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