Marcelo Spinola School
Don Andres, Ipil, Zamboanga Sibugay
S .Y. 2015-2016
Prepared by: Teacher Danilo S. Vasquez Jr.
Philosophy Of Human Person (Philo 102)
2nd Quarter
7 weeks
STAGE I-DESIRED RESULT
EXPECTED GRADUATES
ATTRIBUTES
TRANSFER GOAL
At the end of this unit, the students on their own can:
At the end of this unit, the students are
expected to be:
a. reflective in the meaning and purpose
of life;
b. evaluative in the formation of human
relationship;
c. aware and sensitive in dealing with
freedom, ability to choose and
consequences of choices.
ESSENTIAL UNDERSTANDING
A. To create a storyboard of a feature film that
shows how the “hero” is a being-in-theworld and a being-for-others. The objective
is to illustrate how the heroism can mean “to
be in the world and to engage in nature and
other Daseins” and discover that there is a
hero in every person that is just waiting to be
unleashed.
B. Re-enact in a role play the things that happen
in a society and how the members of a
certain society interact with each other to
function well. Thus, how a day happens in a
society where social systems interact and
problems are addressed or solve. Stimulate
the situation where the forms of society
interact for the purpose of understanding
how the societies function and seem to work
together.
ESSENTIAL QUESTIONS
At the end of this unit, the students will At the end of this unit, the students are expected to
understand that
answer the following:
a. freedom of choice and the
consequences of choices is an
understanding of the human person’s
freedom.
b. the appreciation for the talents of
persons with disabilities and those
from the underprivileged sectors of
society is showing an understanding
of human intersubjective relations.
c. the formation of human relationships
and how individuals are shaped is a
way of recognizing the interplay
between individuality of human
beings and their social context.
d. the meaning of one’s life is a manner
of showing an understanding of
human beings as oriented toward
their impending death.
a. How will you achieve the freedom of human
person?
b. Did you ever recognized the talents of the
persons with disabilities and from those
underprivilege sectors of the society? In what
way?
c. In what way will you recognize the interplay
between individuality of human beings and
their social context?
d. In what manner will you find the meaning of
one’s life?
KNOWLEDGE
Students will know…
SKILLS
Students will be skilled at…
1. Distinguishing between freedom amd
1. Realizing that all actions have
determinism.
consequences..
2. Evaluating and exercising prudence
2. Realizing that choices have consequences.
in their choices.
3. Inferring that some things are given up while
3. Defining intersubjectivity.
others are obtained in making choices.
4. Comparing and contrasting the
4. Realizing that intersubjectivity requires
philosophies of Martin Heidegger and
accepting differences.
Jean Paul Sartre on human
5. Showing an appreciation of the talents and
intersubjectivity.
contributions to society of persons with
5. Explaining that authentic dialogue
disability and of people from the
means one’s ability to accept others
unprivileged sectors of society.
even if they are different from him or
6. Illustrating the concept of human reality’s
her.
intersubjectivity.
6. Comparing different forms of
7. Performing activities that demonstrate the
societies and individuals.
talents of persons with disabilities/special
7. Explaining different political theories.
abilities and those from the unprivileged
8. Explaining what a social system is
sectors of society.
and how to analyse it.
8. Apply the phenomenological method in
9. Discussing how human relations are
understanding human intersubjectivity.
transformed by social systems.
9. Adopting the natural attitude espoused by
10. Evaluating the transformation of
Edmund Husserl in understanding others.
human relationships by social
10. Recognizing how individuals form societies
systems and how societies transform
and how individuals are transformed by
individual human beings.
societies.
11. Enumerating the objectives they want
11. Recognizing the meaning of life.
to achieve and the projects they want
12. Adopting a life plan to organize the
to do in life.
objectives they wanted to achieve and define
12. Explaining the modes of
the projects they wanted to do in life.
meaningfulness.
13. Reflecting on the meaning of life.
13. Explaining the meaning of life and
14. Demonstrating how people value death.
where it leads to.
14. Explaining the different conceptions
about death.
STAGE II- ASESSMENT EVIDENCES
PERFORMANCE TASKS
a. The Animation Council of the Philippines, Inc. (ACPI) is inviting those willing young artists
and encourage to participate the promotion of talents to be conducted during their annual
International-Local Reunion. Fortunately, you are the chosen participants to join the event.
On the other hand, as you take part of the said occasion, you are required to create a
storyboard of a feature film that shows how the “hero” is a being-in-the-world and a beingfor-others. The objective is to illustrate how the heroism can mean “to be in the world and to
engage in nature and other Daseins” and discover that there is a hero in every person that is
just waiting to be unleashed. The said activity will be guided by the in-charge of ACPI and it
will assess by the panelists based on the following criteria; voice and audience, symbolic and
technical conventions.
b. The Dark Myst Drama Productions is now open to appeal the young perfomers to join their
Battle of Kings And Queens of Acting. Opportunely, you are one of the chosen participants
and your task is to re-enact in a role play the things that happen in a society (as a teacher,
farmer, a doctor, priest, a student and etc.) and how the members of a certain society interact
with each other to function well. Thus, how a day happens in a society where social systems
interact and problems are addressed or solve. Stimulate the situation where the forms of
society interact for the purpose of understanding how the societies function and seem to
work together. The said task will be guided by the in-charge of Dark Myst Drama
Productions and it will assess by the panelists based on the following criteria; Participation
in Preparation and Presentation, Presentation of Character, Achievement of Purpose, Use of
NonVerbal Cues (voice, gestures, eye contact, props, costumes), Imagination and Creativity.
Rubrics for Storyboard Making
CRITERIA
Vioce
and
Audience
Symbolic
and
Technical
Conventions
5
Storyboard is
realistic,
engaging,
and creative.
The sequence
of shots
makes the
viewer think
about the
message, and
want to react.
Very
effective in
conveying
the message.
The
storyboard
illustrates the
video
presentation
structure
with
thumbnail
sketches of
each scene.
Notes of
proposed
shots
include:
distance (LS,
MS etc…),
camera
angles (high,
low, flat),
camera
movement,
screen
action, and
transition are
present.
4
Storyboard
creates a
variety of
media texts
for different
purposes and
audiences,
using
appropriate
forms,
conventions,
and
techniques.
3
Storyboard is
somewhat
engaging and
unique. The
shots
selections
make the
viewer think
about the
topic and
want to react.
2
The antibullying
message in
the
storyboard is
somewhat
realistic but
doesn’t
reflect a
unique or
individual
perspective
on the topic.
1
The
development
of the antibullying
message in the
storyboard is
limited and
does not
represent a
point of view.
The
storyboard
identify some
media forms
and explain
how the
conventions
and
techniques
associated
with them are
used to create
meaning
The
The
There is
storyboard
thumbnail
limited
includes
sketches on
evidence of
thumbnail
the
storyboard
sketches of
storyboard
content.
each video
are not in a
Inadequate
scene and
logical
details and
includes text sequence and
information,
for each
do not
incomplete
segment of
provide
and/or missing.
the
complete
Sketches lack
presentatio,
descriptions
organization
descriptions
of the video
and are out of
of background scenes, audio
sequence
audio for each background,
scene, and
or notes
notes about
about the
proposed
dialogue.
shots and
Some
dialogue.
sketches are
Most sketches organized in
are organized
a logical
and numbered
sequence.
in a logical
sequence.
Source:
https://www.tcdsb.org/ProgramsServices/SafeSchools/studentambassador/VideoProject/Document
s/Storyboard-Rubric.pdf
Rubrics for Role Play
CRITERIA
Participation in
Preparation
and
Presentation
Presentation of
Character
Achievement of
Purpose
Use of
NonVerbal
Cues (voice,
gestures, eye
contact, props,
costumes)
Imagination
and Creativity
4
Always 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
nonverbal cues is
used in an
exemplary way.
3
Usually willing
and focused
during group
work and
presentation.
Competent
communication
of character’s
feelings,
situations and
motives.
Purpose is
clearly
established and
generally
sustained.
Good variety of
non-verbal cues
is used in a
competent way.
2
Sometimes
willing and
focused during
group work and
presentation
Adequate
communication
of character’s
feelings,
situation and
motives.
Purpose is
established but
may not be
sustained.
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.
Satisfactory
variety of
nonverbal cues
used in an
acceptable way
1
Rarely willing
and focused
during group
work and
presentation.
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 little
awareness and
do little to
enhance role
play.
Source: http://chtl.hkbu.edu.hk/resources/rubrics/rp1.pdf
ASSESSMENT
PRE-ASSESSMENT
FORMATIVE
OTHER ASSESSMENT EVIDENCES
ACQUISITION
MEANING- MAKING
SUMMATIVE
SELF-ASSESSMENT
ACQUISITION
V.Activity 1. Picture Analysis
VI. Activity 1. Find me
III.Activity 2. Look At Me!
Graphic Organizer
Reporting
Long Quiz
Long Quiz
TRANSFER
Performance Task
#2
Reflection Paper
Reflection Paper
ACTIVITIES MAP
MEANING-MAKING
TRANSFER
EXPLORE
III.Activity1. Understand Me I.Activity 1. Malaya Ka Na!
II. Activity 1. My World
IV.Activity 1. Compose as
One
FIRM UP
I.Activity 2. Let’s See
II.Activity 2. We are
Connected
IV.Activity 2. Go Deeply
II.Activity 3. My Relationship
V. Activity 2. Learn From
This
VI. Activity 2. Let’s Clarify
DEEPEN
III.Activity 3. You Complete
V. Activity 3. Survival
I.Activity 3. I Will
IV.Activity 3. Bookmark
VI. Activity 3. My Future
Plans
TRANSFER
Performance Task # 1
STAGE III-LEARNING PLAN
I. Topic: . Freedom of the Human Person
EXPLORE 7y
Activity 1: MALAYA KA NA!
-The teacher will write the word “freedom” on the board, and let the students to interpret it through
drawing, symbols, and etc.
-if the students are finish on their work, they will present and do a reporting.
Process Questions:
1. What do mean by Freedom?
2. Did you experience Freedom? In what way?
3. How will you achieve the freedom of human person?
FIRM UP
Activity 2: LET’S SEE
-the teacher will present a video and let the students to analyse it.
-the teacher will do further discussions of the topic
*need to download: //www.youtube.com/watch?v=xS8rSJr9bhI
Process Questions:
1. What is the difference between determinism and freedom?
2. If your actions are casually determined, should you be taken as responsible for any of your
actions? Why or why not?
3. Do you believe that there are no acts of free will? Why or why not?
DEEPEN
Activity 3: I WILL
-the teacher will ask the students to make a Decision-Making Process Booklet and it is to be graded
based on the rubric given.
Guide:
Step 1: Identify the decision to be made. You realize that a decision must be made. You then
go through an internal process of trying to define clearly the nature of the decision you must
make. This first step is a very important one.
Step 2: Gather relevant information. Most decisions require collecting pertinent information.
The real trick in this step is to know what information is needed, the best sources of this
information, and how to go about getting it. Some information must be sought from within
yourself through a process of self-assessment; other information must be sought from outside
yourself-from books, people, and a variety of other sources. This step, therefore, involves both
internal and external “work”.
Step 3: Identify alternatives. Through the process of collecting information you will probably
identify several possible paths of action, or alternatives. You may also use your imagination and
information to construct new alternatives. In this step of the decision-making process, you will
list all possible and desirable alternatives.
Step 4: Weigh evidence. In this step, you draw on your information and emotions to imagine
what it would be like if you carried out each of the alternatives to the end. You must evaluate
whether the need identified in Step 1 would be helped or solved through the use of each
alternative. In going through this difficult internal process, you begin to favor certain
alternatives which appear to have higher potential for reaching your goal. Eventually you are
able to place the alternatives in priority order, based upon your own value system.
Step 5: Choose among alternatives. Once you have weighed all the evidence, you are ready to
select the alternative which seems to be best suited to you. You may even choose a combination
of alternatives. Your choice in Step 5 may very likely be the same or similar to the alternative
you placed at the top of your list at the end of Step 4.
Step 6: Take action. You now take some positive action which begins to implement the
alternative you chose in Step 5.
Step 7: Review decision and consequences. In the last step you experience the results of your
decision and evaluate whether or not it has “solved” the need you identified in Step 1. If it has,
you may stay with this decision for some period of time. If the decision has not resolved the
identified need, you may repeat certain steps of the process in order to make a new decision.
You may, for example, gather more detailed or somewhat different information or discover
additional alternatives on which to base your decision.
Source: www.umassd.edu/fycm/decisionmaking/process/
Rubric for Decision-Making Process Booklet
Criteria
Creativity & Design
(Materials used)
Organization &
Mechanics
Points
5
5
Grade
Insights & Perspective
Self-Knowledge
Time
Total
5
5
5
25 pts.
II.Topic: The Human and His Inter-subjectivity
EXPLORE
Activity 1. MY WORLD
-The teacher will addressed the students to fill in the organizer to see their world.
-The student will present their work and do an explainination.
Outside of my world
MY
WORLD
The world
where you
live in.
What sorrounds you?
Process Questions:
1. Based on your presentation, where part will you recognized others?
2. Can you feel the other’s world? In what way?
-end of exploreFIRM UP
Activity 2. WE ARE CONNECTED
-the teacher will discuss topic and elaborate the following:
 Intersubjectivity
 Man as Being-in-the-world
 Man as Being-for-others
 Man as Historical Being
-end of firm upDEEPEN
Activity 3. MY RELATIONSHIP
-The students will fill up the given activity; identifying their own relationships to their families,
friends, relatives, and others. To see how themselves connected to others.
MY RELATIONSHIP towards:
Parents_______________________________________
Siblings______________________________________
Relatives_____________________________________
Friends_______________________________________
Community___________________________________
-end of deepen-
III.Topic: The Role of Dialogue in the Human Person’s Inter-subjectivity
EXPLORE
Activity 1. UNDERSTAND ME
-the teacher will present a video and let the students understand it carefully.
Source (need to download): https://www.youtube.com/watch?v=ZBjhUJ0qzyU
Process Questions:
1. What is phenomenology?
2. How is phenomenology useful in discovering the self?
-end of exploreFIRM UP
-the teacher will do the discussions of the topic, and for further understanding, the students will be
given an example analysis.


Phenomenology
Intentionality
Activity 2. LOOK AT ME!
Students tasked: look at the image. Describe the picture using Husserl’s phenomenological method
– describing the experience as it is from the natural attitude, without bias.
-end of firm upDEEPEN
Activity 3. YOU COMPLETE
-The teacher will let the students to fill in the graphic organizer.
Me
Character of the Encounter
(description)
Encounter with Man,
Nature, or Spirit?
Physical/Biological
Mental
Emotional
Social
Spiritual
TRANSFER
Performance Task # 1
IV.Topic: The Human Person in the Society
EXPLORE
Activity 1. COMPOSE AS ONE
-The teacher will as the students (by group) to answer the question “how will you form a
SOCIETY?” through drawing.
-they will present it to the class and do an explanation.
-end of exploreFIRM UP
Activity 2. GO DEEPLY
-the teacher will do some sort of discussions..
 The Formation of Society
 Plato’s Republic
-students are tasked to do a report about Political Theories (The Social Contract Theories) of the
following philosophers:
 Aristotle
 Confucius
 Nicolo Machiavelli
 Thomas Hobbes
 John Locke
 Jean-Jaques Rousseau
 Carl Marx
*the teacher might give check up quiz.
-end of firm upDEEPEN
Activity 3. BOOKMARK
-student tasked: to do a bookmark that contains the sayings/motto of the discussed philosophers that
covers anything of the following; human nature, society and political thoughts.
-the students are required to use recycled materials.
-the created project under transfer will be graded based on the rubrics given below by the techer.
Rubrics for Bookmark
Criteria
Creativity & Design
(Materials used)
Organization &
Mechanics
Time
Total
Points
Grade
10
10
5
25 pts.
-end of deepenV.Topic: Comparative Analysis Of Social Systems
EXPLORE
Activity 1. PICTURE ANALYSIS
-the teacher will post a picture on the board, the students will analyse it somehow through the given
process questions.
Process Questions:
1. What can you say about picture?
2. Can you identify the meaning of what the picture is trying to show?
3. What goes behind of their action given?
-end of exploreFIRM UP
Activity 2. LEARN FROM THIS
-the teacher will the discussions, presenting the meaning, differente, analysing, and the forms.



Social System
Different Social System
Forms of Society
-end of firm upDEEPEN
Activity 3. SURVIVAL
-The teacher will let the students to watch the film entitled “Hotel Rwanda” and they are required to
submit a eflection paper. They can use the guide questions as they are reflecting the sequence of the
movie.
Process Questions:
1. How will you relate the film to philosophy?
2. As you watch the movie, what is the central message of the story?
3. Will the message of the story, can be applicable in our daily lives? How?
4. What does this movie illustrate about human spirit, both good and bad?
Guide Questions:
1. As you were watching the movie, what thoughts and emotions did you experience
throughout?
2. Imagine you are a teenager in Rwanda during this time. How would you have reacted if you
were Hutu? If you were Tutsi?
3. Describe all that you can about Paul Rusesabagina. Please do not tell how the actor plays
and looks like, but the character trait as portrayed in this movie.
-end of deepenVI.Topic: What is Life’s Meaning?
EXPLORE
Activity 1. FIND ME
-The teacher will present a video that talks about the meaning of life.
-the students are task to watch and listen carefully
Need to download: https://www.youtube.com/watch?v=XCXMXuUDaic
Process Questions:
1. What does the video talks about?
2. In what manner will you find the meaning of one’s life?
3. Is possible to find a meaningful life in our day to day living?
-end of exploreFIRM UP
Activity 2. LET’S CLARIFY
-the teacher will do some inputs about the topic.



Modes of Meaningfulness
Capacity and Limitations
Value of the Meaning of Life
-After the discussion, the students are task to identify their strength (capacity) and weaknesses
(limitations) of their daily living.
STRENGTH
(Capacity)
-end of firm up-
WEAKNESSES
(Limitations)
DEEPEN
Activity 3. MY FUTURE PLANS
-Students tasked: to do a LIFE PLAN, then this will be graded based on the rubric given below.
LIFE MISSION
LIFE GOAL
REFLECTION
MOTTO OF MY LIFE
LIFE PLANS
Rubric for Life Plan
Criteria
Creativity & Design
(Materials used)
Organization &
Mechanics
Insights & Life
Disposition
Self-Knowledge
Time
Total
-end of deepenVII.Topic: Is Death End of Life?
EXPLORE
Activity 1. MEANING AND VALUE
-The teacher
Points
5
5
5
5
5
25 pts.
Grade
FIRM UP
DEEPEN
TRANSFER
Performance Task # 2