Introduction To The Philosophy of The H

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

LESSON LOG 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 or Present distorted figures Review the previous lesson. Review the previous lesson. Synthesize the three previous lessons.
presenting the new lesson
B. Establishing a purpose for the What Philosophy is and what Philosophy differs in different eras Ask the students: “Nakapagbyahe na ba kayo?”
lesson philosophy is not. in world history
C. Presenting Ask the students: “what comes to Read: Sapagkat ang Ask students about the wisdom Lecture discussion:
examples/instances of the new your minds when you Pilosopiya ay Ginagawa ni they can get from everyday
lesson encounter the word Padre Roque Ferriols objects. Philosophy is a journey.
Philosophy?”
Examples:
Pencil/Eraser Broom
See appendix 1 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 a path Philosophy as a concept Philosophers
towards the attainment of The teacher will present the Scuba diving and Helicopter as vehicles of doing
knowledge. Philosophy is a system of beliefs different views of philosophers philosophy.
about reality. It is one’s about the nature
integrated view of the world. It and meaning of philosophy
includes an understanding of the
nature of existence, man, and his Ancient Greeks: to have a good
role in the world. It is a necessary life
product of man’s rational mind. Medieval: to defend God
Modern: to 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 between Activity: Compare and Activity: Recitation:
Formative Assessment 3) knowledge and wisdom. Contrast Tableau/Slogan/
In what sense is philosophy related to human
Knowledge is knowing that tomato The class will be grouped into 4 life?
is a fruit Philosophy and will represent each era
Wisdom is knowing not to put it through a tableau, slogan or a
in a fruit salad As a As a short poem.
Philosophy is asking if ketchup is Concept Process
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 a Why do we need to respect It must be emphasized that philosophy will not
applications of concepts and bicycle. Riding a bicycle is not the view of other people? teach the learners how to earn a living, but how
skills in daily living “The unexamined life is not about knowing its parts but it is to make life worth living.
worth living” and “He who has a in riding the bicycle itself.
why to live for can bear with
almost any how”.
then will ask the students to relate

the statements to their present
condition as SHS
Learners preparing for college.
H. Making generalizations and The learners will be grouped and The class will be grouped into two. Ask learners the following questions: What
abstractions about the lesson will be tasked to come up with a The first group will be tasked to does it mean to philosophize?
word web map based from their give examples of Philosophy as a
understanding of the discussion. concept while the other group What is its significance to your life?
will provide examples of
Write associated words with Philosophy as a Process.
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 reflection Objectives: Realize the value of doing philosophy in obtaining a broad
Write the LC code for each Identify the 3 levels of inquiry. perspective on life.
Discuss the beginnings of philosophical inquiry. Objectives: Discuss philosophizing as discipline of questioning,
liberation, and personhood.
A. References
3. Textbook pages
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 or (5 mins) (2-3 mins) Review: What is the beginning (2mins) Review
presenting the new lesson Review the previous discussion on Review the previous discussion on the 3 levels of of philosophical inquiry? the Philosophical
the definition of philosophy? inquiry. Give one example. beginnings of inquiry
1. Common sense through wonder.
2. Scientific Inquiry This time, a learner
Thumbs Up and Thumbs 3. Philosophical Inquiry will be able to see
Down the value of doing
philosophy. That this
Ask the students to thumb up if will give him the
they think the statement is true and opportunity to see
thumb down if the statement is false. things in broad
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) https://yout Motivation ( Know yourself) Ask:
lesson u.be/ExVh4wL70yc ( 5 minutes) Was there a time
Activity: where you have
Ask the learners 1. Ask the students to wronged a person
Picture analysis What did you observed in the video? write 2-3 principles in because of your
their lives? assumption or
The teacher will present a As we all know magic uses tricks but with that we judgement?
mathematical equation to ponder, ask, curious and wonder.
stimulate the students curiosity. What have you
Like, we wonder how come that the word “proud” realize because of
“1+1=0” picked by Angel Locsin known by the magician as it that experience?
shown in the video.
Ask:
1. What do you observe in
the equation? Like the crowd being amazed and bewildered when
2. Do you think it’s correct? Why the magician revealed the word written in the confetti
or why not. 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. Each Questions:
Situational / Questions Like, we wonder why you girls get the feeling of being group should have their own Given the following
Puzzles hurt when your heartbroken or broke up with your leader to summarize their situations. What will
boyfriend same as for the boys, vice- versa. opinion all about the issue of you do?
1. The teacher will present 3 Collaborative Activity summary execution to the 1. You saw your
situations/questions. drug addicts and pushers. And girlfriend/ boyfriend
2. The students will expect to Divide the class into 3 groups. Assign a leader, each group will give their holding hands with
show different ways in secretary, and presenter. Let each group answer opinion if they are favor or not. someone else.
answering questions.. (10 mins.)
the question… 2. Your baby brother is
Situation #1 wearing your
What do you usually think whenever you experience favourite red shirt.
There was an airplane crash, every emotional pain? Problems? Sufferings?
single person on board died, but Present in the class. Based on your
yet two people survived. How is this responses, do you
possible? After the activity, ask the class… think you did an act of
What can you say about your responses? philosophizing?
What response
Situation #2 From the responses given, you already started the act shows an act of
of philosophizing through wonder. philosophizing?
What goes up and never comes What is not?
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 of Discuss the
practicing new skills #1 Ask: “All men by nature desire to know.” – Aristotle philosophical through role following:
play.(10 mins.) The discipline of
1. What strategies or ways …. Because man is always searching for truth. Questioning, The
did you use to answer discipline of
the questions? Liberation and The
discipline of
Personhood.
E. Discussing new concepts and Discuss the following concepts: Ask the students if they learn
practicing new skills #2 a. Wonder values of philosophical
b. Doubt reflection when they
c. Limiting situations conducted the role play. (5
d. Metaphysical Uneasiness mins.)
F. Developing mastery (leads to (20 mins) The time you started asking those questions, you already Activity (Story Telling) Explain how you
Formative Assessment 3) have the sense of wonder, a childlike wonder about Ask the students to identify understand the
Define the three levels of everything. We do not tend to bother ask questions values of philosophical following quotations:
inquiries. that are just simple yet too hard or difficult to answer. reflection cited in story. (10 1. ”He who
Like for example: “Who am I?” mins.) has a WHY to live
1. Common Sense - a basic Asking this question in its real essence seems too for can bear almost
ability to perceive, understand, and hard for us to answer… any HOW” –
judge things that are shared by Friedrich Nitzsche
(common to) nearly all people In a one-half sheet of paper. Answer the question… 2. “Those who do
without need for debate. “who am I?”. Give at least 3-5 sentences. (5- 7minutes) not move do not
notice his chains”-
2. Scientific- Based on or Ask: Rosa Luxemburg
characterized by the methods Ask at least 3-5 learners to recite their answers. 3. “Madaling maging
and principles of science. tao, mahirap
According to Plato, Philosophy begins in magpakatao”
3. Philosophical - relating or “wonder” – the sense of puzzlement and
devoted to the study of the perplexity.
fundamental nature of
knowledge, reality and
existence.
G. Finding practical applications of Now that you have understood the Ask the learners the questions Ask the students to create Interactive
concepts and skills in daily 3 levels of inquiry, 1. How did the magician do that? philosophical reflection e.g. Child discussion:
living 2. Why do we need to suffer? labor. Give one concrete
(Ask) 3. Why can’t I be the no. 1 in the class? Questions; situation where we
1. Is it important to help can apply the three
1.In what situations do you apply parents if you are not doing disciplines explained
philosophical inquiries anything? 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 and will Man is a questioning being. And got no “definite Ask the students to enumerate the Questions are part and
abstractions about the lesson be tasked to come up with a word answers” that’s why we always wonder and keep on values of philosophical parcel of human
web map based from their searching answers. reflection.(3 mins) existence. Its
understanding of the discussion. inevitability is
acknowledged
Write associated words with especially in times
philosophy. when a person
searches for the
meaning of life. This
very act leads him to
progress rather than
stagnation and
arresting of growth.
Questions are part and
parcel of human
existence. Its
inevitability is
acknowledged
especially in times
when a person
searches for the
meaning of life. This
very act leads him to
progress rather than
stagnation and
arresting of growth.
I. Evaluating learning (5-7 minutes) Ask at least 3-5 learners the question…. When Oral Test Write a reflection on
can you say that you “wonder”? Ask the students to create a the significance of
The class will be divided into 8 situation where they create question to one’s life
groups and each group should make philosophical reflection and they in your journal?
a scenario to show each level of the have to establish a value of it. (5
philosophical inquiry. mins)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

in the evaluation
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?
materials did I use/discover
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
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
IV. PROCEDURES
A. Reviewing previous lesson or THINK-PAIR-SHARE. Facilitator RUN DOWN. The facilitator will give a run-down of
presenting the new lesson will ask the students to discuss with a what transpired in session. Learners will also share their
partner their answer on the question insights and learnings.
“DO YOU REFLECT?”
B. Establishing a purpose for the Learners will share their answers to the The facilitator will explain that the learners will make an
lesson class. Facilitator shall arrive at an essay concerning their philosophical reflection on a
explanation that human beings are concrete situation from a holistic perspective.
endowed with 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
in the evaluation
remediation
up with the lesson
require remediation
work?
which my principal or supervisor
can help me solve?
teachers?
LESSON LOG Person
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
Learning Resource (LR)
portal
B. Other Learning Resources http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES
A. Reviewing previous lesson Let the assigned group facilitate the Let the assigned group facilitate the recapitulation of the
or presenting the new recapitulation of the previous lesson previous lesson through News Reporting. (5
lesson through Step-No, Step Yes Game. minutes)
(5 minutes)
B. Establishing a purpose for Activity: Activity:

the lesson Pinoy Henyo Fact or Bluff
*Ask four student volunteers from the *Divide the class into three groups for the game
class to play a game with a Pinoy entitled Fact or Bluff.
Henyo concept. *Present the mechanics of the game.
*The topic of the game must lead to
the discussion on Fact and Examples:
Opinion. (e.g. political figures, 1. Manila is the capital of the Philippines.
environment, senior high school 2. Sun is the center of the solar system.
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 of statements given? What examples were given for
guessing the answer? each?
2. Is there any question raised 2. What examples of fact and opinion can you
which you consider as evidence- give based on your real-life experiences?
based? Cite examples.
3. Is there any question raised which (5 minutes
you think is opinion-based? Give
examples.
(10 minutes)
D. Discussing new concepts Video Clip Presentation: Video Clip Presentation:
and practicing new skills #1 *Let the students watch a video clip Fact vs. Opinion (http://www.youtube.com/watch?
entitled “Allegory of the Cave.” v=fnFnWWAnlkw
)
*After watching the video clip, ask the *Ask the learners to take down notes about the
students to have a group sharing on difference between fact and opinion while watching
the message of the video. the video.
*It is assumed that the students already
have their permanent grouping for (10 minutes
the quarter.
(10 minutes)
E. Discussing new concepts Guidepost for the Discussion:
and practicing new skills #2 Guidepost for the Discussion:
1. Why do we ask questions? 1. What is the most important tool used in
2. Why do we ask follow-up philosophizing?
questions? What is our end goal?  Philosophy uses truth as tool in
3. What kind of answers are we philosophizing.
seeking? 2. What are the two (2) divisions of opinion? Explain
4. What do we get from finding each.
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 (leads Activity:

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

remediation
lesson
D. No. of learners who
continue to require
remediation
strategies worked well? Why
did these work?
encounter which my
principal or supervisor can
help me solve?
materials did I
use/discover
which I wish to share with
other teachers?
12 DAILY Teacher Learning Area Introduction to the Philosophy of the Human Person
LESSON LOG
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 to
Objectives difference between opinion and truth. realize that the methods of philosophy lead to
Write the LC code for PPT11/12-Id-2.2 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 the Let the assigned group Let the assigned group facilitate the
lesson or presenting the facilitate the recapitulation of recapitulation of the previous lesson facilitate the recapitulation of the recapitulation of the previous lesson in a form of a
new lesson the pervious lesson using in a form of a charade. previous lesson in a form of a Telephone Conversation.
flash cards. Gallery Walk.
B. Establishing a purpose Activity: Relate to the class the story of a Lost The teacher shows a video clip Activity:
for the lesson Guess and Dress Me Up and Found cellular phone unit. that presents examples of Pageant (Introduction)
*Provide 2 human figures fallacies of argumentation. *Divide the class into 4-6 groups (whatever the
labeled as Truth and Opinion. (5 minutes) case may be).
*Let four (4) volunteer *Each group should have 1 representative who
students take turns in dressing After the video presentation, ask will present “who they are” a la pageant.
up each figure with puzzle the students to identify *Allot 3 minutes for the preparation. (10
clothes bearing statements of fallacious statements.
truth and opinion. minutes)
(5 minutes)
(5 minutes)
C. Presenting How did you determine that Ask the students: Guide the students to the Ask the students:
examples/instances of the statement is considered Why is it necessary to avoid concept that opinionated 1. How do you assess the words or statements
the new lesson truth or opinion? giving speculations in looking for a statements may come in a form uttered by the candidates during the pageant?
solution to a problem presented? of a fallacy. 2. Which of their statements can be considered as
(5 minutes) truth?
Expected Answer: (5 minutes)
We should base our search on the truth, (5 minutes)
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 Thinking
RHLSdrAkOE) 3. Pragmatic Theory
Processing: Identify (5 minutes) (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 in Activity: Role-playing Enumerate examples of Group Activity:
concepts and practicing philosophizing by bracketing or fallacies and define them.
new skills #2 setting aside opinions and Ask the students to act out a Semantic Mapping
biases. situation in the context of their (25 minutes)
experiences in the family and let their Let the students create a Semantic Map on the
(5 minutes) classmates determine truth from Attributes of a Critical Thinker using symbols.
opinion. 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 SmartArt
Formative Let the students make a graphical
Assessment 3) representation of the Theories of
Truth through a SmartArt.
Expected Output:
Correspondence
Theories of Truth
Theory
Coherence Theory
Pragmatic Theory
(5 minutes)
G. Finding practical Have the students cite an Ask the students to cite a specific Cite examples of fallacies With the advent of social media, how would you
applications of concepts instance in their life where example in any of the three (3) which they had experienced or uphold truth and wisdom?
and skills in daily living they find truth to be really theories of truth in the context of observed.
essential/significant. their experience as senior high a. Facebook
school students. (5 minutes) b. Instagram
(8 minutes) c. Twitter
Example: d. Etc.
I am taking eight (8) subjects this
semester. (7 minutes)
(Indicate from which theory and facts

the example belonged to)
(5 minutes)
H. Making generalizations Let the students answer the Let the students answer the given Ask the students to express their Write a couplet on your perspective about the
and abstractions about given question: question: learning for this session given statement:
the lesson Based on the discussion, On the basis of the discussion, through a meta- card. A person is more than just his/her Facebook
how should analysis of how would you determine if your profile/account.
situations be done? beliefs are true? Expected Answer: (8 minutes)
Opinionated statements may
Expected answer: Expected Answer: come in a form of a fallacy.
Analysis of situations should be The truth behind beliefs or
done with utmost propositions are determined through (2 minutes)
consideration of the truth. the correspondence, coherence, and
pragmatic theories.
(7 minutes)
(5 minutes)
I. Evaluating learning Johari’s Window Ask the students to enumerate and 15-item Quiz What is the significance of philosophy to everyday
explain the three (3) theories of truth. Let the students determine living?
Looking glass self (Charles Or whether the given statements
Cooley) Ask the students to identify two (2) are valid/true or fallacious. If (5 minutes)
*Ask the students to list down economic, political, or socio-cultural the statement is a fallacious,
three (3) attributes about situations. Let them write two (2) identify what fallacy it
themselves which they statements of truth about each expressed.
consider as truth and opinion. situation. Then, have them identify *See attached quiz items. (8
*Let them write their answers on what theory of truth is used.
their formative notebook. minutes)
(10 minutes)
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
work? No. of learners
who have caught up with
the lesson
continue to require
remediation
strategies worked well?
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?
LESSON LOG Person
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
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 facilitate the Let the assigned group
or presenting the new recapitulation of the previous lesson facilitate the recapitulation of the
lesson in a form of Picture Clues. (Let previous lesson in a form of a
them realize that the elderly are Game (Four Pics One Word).
people who have time-tested *Have the students guess on the
wisdom). (5 minutes) following words:
 Fairness
 Evidence
 Logic
 Tone
(10 minutes)
B. Establishing a purpose for Activity: Graphing Activity: Skit

the lesson
Let the students create a Pie Let selected students perform
Chart to figure out the a skit on the following
components for an objective scenarios:
evaluation of an argument. 1. a mother leaving the house for
Let them allot a percentage for each work gives instructions to the
component 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 Let the students answer the
examples/instances of the
new lesson Evaluating following questions in their
an respective group:
1. What instructions were
Argument given in the first scenario? In
the second scenario?
2. How important following
Fairness
instructions is in terms of doing or
Evidence accomplishing a task?
Logic *Guide the students in
Tone realizing the benefit of having
and following guidelines in
reading and examining
(5 minutes) arguments.
(5 minutes)
D. Discussing new concepts Discuss: Discuss:
and practicing new How do I evaluate an Reading an Argument
skills #1 argument? Guidelines on examining an
Argument
(5 minutes)
E. Discussing new concepts No. Tips for Reading
and practicing new Criteria in Evaluating an
and Examining
skills #2 Argument
Arguments
Effectively
 Fairness 1 Read once for an
 Evidence initial impression.
 Logic 2 Read the argument
 Tone several more times;
identify the claim and
Fairness- Is the argument fair support.
and balanced, or does it contain 3 Annotate as you
bias? Is the argument overly read – record your
thoughts.
emotional and filled with loaded
4 Highlight key terms;
language? look up familiar
Is the argument one-sided? Are words.
there alternative points of view 5 Draw a diagram or
not addressed? map to analyze the
Evidence- Are the given structure (how
premises reliable and relevant? details relate to one
Logic- Are the arguments another).
thoroughly explained? Do they
contain gaps in reasoning or (10 minutes)
logical fallacies?
Tone- Is the attitude of the
writer appropriate for the
content?
(10 minutes)
F. Developing mastery (leads Let the students answer the Reading and Critiquing Example
to Formative Assessment question, how can we come up with (See attached hand-out on
3) a sound and valid argument? “Reading an Argument
Cite a specific instance that Carefully”).
you had experienced in relation to
Source:
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 opinion How would you apply your
and skills in daily living significant in your daily dealings knowledge on evaluating
with your arguments in your daily lives? In
a. classmates/friends? what particular situations do you
b. teachers? deem it useful?
c. siblings? (5 minutes)
d. parents?
e. community?
(10 minutes)
H. Making generalizations and Ask the students: Activity:
abstractions about the What are the qualities of a *Divide the class into five (5)
lesson good argument? groups.
*Each group will summarize
Expected Answer: the lesson on evaluating
A good argument possesses arguments through the
the four criteria namely: following activities:
fairness, evidence, logic, and  Group 1- Tableau
tone.  Group 2- Song
 Group 3-Poem
(5 minutes)  Group 4-Dance
 Group 5-Creative
 Drawing (10 minutes)
*See Rubric for scoring students’
performance.
.
I. Evaluating learning Triadic Activity: Text Analysis
Evaluating Arguments Teacher provides a text from the
using FELT Framework. editorial/opinion section. Have the
learners evaluate the perspective
*The teacher will provide three of the author.
(3) arguments in the context of the
political, economic, socio- N.B.: As much as possible,
cultural, and environmental look for a text that is similar
situations in the Philippines. with the topic for the debate.
*The students will evaluate each
argument using the FELT (50 minutes)
Framework. (See attached
evaluation tool). Debate
*Possible Topic:
Example: a. Death Penalty
b. Distribution of Condom
among HS Students
“We should exhaust
c. Extra Judicial Killing/Drug
all possible
War
resources from
d. West Philippine Sea Claim
nature,” says a
e. Same Sex Union
miner.
f. Postponement of SK
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

remediation
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
DAILY LESSON LOG Teacher Learning Area Introduction to the Philosophy of the
Human Person
Teaching Dates and Time Quarter I
sieoSn 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards h 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.
earned 80% on the
formative assessment
require additional
activities for
remediation.
the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
Prepared by: Checked by:

School Grade Level 11
GRADES 1 TO 12 Section
DAILY LESSON LOG Teacher Learning Area Introduction to the Philosophy of the
Human Person
Teaching Dates and Time Quarter
Session 1 Session 2 Session 3 Session 4

O jectives 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
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards 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 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)
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
IV. PROCEDURES 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 and Review previous lesson Review previous lesson Review previous lesson
lesson or presenting recognized the limitations
the new lesson 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
If you're Gennaro Pelliccia, from the Bible, Genesis 1- the 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 (c.563–
and abstractions about the my body. The things that I 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 students learn?
VI. REFLECTION 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
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
Prepared by: Checked by:
chool rade vel
ection
eacher arning rea trodutiocnto ophlosiyofthe
Y aunm onrs
eaching ates and ime uarter
ession ession ession ession

I. OBJECTIVES jectbes
visutmeb
oevrethewkan
decectnondot earasesedsuing
enedaiodtidnlaeslsoncserxiseadn
etm ethciurlmusan aorimetv formethcrlciumigesud

ealiermd rstd sesenstmstegaetsri
vacitetisi oetmethjecobesvit Vliagunjoeciebtsvsu
amyebod ecensyarporce optrpehtearlignofect
enforevig rdussutmebofl on
dlopncon olwedandfi
etnlekow
ndegand
coemetc
esipn
eseh
dancomecesipentan
deabelnicelhrdnotfi
dnscfiigiancenandjo
yinearlignetheslsonyl
Wekjecobtesviasllhe
berevid
ontent tandards The learner understands the human person as an embodied spirit
rformance tandards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
arning ompetencies At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for
bjectives transcendence
PPT11/12-Ih-3.3
tsieht tinerdefayds
III. LEARNING RESOURCES rselma diearouscreofsliarema adbessli onarin
tiaoteb tatsinuslie? aremat elgnor
esduin rchndshteterinestsoel dsan psmoe
ximofe snindaninarielgn ttpcoe
tceorn ernustathehrteisa ntnev
danatli melopd
veiuma
npsliar
ematas
lwleasa
rpep
eferences
eacher’s uide pages

earner’s aterials pages
extbook pages
dditional aterials from
earning esource ( ) portal
ther earning esources e e a
yohposlih yohposlih wa
oko ig oko ig gas
esad esad asg
ylimp ylimp agn
gn
edinla edinla wal
p p agn
a
inm
um
uga
inm
ued
rat
ex
esehstsepsloudhebeonda ebieudgdybe
IV. PROCEDURES corsehtewek sdotnatrmi orcpeses and
earpdoutehtacititsevioarprlea onofelanrig
ptiysoathtesdtnustliwearlnlel ybhteeustd
w alwsy nhciwhoyuc
ferinformforiatev an
masesestmnactvit ewnhnstigacrpciet
ise etihrelanrigeqstoiu
iastunelanrigsyae nhrtieelanrig
mcltilatyyborvpiidn tetmnforeachestp
gesdtnusttiwhutlm
pilesaywotearln
ardwcoslosinuaoubt
ahtwehtyelaenrdina
tleorinottehrilfieexc
eresnipadnersoipuv
oenlekgwd
dcienatehtietmallo
eviewing previous gi skts ksts dem
lesson or presenting nru endst endts ineth
the new lesson eth uotw uotw saclot
osu viere viere ubaet
vier th th h
pno ervos ervos ledue
sise ipuo ipuo dcshz
wee nles nesls iuq
dta
evlu
aet
htsili
md
na
tiisli
eob
psio
fr
ece
ndsc
ent
ar
ore
th
ginc
eds
usg
etin
me
ew
era
gon
igto
ezio
nge
rco
wh
we
nca
dsc
ent
ar
stablishing a purpose eoidV ilp ylaM u s i c Ask students to write their
for the lesson very ouching eaf True Colors resume on their notebooks.
Violinist By Anna Kendrick, Justin Allot 5 minutes.
tph webtuyoumcow Timberlake
tachv t 4xf
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 of Over his own Body and mind, Pagsasagawa ng
D. Discussing new his own field of vision for the the individual is sovereign. - Pangalawang Pagmumuni-
new skills #1
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 an How can you personally go
and skills in daily living
doing/achieving your goal? experience to which they beyond what your bio-data is
were awed and realized that saying?
it is possible for them to do
something which they
thought they could not done.
Whether you think you can Individuals can choose to do I am a wonder-filled human
H. Making generalizations or you cannot, either way, things that affect their own person, full of possibilities.
and abstractions about the
lesson you are correct. Henry Ford body, but not that of
someone else.
How are we limited by our Can we really transcend or Can a bio-data present the Construct and Conduct a
I. Evaluating learning body? actualize our possibilities/ whole of your humanity? Is Written Quiz
potentialities? How it enough? Why or why
not?
V. REMARKS
o of learners who
earned 80% on the
require additional
activities for
remediation.
the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
repared by ecked by
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 each 2. Notice things that are not in their proper place and organize them in aesthetic way. (PPT11/12-Ii-4.2)
The human person in their environment
II. CONTENT

A. References
3. Textbook pages
B. Other Learning Resources
Video presentation on Global Warming 101
Intro. To the Philosophy of a Human Person slide 115-136
IV. PROCEDURES
A. Reviewing previous lesson or Review on the limitations and Review on the discussion about
presenting the new lesson possibilities for transcendence. the beauty of the Creation and
Ask: Why does the human body the changes took place in the
have limitations? What are the course of progress.
possibilities of transcendence?
Time allotted for this activity is 5 3 minutes
minutes.
B. Establishing a purpose for the GAME: picture perfect GAME:
lesson
Show a picture of a beautiful Provide different things (plates,
environment and a destructed cups, toys, wire, pen, papers
one and after that the word etc.) on the table and will ask 4
“ANYARE” will be posted on the students to arrange them
board to give comparisons of according to their concept of
both pictures presented. what is 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, and What do you observe on the
after watching the learners will process of arranging the things
be divided in a group in our activity?
composing of eight members to
discuss reflection within 10 minutes
members.
Time allotted for this activity is

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

-Input on the ‘Creation Story’ Power point Presentation
- Ancient Philosophy: On World
“What is the world made of?” -Input on Aesthetics (context of
-Cosmocentrism Nature)
Time allotted for this activity is Time allotted for this activity is 7
15 minutes minutes.
E. Discussing new concepts and -Oriental (and Western) views

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

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

minutes.
I. Evaluating learning Ask the student to list/name disorders in the environment:
a. Man-made
b. Natural
J. Additional activities Assignment: Learners are asked Reminder:
for application to interview individuals who are Remind the class about the
or remediation 45-60 years old and be guided by rubrics for the Infomercial.
the following questions:
1. What are the things that you
remember in your environment 3 minutes
when you were young?
2. What are the things you like to
do when you were young?
3. What are the positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development? Why? Or Why
not?
Upcoming performance
task:INFOMERCIAL
Present to the class the

instructions, objectives and the
rubrics for the Infomercial
10 minutes
V. REMARKS
VI. REFLECTION
in the evaluation
remediation
up with the lesson
require remediation
work?
can help me solve?
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 environment.
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
C. Learning Competencies/ At the end of the lesson, the learners are expected to:
Objectives 1. Show that care for the environment contributes to health, well being and sustainable development. PPT11/12 -Ij-4.3
Write the LC code for each 2. Demonstrate the virtues of prudence and frugality towards environment. PPT11/12-Ij-4.4
The human person in their environment.

II. CONTENT

A. References
3. Textbook pages
B. Other Learning Resources
Pambungad sa Pilosopiya pages 63-75
Introduction to the Philosophy of Human Person slide 115-136
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 The teacher will present 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 question

practicing new skills #1 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 of All the criticisms will be reviewed.
concepts and skills in daily living Follow up activity for the learners
final output by the end of the 1st
quarter.
Task: Each group will make their
action plan or proposal in their
respective barangay/community
to address the problem in their
environment. In this regard, the
group will tap the barangay or SK
chairman to implement this
activity. This will be noted and
signed by the adviser, subject-
teacher and principal.
20 minutes
H. Making generalizations and Ask the learners about what have
abstractions about the lesson they learned for the whole
session.
5 minutes
I. Evaluating learning

V. REMARKS
VI. REFLECTION
in the evaluation
remediation
up with the lesson
require remediation

work?
can help me solve?
teachers?
r s t r v
r r r yohpliosh
ts urt r n
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 Write Realize that:

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

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

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
B. No. of learners who 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
worked well? Why did these work?
can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
rep 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
Grades 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Area yohpliosh
Teaching Dates and Time Quarter n
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 Write Realize that:

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
D. Other Learning Resources https://www.youtub https://www.youtube
e.com/watch?v=R .com/watch?v=5PXs
mhH2uVvxmM cl_d7UQ
IV. PROCEDURES
K. Reviewing previous lesson or presenting 1. Can someone -Discussion of the -Present in the class -Discuss the movie
the new lesson from the class read assignment your story of sacrifice that you watched.
his/her sorry letter?
L. Establishing a purpose for the Activity Activity Group Activity:

lesson
1.Will anyone from
Role-playing Video-clip Image representation
the class give an
-A grade 12 student (Documentary)
example of
decided to study Draw an image that
personal choice that
even though he/she “Minsan lang sila resembles perservence
has brought impact
was bata “ -bamboo
to his/her classmates,
supposed to work. -turtle
family, and other
-A parent went -ant
significant persons?
abroad to work even
though she could
also work in the
Philippines.
M. Presenting examples/instances of the -Going back to 1. Describe the 1.What is your Discuss the
new lesson Mila’s story, what do characteristics of a personal analysis characteristics of the
you think are the grade 12 student and about the video clip? presented images.
consequences of the parent who went
Mila’s choice to 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 practicing Define the concept of Explain the concept Explain the concept Analyze the
new skills #1 ALTRUISM. of discernment as a of sacrifice in a philosophical
process. philosophical concept of
perspective. perseverance.
O. Discussing new concepts and practicing Relate the concept of Relate the concept of Relate the Relate the
new skills #2 altruism to your discernment to your philosophical concept philosophical
concrete experiences. concrete experiences. of sacrifice to your concept of
concrete experiences. perseverance to
your concrete
experiences
P. Developing mastery (leads to Formative Identifying the Identifying the Give some examples Give some
Assessment 3) concept of Altruism concept of of acts of sacrifices examples of acts of
in a given situation. discernment in a that you know. perseverance that
given situation. you know.
-The story of
“ANAK” -The story of
“MAHATM
A GANDHI”
(the story is subject for
change)
Q. Finding practical applications of -Studying at night Journal writing: How do you show Tower-making
concepts and skills in daily living versus hanging out act of sacrifices to
with friends 1.What is your most others? Build a tower out
-Pursuing studies significant of paper.
versus finding job discernment?
State the
consequences of
your choice.
R. Making generalizations and abstractions 1. Discuss the 1.How do you 1. In making 1.In making choices,
about the lesson concept of altruism understand choices, how how would you kow
(5 mins.) discernment? would you that there is an act of
(5 mins.) know that perseverance
there is an act
of sacrifice?
S. Evaluating learning State the Formative Perform an act of Perform an act of

consequences of the Assesment: sacrifice based on perseverance based
choices made by the your personal on your personal
ff. personalities: Answerable by observation or observation or
Yes/No experiences. experiences
-Mother Theresa
lived with the sick 1. Studying instead
and needy of working will lead
-Marcos declared you to a better
Martial Law future.
Note: Teacher may 2. Working abroad
still add some sustains the needs of
examples.
the family.
(5 mins.)
3. Discernment is
vital to one’s day
to day living.
T. Additional activities for application or Give the definition Share your own act Watch a movie that Article Clipping:
remediation of Discernment of sacrifice in the shows perseverance.
class next meeting. Clip an article from
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
additional activities for remediation
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
M. What difficulties did I encounter
can help me solve?
N. What innovation or localized materials
rep by:
Group IV
Jaime T. Tugade
Marion S. Arcenas
Marianne S. Dio
Lorelei A. Avancena
Ronnel E. Pineda
Division of Nueva Ecija
locoSh Group 6 edra 12
R T lve
Y S rceTahe igrna onctiondturtoisolphoPhy of the Human Person
are
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
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 concepts Cabbage Game:
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 abstractions What is the significance of

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
and how Buber’s perspective is
address the situation?
important.
J. Additional activities for application/for
remediation
V. REMARKS
evaluation.
activities for remediation who scored
below 80%.
lesson.
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?
Approved: Approved:
School Group 6 Grade Level 12
GRADES 1 TO 12 Introduction to the Philosophy of the Human
Teacher Learning Area
DAILY LESSON PLAN 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 1. What was the topic of
students about the differences 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 concepts Ask the students to share their Ask:
and skills in daily living What specific situations in your
own experiences in meeting
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 abstractions As a student, for you what is the Through a concept map, ask the Based on the discussion and Based on the discussions and
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 words how authentic dialogue
etc.) to have an authentic leads to accepting others as a
dialogue with others through a unique individual.
concept (5 minutes)
map.
I. Evaluating learning Ask them about the pictures Formative Quiz: Short quiz (True or False about
again. How do you proper Short True or False about the Authentic Dialogue)
address lesson (5 minutes)
the situation?
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
evaluation.
below 80%.
lesson.
remediation
VI.REFLECTION
E. Which of my teaching strategies worked
well? Why did these work?
Approved: Approved:
School Grade Level
GRADES 1 TO 12 Introduction to the Philosophy of the Human
Teacher Learning Area
DAILY LESSON PLAN 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 of others specially the recognizing the underprivileged
Thou 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)
1. Content - 10
sarili lamang”.
Rubrics for the group concert: 2. Grammar-5
1. Participation 5 3. Relevance-3
4. Neatness -2
2. Teamwork 5
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
evaluation.
below 80%.
lesson.
remediation
VI.REFLECTION
E. Which of my teaching strategies worked well?
Why did these work?
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 m aterial
- Sequenced m aterial within the - Sequenced m aterial within the - Sequenced m aterial within the
Organization
body body body is inconsistent
- Cohesive presentation content - Cohesive presentation content
- Enhance the effectiveness of the - Support the effectiveness of - Not interesting - Unclear
presentation the presentation - Partially support the - Minim ally support the effectiveness of the
- Correct gram m ar - Correct gram m ar effectiveness of the presentation presentation
Language - Appropriate to audience - Appropriate to audience - Correct gram m ar - Occasional m istakes in gram m ar
- No pronunciation m istakes - Very few pronunciation m - Appropriate to audience Som e - Appropriate to audience
istakes pronunciation m istakes - Several pronunciation m istakes
- Good posture - Good posture - I nterm it ted good posture - Poor posture
- Eye contact with the - Frequent eye contact with the - Occasional eye contact with the - Seldom eye contact with the audience
audience m ost of the t im e audience audience - Not enough or too m uch gesture and expression
Delivery - Appropriate gesture and - Appropriate gesture and - Appropriate gesture and - One person presentation.
expression expression expression
- Deliverance with confidence - Alm ost full group participation - Partial group presentation
- Full group participation
- Student discuss the subj ect in - Student discuss the subj ect with - Student discuss the subj ect with - Students discuss the subj ect with very m
great details. som e details. a few details. inim al details.
- Student describes in detail about - Student outlines their - Student do not outline their - Students do not outline what they have learnt
Content
their findings finding finding - Students st ill sound confused on this topic
- Student indicate what they - Student show what they - Student's m isconceptions are st
have learnt have learnt ill seen
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.
ntroductiontothePholiyposhofthe uamn
onrsPe
ts

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.
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 differentiating
A. Reviewing yesterday’s lesson
its various philosophical foundations.
or Presenting the new lesson
2mins 5mins
At the beginning of the class, preceeding the

i oe ilp ? nm s os i l Students will be asked to chooose from three presentation of the new lesson, the teacher will set
ineg )sin teuts ?stne options (eg flags, colors,etc.) by lining up at the some radical classroom policies that will take effect
gsvreviehtrieitosno center of the room after which each respective for the duration of the session. These new and
group will gather. seemingly odd classroom rules will set the standard
B. Establishing purpose of the - ?nsiosl imoiesn for acceptable behavior of each students, and will
new lesson 5mins later be the basis for the evaluation of learning at the
- lhmun st hveosi l imoiesn
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
roup t orpu t mins Each of the group formulated will be At least Three to five students are selected
 roupthe l sintofour  orpuhte l siotnforu instructed to sit as a unit and will be tasked to randomly to articulate their observations through
 rovi ee  tneser ipre r hip gr formulate a informal society of their own class recitation.
based on the following elements:
hgroupipturestht iznren lte uts ?stne
potr ys n s iortntue worht A. Government
B. Norms and laws
oi l ieng tyehthtkin
C. Presenting examples/ instances
 sk them wlieofesuin ingfien otie sin C. Culture
of the new lesson
owtolitsnsmny nswress 
thye n esonehtwosrgtrehe 5min of preparation & a 2min
omeupwithturetheg whtinehtgorpu presentation for each group 5mins
vienip tlemeht
min)s omeupwhtihtrieown
 nutsrenign
hgrouptorpesentyre orfioitienofhtewor
ing thelsitof tiher os ytie sin
nswres  temeht sternetriehwokr msine)h
minpergroupmins)
 e herto isusthe onept ote  e hertopresetn n isus the From the given activity, the teacher will discuss
onept note the concept of the Social Contract based from the
following philosophical proponents: The teacher discusses the concept of Total
ns o l ieng
A. Jean Jacques Rousseau – Society is Determinism, emphasizing the importance of
Use the appropriate keywords provided by established based on the idea that man by cultural traits and characteristics as determining
the students on the Group act Picture nature is good, and thus man basically
oietyis factors for individual and social behaviors.
analysis) surrenders his individual will to the will
groupofpeolpelving of the people.
) mins inefintetrertiory B. Thomas Hobbes –individuals must
hving surrender a part of their freedom to the
thegovernmshentirn state or sovereign. He calls the sovereign
 Aristotle – Man is a Social Animal
Leviathan. It stands on the assumption
 Thomas Acquinas – niseseint goftheriowmsne
that human nature is basically selfish.
D. Discussing new concepts and lygo thus oitey sm?nsonstrutisgo lutureinter epenent C. John Locke - He stands on the
practicing new skills #1  ? ? n interlete to assumption that human nature is not on a
(Leads to Formative Assessment 1) onenother state of war between good and evil and
the aim of government is the preservation
 mnuelm tn ? of liberty, property, life, and well-being
in general.
hereforethest teis
ommtotihteterpotetionfoihs 10mins
15min
igint y
unompromi
snglyiesns
uring ihs
fre om
notremwth
 ohn wls ?
hpersonposeses n ivinlo
ilytfoune onjusti ethtventhe
wrlefofsoiety s whloe
notvoerir e
mingttheexpensef
otir l
r ginst rugs
 l to ? oiteysholu hvethevrituesof
is om lue)r our
geloie)r n
em nper e er hnt)s
to t injusti e

F. Developing mastery opu yvtiti

(Leads to Formative Assessment 3) Ask the students these:
 reouy oi gein  sti 1. What is the social contract? And how do Ask the students the following:
 l eeth ontepof oi l gin ot ownethxsi you think the social contract is formed?
eth ygin ? ? timmeleort 2. Differentiate the social contract of Jean 1. How do you think society transform the
Rousseau from that of Thomas Hobbes. individual human beings?
ms)in ptesn in
Which social contract do you think is
gineinf better?
tyieso 5min
5mins
o puof elop
o vigin in tieinf yoretri
o mvernten
o h gn e retlu
o ten enpten
o tenrle e
 vi eeth l otin gopur
egsi newt omeletyietesnpofso er
gropu
letmeth
ovierpet
h imtopr
eofe h
liethosyiet
exstifioenemletensitnse styfiu
yoru ws er
G. Finding practical applications nowlegeinuntrseni pre Which of the three social contract ideas do you Let the students identify personal characteristics
of concepts and skills in ng ns o l tionofyourownr think the philippine government/society is that they think is culturaly influenced. Let them
daily living founded upon? identify further the exact cultural components
ineg lowsyoutopre gywhwlile to
Considering the current administration, to where responsible for these influences.
te n re liz ethe ievp rt do you trhink philippine society is headed to in
thtwenethelhpeoft tioninos terms of:
hepoelpe roun us lwork ofrthe A. Moral standards 5mins
venehow re orpor were trmtenetoftheostye B. Law implementation
5mins
- hy o ne othrse
* umintyis hs re
in)s
G.Makinggeneralizations teuts stnemusizrmeth e “ Being a Social teuts stnemusizrmeth eelosnofehtfioitienof The teacher asks series of questions that will draw The teacher asks series of questions that will draw
andabstractionsaboutthe lesson being, betterment of your society is both your otie n hteimntrpeofe hmleestn from the students the general statement: The from the students the general statement: Social
responsible and an obligation )sin “Society should uphold the protection, equality, social society, together with its system, is created based behavior is directly influenced by the cultural
justice, freedom for the welfare of its people.” from the common interests of characteristics of a given popullation /
) its constituents area.

5mins 5mins
H. EVALUATING LEARNING orpu t lognmkgin ? gtiehrlog gnhsil tinifioenof oytie )sin Using a word web, the students provide the words Based from the new set of classroom policies given
whihwlitefler n s oi l which they think will explain the concept of to the students at the beginning of the session, the
gine in)s social contract. teacher now instructs his studentds to evaluate
themselves as to what extent these set of rules have
affected their individual behavior as well as their
uir
class behavior. This could be accomplished through
tnet any of the following:
n 1. Essay
vlen 2. Group discussion
e 3. Class recitation
7mins 10mins
I. Assignment tsi tlets jor eet Write a reflection paper on the impact of society The students create a picture clip illustrating his/her
hllegnesinoyrugr n ohw logeofoyruytieostorghuhkt in their personal life. timeline from childhood to the present, pointing out
wliyoueoflehp n wt otserp ginrutse ip of oyru the various changes he/she experienced brought
it seht toyru ommtinu about by cultural influences.
gr ysiimmlepitgnen uirs
 eytvit
 vlene
 eytu n entse
F. EVALUATION
IV.
A. No.oflearnerswho earned80%onthe
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 Write Compare different forms of societies Compare different forms of Explain how human relations are Explain how human relations are transformed
the LC code for each and individualities (e.g. Agrarian, societies and individualities (e.g. transformed by Social System by Social System
Industrial and virtual) Agrarian, Industrial and 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 Society The Human Person in Society The Human Person in Society
II. CONTENT
- Forms of Societies - Types of Individuals in the Society - Definition of Social System - How Social System transformed human
Relations
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 presenting Review the previous lesson Review the previous lesson Review the previous lesson Review the previous lesson
the new lesson
5 minutes 5 minutes 5 minutes 5 minutes
B. Establishing a purpose for the lesson Ask these questions : Ask this question Ask this question Ask the students if they belong to a
1. Where do you live? Imagine the people living in particular organization? If yes what type of
2. How can you describe the your community, What can you say What do you observe in the organization? Please describe.
place? about them? community/society where you are
living in?
C. Presenting examples/instances of the Picture Analysis Rearrange the jumbled letters to form Sentence Completion Social Think Pair and Share
new lesson a word related to types of Choose a partner and complete the table
Show pictures of Urban and Rural individuals in the society. System is ……
settings. 1. E P R U P
What can you say about the pictures? 2. L E M D D I Individual’s Societal
Can you relate your present living 3. N G I K W R O behaviour norm
condition to the pictures? Why? 4. W E R L O 1.
2.
3
D. Discussing new concepts and practicing Discuss the Forms of Societies using Discuss the forms of Discuss the definition of Social Conduct a Role Playing about different
new skills #1 power point presentations Individualities in the Societies using System using power point type of Social System for example:
power point presentations presentation.
Agricultural- it focuses on the Religion
production of crops and raising of Lower Class-experiences poverty, Social System – an organization of Political Affiliation
animals homelessness and unemployment individuals into groups or Culture
Industrial- it introduce fuel driven Working Class- constitute blue structure that have different
machinery in goods production. collared workers functions, characteristic origin or
Virtual- technology is used in Middle Class- consist of white status 20 minutes
every aspect of life and work. collared workers.
Upper Class-consist of 20 minutes
25 minutes individual born into aristocratic
families
20 minutes
E. Discussing new concepts and practicing Show examples of pictures that depict From your observation what are the
new skills #2 social system Positive and Negative Impact of Social
System to themselves as a member of the
5 minutes organization?
5 minutes
F. Developing mastery (leads to Formative Concept map: words associated with Charade Making a collage that makes up a Make a sketch showing the impact of
Assessment 3) the terms Agrarian, Industrial, Virtual Each group will portray the social system social system to human relations. For
Societies highlight of each type of example:
individuals in the societies and the 10 minutes Religion
other group will guess the correct Political affiliation
10 minutes answer Culture
10 minutes
5 minutes
G. Finding practical applications of Given the chance to choose which form Which type of individuals you and Is it possible for a nation not to have Is being a part of social group develops your
concepts and skills in daily living of society would you like to live your family belong? Why? all types of societies and individuals human relation? How?
why? within the social systems? Why?
3 minutes 3 minutes Why not? 3 minutes
5 minutes
H. Making generalizations and Ask the students to share what they Ask the students to make a creative Sharing of what the students have Make a summary on how human relations
abstractions about the lesson have learned from the lesson Graphic Organizer containing what learned from the discussed lesson are transformed by social system
they have learned from the
5 minutes lesson
5 minutes 5 minutes
5 minutes
I. Evaluating learning Short Essay Comparing Provide a 5 multiple choice Write a short reflection on how social system
the Forms of Societies questions. transforms human relations
5 minutes
5 minutes
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
evaluation
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
require remediation
can help me solve?
ntroductiontothe holiyposhofthe uamn
onrse
ts

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 115-136
4. Other Learning 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
l v nt or t o lpp ntn
ow so ty omtymun nun n
nv u
tp wyoutuw w om w v
ryx
C. Presenting examples/
us ? tory)
 t r t rot r t
p ortot tnt
nount r
 to s oyout n m
n t r t rot
t
tquo m m on l pno l s
D. Discussing new concepts and n p t sl l lo suprstton t )l
r n t n
loyot l n pr t
 ow oyout n lt
l n pr t s n
F. Developing mastery ow oyour l t s
l pon l p t
son ?
stnotnonont
ynm so o ?sm
t mr stun n ru n rntu
t mr sm??
G. Finding practical applications you vnt woprto
of concepts and skills in yo t l pon l
daily living
p t sw
wlouyou y
H. Making generalizations and pnn ot ynm p to os
abstractionsaboutthe lesson
I. EVALUATING LEARNING tv y tonpron
m ? s out C s tn ono t stu tsn y )ropuot s tu ton n
swn rt ollwnopstn) nt t l mnt)n rp mor wl
t our t lpo ru
nt owllon orm so o t
tlu
nst
u
rt
u
tn mor son v u t
s n so ty wlo r l
won l
m l l s pur l s)s
 stu stnwl l n t l
tvu t t
mor noo
mu l on p y o yst
mv v
 stu stnwlrp tnt
vn t snt
wollon t
rou
l l yn
 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
A. No. of learners who earned 80% in
the evaluation
additional activities for remediation
up with the lesson
require remediation
can help me solve?
materials did I use/discover which I wish
to share with other teachers?
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 WITH SOME PLANNED AND BEING
WORK DONE BY OR THOUGHT. PLANNING AND THOUGHT.
OTHERS. PROJECT THOUGHT, BUT COULD
DIRECTIONS NOT HAVE BEEN BETTER
FOLLOWED
THE MOVIE INCLUDES THE MOVIE INCLUDES

THE MOVIE INCLUDES DESCRIPTIONS ABOUT DETAILED
MINIMAL INFO ABOUT THE ACTIVITIES DONE INFORMATION
1. RESPECT FOR 1. RESPECT FOR ABOUT THE
CONTENT/MESSAGE THERE IS LITTLE INFO NATURE NATURE DESCRIPTIONS IN THE
ABOUT THE MOVIE 2. PRESERVATION OF 2. PRESERVATION OF ACTIVITIES DONE.
NATURE NATURE 1. RESPECT FOR
3. EFFECTS OF 1& 2 TO 3. EFFECTS OF 1 & 2 TO NATURE
A. HUMANS A. HUMANS 2. PRESERVATION
B. COMMUNITY B. COMMUNITY OF NATURE
C. SOCIETY C. SOCIETY 3. EFFECTS OF 1& 2 TO
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 MOVIES WERE JUST A WITH A BIT MORE MOVIE MOVES
MOVIE OR MOVIE DID SERIES OF CLIPS JOINED EDITING AND BETTER NICELY, THEME IS
NOT WORK TOGETHER. CLIP SELECTION, USE IDENTIFIED,
NO PURPOSE OF TRANSITION, ETC. AUDIENCE ENJOYED.
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 during focused during
Presentation group work and group work and group work and group work and
presentation. presentation. presentation. presentation.
Presentation of Convincing Competent Adequate Limited

Character communication of communication of communication of communication of
character’s feelings, character’s feelings, character’s feelings, character’s feelings,
situation situations situation 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 of Good variety of Satisfactory variety Limited variety of
Cues (voice, gestures, non-verbal cues are non-verbal cues of non-verbal cues non-verbal cues
eye used in an exemplary are used in a used in an are used in a
contact, props, way. competent way. acceptable way. developing way.
costumes)
Imagination and Choices Choices demonstrate Choices demonstrate Choices
Creativity demonstrate insight thoughtfulness and awareness and demonstrate little
and powerfully completely enhance developing awareness and do
enhance role play. role play. acceptably enhance little to enhance role
role play. 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 developing emerging
presentation of presentation of presentation of presentation of
thoughts and thoughts and thoughts and thoughts and
supporting details. supporting details. supporting details. supporting details.
Organization Introduction, detail, Introduction, detail Introduction, detail Introduction, detail

arrangement, arrangement, arrangement, arrangement,
transitions, transitions, transitions, conclusion transitions,
conclusion and conclusions and 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, sentences) sophisticated and complex and straightforward or inappropriate
vocabulary used. vocabulary is used. vocabulary is used. vocabulary is used.
Sentences vary in Sentences often Sentences Mainly simple
pattern and length. vary in pattern and sometimes vary in sentences, lacking
length. pattern and length. in variety
are used.
Correctness Great attention has Attention has been Less attention has Little attention has
been paid to paid to correctness. been paid to been paid to
correctness. Text Text contains minor correctness. Text correctness. Text
contains essentially errors, none of contains errors contains many errors
no errors which which interfere with which interfere with which limit the
interfere with clarity of clarity of clarity of
clarity of communication. communication. 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 and usually followed and sometimes followed seldom followed and
organization is organization is and organization is
exemplary. competent. organization is emerging.
developing.
Techniques Exemplary range of Competent range of Developing range of Emerging range of
techniques used to techniques used to techniques used to techniques used to
create a powerful create an interesting create an adequate create an image which
image clearly image image moderately minimally
suitable for suitable for target suitable for target appeals to or is not
target audience. audience. suitable for target
audience. audience.
Graphics Creative graphics Clear graphics Simple graphics Limited graphics
contribute to an contribute to a contribute to a contribute to a
engaging thoughtful developing novice
representation. representation. representation. representation.
Correctness Great attention has Attention has been Less attention has Little attention has
been paid to paid to correctness. been paid to been paid to
correctness. Text Text contains minor correctness. Text correctness. Text
contains essentially errors, none of contains errors contains many errors
no errors which which interfere which may interfere which limit the
interfere with with clarity of with clarity of clarity of
clarity of communication. communication. communication.
communication.
Specific Criteria:

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

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

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

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

captions, text captions, text captions, text text contains many
contains contains minor contains errors errors which limit
essentially no errors, none of which may the clarity of
errors which which interfere interfere with communication.
interfere with with clarity of clarity of
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 group always often sometimes rarely

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 an
always often sometimes rarely
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 occasionally reveals the thoughts, feelings, elaborates the
thoughts, feelings, the thoughts, feelings, and context of the thoughts, feelings,
and context of the and context of the characters and context of the
characters characters characters effectively
content the central idea of the central idea of the the central idea of the the central idea of the
the dialogue may be dialogue is clear but dialogue is clear, dialogue is focused,
unclear, simplistic, conventional thoughtful, and insightful, and richly
or incoherent developed 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 of clearly, and clearly, and
inconsistently in the 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
effectively conveys the appropriate tone for the speech the 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 and the purpose of the speech is
achieved speech is achieved of 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 not
the story well and has the story pretty well and some of the story, but tell the story without
obviously practiced has practiced telling the did not appear to have using notes.
Knows the telling the story several story once or twice. practiced. May need
Story times. There is no need May need notes once or notes 3-4 times, and the
for notes and the speaker twice, but the speaker is speaker appears ill-at-
speaks relatively confident. ease.
with confidence.
Storyteller looks at Storyteller looks at and Storyteller looks at and Storyteller does not look
Audience and tells the story to tells the story to a few tells the story to 1-2 at or try to involve the
Contact all members of the people in the people in 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 audience
Voice easily understood by all easily understood by all fast sometimes that often has trouble
audience members audience members audience has trouble understanding.
all the time almost all the time. understanding.
The student uses The student often uses The student tries to use The student tells the
consistent voices, facial voices, facial voices, facial expressions story but does not use
expressions and expressions and and movements to make voices, facial
movements to make the movements to make the the characters more expressions or
Acting/dialogue
characters more characters more believable and the story movement to make the
believable and the story believable and the story more easily storytelling more
more easily more easily understood. interesting or clear.
understood. understood.
The story is told slowly The storyteller usually The storyteller tries to The storyteller tells
where the storyteller paces the story well, but pace the story, but the everything at one pace.
wants to create suspense one or two parts seem to story seems to drag or be Does not change the
Pacing
and told quickly when drag or to be rushed. rushed in several places. pace to match the story.
there is a
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 or
appropriate. 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 and storytellers. Rarely sometimes appears bored. distract the storytellers,
Listens to
does not appear bored or appears bored and never Might once or twice makes fun of them, or
Others
make distracting makes distracting accidentally make a does other things instead
gestures or gestures or gesture or sound that 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:
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0. 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
w 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 v C. Culture D. Interrelated
12. A saying that explains “a person cannot live of his own”
A. “Human Person is Independent from others”
I “
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 C. Plato D. Rousseau
14. Who stated this quotation “man is essentially good thus society as man’s construct is good “
u 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. y D. Socialization
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. This type of society focuses on the production of crops and rising of farm animals
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2. What type of society where factories are seen as the center of work?
A. Virtual B I u 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 D. Upper Class
4. Which of these does not describe social system?
I vu u w u
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 u D. None of these
6. This refers to a society that focuses on producing and selling information
A. Modern Industrial B I u 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. y D. socialization
8. An old form of social system which is still practiced in India
A. y 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
w u
1o. It refers to the belief of an individual to a ‘Supreme Being “
A. Denomination c. Sect D. Cults
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Introduction To The Philosophy of The H

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Grades 1 to School Grade Level 12

12 DAILY Teacher Learning Area Introduction to the Philosophy of the Human

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

How did Padre R. Ferriols

E. Discussing new concepts and Unlocking of Difficulties: Unlocking of Difficulties:

Give other examples

Cite the differences of

then will ask the students to relate

I. Evaluating learning Task the students to write an essay

J. Additional activities for

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-Ib-1.2 ) (PPT11/12-Ib-1.3)

II. CONTENT Doing Philosophy

III. LEARNING RESOURCES

Imagine you are in a sinking row

J. Additional activities for

A. No. of learners who earned 80%

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

I. Evaluating learning Rubric will be presented to guide students. The rubric

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

B. Establishing a purpose for Activity: Activity:

(10 minutes) (5 minutes)

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

F. Developing mastery (leads Activity:

Present the characteristics of Fact and Opinion leading

A. No. of learners who earned

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 information-

(Indicate from which theory and facts

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

B. Establishing a purpose for Activity: Graphing Activity: Skit