Grades 1 to 12 DAILY LESSON LOG Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher 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 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. I. Evaluating learning J. Additional activities for application or remediation V. REMARKS 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 Grade Level 12 School 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) Video Clip (4:30minutes) https://yout u.be/ExVh4wL70yc Motivation ( Know yourself) ( 5 minutes) Activity: Picture analysis The teacher will present a mathematical equation to stimulate the students curiosity. “1+1=0” C. Presenting examples/instances of the new lesson 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. 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. Ask: 1.What do you observe in the equation? 2. Do you think it’s correct? Why or why not. 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.. 1. Ask the students to write 2-3 principles in their lives? Divide the class into 3 groups. Assign a leader, secretary, and presenter. Let each group answer Ask: Was there a time where you have wronged a person because of your assumption or judgement? 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. the question… 2. Your baby brother is wearing your favourite red shirt. Situation #1 There was an airplane crash, every single person on board died, but yet two people survived. How is this possible? 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? Situation #2 What goes up and never comes down? 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 Ask the students the value of philosophical through role play.(10 mins.) …. Because man is always searching for truth. Discuss the following concepts: a. Wonder b. Doubt c. Limiting situations 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. mins.) 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 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 Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher 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 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. A. C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1 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 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 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 Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher 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 Methods of Philosophizing III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 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. (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 (10 minutes) E. Discussing new concepts and practicing new skills #2 Guidepost for the Discussion: 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) 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 Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher 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? After the video presentation, ask the students to identify fallacious statements. will present “who they are” a la pageant. *Allot 3 minutes for the preparation. (10 minutes) (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) (5 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. Group Activity: Semantic Mapping (25 minutes) 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- (10 minutes) 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) 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. 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) (8 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? Expected answer: Analysis of situations should be done with utmost consideration of the truth. Let the students answer the given question: On the basis of the discussion, how would you determine if your beliefs are true? 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. Expected Answer: The truth behind beliefs or propositions are determined through the correspondence, coherence, and pragmatic theories. (2 minutes) (7 minutes) (5 minutes) 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 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. Johari’s Window (10 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 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 Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher 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 http://learn.lexiconic.net/argumentevaluation.com.html 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) *Suggested format: OxfordOregon Debate *See attachment for the Mechanics and Assessment Tool. (50 minutes) J. Additional activities for application or remediation Write a five-sentence paragraph about the importance of learning the criteria in evaluating arguments. *See attached rubric for scoring the output. (5 minutes) V. REMARKS VI. REFLECTION 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 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? School GRADES 1 TO 12 DAILY LESSON LOG 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 se io Sn 1 Quarter I Session 2 Session 3 Session 4 h 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 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 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: School GRADES 1 TO 12 DAILY LESSON LOG 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 III. LEARNING RESOURCES Session 1 Quarter Session 2 Session 3 Human Person Session 4 O jectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and 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 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 A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson Compiled Notes on Philosophy of the Human Person Compiled Notes on Philosophy of the Human Person Bible (Old Testament) MY BODY By: Eduardo Jose E. Calasanz 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. 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: chool JKLM N LOY MP J Jrade vel :: ection arning rea QRtroduicntoSTophlsiyofthe UaunmSVonrs Wuarter Neacher Neaching Lates and Nime I. OBJECTIVES ontent tandards rformance tandards arning ompetencies bjectives II. CONTENT III. LEARNING RESOURCES eferences ! "eacher s #uide pages $! %earner s &aterials pages '! "extbook pages (! )dditional &aterials from %earning *esource (%*) portal + ,ther -earning esources IV. PROCEDURES eviewing previous lesson or presenting the new lesson ession jectbsvisumtebetm ealm irdvaictesam yebo d enfo revigd o lp nco n etelko w n d gan dco em tsp in esh d anco em sp in tan deab n liceh lrd no tfid nscfgian ean djo yn iearlignetheslo nylW ekjeco b tsviash lebervd i ession o evrethew kan dectn o do tethcu irlm san rtd oetm ethjeco b svit ecn syarp o rced u ssu m tebo flw edan dfi ession earasedsu n ig ao m rietv sen m tstegari V aligu no jecib tsvsu o p treh tearligno fecto n en dao id tn leslo ncserxiad n ession fo rm ethcrliu m giesu d 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 atlio tebesd un i tsiehtrsem xm io fetco rnd anatliveu n m psalirem taslw easarp e tn ierd fayd s d eiaro u screo fsalirem tatsn iuleirch n dsh tern isso en lid ann iarieglnern u staheh rtisa ./e0yhopsli1o2k1gi ip567ed n ial 3sead4ylm 9p:;< =:;; ./e0yhopsli1o2k1gi ip567ed n ial 3sead4ylm 9p:>? =:>@ ettp co entn evm o lp d onarnieglorpsm 8 gsgn 0aw al0in m u ga 0gnw in m uAd eraBtex C eshstepslo u d hebeo n daco rseh tew k earp do u teh taictesvo arp eltiysoathesd tn ulw iearlnelw aw lsy nealn rigsyaem cltiybo rvp d in gesd tn uw tihu tm p leisayw o tearln fern ifo rm fo riatevm asem tnactives aistu ard w co sln iuao u b tah w teh tyealn rdn iatelo rino teth rilfeiexcrsn p iad nerso p iu vo en lkgw dd cein ateh tietm ao l C 8 t d san adbessalirem EgniruethsouvierpFnosie8 w eed tavu lethtsm ild n a etsilo b po fr 9ecndstar Goreth gn iced susgen tim ew era D veireth Hsktsenduotw evrso ip uo n esl 9 veireth Hkstsenduotw ervo sip uo n esl = ebieu d gybesd o tn am rio fealn rigybh teeu std nh ciwo yucan ew nh n stigacrp ietetih realn rigesq to u inh rteiealn rig tem nfo reachestp 9 o rcep s an d n iethsaclo tu b aeth Idem ed lu ch s9ziu q YZ [stablishing a purpose for the lesson C. Presenting examples/ instances of the new lesson D. Discussing new concepts and practicing new skills #1 go n itoezio n grco w hw e n caXd scen tar eo d iV\p il ] very ^ouching _eaf Violinist tp̀ habbw XeXbtuyobm cow f ctchadv efgt hij4xk *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 lyalMusic 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. Can we really transcend or actualize our possibilities/ potentialities? How How can you personally go beyond what your bio-data is saying? I am a wonder-filled human person, full of possibilities. Can a bio-data present the Construct and Conduct a whole of your humanity? Is Written Quiz it enough? Why or why not? J. Additional activities for application or remediation V. REMARKS VI. REFLECTION mn oon 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 byq rsecked byq Grades 1 to 12 DAILY LESSON LOG Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher Teaching Dates and Time Day 1 Day 2 Day 3 I. OBJECTIVES The learner understands the interplay between humans and their environments. A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each 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 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 Video presentation on Global Warming 101 Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 IV. PROCEDURES 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 Grade Level 12 Learning Area Introduction to the Philosophy of the Human Person Quarter 1st School Teacher Teaching Dates and Time Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES The learner understands the interplay between humans and their environment. A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each 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. 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 Pambungad sa Pilosopiya pages 63-75 Introduction to the Philosophy of Human Person slide 115-136 IV. PROCEDURES 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 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. 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 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) F. Developing mastery (leads to Formative Assessment 3) G. Finding practical applications of concepts and skills in daily living All the criticisms will be reviewed. Follow up activity for the learners final output by the end of the 1 st 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. 20 minutes Ask the learners about what have they learned for the whole session. H. Making generalizations and abstractions about the lesson 5 minutes I. 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? t xz tur vwsx y {|}~ ~ ~t tur vw ~wwv ~wur |wr u uuwrt r yy wu wr wu {uwt suv w yohplis n I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT 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 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 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? rep 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 Learning Area yo h p lis Quarter n Teaching Dates and Time Monday Tuesday Wednesday Thursday Friday I. OBJECTIVES D. Content Standards E. Performance Standards F. Learning Competencies/ Objectives Write the LC code for each II. CONTENT 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 III. LEARNING RESOURCES C. References 2. Teacher’s Guide pages 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? rep¡¢£ 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 R¦§¨ © ª T ©« ¤¥ S ® ¯­¥® ¦¥¬­Y­§¨ª I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each II. CONTENT rce Th a lo ch S Group 6 12 n ctid u rtoso ip lh Phy of the Human Person ±o Quarter Second ra­°lve ¤ed ­°girn a¥are 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 3. Textbook pages 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 Not Available Not Available 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: 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 Teacher Introduction to the Philosophy of the Human Person Quarter Second Learning Area Teaching Dates and Time Week 4 Day 1-4 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 2. Learner s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources List the materials to be used in different days. Varied sources of materials sustain children s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. Not Available Not Available Not Available 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 C. Presenting examples/instances for the new 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 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 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 (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) 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) V. REMARKS achieved something or contributed to their community. 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 I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each School Grade Level Teacher Learning Area Teaching Dates and Time Week 6, Day 1-4 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 Quarter 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 2. Learner s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson 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. Not Available Not Available Not Available Not Available Internet/ Youtube.com Review the past lessons: 1. Recap the difference 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 V. REMARKS 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. 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 Pla y/ Or a l Re cit a t ion Ru br ics M e cha nics Ex ce lle nt 5 Pr oficie nt 4 Ba sic 3 Be low Ba sic 2 - Specific int roduct ion and conclusion - Sequenced m at erial wit hin t he body - Cohesive present at ion cont ent - Specific int roduct ion and conclusion - Sequenced m at erial wit hin t he body - Cohesive present at ion cont ent - Specific int roduct ion and conclusion - Sequenced m at erial wit hin t he body is inconsist ent - Specific int roduct ion and conclusion - No sequence in m at erial - Enhance t he effect iveness of t he present at ion - Correct gram m ar - Appropriat e t o audience - No pronunciat ion m ist akes - Support t he effect iveness of t he present at ion - Correct gram m ar - Appropriat e t o audience - Very few pronunciat ion m ist akes - Not int erest ing - Part ially support t he effect iveness of t he present at ion - Correct gram m ar - Appropriat e t o audience Som e pronunciat ion m ist akes - Unclear - Minim ally support t he effect iveness of t he present at ion - Occasional m ist akes in gram m ar - Appropriat e t o audience - Several pronunciat ion m ist akes D e live r y - Good post ure - Ey e cont act wit h t he audience m ost of t he t im e - Appropriat e gest ure and expression - Deliverance wit h confidence - Full group part icipat ion - Good post ure - Frequent ey e cont act w it h t he audience - Appropriat e gest ure and expression - Alm ost full group part icipat ion - I nt erm it t ed good post ure - Occasional eye cont act wit h t he audience - Appropriat e gest ure and expression - Part ial group present at ion - Poor post ure - Seldom ey e cont act wit h t he audience - Not enough or t oo m uch gest ure and expression - One person present at ion. Cont e nt - St udent discuss t he subj ect in great det ails. - St udent describes in det ail about t heir findings - St udent indicat e what t hey have learnt - St udent discuss t he subj ect wit h som e det ails. - St udent out lines t heir finding - St udent show what t hey have learnt - St udent discuss t he subj ect wit h a few det ails. - St udent do not out line t heir finding - St udent 's m isconcept ions are st ill seen - St udent s discuss t he subj ect wit h very m inim al det ails. - St udent s do not out line what t hey hav e learnt - St udent s st ill sound confused on t his t opic Or ga n iza t ion La n gu a ge 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. ¼½¾¿¿À ËÅý¾Å ²³´µ¶ µ·¸¸¹º µ¹» o n rsP e Ö×ÃÂÓÅ Èts ËÅý¾ÍÌÎ ÒÃÓÅÔ ÃÌÄ ËÍÕÅ Day 1 I. ÁÂÃÄÅ ÆÅÇÅÀ ÈÈÉÈÊ ÆÅÃÂÌÍÌÎ ÏÂÅà ÐntroducitothePhoylipsoftheÑuam n Day 2 Day 3 Day 4 OBJECTIVES A. Content Standards B. Performance Standards 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 ØÙi oeÚpil àteÙuts stne ÜgisÛvrehtrieitosn B.Establishing purpose of the new lesson - ÛnmÛsÛ osÚÛi lÜniegÝÞß)sni áÛnÚsÛioslÙmi oiens âlÛhmunÛÚst ÛhveoÚsiÛlÙmi oiens 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 ãroupäåæt • C.Presenting examples/ instances of the new lesson • eøåh ertoúisåu sth eo n åept ote • in g n s o le óUse the appropriate keywords provided by the students on the Group act Picture analysis) ù D.Discussing new concepts and practicing new skills #1 (Leads to Formative Assessment 1) s ãorpuäåæt min • o r p u h t e l s i o t n f o r u ã åø • ùtnesrø üiúpreãrøhåpi øgr zinøreún lte úuts stneåiortntueø wo úrøht tyehthtkni leo wi fesun iúin g feüo åtei æ sni ýøesonehtúwosrøgtrúeh wihtniehtgropu • telm eh tåo meu pwih th trieo wn únuøtsreúnignúorfioetnofhteúwor o åsyteiÿ sni • tem eh tùsterntriehwo k r çèéêëìí îïîðñòèò óôõöèïò÷ ãrouptheåløsintofour ùroviúeeøåhgrøouppåi turesthøtpotrøys ûønøsø üoåøi lýieng äsk themúowtliøtsnsmønyønswøress th yeåønåo meu pwiåthtu ræehgivenp i þÿmin)s øåhgrouptorpesntyreøúing thelsitof th ierøn swæ res minþp ergr u p min s) o • • þ) mins • • Aristotle Man is a Social Animal Thomas Acquinas ûønisesn itølygo úo th u süo úo åiteyøsmønåsonstruåtisgo • eøåh ertop restn n o te • ù 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 þ miøåsne)h øún úiås us ÿû ü üoåietyisø groupofpeolølving úinefinttreioy h rn msh sn øving thego ve øentirngoføtheriowme ålutreinterúepúnentøún interløtúe to o n eøn o th er • • • ønueløtn h erfoth esøt teis mm åomúmitotherpoteåtionfohisúigint y un åompromisngølyeisnåurg his freúo møn otremwh øt øåhpersonposeøn h n øwls o ivn o øl ilytfouúneú onjuståi ethøtventhe we ørelfofsoåietyøsø wh åøole notvoerúi e þmiønigttheexpensfotirøl ! ù ü "ørøg øinst#rugs ùlø to üoåiteyshouúl høvethevrituesof so mþ u le)r o u røge "iú þüoúl ie)r øún emøån p ereþûeår h ønt)s toøtøinjustiåæe th eåo n åept 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) • • $reo u y% &'o%i ( )*g en i '% l -eeth''o ntepo f&o i l),g n i o t +,% • eth.%yg n i/0 1$/ 2& $/ 2&3$/4 567mis)n • p u 68 9:o vti $';y 3sti=o wn%> ethx si tm im elo rtptesn 6<12/& n i=g n ief'tyeiso o 9:?p uo f@eo lp o 3vig n%n i =tien fAyo reti o B%. 9?m vernten o &%h:Cg n.%DeEFretlu = o 2:ten=en pten o 2ten r%l -e= 4v i=eeth'%l .. o tn iG .H gro p u%>= =%eg si new t o'm eltyeitesnpo fso gr o p u eltm eth=o veirpeth %>= %>' m i to p r eo fe%'8h IJKLMNNOPQ RSMNTOKPN; Ulie th'o syeit existfio en%V em l tensi*tn se yo ru%>w s er G. Finding practical applications of concepts and skills in daily living o wlege n trsen g[ZnZsZ \o Xn Y Yinu Z Yin ]^Zl egZlo wsZyo utop relizeth e _in ]re^ZteZn YZ thtwe eth eh lp eo fth ep o elZro u n s Z Yn Yu venh o wZ]` re o rp o r - 1. How do you think society transform the individual human beings? 5mins fiu Wsty re]^Ztio no fyo u ro wknrg^]` ywhwi lel to ijp ZY ivZprt^]^jZto inn io rk o rfth e Z]le ]s ^Zlwo en et]^ o fth eo styea ktrm h sY re Z fghin )s u ts stn eom u sz irmeth epqrrst Being a Social mten being, betterment of your society is both your responsible and an obligationu vwx)sn i Ask the students the following: er yYoc Y n e do th rse bh *eZu mn ityis G.Makinggeneralizations andabstractionsaboutthe lesson we Zrae Ask the students these: 1. What is the social contract? And how do you think the social contract is formed? 2. Differentiate the social contract of Jean Rousseau from that of Thomas Hobbes. Which social contract do you think is better? 5min 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 u ts stn eom u sz irmeth eeo lsnno feh tfio etno f mten i | on nh teom i zntrpeo foezh}m el estn yzo{te 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 ru t o p lgnmkig n o hiwi flr n s oi lg n ie wh lte h ro lgg nh sil gtie i)s ~n fo eo foytei~)sn i tin its constituents 5mins area. 5mins 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. uir e tn ve l ne 7mins I. Assignment F. EVALUATION IV. A. No.oflearnerswho earned80%onthe formative assessment tsi te l ts jo rhelg nesn io yrug r no h w wilyo ueo fleh p nw totserpit seh t to yru r ysim im elpitg n e g t o l geo fo yruyteio sto rg h uhki tg nru tse ip ee o f o yru o mmu tin uir s • eytvi • l ne ve • n en tse eytu Write a reflection paper on the impact of society in their personal life. ¡¢ £ ¤¥ £¦ §¨©ª« ª¬­­®¯ ª® ­°±¥¥² ¡ ª¡³¡² »¡°±¡ ª¡¼½¼¾ ¨¡ ´µ¶·¸ ¹º ¿ÀÁµÂ·ÃÄÁÅÂÀ Á ÁƸ ÇÆÅÈÂÉÂÊÆË ÂÌ ÁƸ ÍÃζÀ ǸµÉÂÀ »¡°±½¼¾ §¤¡¢ ¼ »½Ï¡ ÓÂÀ·¶Ë ÐѤ¡ Ôøɷ¶Ë Õ¸·À¸É·¶Ë Ò¸ÄÂÀ· ÔÆõɷ¶Ë I. OBJECTIVES The learner understands the interplay between the individuality of human beings and their social contexts A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT 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 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 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 …… 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 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 Make a sketch showing the impact of social system to human relations. For example: Religion Political affiliation Culture 10 minutes 5 minutes G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson 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 Ask the students to make a creative Graphic Organizer containing what they have learned from the lesson 5 minutes 3 minutes 5 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 the lesson D. No. of learners who continue to Short Essay Comparing the Forms of Societies Ö×ØÙÚÛÜÝØÞ ß àáßÙâÙ ãâÛÝÜßÜÝ×Ø 5 minutes äå æÝØÚÜâç 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 3 minutes Make a summary on how human relations are transformed by social system äå æÝØÚÜâç 5 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? òóôõõö ûùóôûø ÷øùúû üûýûö üûùø øûù ûùóô ù û ùú û ùø ûø èéêëì ëíîîïð ëïñ Day 1 I. Day 2 þþÿþ tro d u citoth eh o ylip so fth eu am n n n rse o þts Day 3 OBJECTIVES A. Content Standards B. Performance Standards 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. The Human Person in Society CONTENT 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 l vn t o r tolpp w n tn o sotyo m tym mu n nu n n nvu !"" u t$"o m tp#www w %&v'(ryx "yo )u s * + to ry) t ro ,$ t r t r$$t po rtot tnt u n t r" no • -% to utn soyo .m / n t r t t ro $$t& quo0mmo n o$ls n t 1lpn • l2 su p ptsl. 0.l o rstto n2 t)l (Leads to Formative Assessment 1) r n $. t n0o lyot 3 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 $l np rt" • woyo ut.n lt $l 4o np rts$&n 4o woyo ur l % t s 1lpo n$l 5 ptso n6 78 stn otno no n t ynmsoo 5& *sm5 , t50m rstun2 n%ru nrn tu r5 sm t50m u v n t w o prto5 5yo 9 yo t 1lpo n$l 5 pt2s w wo luyo u5& -&y pnn o t ynm pto , 5" s o v :y# 7. to np;ro n t m )5 <so u t# =>? @A? CABCD? 7% EFG HIJA @F J?? IC @A? HFKLMNO PGQQB@IR? S?J@ VFL? WLBEICD ( s tn%o no t stutsn!$y)ro p uot .stuto n n% n t t $l nt)n" 3rpm o r 5 wl$ t o u r t p lo $ ru" !m sw nr t 0o w ln# !T o * pstn) n t o w ln o rmso U" , ot# XY Z[\]^\tluX_ n\stu]X_ `Y ab rtu_ ^Y c]X o rfso]b n]v]bXu_]t]gs]n dY e]ffg\gt]nXhg fm so w o l r ^Xl jjk \l] wo[n ^Xl jjk ^]gty ig m l ^Xl jsXmb gp ur^Xl s)Y ]bbg J. Additional activities for application or remediation noppoqr oq s tsupvwxyz{| s}~oo~ • • V. REMARKS g b stugstn]wlf]l]nX Xt `gl t Xh v_Xuhg t g \tXmjfm o r h]n oo gX X f um \gXl h]jo n]p`y o yst m m X ^]X_ g v v Xmb ]^g g\jXY stugstn]wlgrpjgtn t g []gv n g b t jls]n t g fw o n bX t ro u X ]l[ [ l Xl y]n g [Y • • • • • 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. ¡¢ £ ¡¢ 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. 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. Little attention has been paid to correctness. Text contains many errors which limit the clarity of communication. 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. sounds. is distracting. listening. Rubric for Reader’s Theatre Grade 5 – 8 Grade 1 - 4 Vocal/Verbal Expression Effect on Audience Focus Enunciation Volume Preparedness 1 Difficulty 2 Progressing 3 Meeting 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. Audience is confused. Audience follows performance politely. Audience clearly enjoys performance. Performance inconsistent. 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. 4 Surpassing Mark 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. 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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 Á« ¯½w B. Kant C. Plato D. Hobbes ² 11. An element of society that refers to To the management and improvement of the country A. A. People C. Culture D. Interrelated î« ð¥v̈±¦®¨¦§ 12. A saying that explains a person cannot live of his own A. Human Person is Independent from others î« ñ¾¥ ®¯¦ ³² ¯¦ I²½¯¦¼ C. Human Person is Complete of his own D. None of the above 13. Who quotes the saying that man is a social animal? C. Plato D. Rousseau A. Hobbes î« Á±³²§¥§½¨ 14. Who stated this quotation man is essentially good thus society as man s construct is good Á« Áò³u¦¯² C. Plato D. Rousseau î« Á±³²§¥§½¨ 15. It refers to an agreement whereby people accept certain instructions on them for the benefit of the society A. Society B. Culture C. ´¥µ³¯½ ¤¥¦§±¯µ§ ¬­¨¥±y D. Socialization óôõö÷øù úû ü - Fýþÿ ý øý - ó y ý Ivu øýy úû3 - øý øyÿ - Hýw Hu ÿ ý þ þ ýþÿ yøý øyÿ IIû u ÷ ýù Eþ þ ý ýþþ wþ . This type of society focuses on the production of crops and rising of farm animals A. Industrial B. Virtual C. þuþ D. None of these 2. What type of society where factories are seen as the center of work? C. Agricultural D. None of these A. Virtual Bû Iuþ 3. This type of individual in the society constitutes blue-collared workers A. Middle Class B. Lower Class Cû ýþ ÷ D. Upper Class 4. Which of these does not describe social system? u w u ýþÿ ý þý ýÿÿý þ ý uþ û I ýÿý ý v 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 D. None of these A. Religion B. Politics ÷û ÷uþ 6. This refers to a society that focuses on producing and selling information C. Both A and B D. Neither A nor B. A. Modern Industrial Bû õý Iuþ 7. A collection of individual shaped by social relations and interactions A. Social Group B. Social System C. øýy D. socialization 8. An old form of social system which is still practiced in India B. Apartheid System C. Both A or B D. Neither A nor B A. ÷ yÿ 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 u û ýw þþ ýýþ 1o. It refers to the belief of an individual to a Supreme Being û ý c. Sect D. Cults A. Denomination %>·!!¸ °'&$ C$K$¸ ³$>·$' C$'"D"E '$ °±²% ³H ´Cµ C²%%H¶ CH° %$>#D!" ÉÊ'#$' ³$>·D"E #$( "& ³D=$ I. OBJECTIVES ««¹«¬ t À t Á ÂÀiý½ s ÄÀy½f À tÁ º»¼t½¾¿uti½» ½ Åu ÆÇ» ÂÁ¼È½» ¬ËÌ Th e)*+,-*, .-/*,01+-/0 2.3+- 4*5-60 +0 7,5*-1*/ !"#$"# %#"&'&( 178+,/0 12*5, 539*-/5-6 /*+12 : ;$'<!'=">$ %#"&'&( ?2* )*+,-*, 8,51*0 + 925)707925@+) ,*A)*@157- 7- 12* 3*+-5-6 7A 250B2*, 78- )5A* C$'"D"E !=F$#$">D$( G HIJ$>#DK$( LM MNO OPQ RS MNO TOTTURPV WOXYPOYT XYO OZ[O\MOQ MR] LM MNO OPQ RS MNO TOTTURPV WOXYPOYT XYO OZ[O\MOQ MR] ^1 12* *-/ 7A 12* 0*0057-_ )*+,-*,0 +,* *`9*@1*/ 17 ,*@76-5a* 12* 3*+-5-6 7A 250B2*, 78- )5A* bb?ccBcdeff2eghc II. CONTENT u kl mnop s lskspoinlnt q ij tpkwoqsr t nio ijmnlqils qnkr t III. LEARNING RESOURCES tu vwxwywz{w| }~ ~ ~ ~ () u wy ¡w¢yz£z¤ vw|¥¦y{w| s mrizi u kl mmª «¬­ §ri¨pp ls klq ©nils ij «®¯ p oÏÐÑÒÓÔÕ ÍÒÖ×ÑÎØÙ ÚÒÐØÔ ÒÓ ÛÜÑÎÒÔÒ×ÜÝ ÒÞ ÐÜØ ßàÖÏÓ ÍÎim IV. PROCEDURES âã øã äåæçåèçéê ëìåæçíîï ðåïïíé íì ëìåïåéñçéê ñòå éåè ðåïïíé ùïñúûðçïòçéê ú ëîìëíïå üíì ñòå ðåïïíé ÛØáÔÒÓ ßÏóØ Ï áØôÏ× ÒÞ õÜÏÐ õÏÔ ÙÑÔôàÔÔØÙ ÙàáÑÓö ÐÜØ ×áØóÑÒàÔ ÔØÔÔÑÒÓ÷ ýàáóØÝ ýÏÝÔþ ÛÑôÐàáØ ÛØáÞØôÐ Ô ÐÜØ ÔÐàÙØÓÐÔ ÐÒ ØÓàÖØáÏÐØ ÐÜØ ÑÓØóÑÐÏÎØ ÿáÒà× ÐÜØ ôÎÏÔÔ ÑÓÐÒ ØÏôÜ ÏÓÙ ÙÑÔÐáÑàÐØ Ï ÖÏöÏÑÓØ ×ÏöØ Òá ×ÑôÐàáØ áÒØÓ ÑÓÐÒ ÐÜÑÓöÔ Òá ØóØÓÐÔ ÑÓ ÜàÖÏÓ ÎÑÞØ ×ÑØôØÔ÷ ÿáÒà× ÐÜØ ÔÐàÙØÓÐÔ ÑÓÐÒ ÷ ÐÜÏÐ õØ ÖàÔÐ ÏÎÎ ÞÏôØ÷ ÑÔôàÔÔ ÐÜØ áØÏÎÑÐÝ ÒÞ ÙØÏÐÜ ÐÜáà õÜÑôÜ õØ ÖÏÝ óÏÎàØ ÎÑÞØ ÑÓ ÑÐÔØÎÞ÷ ÓôÒá×ÒáÏÐØ ÐÜØ ÙÑÔôàÔÔÑÒÓ ÑÓ Ï öÏÖØ÷ Ô ÐÜØÖ ÐÒ ÞÑ ÑÐ ÐÒ Ø ÏÎØ ÐÒ ÔØØ ÐÜØ õÜÒÎØ ÑÖÏöØ÷ ÎÑôÑÐ ÙÑÔôàÔÔÑÒÓ ÑÞ ÐÜØÝ õÑÎÎ Ø ÏÎØ ÐÒ ÙØôÑ×ÜØá Òá Ï××áØôÑÏÐØ ÐÜØ õÜÒÎØ ×ÑôÐàáØ ÑÞ ÒÓØ ÎÒÒÔ ÏÐ Ï áÒØÓ ×ÏáÐ ÏÎÒÓØ Òá ÑÞ ÐÜØ ÑÖÏöØ ÑÔ õÜÒÎØ÷ • C. Presenting examples/ instances of the new lesson • ßÒõ ÙÒ ÝÒà óÑØõ ÑØõÑÔØ ÑÞ ÎÑÞØ ÑÔ ÔØØÓ õÑÐÜ ÙØÏÐÜ ÐÜØ ØÓÙ ÑÓ ÖÑÓÙ Òá ÑÓ ÑÐÔ ÜÏÐ ÏáØ ÝÒàá Ø ×ØáÑØÓôØÔ ÞØØÎÑÓöÔ ÏÒàÐ ÐÜØ ÙØÏÐÜ ÒÞ õÜÒÎØÓØÔÔ õÑÎÎ ÝÒà Ø ÏÎØ ÐÒ áØôÒöÓÑØ ÑÐÔ ÖØÏÓÑÓö ÜÏÐ ÑÔ ÑÐ ÝÒàá ÎÒóØÙ ÒÓØÔ ÎÏÒáÏÐØÕ D. Discussing new concepts and practicing new skills #1 ÜÝ ÙÒ ×ØÒ×ÎØ ÞØÏá ÙØÏÐÜ Ô ÑÐ ÙØÏÐÜ ÐÜÏÐ õØ áØÏÎÎÝ ÞØÏá E. Discussing new concepts and practicing new skills #2 Òá ÐÜØ ÔØ×ÏáÏÐÑÒÓ ÞáÒÖ ÐÜØ ØÎÒóØÙ ×ÏáÐ ÒÞ ÎÑÞØ ÙÒØÔ ÓÒÐ ÙØÐØáÖÑÓØ ÐÜØ õÜÒÎØ÷ ÑÞØ ÑÔ ÏÓ àÓØÓÙÑÓö ×ÒÔÔÑÑÎÑÐÝ÷ ÜÏÐ ÏáØ ÐÜØ ÖØÏÓÑÓö ÜÏóØ ÝÒà ÙØáÑóØÙ ÞáÒÖ ÑÐ 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 % &'! # ( )* ! ' !+ #$ , ! " ' +'+ #$ -.) -% -/+ -0& -1)2 3+ +4 # #+ '+ " + + 5 6 4+4 # !+ #$7 9 # # 4 ! & !+ #2 Is death absence of life? Why or Why not? ! " # $ 8 ! & ! +& # #$ + ))+ ) ! " # #$ : !( # ; 4+2 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? 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