to show in a certain order. to follow.
order.
Voice The narrator’s The voice of the The voice is hard The voice is non-
voice is personal, narrator works. In to hear. It is very existent or totally
fun, and engaging. some places it is uneven or doesn’t inappropriate.
It fits the diary stronger than in fit with the story or
genre. others. characters.
Word Choice Word choice is Most of the word Most of the words Some of the word
especially choices are are common, choices are
effective, precise, effective. In a few vague, or not a distracting or
and very fitting for places they are good fit for the unclear so that
the genre and the vague or not a genre or the they detract from
narrator. good fit. narrator. the diary.
Sentence Sentences are The sentences Sentences Sentences are so
Fluency smooth, rhythmic, work for the most sometimes are choppy or lengthy
and especially part. They are repetitive, choppy, that they are hard
suited to the effective without or unsuited to a to read and don’t
situation and voice. always being diary. sound like a diary
suited to a diary. at all.
Conventions The conventions of The conventions The conventions The conventions
the paper are are mostly correct. sometimes often interfere
correct and used to interfere with the with the reading
add meaning to reading of the of the story or
the story. story. make it confusing.
Collaboration The group The group mostly The group had The group did not
members worked worked well some difficulties work at all. Some
smoothly and together. The work working together. did not contribute
effectively was almost evenly They finished, but or the group
together, sharing shared among some did not do finished by
responsibilities them. their share of work individually doing
well. or they had little tasks.
shared tasks.
Story Telling Rubric
CATEGORY A B C D
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.
Knows the telling the story telling the story once practiced. May need
Story 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 Storyteller looks at and Storyteller does not
Audience and tells the story to and tells the story to a tells the story to 1-2 look at or try to involve
Contact all members of the few people in the people in the the audience.
audience. audience. audience.
Always speaks loudly, Usually speaks loudly, Usually speaks loudly Speaks too softly or
slowly and clearly. Is slowly and clearly. Is and clearly. Speaks so mumbles. The
Voice easily understood by easily understood by fast sometimes that audience often has
all audience members all audience members audience has trouble trouble understanding.
all the time almost all the time. understanding.
The student uses The student often The student tries to use The student tells the
consistent voices, uses voices, facial voices, facial story but does not use
facial expressions and expressions and expressions and voices, facial
movements to make movements to make movements to make expressions or

Acting/dialogue
the characters more the characters more the characters more movement to make the
believable and the believable and the believable and the story storytelling more
story more easily story more easily more easily interesting or clear.
understood. understood. understood.
The story is told slowly The storyteller usually The storyteller tries to The storyteller tells
where the storyteller paces the story well, pace the story, but the everything at one
wants to create but one or two parts story seems to drag or pace. Does not
Pacing
suspense and told seem to drag or to be be rushed in several change the pace to
quickly when there is a rushed. places. match the story.
lot of action.
Connections between Connections between Connections between The story seems very
Connections/ events, ideas, and events, ideas, and events, ideas, and disconnected and it is
Transitions feelings in the story feelings in the story feelings in the story are very difficult to figure
are creative, clearly are clearly expressed sometimes hard to out the story.
expressed and and appropriate. figure out. More detail
appropriate. or better transitions are
needed.
The storytelling lasts The storytelling lasts The storytelling lasts The story is less 100
Duration 7-10 minutes. 4-7 minutes. 100 seconds to 4 seconds.

minutes.
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
Listens to
and does not appear appears bored and bored. Might once or storytellers, makes fun
Others
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 1 2 3 4 Mark
Grade 1 - 4 Difficulty Progressing Meeting Surpassing
Vocal/Verbal  Little verbal or  Occasionally demonstrates  Demonstrates variety in  Demonstrates variety in
Expression vocal use. variety in one or two of volume, tone, pitch and volume, tone, pitch and
 Expression monotone or the criteria. voice quality. voice quality appropriate
difficult to hear.  Expression is mostly  Expression is interesting to character.
understandable. and understandable.  Expression enhances
character/ situation.
Effect on Audience  Audience is confused.  Audience follows  Audience clearly  Audience is deeply
performance enjoys performance. engaged, eager to follow
politely. performance and
responds
enthusiastically.
Focus  Performance  Performance mostly  Flashes of spontaneity and  Performance is alive
inconsistent. consistent and relatively style enliven solid and explores the bounds
smooth. performance. of
form.
Enunciation  Words are not clearly  Some words are clearly  Most words are clearly  All words are clearly
enunciated. enunciated. enunciated. enunciated.
 Presentation is  Some of the presentation  Most of the presentation  Presentation is easily
incomprehensible is comprehensible. is comprehensible. understood.
Volume  Voice is inaudible.  Volume is too low.  Volume is adequate.  Volume projects well. All
audience members can
easily hear the
presentation.
Preparedness  Students have not  Students have practiced  Students have practiced  Students are well prepared.
practiced and/or and a general outline with and the outline is clear and  It is obvious from the
planned presentation some details are in place. ordered. polish and ease of the
thoroughly.  Most details are performance that much
planned ahead. practice and planning
has taken place.
Total
COMMENTS:
Content: 7. The Human Person in Society
TOPICS : 7.1 - Definition of Society

- Idea of Social Contract
SECOND QUATERLY EXAMINATION
I. Multiple Choice: Encircle the letter of the correct answer
1. According to his social contract 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 is good
3. This social philosopher Postulated that man is ultimately a product of cultural construct and
is therefore molded by his cultural environment
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 C. Culture D. Interrelated
7. The most important element of society without this society will not exist
A.People B. Government C. Culture D. Territory
8. An element of society that is created through the interaction of people through these includes
norms, value, religion etc.
A.A. People B. Government C. Culture D. Interrelated
9. This thinker considers a human person as an end in itself and it is the role of the state to
ensure the protection of his freedom
A.Rawls B. Kant C. Plato D. Rousseau
10. Individual inviolability is the core of his idea of society stressing the importance of individual
justice that cannot be over ride even by society itself
A. Rawls B. Kant C. Plato D. Hobbes
11. An element of society that refers to
To the management and improvement of the country
A.A. People B. Government C. Culture D. Interrelated
12. A saying that explains “a person cannot live of his own”
A.“Human Person is Independent from others”
B. “No man is an Island “
C.“Human Person is Complete of his own”
D. None of the above
13. Who quotes the saying that man is a social animal?
A.Hobbes B. Aristotle C. Plato D. Rousseau
14. Who stated this quotation “man is essentially good thus society as man’s construct is good “
A. Aquinas B. Aristotle C. Plato D. Rousseau
15. It refers to an agreement whereby people accept certain instructions on them for the
benefit of the society
A.Society B. Culture C. Social Contract Theory D. Socialization
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 D. Neither A nor B.
7. A collection of individual shaped by social relations and interactions
A.Social Group B. Social System C. Society D. socialization
8. An old form of social system which is still practiced in India
A.Caste system B. Apartheid System C. Both A or B D. Neither A nor B
9. The following are characteristics of middle class except one
A.Consist of white collared workers
B.With minimal material difficulties
C.Professional services for income
D. With low career opportunities
1o. It refers to the belief of an individual to a ‘Supreme Being “
A. Denomination B. Religion c. Sect D. Cults
Human Person
Teaching Dates and Quarter 2nd
Time

I. OBJECTIVES
A. Content Standards The learner understands human beings as oriented
towards their impending death
B. Performance Standards The learner writes a philosophical reflection on
the meaning of his/her own life
C. Learning Competencies At the end of the session, At the end of the session, At the end of the session, learners are expected
/ Objectives learners are expected to: learners are expected to:
to recognize the meaning of his/her own life
PPT11/12-IIh-8.1
II. CONTENT Human persons as oriented towards their impending

death

A. References

3. Textbook pages
B. Other Learning Resources Philosophizing and being Human pp. 129 – 145
Compilations: Compiled Notes on Philosophy of the
Human
Person
IV. PROCEDURES
A. Reviewing previous Have a recap of what was
lesson or presenting discussed during the
the new lesson previous session.
B. Establishing a purpose Survey Says! Picture Perfect

for the lesson Group the students into 2. *Group the class into 5 each
*Ask the students to and distribute a magazine
enumerate the inevitable page or picture broken into
things or events in human pieces.
life
that we must all face. *Ask them to fix it to be able
*Discuss the reality of death to see the whole image.
thru which we may value life *Elicit discussion if they will
in itself. be able to decipher or
Incorporate the discussion appreciate the whole picture
in
a game. if one looks at a broken part
alone or if the image is
whole.
 How do you *Likewise, if life is seen
C. Presenting examples/ view death? with the end in mind or in
 What are your its wholeness, will you be
experiences/feelings able to recognize its
about the death of meaning?
your loved ones? *What is it?
Elaborate:
D. Discussing new Why do people fear death? ‘A part of life does
not determine the
new skills #1
whole.’
Is it death that we really fear Life is an unending
E. Discussing new concepts or the separation from the possibility.
beloved? What are the meaning have
you derived from it?
What is the meaning would
you make out of it?
Knowing the inevitability of
F. Developing mastery death, what meaning can/will
you embed to your life?
How would you like to be In what way have you

G. Finding practical remembered in life? derived meaning out of life?
*Rich
*Kind What are the concrete
*Generous actions will you do to make
*Loving life meaningful?
*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 Although we will all die
H. Making generalizations depends on how you live ultimately, life doesn’t mean
and abstractions about the
your life. despair.
lesson
Is death absence of life? How do you appreciate

I. Evaluating learning Why or Why not? life?

V. REMARKS
A. No. of learners
who earned 80%
on the
require additional
activities for
remediation.
the lesson
D. No. of learners
who continue to
require
remediation
Why did these work?
I encounter which
my principal or
supervisor
can help me solve?
to share with other
teachers?

of
the Human Person
Teaching Dates and Quarter 1st/2nd
Time

I. OBJECTIVES
A. Content 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 At the end of the session, At the end of the session,
/ Objectives learners are expected to learners are expected to At the end of the session, learners are expected to
enumerate the objectives explain the meaning of reflect on the meaning of his/her own life.
he/she really wants to life (where will all these PPT11/12-IIi-8.4
achieve and to define the lead to) PPT11/12-IIi-8.3
projects he/she really wants Written Work Performance Task
to do in his/her life
PPT11/12-IIi-8.2
II. CONTENT Human persons as oriented towards their impending death

A. References

3. Textbook pages
B. Other Learning Resources Philosophizing and being Human pp. 129 – 145
Compilations: Compiled Notes on Philosophy of the Human Person

IV. PROCEDURES
A. Reviewing previous Ask one from the class to
Remind the students of their Sum up the previous With all the learnings from
give lessons
lesson or presenting the class a review of the
different objectives in life, about life and death. the Introduction to the
the new lesson previous lesson. then direct them to Philosophy of the Human
understanding of the Person
meaning of life.
B. Establishing a purpose Guide the students towards Develop a deepened Ask the students how they
for the lesson what he/she really wants to understanding of the like to choose to live an
achieve and to define the meaning of human life. authentic human existence
projects he/she really wants by the exercise of their
to do in his/her life. freedom.
Ask students to name a So far, at your age, what do Cite a person who chose to
C. Presenting examples/ person who did something you think is the meaning of live his/her live for the
that is noble before his or life? service of others.
her
death.
Explain: “Human may Discuss: “Being aware of his Death enables us to express “An unexamined life is
D. Discussing new choose to live an authentic impending death, it may free our most profound freedom. not worth living.” -
concepts and practicing human existence by the him from the swirl of Socrates
new skills #1
exercise of his freedom.“ distractions, the crowd
existence, and begin to live
an authentic human life.” -
Heidegger
What “possibilities” would The consciousness of our
E. Discussing new concepts you like to accomplish before finitude and temporality
experiencing death? leads us to the appreciation
and dedication of life.
F. Developing mastery
Choose three (3) from What is your personal List 5 most important things
words
G. Finding practical below that best describe definition of life? that you want to
your future. Write your accomplish in life.
choices in your notebook. Where do you wish to lead
Explain your answer. your life?
a. Success
b. Fortune or Money To which do you wish
c. Fame to dedicate your life?
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 “Our lives can only be Death is not just the
H. Making generalizations the life we intend to live ours once we lose these absence of life but the
and abstractions about the and we live. for the sake of others.” appreciation of life.
lesson
How does one live a Ask the students to make Learners are tasked to
I. Evaluating learning meaningful life in the a reflection about their reflect on the meaning of
reality of impending life towards their his/her own life by
death? impending death. answering the question:
“How would you like to put
meaning to your life knowing “Who are you?”
your impending death?”

V. REMARKS

earned 80% on the
require additional
activities for
remediation.
the lesson
continue to require
remediation
Why did these work?
I encounter which
my principal or
supervisor
can help me solve?
to share with other
teachers?

Introduction To The Philosophy of The Human Person Pambungad Sa Pilosopiya NG Tao DLP

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Grades 1 to School Grade Level 12

12 DAILY Teacher Learning Area Introduction to the Philosophy of the

Day 1 Day 2 Day 3 Day 4

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

II. CONTENT Doing Philosophy

III. LEARNING RESOURCES

Give other examples

then will ask the students

J. Additional activities for

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

C. Learning Competencies/ (PPT11/12-Ib-1.2 ) (PPT11/12-Ib-1.3)

II. CONTENT Doing Philosophy

III. LEARNING RESOURCES

Imagine you are in a

A. No. of learners who earned

Day 1 Day 2 Day 3 Day 4

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

C. Learning Competencies/ PPT11/12-Ic-1.4

II. CONTENT Doing Philosophy

III. LEARNING RESOURCES

D. Discussing new concepts and PRESENTATION: Facilitator will

F. Developing mastery (leads to VENN DIAGRAM. Learners will

Day 1 Day 2 Day 3 Day 4

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

B. Performance Standards The learner evaluate opinions

C. Learning Competencies/ PPT11/12-Ic-2.1

III. LEARNING RESOURCES

(10 minutes) (5 minutes)

3. What are the two levels of knowledge?

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

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

B. Performance Standards The learner evaluate opinions

II. CONTENT Methods of Philosophizing

III. LEARNING RESOURCES

3.Looks for Proof-

5. Reject irrelevant and incorrect

(Indicate from which theory

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

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

B. Performance Standards The learner evaluates opinions

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

II. CONTENT Methods of Philosophizing

III. LEARNING RESOURCES

A. No. of learners who

Session 1 Session 2 Session 3 Session 4

1. Teacher’s Guide pages

J. Additional activities for

Prepared by: Checked by:

Session 1 Session 2 Session 3 Session 4

1. Teacher’s Guide pages

A. No. of learners who

Session 1 Session 2 Session 3 Session 4

1. Teacher’s Guide pages

E. Discussing new concepts

F. Developing mastery Define finitude.

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

Time allotted for this activity