Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
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 Write the LC code for each
Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages
Doing Philosophy
Day 4
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 presenting the new lesson
Present distorted figures
B. Establishing a purpose for the lesson
What Philosophy is and what philosophy is not.
Review the previous lesson.
C. Presenting Ask the students: “what comes Read: Sapagkat ang examples/instances of the new to your minds when you Pilosopiya ay Ginagawa ni lesson encounter the word Padre Roque Ferriols Philosophy?” See appendix 1
D. Discussing new concepts and practicing new skills #1
Unlocking of Difficulties: Definition of Philosophy as a path towards the attainment of knowledge.
How did Padre R. Ferriols present philosophy? Unlocking of Difficulties: Philosophy as a concept Philosophy is a system of beliefs about reality. It is one's
Review the previous lesson.
Synthesize the three previous lessons.
Philosophy differs in different eras in world history
Ask the students: “Nakapagbyahe na ba kayo?”
Ask students about the wisdom they can get from everyday objects.
Lecture discussion: Philosophy is a journey.
Examples: Pencil/Eraser Broom Stick Shoes Learning from Make an analogy: Philosophers The teacher will present the Scuba diving and Helicopter as vehicles of different views of doing philosophy. philosophers about the nature
integrated view of the world. It includes an understanding of the nature of existence, man, and his role in the world. It is a necessary product of man’s rational mind. E. Discussing new concepts and practicing new skills #2
F. Developing mastery (leads to Formative Assessment 3)
Unlocking of Difficulties: Meaning of Philosophy as a path towards the attainment of wisdom.
Ask the difference between knowledge and wisdom. Knowledge is knowing that tomato is a fruit Wisdom is knowing not to put it in a fruit salad Philosophy is asking if ketchup is a fruit shake.
and meaning of philosophy Ancient Greeks: to have a good life Medieval: to defend God Modern: to reason/rationalize Post-Modern: to find meaning
Unlocking of Difficulties: Philosophy as a process Philosophy is employed as a method of inquiry. It is an engagement in the search for the meaning of life, its value and relevance. It is a process for finding significance in existence. Activity: Compare and Contrast Philosophy As a Concept
As a Process
Give other examples Cite the differences of
Activity: Tableau/Slogan/ The class will be grouped into 4 and will represent each era through a tableau, slogan or a short poem.
Recitation: In what sense is philosophy related to human life?
philosophy as a process and as a concept G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I.
Evaluating learning
J. Additional activities for application or remediation V. REMARKS
Flash the statements: “The unexamined life is not worth living” and “He who has a 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. The learners will be grouped and will be tasked to come up with a word web map based from their understanding of the discussion. Write associated words with philosophy.
Give the analogy of riding a bicycle. Riding a bicycle is not about knowing its parts but it is in riding the bicycle itself.
The class will be grouped into two. The first group will be tasked to give examples of Philosophy as a concept while the other group will provide examples of Philosophy as a Process.
Why do we need to respect the view of other people?
It must be emphasized that philosophy will not teach the learners how to earn a living, but how to make life worth living.
Ask learners the following questions: What does it mean to philosophize? What is its significance to your life?
Task the students to write an essay
VI. REFLECTION A. No. of 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 DAILY LESSON LOG
School
Grade Level 12
Teacher
Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time 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 Write the LC code for each
(PPT11/12-Ib-1.2 ) 1.2. Recognize human activities that emanated from deliberate reflection Objectives: Identify the 3 levels of inquiry. Discuss the beginnings of philosophical inquiry.
II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages
Doing Philosophy
(PPT11/12-Ib-1.3) Realize the value of doing philosophy in obtaining a broad perspective on life. Objectives: Discuss philosophizing as discipline of questioning, liberation, and personhood.
2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al. https://youtu.be/ZTy3qG_qInU
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
(5 mins) Review the previous discussion on the definition of philosophy? Thumbs Up and Thumbs Down Ask the students to thumb up if they think the statement is true and thumb down if the statement is false. 1. Everyone is a philosopher. 2. Children can philosophize. 3. Questioning leads to philosophizing. 4. Mentally disturbed people philosophize. 5. There are times that people
(2-3 mins) Review the previous discussion on the 3 levels of inquiry. Give one example. 1. Common sense 2. Scientific Inquiry 3. Philosophical Inquiry
Review: What is the beginning of philosophical inquiry?
(2mins) Review the Philosophical beginnings of inquiry through wonder. This time, a learner will be able to see the value of doing philosophy. That this will give him the opportunity to see things in broad perspectives.
answer in non - philosophical ways. B. Establishing a purpose for the lesson
(5 mins) Activity: Picture analysis The teacher will present a mathematical equation to stimulate the students curiosity. “1+1=0” Ask: 1.What do you observe in the equation? 2. Do you think it’s correct? Why or why not.
C. Presenting examples/instances of the new lesson
Video Clip (4:30minutes) https://yout u.be/ExVh4wL70yc Ask the learners What did you observed in the video? As we all know magic uses tricks but with that we ponder, ask, curious and wonder.
1. Ask the students to write 2-3 principles in their lives?
Ask: Was there a time where you have wronged a person because of your assumption or judgement? What have you realize because of that experience?
Like, we wonder how come that the word “proud” picked by Angel Locsin known by the magician as it shown in the video. Like the crowd being amazed and bewildered when the magician revealed the word written in the confetti is the same as Vice Ganda picked.
(5- 7 mins)
5-7 minutes
Situational / Questions Puzzles
Like, we wonder why you girls get the feeling of being hurt when your heartbroken or broke up with your boyfriend same as for the boys, viceversa. Collaborative Activity
1. The teacher will present 3 situations/questions. 2. The students will expect to show different ways in answering questions..
Motivation ( Know yourself) ( 5 minutes)
Divide the class into 3 groups. Assign a leader, secretary, and presenter. Let each group answer
Activity “Opinion Mo” Group the class to two. Each group should have their own leader to summarize their opinion all about the issue of summary execution to the drug addicts and pushers. And each group will give their opinion if they are favor or not. (10 mins.)
Situational Questions: Given the following situations. What will you do? 1. You saw your girlfriend/ boyfriend holding hands with someone else.
Situation #1 There was an airplane crash, every single person on board died, but yet two people survived. How is this possible? Situation #2 What goes up and never comes down?
the question…
2. Your baby brother is wearing your favourite red shirt.
What do you usually think whenever you experience emotional pain? Problems? Sufferings? Present in the class.
Based on your responses, do you think you did an act of philosophizing? What response shows an act of philosophizing? What is not? Why?
After the activity, ask the class… What can you say about your responses? From the responses given, you already started the act of philosophizing through wonder.
Situation #3
D. Discussing new concepts and practicing new skills #1
Imagine you are in a sinking row boat surrounded by sharks. (5mins) Ask: 1. What strategies or ways did you use to answer the questions?
E. Discussing new concepts and practicing new skills #2
Cite: “All men by nature desire to know.” – Aristotle …. Because man is always searching for truth.
Discuss the following concepts: a. Wonder b. Doubt c. Limiting situations
Ask the students the value of philosophical through role play.(10 mins.)
Ask the students if they learn values of philosophical reflection when they conducted the role play. (5
Discuss the following: The discipline of Questioning, The discipline of Liberation and The discipline of Personhood.
d. Metaphysical Uneasiness F. Developing mastery (leads to Formative Assessment 3)
(20 mins) Define the three levels of inquiries.
The time you started asking those questions, you already have the sense of wonder, a childlike wonder about everything. We do not tend to bother ask questions that are just simple yet too hard or difficult to answer. Like for example: “Who am I?” Asking this question in its real essence seems too hard for us to answer…
Activity (Story Telling) Ask the students to identify values of philosophical reflection cited in story. (10 mins.)
Explain how you understand the following quotations: 1.”He who has a WHY to live for can bear almost any HOW” – Friedrich Nitzsche 2. “Those who do not move do not notice his chains”Rosa Luxemburg 3. “Madaling maging tao, mahirap magpakatao”
Ask the learners the questions 1. How did the magician do that? 2. Why do we need to suffer? 3. Why can’t I be the no. 1 in the class?
Ask the students to create philosophical reflection e.g. Child labor. Questions; 1. Is it important to help parents if you are not doing anything?
Interactive discussion: Give one concrete situation where we can apply the three disciplines explained in letter D.
1. Common Sense - a basic ability to perceive, understand, and judge things that are shared by (common to) nearly all people without need for debate. In a one-half sheet of paper. Answer the question… 2. Scientific- Based on or “who am I?”. Give at least 3-5 sentences. (5characterized by the methods 7minutes) and principles of science. Ask: 3. Philosophical - relating or Ask at least 3-5 learners to recite their answers. devoted to the study of the fundamental nature of According to Plato, Philosophy begins in knowledge, reality and “wonder” – the sense of puzzlement and existence. perplexity. G. Finding practical applications of concepts and skills in daily living
Now that you have understood the 3 levels of inquiry, (Ask) 1.In what situations do you apply philosophical inquiries
mins.)
2. What is the value if you help them or not? (8 mins.) H. Making generalizations and abstractions about the lesson
The learners will be grouped and Man is a questioning being. And got no “definite will be tasked to come up with a answers” that’s why we always wonder and keep word web map based from their on searching answers. understanding of the discussion. Write associated words with philosophy.
I.
Evaluating learning
(5-7 minutes)
Ask at least 3-5 learners the question…. When can you say that you “wonder”?
Ask the students to enumerate Questions are part the values of philosophical and parcel of human reflection.(3 mins) existence. Its inevitability is acknowledged especially in times when a person searches for the meaning of life. This very act leads him to progress rather than stagnation and arresting of growth. Questions are part and parcel of human existence. Its inevitability is acknowledged especially in times when a person searches for the meaning of life. This very act leads him to progress rather than stagnation and arresting of growth. Oral Test Write a reflection on Ask the students to create a the significance of
The class will be divided into 8 groups and each group should make a scenario to show each level of the philosophical inquiry. J. Additional activities application or remediation
for
V. REMARKS VI. REFLECTION A. No. of 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?
situation where they create philosophical reflection and they have to establish a value of it. (5 mins)
question to one's life in your journal?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
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 Write the LC code for each
PPT11/12-Ic-1.4 The learners do a philosophical reflection on a concrete situation from a holistic perspective.
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
Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al. Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65
Day 4
IV. PROCEDURES A.
Reviewing previous lesson or presenting the new lesson
THINK-PAIR-SHARE. Facilitator will ask the students to discuss with a partner their answer on the question “DO YOU REFLECT?”
RUN DOWN. The facilitator will give a run-down of what transpired in session. Learners will also share their insights and learnings.
B. Establishing a purpose for the lesson
Learners will share their answers to the class. Facilitator shall arrive at an explanation that human beings are endowed with the capacity to reflect, unlike animals.
The facilitator will explain that the learners will make an essay concerning their philosophical reflection on a concrete situation from a holistic perspective.
C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
PRESENTATION: Facilitator will facilitate a lecturette on PHILOSOPHIZING AND INSIGHT. 1. Definition of Insight *Kind of seeing with the mind 2. Relevance of Insight in One’s Life
VENN DIAGRAM. Learners will work in group and prepare a venn diagram showing the differences and intersections between the act of “thinking” and “insight”.
H. Making generalizations and abstractions about the lesson
Learners will write their reflective essay.
I.
Rubric will be presented to guide students. The rubric will primarily grade their essay in terms of: 1. Content 2. Organization 3. Presentation
Evaluating learning
J. Additional activities application or remediation
for
V. REMARKS VI. 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 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
I. OBJECTIVES A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluate opinions
C. Learning Competencies/ Objectives Write the LC code for each
PPT11/12-Ic-2.1 At the end of the session, learners are expected to distinguish opinion from truth
II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages
Methods of Philosophizing
Day 4
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
http://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
Let the assigned group facilitate the recapitulation of the previous lesson through Step-No, Step Yes Game. (5 minutes) Activity: Pinoy Henyo *Ask four student volunteers from the class to play a game with a Pinoy Henyo concept. *The topic of the game must lead to the discussion on Fact and Opinion. (e.g. political figures, environment, senior high school subjects, etc.)
Let the assigned group facilitate the recapitulation of the previous lesson through News Reporting. (5 minutes)
(10 minutes) Processing Questions: 1. What were the kinds of questions raised in the course of guessing the answer? 2. Is there any question raised which you consider as evidence-
(5 minutes) Processing Questions: 1. Based on the game, what are the two forms of statements given? What examples were given for each? 2. What examples of fact and opinion can you give based on your real-life experiences?
Activity: Fact or Bluff *Divide the class into three groups for the game entitled Fact or Bluff. *Present the mechanics of the game. Examples: 1. Manila is the capital of the Philippines. 2. Sun is the center of the solar system. 3. My neighbor is ugly.
based? Cite examples. 3. Is there any question raised which you think is opinion-based? Give examples. D. Discussing new concepts and practicing new skills #1
(10 minutes) Video Clip Presentation: *Let the students watch a video clip entitled “Allegory of the Cave.” *After watching the video clip, ask the students to have a group sharing on the message of the video. *It is assumed that the students already have their permanent grouping for the quarter.
E. Discussing new concepts and practicing new skills #2
(10 minutes) Guidepost for the Discussion: 1. Why do we ask questions? 2. Why do we ask follow-up questions? What is our end goal? 3. What kind of answers are we seeking? 4. What do we get from finding the truth? (10 minutes)
(5 minutes
Video Clip Presentation: Fact vs. Opinion (http://www.youtube.com/watch?v=fnFnWWAnlkw ) *Ask the learners to take down notes about the difference between fact and opinion while watching the video. (10 minutes
Guidepost for the Discussion: 1. What is the most important tool used in philosophizing? Philosophy uses truth as tool in philosophizing. 2. What are the two (2) divisions of opinion? Explain each.
Opinion
Belief
Illusion
3. What are the two levels of knowledge? Discuss each.
Reason KNOWLEDGE Understanding
F. Developing mastery (leads to Formative Assessment 3)
(10 minutes) Activity: SmartArt on Fact vs. Opinion Present the characteristics of Fact and Opinion leading to Philosophizing through a SmartArt.
PHILOSOPHIZING
FACT
OPINION
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I.
Evaluating learning
Ask the students: Why do we have to avoid giving unsolicited opinions to people who are not too familiar to us? (5 minutes) Let the students write a statement that summarizes the topic. Expected answer: In philosophizing, we ask questions because we desire to know and we find satisfaction upon discovery of truth. (5 minutes) Formative Assessment: a. How can we arrive at the truth?
(10 minutes) Ask a student: How do you feel when you heard an opinion about you? Write your answer on your notebook. Limit your answer to 3 sentences only. (5 minutes) Let the students write a simple sentence that depicts their learning for this session. Pursuit of philosophy follows the path of truth. (5 minutes)
Situation Analysis: Show a short video clip of a broadcaster reporting
J. 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
b. What are the essential elements of philosophizing?
certain statements on air. Distinguish whether the statements are opinionated or facts. Justify
(5 minutes)
(5 minutes)
help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluate opinions
C. Learning Competencies/ Objectives Write the LC code for each
At the end of the session, learners are expected to analyze situations that show the difference between opinion and truth. PPT11/12-Id-2.2
II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages
Methods of Philosophizing
At the end of the session, learners are expected to realize that the methods of philosophy lead to wisdom and truth PPT11/12-Id-2.3
3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
(www.youtube.com/watch?v= Caraan(2016)Introduction to philosophy of the Human Person ,Diwa learning system Makati,Philippines pp.21-32 RHLSdrAkOE Caraan(2016)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 lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Let the assigned group facilitate the recapitulation of the pervious lesson using flash cards.
Let the assigned group facilitate the Let the assigned group recapitulation of the previous facilitate the recapitulation of lesson in a form of a charade. the previous lesson in a form of a Gallery Walk. (5 minutes) (5 minutes) (5 minutes) Activity: Relate to the class the story of a The teacher shows a video Guess and Dress Me Up Lost and Found cellular phone unit. clip that presents examples *Provide 2 human figures of fallacies of labeled as Truth and Opinion. (5 minutes) argumentation. *Let four (4) volunteer
Let the assigned group facilitate the recapitulation of the previous lesson in a form of a Telephone Conversation. (5 minutes) Activity: Pageant (Introduction) *Divide the class into 4-6 groups (whatever the case may be). *Each group should have 1 representative who
students take turns in dressing up each figure with puzzle clothes bearing statements of truth and opinion. C. Presenting examples/instances of the new lesson
(5 minutes) How did you determine that the statement is considered truth or opinion? (5 minutes)
After the video presentation, ask the students to identify fallacious statements. (5 minutes) Ask the students: Why is it necessary to avoid giving speculations in looking for a solution to a problem presented?
Guide the students to the concept that opinionated statements may come in a form of a fallacy.
Expected Answer: We should base our search on the truth, not on opinion.
(5 minutes)
will present “who they are” a la pageant. *Allot 3 minutes for the preparation. (10 minutes)
Ask the students: 1. How do you assess the words or statements uttered by the candidates during the pageant? 2. Which of their statements can be considered as truth? (5 minutes)
Example of speculation: My classmate is a thief, he took my cellphone. D. Discussing new concepts and practicing new skills #1
(5 minutes) Spongebob: Empty your Discuss the Nature of Truth: mind 1. Correspondence Theory (www.youtube.com/watch?v= 2. Coherence Theory RHLSdrAkOE) 3. Pragmatic Theory Processing: Identify situations from the video (15 minutes) which can be considered as truth and opinion. Answers should be written in the group activity sheet provided.
Discuss the meaning of fallacies used in argumentation.
Discuss Methods of Philosophy: Critical Thinking Components of Critical Thinking
(5 minutes)
(10 minutes)
(10 minutes) E. Discussing new concepts and practicing new skills #2
Insinuate the value of truth in philosophizing by bracketing or setting aside opinions and biases. (5 minutes)
Activity: Role-playing Ask the students to act out a situation in the context of their experiences in the family and let their classmates determine truth from opinion. (10 minutes)
Enumerate examples of fallacies and define them. (25 minutes)
Group Activity: Semantic Mapping Let the students create a Semantic Map on the Attributes of a Critical Thinker using symbols. Expected Output: 1.Looks for Evidence to support assumption and beliefs-
2.Adjusts Opinion3.Looks for Proof-
4.Examines problem
5.Reject irrelevant and incorrect information-
Activity:
SmartArt Let the students make a graphical representation of the Theories of Truth through a SmartArt. Expected Output: Theories of Truth
F. Developing mastery (leads to Formative Assessment 3)
(10 minutes)
Correspondence Theory Coherence Theory Pragmatic Theory
(5 minutes) G. Finding practical applications of concepts and skills in daily living
Have the students cite an instance in their life where they find truth to be really essential/significant. (8 minutes)
Ask the students to cite a specific example in any of the three (3) theories of truth in the context of their experience as senior high school students.
Cite examples of fallacies which they had experienced or observed.
With the advent of social media, how would you uphold truth and wisdom? a. b. c. d.
(5 minutes)
Example: I am taking eight (8) subjects this semester.
Facebook Instagram Twitter Etc.
(7 minutes)
(Indicate from which theory and facts the example belonged to) (5 minutes) H. Making generalizations and abstractions about the lesson
Let the students answer the given question: Based on the discussion, how should analysis of situations be done?
Let the students answer the given question: On the basis of the discussion, how would you determine if your beliefs are true?
Expected answer: Analysis of situations should be done with utmost consideration of the truth.
Expected Answer: The truth behind beliefs or propositions are determined through the correspondence, coherence, and pragmatic theories. (2 minutes)
(7 minutes)
(5 minutes)
Ask the students to express their learning for this session through a metacard. Expected Answer: Opinionated statements may come in a form of a fallacy.
Write a couplet on your perspective about the given statement: A person is more than just his/her Facebook profile/account. (8 minutes)
I.
Evaluating learning
J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with
Johari’s Window
Ask the students to enumerate and explain the three (3) theories of Looking glass self (Charles truth. Cooley) Or *Ask the students to list down Ask the students to identify two (2) three (3) attributes about economic, political, or socio-cultural themselves which they situations. Let them write two (2) consider as truth and opinion. statements of truth about each *Let them write their answers situation. Then, have them identify on their formative notebook. what theory of truth is used. (10 minutes)
15-item Quiz What is the significance of philosophy to Let the students determine everyday living? whether the given statements are valid/true or (5 minutes) fallacious. If the statement is a fallacious, identify what fallacy it expressed. *See attached quiz items. (8 minutes)
D. E. F.
G.
the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
I. OBJECTIVES A. Content Standards
The learner demonstrates various ways of doing philosophy
B. Performance Standards
The learner evaluates opinions
C. Learning Competencies/ Objectives Write the LC code for each
PPT11/12-Ie-2.4 At the end of the session, learners are expected to evaluate opinions
II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages
Methods of Philosophizing
Day 3
Day 4
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
IV. PROCEDURES A. Reviewing previous lesson Let the assigned group facilitate or presenting the new the recapitulation of the previous lesson lesson in a form of Picture Clues. (Let them realize that the elderly are people who have time-tested wisdom). (5 minutes)
B. Establishing a purpose for the lesson
Let the assigned group facilitate the recapitulation of the previous lesson in a form of a Game (Four Pics One Word). *Have the students guess on the following words: Fairness Evidence Logic Tone
Activity: Graphing
(10 minutes) Activity: Skit
Let the students create a Pie Chart to figure out the components for an objective evaluation of an argument. Let them allot a percentage for each component .
Let selected students perform a skit on the following scenarios: 1. a mother leaving the house for work gives instructions to the eldest child on how to manage the household chores
(5 minutes)
C. Presenting examples/instances of the new lesson
2. a class adviser who will take a maternity leave instructs her advisory class to behave at all times
Criteria for Evaluating an Argument Fairness Evidence Logic Tone
(5 minutes)
D. Discussing new concepts and practicing new skills #1
Discuss: How do I evaluate an argument? (5 minutes)
(10 minutes) Processing Activity: Let the students answer the following questions in their respective group: 1. What instructions were given in the first scenario? In the second scenario? 2. How important following instructions is in terms of doing or accomplishing a task? *Guide the students in realizing the benefit of having and following guidelines in reading and examining arguments. (5 minutes) Discuss: Reading an Argument Guidelines on examining an Argument
E. Discussing new concepts and practicing new skills #2
Criteria in Evaluating an Argument
Fairness Evidence Logic Tone
Fairness- Is the argument fair and balanced, or does it contain bias? Is the argument overly emotional and filled with loaded language? Is the argument one-sided? Are there alternative points of view not addressed? Evidence- Are the given premises reliable and relevant? Logic- Are the arguments thoroughly explained? Do they contain gaps in reasoning or logical fallacies? Tone- Is the attitude of the writer appropriate for the content? (10 minutes)
No.
1 2
3 4 5
Tips for Reading and Examining Arguments Effectively Read once for an initial impression. Read the argument several more times; identify the claim and support. Annotate as you read – record your thoughts. Highlight key terms; look up familiar words. Draw a diagram or map to analyze the structure (how details relate to one another).
(10 minutes)
F. Developing mastery (leads to Formative Assessment 3)
Let the students answer the question, how can we come up with a sound and valid argument? Cite a specific instance that you had experienced in relation to this. (5 minutes)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
Ask the students: Why is evaluating an opinion significant in your daily dealings with your a. classmates/friends? b. teachers? c. siblings? d. parents? e. community? (10 minutes) Ask the students: What are the qualities of a good argument? Expected Answer: A good argument possesses the four criteria namely: fairness, evidence, logic, and tone.
Reading and Critiquing Example (See attached hand-out on “Reading an Argument Carefully”). Source: http://learn.lexiconic.net/argum entevaluation.com.html (10 minutes) Ask the students: How would you apply your knowledge on evaluating arguments in your daily lives? In what particular situations do you deem it useful? (5 minutes)
Activity: *Divide the class into five (5) groups. *Each group will summarize the lesson on evaluating arguments through the following activities: Group 1- Tableau Group 2- Song
(5 minutes)
I.
Evaluating learning
Triadic Activity: Evaluating Arguments using FELT Framework. *The teacher will provide three (3) arguments in the context of the political, economic, sociocultural, and environmental situations in the Philippines. *The students will evaluate each argument using the FELT Framework. (See attached evaluation tool). Example: “We should exhaust all possible resources from nature,” says a miner.
Group 3-Poem Group 4-Dance Group 5-Creative Drawing (10 minutes) *See Rubric for scoring students’ performance. . Text Analysis Teacher provides a text from the editorial/opinion section. Have the learners evaluate the perspective of the author. N.B.: As much as possible, look for a text that is similar with the topic for the debate. (50 minutes) Debate *Possible Topic: a. Death Penalty b. Distribution of Condom among HS Students c. Extra Judicial Killing/Drug War d. West Philippine Sea Claim e. Same Sex Union f. Postponement of SK Election
(5 minutes)
J. Additional activities for application or remediation
(50 minutes) Write a five-sentence paragraph about the importance of learning the criteria in evaluating arguments. *See attached rubric for scoring the output. (5 minutes)
V. REMARKS VI. REFLECTION A. No. of 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
*Suggested format: OxfordOregon Debate *See attachment for the Mechanics and Assessment Tool.
D. E. F.
G.
lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?
GRADES 1 TO 12 DAILY LESSON LOG
School
Grade Level 12 Section Learning Area Introduction to the Philosophy of the
Teacher
Human Person
Teaching Dates and Time
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies / Objectives II. CONTENT
Session 1
Quarter I Session 2
Session 3
Session 4
The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of the session, learners are expected to recognize own limitations and possibilities PPT11/12-If-3.1 The human person as an embodied spirit
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Compiled Notes on Philosophy of the Human Person Briefly review the previous topics discussed about philosophy. Emphasize in this lesson that the object and subject of philosophical study is the human person. Ask learners to answer or do the following: 1. Describe the taste of water.
The Logic Of Thought
Review previous lesson
Review previous lesson
Review previous lesson
“We can’t cross the same river twice.” –Heraclitus
Find a short video presentation showing trivial information about the human body.
Narrate the anecdote of St. Augustine who was walking on the beach.
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
2. Describe the color blue to a blind person. 3. How will you describe how wonderful the world is to a blind person? 4. Ask students if the tip of their elbow can reach their chin. The above exercises are difficult if not impossible to be done. Why? “The human person has limits.”
What makes/causes a human persons’ limitations? Human Composition (Compiled Notes on Philosophy of the Human Person)
Narrate a story of a man crossing a river. When that man decided to cross it the second time, he crosses the same but different river. The man himself when crossing the river, *Why can’t a man cross the same river twice? -The water in the river is flowing, hence the man is crossing on a different but same river. -The man himself was changing thus the same man crossing was a different man. Man is being and becoming. Man as the Living or Metaphysical Paradox (Compiled Notes on Philosophy of the Human Person)
What are the theories about Human Composition? How do these theories of human composition manifest? Example: The body has its urges.
Explain paradoxically: Patawad ako ay makasalanan sapagkat ako ay tao lamang. *Why will you blame your pagkatao for your faults?
Relate the video to the topic.
Relate the anecdote to learners’ experience. *What does the story convey about the human mind? Emphasize: Limitations of the human mind and its possibility
Our bodies are constantly changing and exhibit various characteristics. Man as a Biological Being (Compiled Notes on Philosophy of the Human Person)
Man as a Rational Being *Limitations *Possibilities Discuss: The Logic of Thought (See reference)
What makes you different with other animals in terms of physical activities? *How do our bodies concretely contribute to our limitations? *How do our bodies concretely contribute to our possibilities?
Cite an example of concrete experience where the limits of rationality manifested. Example: Forgetfulness
“The spirit is willing but the body is weak.” H. Making generalizations and abstractions about the lesson
I. Evaluating learning
I have a body just like how I have things. There is a difference between having a body and having things for I am my body. Come up with a check list that is composed of learner’s limitations in the following aspects: (You may add.) 1. Physical 2. Mental/intellectual 3. Social 4. Spiritual
*Can you use your pagkatao to surpass these faults? Explain. Man has limits but filled with potentialities.
“Maling akala”
Man is physiologically the same with other animals but has lot of things that make a difference when man uses his physicallity. Identify biological changes that occur to a human person.
“Nasabi na ang lahat ng nasabi ngunit ang pinakamahalaga ay hindi pa rin nasasabi. –Zhuangzi (Wu Wei) Have a quiz about the topics discussed through this week.
*This is to be submitted on the 4th session of this week. J. Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by:
Checked by:
GRADES 1 TO 12 DAILY LESSON LOG
School
Grade Level 11 Section Learning Area Introduction to the Philosophy of the
Teacher Teaching Dates and Time
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies / Objectives II. CONTENT
Session 1
Quarter Session 2
Session 3
Human Person
Session 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of the session, learners are expected to evaluate own limitations and the possibilities for their transcendence PPT11/12-Ig-3.2 The human person as an embodied spirit
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Compiled Notes on Philosophy of the Human Person Bible (Old Testament)
MY BODY By: Eduardo Jose E. Calasanz
Last week, we discussed and recognized the limitations and possibilities. Now we are going to evaluate these.
Review previous lesson
Review previous lesson
Body Part Insurance
Story of Creation
The Good Samaritan
Review previous lesson
What's your tongue worth? If you're Gennaro Pelliccia, an Italian coffee taster, the answer is $ 13.9 million. That's how much he insured his taste buds for. Here are more body parts insured for business reasons: Tom Jones's chest hair—$ 7 million Dolly Parton's breasts—$ 600,000 Riverdance creator and star Michael Flatley's feet—$ 39 million 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]
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1
Relate one story of creation Narrate the story of the from the Bible, Genesis 1- Good Samaritan. 2:3 or Genesis 2:4-24. (Luke 10:25-37) (Take Note: Do NOT dwell on the religious nature of the reading.)
Elicit a discussion by *What makes a human asking the students with person? any of the following *If I lose any of my body questions: 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? Man as More than his Man as Greater than all Body other Animals
*Why did the first person avoid the victim? *What hindered the second to help the victim?
MY BODY By: Eduardo Jose E. Calasanz
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
In our culture, we tend to laugh/look-down those with physical defects or difference. Worse, we tend to self-pity because of our imperfections. That should not be the case. Why?
Transcendence means that: “I am my body but at the same time I am more than my body. The things that I do, all those physical activities and attributes which are made real through my body, reveals the person that I am”. What makes man more than his body?
What are the different traits/characteristics that differentiate man from other animals? Provide real life situations how these traits are applied in daily living. Example: 1. Language is used to communicate with others. 2. On a deeper level, language is used to understand others. “Man is endowed with superior intelligence and is the highest form of animal.”
Explain: “You can’t always get what you want.”
Happy is he who has overcome his ego. Siddhartha Gautama (c.563–483 BCE) Paglagpas sa pagkahumaling sa sarili
Identify the traits/characteristics making man different from other animals.
Is it possible to transcend one’s humanity?
Evaluate own limitations and the possibilities for their transcendence *What are the evidences by which you are considered to be higher than all animals? *Knowing your limitations, what is the value of your body to your existence?
J. Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
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.
Prepared by:
Checked by:
GRADES 1 TO 12 DAILY LESSON LOG
School
Grade Level 11 Section Learning Area Introduction to Philosophy of the
Teacher Teaching Dates and Time
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies / Objectives II. CONTENT III. LEARNING RESOURCES
Session 1
Quarter Session 2
Human Person
Session 3
Session 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner understands the human person as an embodied spirit The learner distinguishes his/her own limitations and the possibilities for his/her transcendence At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for transcendence PPT11/12-Ih-3.3 The human person as an embodied spirit List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
The Philosophy Book: Big Ideas Simply Explained, pp.186-188
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the new lesson
During the previous sessions, we evaluated the limits and possibilities for transcendence. For the succeeding meetings we are
The Philosophy Book: Big Ideas Simply Explained, pp.190-193
Ask students to review the previous lesson.
Pagsasagawa ng Pangalawang Pagmumunimuni (read text)
Ask students to review the previous lesson.
Remind the class about the scheduled quiz.
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1
going to recognize how we can transcend. Video Clip A very Touching Deaf Violinist https://www.youtube.com/w atch?v=Ect56804xfA *What limits the deaf girl from playing the violin? Is that an excuse? Every man takes the limits of his own field of vision for the limits of the world. ARTHUR SCHOPENHAUER
Play Music True Colors By Anna Kendrick, Justin Timberlake Would somebody like to share their thoughts about the song? Over his own Body and mind, the individual is sovereign. JOHN STUART MILL (1806– 1873)
Ask students to write their resume on their notebooks. Allot 5 minutes.
Pagsasagawa ng Pangalawang Pagmumunimuni. - G.ANTONIO PANGILINAN
E. Discussing new concepts and practicing new skills #2
Define finitude.
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
What/who limits you from doing/achieving your goal?
Whether you think you can or you cannot, either way, you are correct. Henry Ford How are we limited by our body?
Have someone to share an experience to which they were awed and realized that it is possible for them to do something which they thought they could not done. Individuals can choose to do things that affect their own body, but not that of someone else.
How can you personally go beyond what your bio-data is saying?
Can we really transcend or actualize our possibilities/ potentialities? How
Can a bio-data present the Construct and Conduct a whole of your humanity? Is Written Quiz it enough? Why or why not?
I am a wonder-filled human person, full of possibilities.
J. Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
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.
Prepared by:
Checked by:
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT 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
IV. PROCEDURES
The learner understands the interplay between humans and their environments.
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
A the end of the lesson the learners are expected to: 1. Notice disorder in an environment (PPT11/12-Ii-4.1) 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
Video presentation on Global Warming 101 Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65
Day 4
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
.
Review on the limitations and possibilities for transcendence. Ask: Why does the human body have limitations? What are the possibilities of transcendence? Time allotted for this activity is 5 minutes. GAME: picture perfect
Review on the discussion about the beauty of the Creation and the changes took place in the course of progress.
Show a picture of a beautiful environment and a destructed one and after that the word “ANYARE” will be posted on the board to give comparisons of both pictures presented.
Provide different things (plates, cups, toys, wire, pen, papers etc.) on the table and will ask 4 students to arrange them according to their concept of what is ORGANIZED, BEAUTIFUL and ARTISTIC.
Time allotted for this activity is 5 minutes. The whole class are going to watch a short film depicting environmental destruction, and after watching the learners will be divided in a group composing of eight members to discuss reflection within members.
3 minutes GAME:
15 minutes Tell the learners: What do you observe on the process of arranging the things in our activity? 10 minutes
Time allotted for this activity is 15 minutes
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
.
Unlocking of Difficulties:
Unlocking of Difficulties:
-Input on the ‘Creation Story’ - Ancient Philosophy: On World “What is the world made of?” -Cosmocentrism
Power point Presentation
Time allotted for this activity is 15 minutes
Time allotted for this activity is 7 minutes.
-Input on Aesthetics (context of Nature)
-Oriental (and Western) views on Man and Nature a. Tao Te Ching b. Wu Wei c. Pantheism
Time allotted for this activity is 8 minutes.
F. Developing mastery (leads to Formative Assessment 3)
Ask the learners: What do you observed in the video clip presented? How is it connected to Creation story?
G. Finding practical applications of concepts and skills in daily living
Relate the GAME Picture perfect to the inquiry) Ask the learners: Going back to our Game a while ago, what are the other changes in nature that you have noticed in your local communities? (Time allotted for this activity is 5 minutes). There have been significant changes in our society/ environment. Most of these changes affected the very first picture of beautiful creation.
H. Making generalizations and abstractions about the lesson
5 minutes
I.
Evaluating learning
J. Additional activities application or remediation
for
Activity: Students will list down 5 activities that they can do to their environment today and compare it to older environment they had. Time allotted for this activity is 5 minutes. Recitation: If you were ask to be a community leader, what specific programs or projects that you would implement to nourish and preserve? 5 minutes
There have been significant changes in our society/ environment. Most of these changes affected the very first picture of beautiful creation. From then on, there have been polarities of views on what is beautiful (in terms of the environment/Nature.
Time allotted for this activity is 5 minutes. Ask the student to list/name disorders in the environment: a. Man-made b. Natural Assignment: Learners are asked Reminder: to interview individuals who are Remind the class about the 45-60 years old and be guided by rubrics for the Infomercial. the following questions: 1. What are the things that you remember in your environment 3 minutes when you were young?
2. What are the things you like to do when you were young? 3. What are the positive and negative changes in the environment? 4. Do you think environment plays a vital role in a person development? Why? Or Why not? Upcoming performance task:INFOMERCIAL Present to the class the instructions, objectives and the rubrics for the Infomercial 10 minutes
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation 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 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st
Teaching Dates and Time Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT 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
IV. PROCEDURES
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.
At the end of the lesson, the learners are expected to: 1. Show that care for the environment contributes to health, well being and sustainable development. PPT11/12 -Ij-4.3 2. Demonstrate the virtues of prudence and frugality towards environment. PPT11/12-Ij-4.4 The human person in their environment.
Pambungad sa Pilosopiya pages 63-75 Introduction to the Philosophy of Human Person slide 115-136
A. Reviewing previous lesson or presenting the new lesson
Review on the previous discussion. (Oriental (and Western) Views on Man and Nature)
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (leads to Formative Assessment 3)
The teacher will present the 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.
The teacher will post a question on each group regarding: a. Stewardship b. Deep ecology c. Prudence towards nature d. Frugality towards nature e. Sustainable development (included in the performance task) Each group will name through their infomercial concrete actions on how to preserve and show respect of nature/ environment. (included in the performance task)
G. Finding practical applications of concepts and skills in daily living
20 minutes Ask the learners about what have they learned for the whole session.
H. Making generalizations and abstractions about the lesson
I.
5 minutes
Evaluating learning
J. Additional activities application or remediation
All the criticisms will be reviewed. Follow up activity for the learners final output by the end of the 1st quarter. Task: Each group will make their action plan or proposal in their respective barangay/community to address the problem in their environment. In this regard, the group will tap the barangay or SK chairman to implement this activity. This will be noted and signed by the adviser, subjectteacher and principal.
for
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 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Philosophy
Teaching Dates and Time Day 1
Quarter 2nd Day 2
Day 3
Day 4
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each
The learner understands the human person’s freedom The learner shows situations that demonstrate the freedom of choice and the consequences of choices Realize that: a. “All actions have consequences” PPT12-IIa-5.1 FREEDOM
b. Evaluate and exercise prudence in choices PPT12-IIa-5.2 OF
THE
HUMAN
PERSON
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.
B. Other Learning Resources
https://www.youtub e.com/watch?v=jII 0tzPdOs0
https://www.youtube .com/watch?v=qf2o wHef6nY
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
-Can someone make a brief discussion about our previous lesson. (3 mins.)
-Class, Is there anything that you would like to clarify about yesterday’s discussion (3 mins.)
-Can anyone from -Board work: the class give the definition of Would any prudence? volunteer like to write on the board the answers for the assignment
Activity:
Activity:
Activity:
Activity:
SISA (SIne SAliksik) The learners will watch a video clip (An honest taxi driver) that presents the contents of a new lesson. 1. What message does the movie projects?
TALA (TAnaw LArawan) The learners will be asked to take a look at the different ;pictures projecting the topic for the day. (5 mins.)
Video Clip (A video that shows the prudent act of MILA, a teacher who chooses to live her life with the poor)
Role-playing (Choose one situation listed on the board and present in your most creative way)
1. What can you 1. What actions are 1. What actions say about the evidently prudent in are evidently picture? the video clip? prudent in the presentation?
D. Discussing new concepts and practicing new skills #1
1. If you were the actor,what choices would you rather take?
1. What kind of story would you like to create based on the message of the picture?
E. Discussing new concepts and practicing new skills #2
1. Can you relate the concept of human acts and acts of man to your day to day living?
1. Do you know 2. Do you agree anyone whose with her decision? story is the same with that of the picture?
F. Developing mastery (leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
-The Human Acts and Acts of Man
- If you strive hard and study hard with your will and knowledge, you will be able to succeed in life and become a productive citizen 1.What is the difference between human acts and acts of man Answer: Human acts are actions done with “will” and “knowledge.” While Acts of Man are actions with the absence of
1. What characteristics have you observed about Mila?
-The Principle of Double effects by St. Thomas Aquinas
-Types of Confllict
- Do you agree that stealing the property shall be condemned? (Yes/No, and Why)
-If you were Mila, would you do the same? (Yes/No, Why?)
1. In terms of freedom, what is the underlying principle of double effects by St. Thomas Aquinas
1. What characteristics have you observed about in the different presentation? 1. Who among you do possess such characteristics?
-Implications of being prudent
Being prudent in situations like: -scolded by parents -bullied by classmates -chased with vices 1. In making 1.Give the general choices, is prudence implication of signifant? prudence.
Prudence is a kind of virtue that one needs most when he/she is confronted with choices
Being prudent helps the person to become rational in his/her manner of choosing between opposing options.
either “will” or “knowledge.” I.
Evaluating learning
Situational Activity: Tell whether the ff. situations are Human Acts or Acts of Man
Summative Assesment -Improvised Test (10 items)
Amidst the poor situation that you are in, how can you remain prudent in your choices?
Give a situation when prudence is not applied evidently. -getting involved in sparring when bullied
-A college student (Pregnancy and Abortion) -Terminally illpatients – Euthanasia or Natural death J. Additional activities for application or 1.List down 3 remediation examples of
Human acts and Acts of Man
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson
1. Define prudence. 2. Cite an example of a prudent act.
1. Enumarate 5 situations that show acts of prudence.
WASOL (Write A SOrry Letter) -Write a sorry letter for someone whom you have not shown prudence.
D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by:
Group IV
Jaime T. Tugade Division of City of San Jose del Monte, Bulacan Marion S. Arcenas Division of City of San Jose del Monte, Bulacan Marianne S. Dio Division of City of San Jose del Monte, Bulacan Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan Ronnel E. Pineda Division of Nueva Ecija
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level 12 Learning Area Philosophy
Teaching Dates and Time Monday
Quarter 2nd Tuesday
Wednesday
Thursday
Friday
I. OBJECTIVES D. Content Standards E. Performance Standards F. Learning Competencies/ Objectives Write the LC code for each
II. CONTENT III. LEARNING RESOURCES C. References
2. Teacher’s Guide pages
The learner understands the human person’s freedom The learner shows situations that demonstrate the freedom of choice and the consequences of choices Realize that: a. “All choice have consequences” PPT12-IIb-5.3
FREEDOM
b. Some things are given up while others are obtained in making choices. PPT12-IIb-5.3 c. Show situations trhat demonstrate freedom of choice and the consequences of their choices. PPT12-IIc-5.4
OF
THE
HUMAN
PERSON
Books: 1. Tabotabo, et.al. 2011. Standards of Human Conduct Ethics for Filipinos. 2. Mendoza, et.al 2008. Philosophy of Man
2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal D. Other Learning Resources
https://www.youtub e.com/watch?v=R mhH2uVvxmM
https://www.youtube .com/watch?v=5PXs cl_d7UQ
IV. PROCEDURES K. Reviewing previous lesson or presenting the new lesson
L. Establishing a purpose for the lesson
M. Presenting examples/instances of the new lesson
1. Can someone -Discussion of the from the class read assignment his/her sorry letter?
1.Will anyone from the class give an example of personal choice that has brought impact to his/her classmates, family, and other significant persons? -Going back to Mila’s story, what do you think are the consequences of Mila’s choice to
-Present in the class -Discuss the movie your story of that you watched. sacrifice
Activity
Activity
Group Activity:
Role-playing -A grade 12 student decided to study even though he/she was supposed to work. -A parent went abroad to work even though she could also work in the Philippines. 1. Describe the characteristics of a grade 12 student and the parent who went abroad.
Video-clip (Documentary)
Image representation
“Minsan lang sila Draw an image that bata “ resembles perservence -bamboo -turtle -ant
1.What is your Discuss the personal analysis characteristics of about the video clip? the presented images.
N. Discussing new concepts and practicing new skills #1
O. Discussing new concepts and practicing new skills #2
P. Developing mastery (leads to Formative Assessment 3)
Q. Finding practical applications of concepts and skills in daily living
teach and live with 2. What are the children in the visible remote area. consequences reflected in the role-playing? Define the concept Explain the of ALTRUISM. concept of discernment as a process. Relate the concept Relate the concept of altruism to your of discernment to concrete your concrete experiences. experiences.
Identifying the concept of Altruism in a given situation.
Identifying the concept of discernment in a given situation.
-The story of “ANAK”
-The story of “MAHATMA GANDHI” (the story is subject for change)
-Studying at night versus hanging out with friends -Pursuing studies versus finding job
Journal writing:
State the consequences of your choice.
1.What is your most significant discernment?
Explain the concept of sacrifice in a philosophical perspective. Relate the philosophical concept of sacrifice to your concrete experiences. Give some examples of acts of sacrifices that you know.
How do you show act of sacrifices to others?
Analyze the philosophical concept of perseverance. Relate the philosophical concept of perseverance to your concrete experiences Give some examples of acts of perseverance that you know.
Tower-making Build a tower out of paper.
R. Making generalizations and abstractions about the lesson
1. Discuss the concept of altruism (5 mins.)
1.How do you understand discernment? (5 mins.)
S. Evaluating learning
State the consequences of the choices made by the ff. personalities:
Formative Assesment:
-Mother Theresa lived with the sick and needy -Marcos declared Martial Law
1.Studying instead of working will lead you to a better future. 2.Working abroad sustains the needs of the family. 3.Discernment is vital to one’s day to day living. Share your own act of sacrifice in the class next meeting.
Note: Teacher may still add some examples. (5 mins.)
T. Additional activities for application or Give the definition remediation of Discernment
V. REMARKS VI. REFLECTION H. No. of learners who earned 80% in the evaluation I. No. of learners who require additional activities for remediation
Answerable by Yes/No
1. In making choices, how would you know that there is an act of sacrifice? Perform an act of sacrifice based on your personal observation or experiences.
1.In making choices, how would you kow that there is an act of perseverance
Watch a movie that shows perseverance.
Article Clipping:
Perform an act of perseverance based on your personal observation or experiences
Clip an article from the periodicals that shows act of perseverance.
J. Did the remedial lessons work? No. of learners who have caught up with the lesson K. No. of learners who continue to require remediation L. Which of my teaching strategies worked well? Why did these work? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Group IV
Jaime T. Tugade Division of City of San Jose del Monte, Bulacan Marion S. Arcenas Division of City of San Jose del Monte, Bulacan Marianne S. Dio Division of City of San Jose del Monte, Bulacan Lorelei A. Avancena Division of City of San Jose del Monte, Bulacan Ronnel E. Pineda Division of Nueva Ecija
GRADES 1 TO 12 DAILY LESSON PLAN
I. OBJECTIVES A. Content Standards B. Performance Standards
C. Learning Competencies/Objectives Write the LC code for each
II. CONTENT
School Group 6
Grade Level 12 Learning Area Introduction to Philosophy of the Human Person
Teacher
Quarter Second
Teaching Dates and Time Week 3 Day 3-4 Day 1
Day 2
Day 3
Day 4
The learner understands intersubjective human relations The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society PPT11-IIc-6.1 Realize that intersubjectivity requires accepting differences and not to imposing on others. *Demonstrate a situation that reflects intersubjectivity. Intersubjectivity
III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages
Not Available Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Not Available Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006) Introduction to the Philosophy of the Human Person, Christine Carmela R. Ramos p.119-120 (2016) Introduce the new lesson to students by showing some pictures (e.g. child scolded, teenage pregnancy, woman wearing short skirt, holding hands of a man & a woman etc.) Based on the pictures presented.
Review the following concepts: Definition and nature of intersubjectivity
C. Presenting examples/instances for the new lesson D. Discussing new concepts and practicing new skills #1
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? Share a real life situation/short story telling: The stage fright girl Discuss: Definition and Nature of Intersubjectivity
E. Discussing new concepts and practicing new skills #2
F. Developing mastery
G. Finding practical applications of concepts and skills in daily living
Discuss: Buber’s I-it and I-Thou relationship
Various situations where intersubjectivity is exercised: a. On religion b. On social relationship c. etc Process Question: Ask the learners to give their own If you are on the shoe of that girl, examples of I-It and I-Thou would you feel the same thing? encounters Yes or No? Why? Cabbage Game: Students’ need to do: 1. Please don’t throw/crumple my cabbage. 2. I will play music then pass the cabbage smoothly. 3. If the music stops, the last person who holds it will answer or cite his realization on the situation given.
H. Making generalizations and abstractions about the lesson
What is the significance of knowing the I-it and I-Thou encounter posted by Buber in our lives? Write a reflection paper about the Ask them about the pictures student’s ordinary experiences again. How do you proper address and how Buber’s perspective is the situation? important. Why do you need to respect/accept others point of view, action or differences?
I. Evaluating learning
J. Additional activities for application/for remediation
V. REMARKS
A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation
VI.REFLECTION E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Approved:
Approved:
School Group 6 GRADES 1 TO 12 DAILY LESSON PLAN
Grade Level 12
Teacher Teaching Dates and Time Week 4 Day 1-4
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each
II. CONTENT
Introduction to the Philosophy of the Human Person Quarter Second
Learning Area
Day 1 Day 2 Day 3 Day 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner understands intersubjective human relations The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society PPT11/12-IId-6.2 PPT11/12-IId-6.3 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 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 A. References 1. Teacher’s Guide pages
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.
2. Learner’s Material pages
Not Available Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Not Available Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal. John Wiley and Sons, Inc. Retrieved from: http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
show some pictures/ videos (e.g. The Mouth Art, Nick Vujjicic, etc.)
Ask the students to present the result of their interview with persons with disability or belonging to the minority group.
Show pictures of different people (or group of people) talking to or with each other. Group the students and let them pick one picture per group and have them create a story guided by the following questions:
Ask the students who applied authentic dialogue outside the class about their observations. (5 minutes)
B. Establishing a purpose for the lesson
Let them analyze the pictures for 2 minutes.
Ask them to determine the strengths and weaknesses of the persons they interviewed and have them listed on the board through a diagram
C. Presenting examples/instances for the new lesson
Ask the students about the picture: 1. What do you see on the picture? 2. What can you say on each picture? (Primary Reflection)
Ask their observations about the strengths and weaknesses written on the board.
1. What could be the persons talking about in the picture? 2. How do they communicate? (2 Minutes preparation and 1 minute presentation) Introduce the class to another activity and ask them (individual recitation): 1. When was the last time you had a conversation with a person? 2. Who was the person you had a conversation with? 3. How was the conversation? 4. Do you consider it as something positive or negative? Draw a table of two columns on the board (Positive and negative). Write on the board their experiences (10 Minutes) Ask: What do you notice from the positive (and negative) column? Relate their responses to a discussion on Authentic Dialogue (10 minutes)
Ask: 1. How was the dialogue? 2. How did you feel? 3. How did the person you had a dialogue with react? 4. What did you realize from the dialogue you had? 5. Where you more accepting of the person you had a dialogue with Sum up their responses and make conclusions. (15 minutes) Group the class into triads. Ask them to do the following tasks: 1. Assign two members of the triad to do an authentic dialogue. The third member will be the process observant who will observe and guide if the two really did 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
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2 F. Developing mastery
Ask/Share: How do you interpret the pictures? Ask the student: How can we relate these pictures with the I-It and I-Thou encounter posted by Buber?
Ask: How does acknowledging the strengths and weaknesses of people with disabilities or belonging to the underprivileged help you perceive them?
Is it not right to make a conclusion without further investigation? Yes or No Why?
Ask the students to write an essay about valuing people with disabilities or belonging to the underprivileged.
Ask the students about the author of the pain ting, do they have any idea about his personality? Show the photograph of the author and talk about his disabilities and talents.
Write on the board and ask the students about the differences of the two concepts through a diagram, respectively: Input Authentic Dialogue
Ask the students to write in their journal a very short essay about their understanding of the following line and choose three to five students to read their essay in front of the class: “Dialogue is an exchange in which people discover something new.” – George Kohlrieser (2006)
as belief and values etc. and engage them in an authentic dialogue) (10 Minutes) Ask: 1. What was the topic of your dialogue all about? 2. How did you do the dialogue? 3. How did you feel during 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)
Engage the students into secondary reflection by asking: 1. How does it feel to know that someone is different from you? 2. How does authentic dialogue help you deal with these differences? Discuss: Authentic dialogue means accepting individual differences
Or (for TVL) Ask the students to role play showing a comparison conversation and an authentic dialogue
(5 minutes)
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 and skills in daily living
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
J. Additional activities for application/for remediation
Ask the students to share their own experiences in meeting people with disabilities, how they manage their actuations and in making their decisions. As a student, for you what is the meaning of intersubjectivity? Why do you need to respect persons with disabilities?
Through a concept map, ask the students to write their realizations from the lesson.
Ask them about the pictures Formative Quiz: again. How do you proper address Short True or False about the the situation? lesson Ask the students to group themselves and interview one person they know in their community who is with a disability or belonging to the minority sector who have
Based on the discussion and activities, guide the students to determine specific ways (example: listening, empathy etc.) to have an authentic dialogue with others through a concept map.
Ask the students to apply authentic dialogue at home, school or in other places and observe themselves how they felt.
Ask: What specific situations in your daily life where you can apply authentic dialogue? (5 minutes) Based on the discussions and activities, ask the student (recitation) to state in their own words how authentic dialogue leads to accepting others as a unique individual. (5 minutes) Short quiz (True or False about Authentic Dialogue) (5 minutes)
achieved something or contributed to their community. V. REMARKS A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation
VI.REFLECTION E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Approved:
Approved:
GRADES 1 TO 12 DAILY LESSON PLAN
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time Week 6, Day 1-4 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each
Quarter
Day 1 Day 2 Day 3 Day 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner understands intersubjective human relations The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society PPT11/12-IId-6.4 Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society. 1.Explain the difference the difference between I –It, I Thou relationship 2. Recognize the importance of others in one’s life, given our differences and limitations
II. CONTENT
Introduction to the Philosophy of the Human Person
1. Recognize the talents and skill of others specially the underprivileged. 2. Showcase the skills and talents 3. Appreciate the talents/skill of the performers
1.Explain the importance of recognizing the underprivileged
Unit exam (25 items)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Intersubjectivity III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages
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.
2. Learner’s Material pages
Not Available Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Not Available
A. Reviewing previous lesson or presenting the new lesson
Review the past lessons: 1. Recap the difference
Internet/ Youtube.com
IV. PROCEDURES
I –Thou
Mini –Concert: Showcase of Talents and abilities by the
Written work: require the students to write 100 words about the following. Choose only one.
Conduct a Unit test (25 items)
I – It 2. Recognize the importance of others in one’s life, given our differences and limitations
B. Establishing a purpose for the lesson
C. Presenting examples/instances for the new lesson
Explain the passage “Walang sinoman ang nabubuhay para sa sarili lamang”.
Video presentation of persons with disabilities and those from the underprivileged sectors of society. 10 minutes
invited volunteers. (Venue will be set prior to this date)
Program proper: Opening remarks (5 minutes) Rubrics for the group concert: 1. Participation 5 2. Teamwork 5 3. Creativity 5 Program Proper / Culminating Activity (30-40 minutes)
Download from youtube: Jessica Cox, armless pilot; Nick Vujicic, motivational speaker) D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2 F. Developing mastery G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson
Emphasize that each one has its own talent or value as a person despite of physical disabilities.
Complete the following sentences: 1. I am good at ____________ 2. I can do ___________ easily. 3. My unknown ability is ______.
Recognition and citations to the performers.
1. “How can you be a whole person in your relationship to others? 2. Why do you think they (PWD) deserve fair treatment in all aspects in our society? Rubrics: (20 points) 1.Content - 10 2. Grammar-5 3. Relevance-3 4. Neatness -2
I. Evaluating learning
J. Additional activities for application/for remediation
4. If I can _____, I will perform in ____________. 5. I want to develop more of this talent I have because ________. Explain: We are responsible for more than what becomes of us; we are also responsible for what becomes of others.” Ask for volunteers to join the mini showcase of talents by the senior high students (Grade 1112) Look for any person who has special talents/abilities with or without disabilities that he or she can join this program and be enlisted.
Unit Test (25 Items)
Optional Activity: Pray and eat together (with PWDs and underprivileged. Talk to them; be sensitive. Accept them for who they are. Avoid judgments.
V. REMARKS A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation
VI.REFLECTION E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Approved:
Approved:
APPENDIX 6.1 (For WEEK 3 Day 1-4)
Appendix 6.2
PERFORMANCE TASKS Role Play/Oral Recitation Rubrics Mechanics
Excellent 5
Proficient 4
Basic 3
Below Basic 2
-Specific introduction and conclusion -Sequenced material within the body -Cohesive presentation content
-Specific introduction and conclusion -Sequenced material within the body -Cohesive presentation content
-Specific introduction and conclusion -Sequenced material within the body is inconsistent
-Specific introduction and conclusion -No sequence in material
-Enhance the effectiveness of the presentation -Correct grammar -Appropriate to audience - No pronunciation mistakes
-Support the effectiveness of the presentation -Correct grammar -Appropriate to audience -Very few pronunciation mistakes
-Not interesting -Partially support the effectiveness of the presentation -Correct grammar -Appropriate to audience Some pronunciation mistakes
-Unclear -Minimally support the effectiveness of the presentation -Occasional mistakes in grammar -Appropriate to audience -Several pronunciation mistakes
Delivery
-Good posture -Eye contact with the audience most of the time -Appropriate gesture and expression -Deliverance with confidence -Full group participation
-Good posture -Frequent eye contact with the audience -Appropriate gesture and expression -Almost full group participation
-Intermitted good posture -Occasional eye contact with the audience -Appropriate gesture and expression -Partial group presentation
-Poor posture -Seldom eye contact with the audience -Not enough or too much gesture and expression -One person presentation.
Content
-Student discuss the subject in great details. -Student describes in detail about their findings -Student indicate what they have learnt
-Student discuss the subject with some details. -Student outlines their finding -Student show what they have learnt
-Student discuss the subject with a few details. -Student do not outline their finding -Student's misconceptions are still seen
-Students discuss the subject with very minimal details. -Students do not outline what they have learnt -Students still sound confused on this topic
Organization
Language
Questionnaire: Intersubjectivity (Encircle the letter of the correct answer). 1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?” a. We are responsible to our neighbors as we are to our own actions 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
9.
10.
11.
12.
13.
14.
15.
16.
b. Human person can live on his own without the help of others c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society d. Everybody deserves to be treated as human being no matter what he/she looks like The following are perception about persons with disabilities (PWD) except; a. PWD are people with the same right as what other people does. b. PWD’s are less productive. c. PWD’s could possibly engage into various social activities. d. PWD’s can contribute to the economic growth of the society. The following are the characteristics of the underprivileged, except? a. Uneducated b. Malnutrition and poor health c. Victims of calamity d. Lack of shelter Which of the following is not an example of I thou relationship a. A little boy helping an old woman carrying her things. b. A man who pays money in exchange of sexual gratification c. A granddaughter taking care her grandmother who is physically ill. d. The Philippine government support person with disabilities No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used the; a. Freedom of choice b. Pleasure pain principle c. Rational thinkers d. Rational animal I –You is fellow member; I it is____ a. Thing b. Object c. Either d. Neither The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPT a. Acceptable b. Sincerity c. Respect d. Rejection A person experiencing an event can be called a/an___ a. Subject b. Object c. Intersubject d. Narrator The event a character experiences or goal he or she wants to achieve, is called a/an
17.
18.
19.
20.
21.
22.
23.
a. Subject b. Object c. Protagonist d. Antagonist Which of the following physical disabilities you least likely want to acquire? a. Blindness b. Deafness c. Paralyzed d. None of the above Which of the following senses becomes powerful when you are blind? a. Auditory/olfactory b. Cutaneous/visual c. Gustatory/auditory d. Extrasensory perception (ESP) Which is true among the following statements in terms of conceptual meaning? a. Conversation is similar to the meaning of authentic dialogue b. Conversation is much more than a dialogue c. Authentic dialogue is an element of “I-It” relationship d. Authentic dialogue is much more than conversation “Dialogue is an exchange in which people discover something new.” This best means? a. Dialogue helps people to discover themselves more b. Dialogue helps people to tolerate others more c. Dialogue helps people to share understanding of greater truth about life d. Dialogue helps people to conduct research Authentic dialogue includes which of the following? a. Active Listening b. Empathy c. Respect d. All of the above The ability to engage in an authentic dialogue is a key skill for maintaining relationships. This statement is? a. True, it builds on intersubjectivity b. True, however it is not essential to intersubjectivity c. False, it is essential to intersubjectivity d. False, it does not build on intersubjectivity Authentic dialogue is also a means of ___________ of other people. a. Accepting the differences b. Neglecting the uniqueness c. Tolerating immorality d. Complaining dissimilarities
24. Which of the following signifies authentic dialogue towards accepting other people even if they are different? a. A boy sarcastically laughs at his friend after knowing about his flaws. b. Krishna cried on her knees after learning about the pressing problems of the minorities in their community. c. Angie walked past the poor old man in disgust. d. The manager rejected the job application of a person with disability even if he is qualified. 25. The result of authentic dialogue includes the following except? a. Unity b. Division c. Peace and order d. Harmony 26.
School Teacher
DAILY LESSON LOG I.
Teaching Dates and Time Day 1
OBJECTIVES
A. Content Standards B. Performance Standards
Grade Level Learning Area Quarter Day 2
11/12 Introduction to the Philosophy of the Human Person 1st
Day 3
Day 4
The learners understands the interplay between the individuality of human beings and thier social context. The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
Recognize how individuals from societies and individuals are transformed by society C. Learning Competencies / Objectives Write the LC code for each
II. III.
CONTENT
Human Being’s Social Dimensions
Human Being’s Social Dimensions
How Society transforms an Individual
How Society transforms an Individual
LEARNING RESOURCES
A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Review from the Previous Discussion
The students differentiate the views of Plato, Rawls and Kant about society.
A.Reviewing yesterday’s lesson or Presenting the new lesson
The students are asked to recap the lesson on social contract by defining, identifying, and differentiating its various philosophical foundations.
2mins 5mins
Video clip – man as a social being (5mins) Let students’ give their observations B.Establishing purpose of the new lesson
-
Man’s social dimension All human acts have social dimension
Students will be asked to chooose from three options (eg flags, colors,etc.) by lining up at the center of the room after which each respective group will gather. 5mins
At the beginning of the class, preceeding the presentation of the new lesson, the teacher will set some radical classroom policies that will take effect for the duration of the session. These new and seemingly odd classroom rules will set the standard for acceptable behavior of each students, and will later be the basis for the evaluation of learning at the end of the meeting. Present different pictures of people in various cultural settings, emphasizing how cultural factors and characteristics influences human
behavior. The students, while viewing the pictures, take note of their observations. 10mins
C.Presenting examples/ instances of the new lesson
Group Act. Picture analysis (10mins) Group the class into four Provide each group a pictures that portrays Man as a Social Being Ask them to list down as many answers as they can come up with the given picture. (5mins) Each group to present by reading the list of their answers. 1 min per group (4mins)
Teacher to discuss the Concept Note:
Man as a Social being (Use the appropriate keywords provided by the students on the Group act Picture analysis) CONCEPT NOTE: (10) mins
D.Discussing new concepts and practicing new skills #1 (Leads to Formative Assessment 1)
Aristotle – Man is a Social Animal Thomas Acquinas – Man is essentially good, thus Society as man’s construct is good
“NO MAN IS AN ISLAND”
Group Act. 10mins Group the class into four Present a Spider Graphic Organizer and let students’ contribute a word that they think will be of use in defining Society. 2mins Base on the words gathered within the group let them come up with their own understanding or definition of the word society 5 mins Let them Present their work (1 mins each)
Teacher to present and discuss the concept note
CONCEPT NOTE: 5MINS Society is a group of people living in a definite territory having the government of their own, sharing same culture, interdependent and interrelated to oneanother
Immanuel Kant – Therefore the state is committed to the protection of his dignity, by uncompromisingly ensuring his basic freedom no matter what John Rawls – Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override (mining at the expense of tribal : FILIPINOS: War against Drugs Plato – Society should have the virtues of Wisdom (Ruler), Courage (Soldier), and Temperance (Merchants) to attain justice.
Each of the group formulated will be instructed to sit as a unit and will be tasked to formulate a informal society of their own based on the following elements: A. Government B. Norms and laws C. Culture
5min of preparation & a 2min presentation for each group
From the given activity, the teacher will discuss the concept of the Social Contract based from the following philosophical proponents: A. Jean Jacques Rousseau – Society is established based on the idea that man by nature is good, and thus man basically surrenders his individual will to the will of the people. B. Thomas Hobbes –individuals must surrender a part of their freedom to the state or sovereign. He calls the sovereign Leviathan. It stands on the assumption that human nature is basically selfish. C. John Locke - He stands on the assumption that human nature is not on a state of war between good and evil and the aim of government is the preservation of liberty, property, life, and well-being in general. 15min
At least Three to five students are selected randomly to articulate their observations through class recitation.
5mins
The teacher discusses the concept of Total Determinism, emphasizing the importance of cultural traits and characteristics as determining factors for individual and social behaviors.
10mins
E. Discussing new concepts and practicing new skills #2 F. Developing mastery
(Leads to Formative Assessment 3)
Are you a Social Being? Relate the concept of Social Being to the saying “NO MAN IS AN ISLAND” (10mins)
1. Group Activity: 15MINS Ask the students these: List down the six important elements 1. What is the social contract? And how in defining society do you think the social contract is formed? o Group of People 2. Differentiate the social contract of o Living in a definite Territory Jean Rousseau from that of Thomas o Has Government Hobbes. Which social contract do you think is better? o Sharing same Culture 5min o Interdependent o Interrelated Divide the class into 3 groups, and designate two elements of society per group and let them provide the importance of each.
Ask the students the following: 1.
How do you think society transform the individual human beings?
5mins
Processing questions: Will the society exist if one element is absent? Justify your answer G. Finding practical applications of concepts and skills in daily living
Knowledge in understanding Man as a Social Being allows you to appreciate and realize the that we need the help of the people around us even how reach or poor we are. -
Appreciation of your own brgy which will lead to active participation in social work for the betterment of the society.
Why do I need others?
*Humanity is shared (5mins) Let students summarize the lesson “ Being a Social being, betterment of your society is both your responsible and an obligation. (5mins)
Which of the three social contract ideas do you think the philippine government/society is founded upon? Considering the current administration, to where do you trhink philippine society is headed to in terms of: A. Moral standards B. Law implementation
Let the students identify personal characteristics that they think is culturaly influenced. Let them identify further the exact cultural components responsible for these influences.
5mins
5mins Let students summarize the lesson of the definition of Society, and the imprtance of each elements: “Society should uphold the protection, equality, social justice, freedom for the welfare of its people.”
The teacher asks series of questions that will draw from the students the general statement: The society, together with its system, is created based from the common interests of
The teacher asks series of questions that will draw from the students the general statement: Social behavior is directly influenced by the cultural characteristics of a given popullation /
H. EVALUATING LEARNING
Group act: Slogan making – either Tagalog/English which will reflect Man as a Social Being (15mins)
( 5MINS)
its constituents 5mins
area. 5mins
Definition of Society (3mins)
Using a word web, the students provide the words which they think will explain the concept of social contract.
Based from the new set of classroom policies given to the students at the beginning of the session, the teacher now instructs his studentds to evaluate themselves as to what extent these set of rules have affected their individual behavior as well as their class behavior. This could be accomplished through any of the following: 1. Essay 2. Group discussion 3. Class recitation 10mins The students create a picture clip illustrating his/her timeline from childhood to the present, pointing out the various changes he/she experienced brought about by cultural influences.
Rubric/s: Content: Relevance:
7mins I. Assignment
F. EVALUATION
IV.
A. No.oflearnerswho earned80%onthe formative assessment
List at least 2 major challenges in your brgy, and how will you be of help. And two best practices that your brgy is implementing.
Create a collage of your society through taking pictures of your community. Rubrics Creativity Relevance Beauty and Neatness
Write a reflection paper on the impact of society in their personal life.
Grades 1 to 12 DAILY LESSON LOG
School Teacher
Grade Level Grade 12 Learning Area Introduction to the Philosophy of the Human Person Quarter Second
Teaching Dates and Time Monday
Tuesday
Wednesday
Thursday
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each
II. CONTENT 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
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
Compare different forms of societies and individualities (e.g. Agrarian, Industrial and virtual)
Compare different forms of societies and individualities (e.g. Agrarian, Industrial and virtual)
Explain how human relations are transformed by Social System
Explain how human relations are transformed by Social System
PPT11/12 – Iig -7.2 The Human Person in Society
PPT11/12 – Iig -7.2 The Human Person in Society
PPT11/12 – Iig – 7.3 The Human Person in Society
PPT11/12 – Iig – 7.3 The Human Person in Society
- Forms of Societies
- Types of Individuals in the Society
- Definition of Social System
- How Social System transformed human Relations
School quipper.com
School quipper.com
School quipper.com
School quipper.com
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
Review the previous lesson
Review the previous lesson
Review the previous lesson
Review the previous lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1
5 minutes
5 minutes
5 minutes
5 minutes
Ask these questions : 1. Where do you live? 2 . How can you describe the place?
Ask this question Imagine the people living in your community, What can you say about them?
Ask this question
Ask the students if they belong to a particular organization? If yes what type of organization? Please describe.
2 minutes
2 minutes
2 minutes
2 minutes
Picture Analysis
Rearrange the jumbled letters to form a word related to types of individuals in the society. 1. E P R U P 2. L E M D D I 3. N G I K W R O 4. W E R L O
Sentence Completion
Think Pair and Share Choose a partner and complete the table
5 minutes
3 minutes
Discuss the forms of Individualities in the Societies using power point presentations
Discuss the definition of Social System using power point presentation.
Lower Class-experiences poverty, homelessness and unemployment Working Class- constitute blue collared workers Middle Class- consist of white collared workers. Upper Class-consist of individual born into aristocratic families
Social System – an organization of individuals into groups or structure that have different functions, characteristic origin or status
Show pictures of Urban and Rural settings. What can you say about the pictures? Can you relate your present living condition to the pictures? Why? 5 minutes Discuss the Forms of Societies using power point presentations Agricultural- it focuses on the production of crops and raising of animals Industrial- it introduce fuel driven machinery in goods production. Virtual- technology is used in every aspect of life and work. 25 minutes
What do you observe in the community/society where you are living in?
Social System is ……
20 minutes
Individual’s behaviour 1. 2. 3
Societal norm
5 minutes Conduct a Role Playing about different type of Social System for example: Religion Political Affiliation Culture 20 minutes
20 minutes
E. Discussing new concepts and practicing new skills #2
Show examples of pictures that depict social system 5 minutes
From your observation what are the Positive and Negative Impact of Social System to themselves as a member of the organization? 5 minutes
F. Developing mastery (leads to Formative Assessment 3)
Concept map: words associated with the terms Agrarian, Industrial, Virtual Societies 10 minutes
Charade Each group will portray the highlight of each type of individuals in the societies and the other group will guess the correct answer
Making a collage that makes up a social system 10 minutes
10 minutes
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I.
Evaluating learning
Given the chance to choose which form of society would you like to live why? 3 minutes
Which type of individuals you and your family belong? Why?
Ask the students to share what they have learned from the lesson 5 minutes
Ask the students to make a creative Graphic Organizer containing what they have learned from the lesson
Short Essay Comparing the Forms of Societies
5 minutes Conducting a Graded Recitation
5 minutes
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
3 minutes
10 minutes
Make a sketch showing the impact of social system to human relations. For example: Religion Political affiliation Culture 5 minutes
Is it possible for a nation not to have all types of societies and individuals within the social systems? Why? Why not? 5 minutes Sharing of what the students have learned from the discussed lesson
Is being a part of social group develops your human relation? How?
5 minutes Provide a 5 multiple choice questions.
5 minutes Write a short reflection on how social system transforms human relations
5 minutes
3 minutes Make a summary on how human relations are transformed by social system
10 minutes
require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
School Teacher
DAILY LESSON LOG I.
Teaching Dates and Time Day 1
OBJECTIVES
A. Content Standards B. Performance Standards
Grade Level Learning Area Quarter Day 2
11/12 Introduction to the Philosophy of the Human Person 1st
Day 3
The learners understands the interplay between the individuality of human beings and thier social context. The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
Evaluate the transformation of human relationships by social systems and how societies transform individual human beings. C. Learning Competencies / Objectives Write the LC code for each
PPT 11/12-IIh-7.4 II. III.
CONTENT
The Human Person in Society
LEARNING RESOURCES
A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Other Learning Resource/s
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 https://www.youtube.com/watch?v=PrycxGlucSs
A.Reviewing yesterday’s lesson or Presenting the new lesson
B.Establishing purpose of the new lesson
Day 4
C.Presenting examples/ instances of the new lesson
D.Discussing new concepts and practicing new skills #1
Relevant Short Video Clip presenting how society/community may influence an individual (e.g. https://www.youtube.com/watch?v=Prycx GlucSs – A Bridge Story) Describe the character of the rabbit prior to the accident it encountered. What factor/s do you think may have changed the character of the rabbit? Critique of Common Filipino beliefs and practices like folklores, superstitions, et al)
(Leads to Formative Assessment 1)
E. Discussing new concepts and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living H.
Making generalizations and abstractionsaboutthe lesson
I. EVALUATING LEARNING
Tracing back the geneaology of these beliefs and practices. How do you think all these beliefs and practices began? How do you relate these Filipino beliefs and practices on Karl Marx’s contention on the Dynamics of Social Change? “As man transforms nature, nature in return transforms man…”
If you are given the power to change any of these Filipino beliefs and practices, which would you change? Why? Deepening of the dynamic acpect of social change. Reflective Essay: Make a reflection paper on Mahatma Gandhi’s Quote: “Be the Change you wish to see in the world.”
Summative Test Answer the following: (5 points each) 1. Define the following forms of Societies:
Role Playing Presentation of the students (by group) of tasks/situation indicated in the table (assignment). Their performance will be graded through the help of a rubric.
a. Agricultural b. Industrial c. Virtual 2. Differentiate forms of individualities in society (lower class, working class, middle class and upper class). J. Additional activities for application or remediation
V. REMARKS
Filling in a Table(Group activity) The students will fill in a table that evaluate the transformation of Human relationship by Social System and vice versa. The students will present the given tasks in the following day through Role Playing.
VI. REFLECTION
A. B.
C. D. E. F. G.
No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?
This task is set for 2 days First 30 minutes of the time wil be spent for the rehearsal First group will present on Day 3 and the remaining 3 groups will present of Day 4. Processing and generalization follows Rubric for Role Play will be used to gauge presentations.
INFOMERCIAL RUBRICS Objectives
0 Points
3 Points
6 Points
10 Points
PLANNING & PRODUCTION
LEARNERS DID NOT PLAN MOVIE. USED WORK DONE BY OTHERS.
MOVIE DONE WITH LITTLE PLANNING OR THOUGHT. PROJECT DIRECTIONS NOT FOLLOWED
MOVIE WAS DONE WITH SOME PLANNING AND THOUGHT, BUT COULD HAVE BEEN BETTER
MOVIE WAS WELL PLANNED AND BEING THOUGHT.
THE MOVIE INCLUDES MINIMAL INFO ABOUT 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1& 2 TO A. HUMANS B. COMMUNITY C. SOCIETY
THE MOVIE INCLUDES DESCRIPTIONS ABOUT THE ACTIVITIES DONE 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1 & 2 TO A. HUMANS B. COMMUNITY C. SOCIETY
THE MOVIE INCLUDES DETAILED INFORMATION ABOUT THE DESCRIPTIONS IN THE ACTIVITIES DONE. 1. RESPECT FOR NATURE 2. PRESERVATION OF NATURE 3. EFFECTS OF 1& 2 TO A. HUMANS B. COMMUNITY C. SOCIETY
CONTENT/MESSAGE
THERE IS LITTLE INFO ABOUT THE MOVIE
MUSIC, TRANSITION, TITLES & EFFECTS
NOT EVIDENT OR MINIMAL USE
SEVERAL PRESENT BUT USED POORLY
MANY TRANSITIONS, TITLES, AND EFFECTS WERE USED. MOST WERE CORRECT AND EFFECTIVE.
MANY TRANSITIONS, ETC. WERE USED AND THEY WORKED WELL AND WERE EFFECTIVE.
PRESENTATION
THERE WAS NO MOVIE OR MOVIE DID NOT WORK
MOVIES WERE JUST A SERIES OF CLIPS JOINED TOGETHER. NO PURPOSE
WITH A BIT MORE EDITING AND BETTER CLIP SELECTION, USE OF TRANSITION, ETC. MOVIE WOULD BE EXCELLENT.
MOVIE MOVES NICELY, THEME IS IDENTIFIED, AUDIENCE ENJOYED.
Earned Points
ASSESSMENT SUGGESTIONS
Role Play Rubric
Student: Levels of Quality
Criteria Participation in Preparation and Presentation Presentation of Character
Achievement of Purpose Use of Non-Verbal Cues (voice, gestures, eye contact, props, costumes) Imagination and Creativity
4 Excellent Always willing and focused during group work and presentation.
3 Proficient Usually willing and focused during group work and presentation.
2 Adequate Sometimes willing and focused during group work and presentation.
1 Limited Rarely willing and focused during group work and presentation.
Convincing communication of character’s feelings, situation and motives. Purpose is clearly established and effectively sustained. Impressive variety of non-verbal cues are used in an exemplary way.
Competent communication of character’s feelings, situations and motives. Purpose is clearly established and generally sustained. Good variety of non-verbal cues are used in a competent way.
Adequate communication of character’s feelings, situation and motives. Purpose is established but may not be sustained. Satisfactory variety of non-verbal cues used in an acceptable way.
Limited communication of character’s feelings, situation and motives. Purpose is vaguely established and may not be sustained. Limited variety of non-verbal cues are used in a developing way.
Choices demonstrate insight and powerfully enhance role play.
Choices demonstrate thoughtfulness and completely enhance role play.
Choices demonstrate awareness and developing acceptably enhance role play.
Choices demonstrate little awareness and do little to enhance role play.
Assignment/Activity: Specific Criteria:
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
Assessment Suggestions /51 (2000)
ASSESSMENT SUGGESTIONS
Writing Rubric
Student: Levels of Quality
Criteria Content
Organization
Achievement of Purpose Use of Language (diction, sentences)
Correctness
4 Excellent Engaging and insightful presentation of thoughts and supporting details.
3 Proficient Clear and thoughtful presentation of thoughts and supporting details.
2 Adequate Straightforward and developing presentation of thoughts and supporting details.
1 Limited Simplistic and emerging presentation of thoughts and supporting details.
Introduction, detail, arrangement, transitions, conclusion and coherence are superior. Purpose is clearly established and effectively sustained. Precise and sophisticated vocabulary used. Sentences vary in pattern and length.
Introduction, detail arrangement, transitions, conclusions and coherence are very good. Purpose is clearly established and generally sustained. Carefully chosen and complex vocabulary is used. Sentences often vary in pattern and length.
Introduction, detail arrangement, transitions, conclusion and coherence are satisfactory. Purpose is established but may not be sustained. Generally precise and straightforward vocabulary is used. Sentences sometimes vary in pattern and length.
Introduction, detail arrangement, transitions, conclusion and coherence are limited. Purpose is vaguely established and may not be sustained. Vague, imprecise or inappropriate vocabulary is used. Mainly simple sentences, lacking in variety are used.
Great attention has been paid to correctness. Text contains essentially no errors which interfere with clarity of communication.
Attention has been paid to correctness. Text contains minor errors, none of which interfere with clarity of communication.
Less attention has been paid to correctness. Text contains errors which interfere with clarity of communication.
Little attention has been paid to correctness. Text contains many errors which limit the clarity of communication.
Assignment/Activity: Specific Criteria:
52/ Assessment Suggestions (2000)
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
ASSESSMENT SUGGESTIONS
Representation Rubric
Student: Levels of Quality
4 Excellent Comprehensive information and specific, relevant details.
3 Proficient Substantial information and carefully chosen, relevant details.
2 Adequate General information and simplistic, underdeveloped details.
1 Limited Unclear information and irrelevant or unsupported details.
Format
Correct format is always followed and organization is exemplary.
Correct format is usually followed and organization is competent.
Correct format is seldom followed and organization is emerging.
Techniques
Exemplary range of techniques used to create a powerful image clearly suitable for target audience.
Competent range of techniques used to create an interesting image suitable for target audience.
Graphics
Creative graphics contribute to an engaging representation.
Clear graphics contribute to a thoughtful representation.
Correct format is sometimes followed and organization is developing. Developing range of techniques used to create an adequate image moderately suitable for target audience. Simple graphics contribute to a developing representation.
Correctness
Great attention has been paid to correctness. Text contains essentially no errors which interfere with clarity of communication.
Attention has been paid to correctness. Text contains minor errors, none of which interfere with clarity of communication.
Less attention has been paid to correctness. Text contains errors which may interfere with clarity of communication.
Little attention has been paid to correctness. Text contains many errors which limit the clarity of communication.
Criteria Details and Information
Emerging range of techniques used to create an image which minimally appeals to or is not suitable for target audience. Limited graphics contribute to a novice representation.
Assignment/Activity: Specific Criteria:
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
Assessment Suggestions /53 (2000)
ASSESSMENT SUGGESTIONS
Newspaper Rubric
Student: Levels of Quality
4 Excellent Perceptive ideas with specific and relevant support.
3 Proficient Thoughtful ideas with carefully chosen and appropriate support.
2 Adequate Conventional ideas with general and simplistic support.
1 Limited Superficial ideas with irrelevant support.
Layout of Newspapers
Skillful organization contributes to a powerfully realistic project.
Well structured organization contributes to a realistic project.
Simplistic organization contributes to a moderately realistic project.
Faltering or unclear organization contributes to an unrealistic project.
Relation of Newspaper to the Major Event
Project demonstrates exemplary relation to major event.
Project demonstrates competent relation to major event.
Project demonstrates developing relation to major event.
Project demonstrates emerging relation to major event.
Creativity and Imagination
Choices demonstrate insight and powerfully enhance project.
Choices demonstrate thoughtfulness and competently enhance project.
Choices demonstrate developing awareness and acceptability enhance project.
Choices demonstrate little awareness and do little to enhance project.
Correctness
Headlines, captions, text contains essentially no errors which interfere with clarity of communication.
Headlines, captions, text contains minor errors, none of which interfere with clarity of communication.
Headlines, captions, text contains errors which may interfere with clarity of communication.
Headlines, captions, text contains many errors which limit the clarity of communication.
Criteria Content of Newspapers
Assignment/Activity: Specific Criteria:
54/ Assessment Suggestions (2000)
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
ASSESSMENT SUGGESTIONS
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 members.
always
often
sometimes
rarely
7. I shared materials with my group.
always
often
sometimes
rarely
8. I helped the group stay on task.
always
often
sometimes
rarely
9. I contributed to questions asked of the group.
always
often
sometimes
rarely
10. I did my share of the work to complete the task.
always
often
sometimes
rarely
11. I used my strengths to enhance the task.
always
often
sometimes
rarely
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 ...
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
Assessment Suggestions /55 (2000)
ASSESSMENT SUGGESTIONS
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 appropriate manner.
always
often
sometimes
rarely
9. We learned something meaningful during this task.
always
often
sometimes
rarely
always
often
sometimes
rarely
10. We are proud of the outcome of this task.
Evaluate each member of 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) (7–8) (4–6) (1–3)
– – – –
always focused; highly motivated; cooperated with everyone quite well focused; motivated to do well; cooperated most of the time sometimes off task; not overly motivated; trouble cooperating some of the time often off-task; very little effort; highly uncooperative with others
Name
Mark
Comment/Reason
(me)
56/ Assessment Suggestions (2000)
Our Schools in Action – an integrated teacher resource Alberta Learning, Alberta, Canada
Rubric for the Friendly Letter Score
1
2
3
4
Layout/ Design
Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a friendly letter.
Letter appears busy or boring. Text may be difficult to read. May have some grammar and or punctuation that indicates it is a friendly letter.
The letter is eye-catching and attractive. Text is easy to read. Grammar, style, and punctuation is indicative of a friendly letter.
Information, style, audience, tone
Information is poorly written, inaccurate, or incomplete.
Some information is provided, but is limited or inaccurate.
Information is accurate and Information is well written complete, is creatively and interesting to read. written, and is cleverly presented.
Accurate Parts of the Friendly Letter
Most friendly letter Improper form is used.
elements out of place or missing.
Grammar, Punctuation, Grammar, punctuation, and Information mislabled or and choice of words for choice of words poor for a missing. Inaccurate friendly letter. punctuation or grammar. the friendly letter
The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent for a friendly letter.
Some friendly letter
Letter is complete with all
elements may be missing.
required elements.
Style, purpose, audience, grammar, and punctuation all fair and indicative of a friendly letter.
Excellent job on presentation, style, grammar, and punctuation.
Writing and Presenting a Dialogue Rubric Criteria purpose
Level 1
Level 2
Level 3
the dialogue rarely
the dialogue
the dialogue interprets
the dialogue
reveals the thoughts,
occasionally reveals
the thoughts, feelings,
elaborates the
feelings, and context
the thoughts, feelings,
and context of the
thoughts, feelings,
of the characters
and context of the
characters
and context of the
characters content
characters effectively
the central idea of the
the central idea of the
the central idea of the
the central idea of the
dialogue may be
dialogue is clear but
dialogue is clear,
dialogue is focused,
unclear, simplistic, or
conventional
thoughtful, and
insightful, and richly
developed
detailed
incoherent language
language and
language and
language and
language and
vocabulary are
vocabulary are
vocabulary are
vocabulary
inappropriate or
occasionally
appropriate to the
appropriate to the
misused
inappropriate or
characters
characters are used
misused punctuation
Level 4
effectively
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
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 dramatic
expressively in the
voice of the dramatic
role
voice of the dramatic
role
speaking in role
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
Topic
Research Analysis
Organization
Language
Stylistic Devices
Delivery
Overall Effectiveness
LEVEL 4 Appropriately focused topic with a clearly communicated understanding of the purpose for the speech Clear and convincing command of facts and information with insightful explanations that help to illustrate the speaker’s ideas and arguments Clearly and logically organized speech with an engaging introduction, a logically sequenced body with appropriate transitions, and a clear and convincing conclusion Uses sophisticated and varied language that is suited to the topic and audience; word choice is concise, original, and effectively conveys the appropriate tone given the purpose of the speech Skillful use of various stylistic devices (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) greatly enhance the effectiveness of the speech A combination of appropriate and effective eye contact, clarity and projection of voice, tone and pace, and gestures significantly enhance the speaker’s words Speaker remains enthusiastic, audience attention is maintained, and the purpose of the speech is achieved
LEVEL 3 Focused topic with partially demonstrated understanding of the purpose for the speech
LEVEL 2 Somewhat focused topic or a vague sense of the purpose for the speech, which require the audience to make assumptions Clear use of facts and information Partially clear use of facts and with partially developed information with limited or explanations in support of the incomplete explanations to speaker’s ideas or arguments support the speaker’s ideas or arguments Clear attempt at organization Some inconsistencies in with a beginning, middle, and end organization and/or a lack of and an attempt to use transitions sustained focus throughout the speech with inconsistently use transitions Uses appropriate language and word choice, but with less sophistication, expressiveness and/or originality
Effective use of at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) enhances the effectiveness of the speech
Use words that may be unsuited to the topic, audience or purpose of the speech; word choice lacks originality and fails to convey an appropriate tone for the speech
An attempt to use at least one stylistic device (e.g., repetition, parallelism, anecdotes, analogies, figurative language, different types of appeals) but it does not enhance the effectiveness of the speech A combination of appropriate eye Inconsistent use of eye contact, contact, clarity and projection of clarity and projection of voice, voice, tone and pace, and gestures tone and pace, and/or gestures are used but without the interrupt the flow of the speech smoothness of level four Speaker shows some enthusiasm, Speaker shows limited the audience remains mostly enthusiasm, audience interest is interested, and the purpose of the not sustained, and the purpose of speech is achieved the speech is only partially achieved
LEVEL 1 A lack of focus or confused purpose, which result in confusion on the part of the audience Confusing or incomplete facts with little and/or confusing explanations as to how the facts support the speakers ideas or arguments A lack of organization makes it difficult to follow the speaker’s ideas; speech may be too conversational and may ramble without a clear beginning, middle, or end Inappropriate use of language distracts the audience because it is too informal or too imprecise given the topic and purpose of the speech
No attempt to use stylistic devices to enhance the meaning of the speech
Lack of eye contact, clarity and projection of voice, tone and pace, and/or appropriate gestures make the speech difficult to follow Speaker lacks enthusiasm, the audience shows a lack of interest, and the purpose of the speech is not achieved
Diary Book Rubric 2
1
Ideas
Well-chosen ideas blend information smoothly into diary entry. Details are clear, accurate, and interesting.
4
Ideas blend information into the diary entry. Details are mostly clear, accurate, and interesting.
3
Information is hard to find or roughly blended into diary entry. Some details may be vague, inaccurate, or generally known.
Entries don’t contain any new information or are not consistent with the genre. Details are vague or inaccurate.
Organization
Each entry has a logical sense to its organization: a good beginning and a fitting conclusion. Lists made sense and stories used transitions to show order.
The entries mostly made sense. In some places order seemed random or unclear, but for the most part a reader could follow the ideas.
One or two beginnings and/or conclusions are abrupt or uninteresting. In some places a reader wonders why the ideas are in a certain order.
The beginnings are uninteresting or confusing. The conclusions are too abrupt. The order of ideas doesn’t make sense or are hard to follow.
Voice
The narrator’s voice is personal, fun, and engaging. It fits the diary genre.
The voice of the narrator works. In some places it is stronger than in others.
The voice is hard to hear. It is very uneven or doesn’t fit with the story or characters.
The voice is nonexistent or totally inappropriate.
Word Choice
Word choice is especially effective, precise, and very fitting for the genre and the narrator.
Most of the word choices are effective. In a few places they are vague or not a good fit.
Most of the words are common, vague, or not a good fit for the genre or the narrator.
Some of the word choices are distracting or unclear so that they detract from the diary.
Sentence Fluency
Sentences are smooth, rhythmic, and especially suited to the situation and voice.
The sentences work for the most part. They are effective without always being suited to a diary.
Sentences sometimes are repetitive, choppy, or unsuited to a diary.
Sentences are so choppy or lengthy that they are hard to read and don’t sound like a diary at all.
Conventions
The conventions of the paper are correct and used to add meaning to the story.
The conventions are mostly correct.
The conventions sometimes interfere with the reading of the story.
The conventions often interfere with the reading of the story or make it confusing.
Collaboration
The group members worked smoothly and effectively together, sharing responsibilities well.
The group mostly worked well together. The work was almost evenly shared among them.
The group had some difficulties working together. They finished, but some did not do their share of work or they had little shared tasks.
The group did not work at all. Some did not contribute or the group finished by individually doing tasks.
Story Telling Rubric CATEGORY
Knows the Story
Audience Contact
A
B
C
The storyteller knows The storyteller knows The storyteller knows
The storyteller could
the story well and has the story pretty well
some of the story, but
not tell the story
obviously practiced
and has practiced
did not appear to have without using notes.
telling the story
telling the story once
practiced. May need
several times. There is or twice. May need
notes 3-4 times, and
no need for notes and notes once or twice,
the speaker appears
the speaker speaks
but the speaker is
ill-at-ease.
with confidence.
relatively confident.
Storyteller looks at
Storyteller looks at
and tells the story to
and tells the story to a tells the story to 1-2
look at or try to involve
all members of the
few people in the
people in the
the audience.
audience.
audience.
audience.
Storyteller looks at and Storyteller does not
Always speaks loudly, Usually speaks loudly, Usually speaks loudly
Voice
slowly and clearly. Is
and clearly. Speaks so mumbles. The
easily understood by
easily understood by
fast sometimes that
audience often has trouble understanding.
all the time
almost all the time.
understanding.
The student uses
The student often
The student tries to use The student tells the
consistent voices,
uses voices, facial
voices, facial
story but does not use
facial expressions and expressions and
expressions and
voices, facial
movements to make
movements to make
movements to make
expressions or
the characters more
the characters more
the characters more
movement to make the
believable and the
believable and the
believable and the story storytelling more
story more easily
story more easily
more easily
understood.
understood.
understood.
The story is told slowly The storyteller usually The storyteller tries to
Pacing
Speaks too softly or
slowly and clearly. Is
all audience members all audience members audience has trouble
Acting/dialogue
D
interesting or clear.
The storyteller tells
where the storyteller
paces the story well,
pace the story, but the everything at one
wants to create
but one or two parts
story seems to drag or pace. Does not
suspense and told
seem to drag or to be be rushed in several
quickly when there is a rushed.
places.
change the pace to match the story.
lot of action. Connections between Connections between Connections between
Connections/ events, ideas, and Transitions
The story seems very
events, ideas, and
events, ideas, and
disconnected and it is
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.
appropriate.
figure out. More detail or better transitions are needed.
Duration
The storytelling lasts
The storytelling lasts
The storytelling lasts
The story is less 100
7-10 minutes.
4-7 minutes.
100 seconds to 4
seconds.
minutes.
Listens to Others
Always listens
Usually listens
Usually listens to other Does not listen
attentively to other
attentively to other
storytellers, but
attentively. Tries to
storytellers. Is polite
storytellers. Rarely
sometimes appears
distract the
and does not appear
appears bored and
bored. Might once or
storytellers, makes fun
bored or make
never makes
twice accidentally make of them, or does other
distracting gestures or distracting gestures or a gesture or sound that things instead of sounds.
4 Surpassing Demonstrates variety in volume, tone, pitch and voice quality appropriate to character. Expression enhances character/ situation. Audience is deeply engaged, eager to follow performance and responds enthusiastically. Performance is alive and explores the bounds of form. All words are clearly enunciated. Presentation is easily understood. Volume projects well. All audience members can easily hear the presentation. Students are well prepared. It is obvious from the polish and ease of the performance that much practice and planning has taken place.
Little verbal or vocal use. Expression monotone or difficult to hear.
Occasionally demonstrates variety in one or two of the criteria. Expression is mostly understandable.
Demonstrates variety in volume, tone, pitch and voice quality. Expression is interesting and understandable.
Effect on Audience
Audience is confused.
Audience follows performance politely.
Audience clearly enjoys performance.
Focus
Performance inconsistent.
Enunciation
Words are not clearly enunciated. Presentation is incomprehensible Voice is inaudible.
Performance mostly consistent and relatively smooth. Some words are clearly enunciated. Some of the presentation is comprehensible. Volume is too low.
Flashes of spontaneity and style enliven solid performance. Most words are clearly enunciated. Most of the presentation is comprehensible. Volume is adequate.
Students have not practiced and/or planned presentation thoroughly.
Students have practiced and a general outline with some details are in place.
Students have practiced and the outline is clear and ordered. Most details are planned ahead.
Volume
Preparedness
Mark
Total COMMENTS:
Content: 7. The Human Person in Society TOPICS :
7.1 - Definition of Society - Idea of Social Contract SECOND QUATERLY EXAMINATION
I. Multiple Choice: Encircle the letter of the correct answer 1. According to his social contract society is born based on the idea that man is by nature and therefore ‘selfish” A. Kant B. Hobbes C. Locke D. Rousseau 2. This version of social contract is founded on the idea than man surrenders his individuals will to the general will believe that man by nature is good A. Kant B. Hobbes C. Locke D. Rousseau 3. This social philosopher Postulated that man is ultimately a product of cultural construct and is therefore molded by his cultural environment A. Kant B. Hobbes C. Locke D. Rousseau 4. An Element of society that refers the location where people reside A. People B. Government C. Culture D. Territory 5. An element of society that refers to the idea that all people within the society and like member of the family A. People B. Government C. Culture D. Interrelated 6. An Element of society which could relate to the saying that “no man is an island because we need each other in order to survive A. A. People B. Interdependence C. Culture D. Interrelated 7. The most important element of society without this society will not exist A. People B. Government C. Culture D. Territory 8. An element of society that is created through the interaction of people through these includes norms, value, religion etc. A. A. People B. Government C. Culture D. Interrelated 9. This thinker considers a human person as an end in itself and it is the role of the state to ensure the protection of his freedom A. Rawls B. Kant C. Plato D. Rousseau 10. Individual inviolability is the core of his idea of society stressing the importance of individual justice that cannot be over ride even by society itself A. Rawls B. Kant C. Plato D. Hobbes 11. An element of society that refers to To the management and improvement of the country A. A. People B. Government C. Culture D. Interrelated 12. A saying that explains “a person cannot live of his own” A. “Human Person is Independent from others” B. “No man is an Island “ C. “Human Person is Complete of his own” D. None of the above 13. Who quotes the saying that man is a social animal? A. Hobbes B. Aristotle C. Plato D. Rousseau 14. Who stated this quotation “man is essentially good thus society as man’s construct is good “ A. Aquinas B. Aristotle C. Plato D. Rousseau 15. It refers to an agreement whereby people accept certain instructions on them for the benefit of the society A. Society B. Culture C. Social Contract Theory D. Socialization
TOPICS: 7. 2 - Forms of Societies - Types of Individuals in the Society 7.3 - Social System - How Human Relations are transformed by Social System II. Multiple Choice: Encircle the letter of the correct answer 1. This type of society focuses on the production of crops and rising of farm animals A. Industrial B. Virtual C. Agricultural D. None of these 2. What type of society where factories are seen as the center of work? A. Virtual B. Industrial C. Agricultural D. None of these 3. This type of individual in the society constitutes blue-collared workers A. Middle Class B. Lower Class C. Working Class D. Upper Class 4. Which of these does not describe social system? A. It composes of individuals formed into groups with common religion and culture B. It comprises of individuals and institutions interacting within the same structure C. All types of individuals and social models co-exist and interact within the social system D. Its culture is developed through simultaneous social interaction 5. It refers to the beliefs, customs, arts etc. of a particular society, group, place or time A. Religion B. Politics C. Culture D. None of these 6. This refers to a society that focuses on producing and selling information A. Modern Industrial B. Post Industrial C. Both A and B D. Neither A nor B. 7. A collection of individual shaped by social relations and interactions A. Social Group B. Social System C. Society D. socialization 8. An old form of social system which is still practiced in India A. Caste system B. Apartheid System C. Both A or B D. Neither A nor B 9. The following are characteristics of middle class except one A. Consist of white collared workers B. With minimal material difficulties C. Professional services for income D. With low career opportunities 1o. It refers to the belief of an individual to a ‘Supreme Being “ A. Denomination B. Religion c. Sect D. Cults
GRADES 1 TO 12 DAILY LESSON LOG
School
Grade Level 11/12 Section Learning Area Introduction to the Philosophy of the
Teacher
Human Person
Teaching Dates and Time
I. OBJECTIVES
Day 1
Quarter 2nd Day 2
A. Content Standards
II. CONTENT
Day 4
The learner understands human beings as oriented towards their impending death The learner writes a philosophical reflection on the meaning of his/her own life
B. Performance Standards
C. Learning Competencies / Objectives
Day 3
At the end of the session, learners are expected to:
At the end of the session, learners are expected to:
At the end of the session, learners are expected to recognize the meaning of his/her own life PPT11/12-IIh-8.1
Human persons as oriented towards their impending death
Compilations: Compiled Notes on Philosophy of the Human Person
A. Reviewing previous lesson or presenting the new lesson
Have a recap of what was discussed during the previous session.
B. Establishing a purpose for the lesson
Survey Says! Group the students into 2. *Ask the students to enumerate the inevitable things or events in human life that we must all face. *Discuss the reality of death thru which we may value life in itself. Incorporate the discussion in a game.
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
How do you view death? What are your experiences/feelings about the death of your loved ones?
Why do people fear death?
Is it death that we really fear or the separation from the beloved?
Picture Perfect *Group the class into 5 each and distribute a magazine page or picture broken into pieces. *Ask them to fix it to be able to see the whole image. *Elicit discussion if they will be able to decipher or appreciate the whole picture if one looks at a broken part alone or if the image is whole. *Likewise, if life is seen with the end in mind or in its wholeness, will you be able to recognize its meaning? *What is it? Elaborate: ‘A part of life does not determine the whole.’ Life is an unending possibility. What are the meaning have you derived from it?
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or remediation
Knowing the inevitability of death, what meaning can/will you embed to your life? How would you like to be remembered in life? *Rich *Kind *Generous *Loving *Etc. Form a group of four members and ask them to share their thoughts on: “What is the purpose of your life?” The meaning of life depends on how you live your life.
Is death absence of life? Why or Why not?
What is the meaning would you make out of it?
In what way have you derived meaning out of life? What are the concrete actions will you do to make life meaningful?
Although we will all die ultimately, life doesn’t mean despair.
How do you appreciate life?
V. REMARKS VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by:
Checked by:
GRADES 1 TO 12 DAILY LESSON LOG
School
Grade Level 11/12 Section Learning Area Introduction to the Philosophy of
Teacher
the Human Person
Teaching Dates and Time
I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies / Objectives
II. CONTENT
Session 1
Quarter 1st/2nd Session 2
Session 3
The learner understands human beings as oriented towards their impending death The learner writes a philosophical reflection on the meaning of his/her own life At the end of the session, learners are expected to enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life PPT11/12-IIi-8.2
At the end of the session, learners are expected to explain the meaning of life (where will all these lead to) PPT11/12-IIi-8.3
At the end of the session, learners are expected to reflect on the meaning of his/her own life. PPT11/12-IIi-8.4
Human persons as oriented towards their impending death
III. LEARNING RESOURCES
4. Additional Materials from Learning Resource (LR) portal
Session 4
Philosophizing and being Human pp. 129 – 145 Compilations: Compiled Notes on Philosophy of the Human Person
Performance Task
IV. PROCEDURES
Ask one from the class to give Remind the students of their the class a review of the different objectives in life, previous lesson. then direct them to understanding of the meaning of life. Guide the students towards Develop a deepened what he/she really wants to understanding of the achieve and to define the meaning of human life. projects he/she really wants to do in his/her life. Ask students to name a So far, at your age, what do person who did something you think is the meaning of that is noble before his or her life? death.
Sum up the previous lessons about life and death.
D. Discussing new concepts and practicing new skills #1
Explain: “Human may choose to live an authentic human existence by the exercise of his freedom.“
Discuss: “Being aware of his impending death, it may free him from the swirl of distractions, the crowd existence, and begin to live an authentic human life.” Heidegger
Death enables us to express our most profound freedom.
E. Discussing new concepts
What “possibilities” would you like to accomplish before experiencing death?
The consciousness of our finitude and temporality leads us to the appreciation and dedication of life.
Choose three (3) from words below that best describe your future. Write your choices in your notebook. Explain your answer.
What is your personal definition of life?
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new lesson
and practicing new skills #2
Ask the students how they like to choose to live an authentic human existence by the exercise of their freedom. Cite a person who chose to live his/her live for the service of others.
F. Developing mastery (Leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
Where do you wish to lead your life?
With all the learnings from the Introduction to the Philosophy of the Human Person
List 5 most important things that you want to accomplish in life.
“An unexamined life is not worth living.” -Socrates
H. Making generalizations and abstractions about the lesson
I. Evaluating learning
a. Success b. Fortune or Money c. Fame d. Power e. Recognition f. Happiness g. Meaning or Purpose h. Sickness i. Contentment j. Faith k. Love l. Death The kind of life we’ll live is the life we intend to live and we live.
To which do you wish to dedicate your life?
“Our lives can only be ours once we lose these for the sake of others.”
Death is not just the absence of life but the appreciation of life.
How does one live a meaningful life in the reality of impending death?
Ask the students to make a reflection about their life towards their impending death. “How would you like to put meaning to your life knowing your impending death?”
Learners are tasked to reflect on the meaning of his/her own life by answering the question: “Who are you?”
J. Additional activities for application or remediation
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment
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.
B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by:
Checked by:
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