lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY
LESSON
LOG
School WHITE CLIFF NATIONAL HIGH SCHOOL
Teacher HANILYN I. NON
Teaching Dates and
Time
AUGUST 5, 2024
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
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
B. Establishing a purpose
for the lesson
Present distorted figures
C. Presenting
examples/instances of
the new lesson
Ask the students: “what
comes to your minds
when you encounter the
word
Philosophy?”
Review the previous
lesson.
What Philosophy is and
what philosophy is not.
Read: Sapagkat ang
Pilosopiya ay
Ginagawa ni
Padre Roque Ferriols
See appendix 1
D. Discussing new concepts Unlocking of
and practicing new skills Difficulties: Definition of
#1
Philosophy as a path
towards the attainment
of knowledge.
Review the previous
lesson.
Synthesize the three previous
lessons.
Philosophy differs in
different eras in world
history
Ask students about the
wisdom they can get
from everyday objects.
Ask the students: “Nakapagbyahe
na ba kayo?”
Lecture discussion:
Philosophy is a journey.
Examples:
Pencil/Eraser
Broom Stick
Shoes
How did Padre R. Ferriols
present philosophy?
Unlocking of
Learning from
Make an analogy:
Difficulties: Philosophy Philosophers
as a concept
The teacher will present Scuba diving and Helicopter as
vehicles of doing philosophy.
the different views of
lOMoAR cPSD| 38087073
E. Discussing new
concepts and practicing
new skills #2
Unlocking of
Difficulties: Meaning of
Philosophy as a path
towards the attainment
of wisdom.
Philosophy is a system
of beliefs about reality. It
is one’s
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.
and meaning of
philosophy
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.
Ancient Greeks: to have
a good life
Medieval: to defend
God
Modern: to
reason/rationalize
Post-Modern: to find
meaning
lOMoAR cPSD| 38087073
F. Developing mastery
(leads to Formative
Assessment 3)
Ask
the
difference Activity: Compare and
between knowledge and Contrast
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.
Philosophy
As a
As a
Concept
Process
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?
Cite the differences of
Give other examples
philosophy as a process
and as a concept
G. Finding practical
applications of concepts
and skills in daily living
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.
Give the analogy of
riding a bicycle. Riding a
bicycle is not about
knowing its parts but it is
in riding the bicycle
itself.
Why do we need to It must be emphasized that
respect the view of other philosophy will not teach the
people?
learners how to earn a living, but
how to make life worth living.
lOMoAR cPSD| 38087073
H. Making generalizations
and abstractions about
the lesson
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
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
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.
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
lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY LESSON
LOG
School WHITE CLIFF NATIONAL HIGH SCHOO
Teacher HANILYN I. NON
Teaching Dates and AUGUST 6, 2024
Time
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?
Grade Level 12
Learning Area Introduction to the
Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
lOMoAR cPSD| 38087073
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 (5 mins)
(2-3 mins)
or presenting the new lesson
Review
the
previous Review the previous discussion on the 3
discussion on the definition levels of inquiry. Give one example.
of philosophy?
1. Common sense
2. Scientific Inquiry
3. Philosophical Inquiry
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
peoplephilosophize.
5.
There are times that
people
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.
lOMoAR cPSD| 38087073
answer in non philosophical ways.
B. Establishing a purpose for
the lesson
(5 mins)
Activity:
Picture analysis
The teacher will present a
mathematical equation to
stimulate the students
curiosity.
“1+1=0”
Ask:
1.What do you observe in
the equation?
2. Do you think it’s
correct? Why or why not.
Video Clip (4:30minutes)
https://yout
u.be/ExVh4wL70yc
Ask the learners
What did you observed in the video?
As we all know magic uses tricks but
with that we ponder, ask, curious and
wonder.
Like, we wonder how come that the
word “proud” picked by Angel Locsin
known by the magician as it shown in
the video.
Like the crowd being amazed and
bewildered when the magician revealed
the word written in the confetti is the
same as Vice Ganda picked.
Motivation ( Know
yourself)
( 5 minutes)
1. Ask the students
to write 2-3
principles in their
lives?
Ask:
Was there a
time where you
have wronged a
person because
of your
assumption or
judgement?
What have you
realize
because
of
that
experience?
lOMoAR cPSD| 38087073
C.
5-7 minutes
1.
The teacher will
present 3
situations/questions.
2.
The students will
expect to show different
ways in answering
questions.
Activity “Opinion Mo”
Group the class to two.
Like, we wonder why you girls get the
Each group should have
feeling of being hurt when your
their own leader to
heartbroken or broke up with your
summarize their opinion
boyfriend same as for the boys,
all about the issue of
viceversa.
summary execution to
Collaborative Activity
the drug addicts and
pushers. And each
Divide the class into 3 groups. Assign a group will give their
leader, secretary, and presenter. Let opinion if they are favor
each group answer
or not. (10 mins.)
Situational
Questions:
Given the
following
situations. What
will you do?
1. You saw your
girlfriend/
boyfriend
holding hands
with someone
else.
Situation #1
the question…
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.
2. Your baby
brother is
wearing your
favourite red
shirt.
Presenting (5- 7 mins)
examples/instances of the
Situational / Questions
new lesson
Puzzles
Situation #2
What goes up and never
comes down?
Situation #3
Imagine you are in a
sinking row boat
surrounded by sharks.
After the activity, ask the class…
What can you say about your
responses?
From the responses given, you already
started the act of philosophizing through
wonder.
Based on your
responses, do
you think you
did an act of
philosophizing?
What response
shows an act of
philosophizing?
What is not?
Why?
lOMoAR cPSD| 38087073
D. Discussing new concepts
and practicing new skills
#1
(5mins)
Ask:
1. What strategies or
ways did you use
to answer the
questions?
E. Discussing new concepts
and practicing new skills
#2
Cite:
“All men by nature desire to know.” –
Aristotle
…. Because man is always searching
for truth.
Discuss the following concepts:
a. Wonder
b. Doubt
c. Limiting situations
d.Metaphysical Uneasiness
Ask the students the
value of philosophical
through role play.(10
mins.)
Ask the students if they
learn values of
philosophical reflection
when they conducted
the role play. (5
mins.)
Discuss the
following:
The discipline
of
Questioning,
The discipline
of
Liberation and
The discipline of
Personhood.
lOMoAR cPSD| 38087073
F.
Developing mastery (leads (20 mins)
to Formative Assessment 3)
Define the three levels of
inquiries.
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.
2.
Scientific- Based on
orcharacterized by the
methods and principles of
science.
G. Finding practical
applications of concepts
and skills in daily living
3.
Philosophical relating ordevoted to the
study of the fundamental
nature of knowledge,
reality and existence.
Now that you have
understood the 3 levels of
inquiry,
(Ask)
1.In what situations do you
apply philosophical
inquiries
The time you started asking those
questions, you already have the sense
of wonder, a childlike wonder about
everything. We do not tend to bother ask
questions that are just simple yet too
hard or difficult to answer. Like for
example: “Who am I?”
Asking this question in its real essence
seems too hard for us to answer…
Activity (Story
Telling) Ask the
students to identify
values of philosophical
reflection cited in
story. (10 mins.)
Explain how you
understand the
following
quotations:
1.”He who has a
WHY to live for
can bear almost
any
HOW” –
Friedrich
Nitzsche
2.
“Those
who donot move
do not
notice his
chains”Rosa
Luxemburg
3.
“Madaling
magingtao,
mahirap
magpakatao”
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.
In a one-half sheet of paper. Answer the
question…
“who am I?”. Give at least 3-5
sentences. (57minutes)
Ask:
Ask at least 3-5 learners to recite their
answers.
According to Plato, Philosophy begins in
“wonder” – the sense of puzzlement and
perplexity.
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?
lOMoAR cPSD| 38087073
2. What is the value if
you help them or not? (8
mins.)
H. Making generalizations
The learners will be
Man is a questioning being. And got no
and abstractions about the grouped and will be tasked “definite answers” that’s why we always
lesson
to come up with a word
wonder and keep on searching answers.
web map based from their
understanding of the
discussion.
Write associated words
with philosophy.
Ask the students to
enumerate the values of
philosophical
reflection.(3 mins)
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.
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
lOMoAR cPSD| 38087073
than stagnation
and arresting of
growth.
I. Evaluating learning
(5-7 minutes)
Ask at least 3-5 learners the
question…. When can you say that
you “wonder”?
Oral Test
Ask the students to
create a
Write a reflection
on the
significance of
lOMoAR cPSD| 38087073
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 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?
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?
lOMoAR cPSD| 38087073
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?
lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and
Time
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
IV. PROCEDURES
A.
Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C.
THINK-PAIR-SHARE.
Facilitator
will ask the students to
discuss with
a partner their answer on the
question “DO YOU
REFLECT?”
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.
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’sLife
E. Discussing new concepts
and practicing new skills
#2
F.
Developing mastery (leads
to Formative Assessment 3)
VENN DIAGRAM. Learners
will work in group and
prepare a venn diagram
showing the differences and
intersections between the
RUN DOWN. The facilitator will give a rundown of what transpired in session.
Learners will also share their insights and
learnings.
The facilitator will explain that the learners
will make an essay concerning their
philosophical reflection on a concrete
situation from a holistic perspective.
lOMoAR cPSD| 38087073
act of “thinking” and
“insight”.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
Learners will write their reflective essay.
I. Evaluating learning
Rubric will be presented to guide students.
The rubric will primarily grade their essay
in terms of:
1. Content
2. Organization
3. Presentation
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
lOMoAR cPSD| 38087073
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?
lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY
LESSON
LOG
School
Teacher
Teaching Dates and
Time
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
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
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.) (10 minutes)
Let the assigned group facilitate the
recapitulation of the previous lesson
through News Reporting.
(5 minutes)
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.
(5 minutes)
lOMoAR cPSD| 38087073
C. Presenting
examples/instances of
the new lesson
Processing Questions:
1.
What were the kinds
ofquestions raised in the
course of guessing the
answer?
2.
Is there any question
raisedwhich you consider
as evidencebased? 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.
(10 minutes)
Processing Questions:
1.
Based on the game, what are the
two forms ofstatements given? What
examples were given for each?
2.
What examples of fact and
opinion can yougive based on your reallife experiences?
(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
lOMoAR cPSD| 38087073
E. Discussing new
concepts and
practicing new skills
#2
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)
Guidepost for the Discussion:
1. What is the most important tool used in
philosophizing?
Philosophy uses truth as tool in
philosophizing.
2. What are the two (2) divisions of opinion?
Explain each.
lOMoAR cPSD| 38087073
Opinion
Belief
Illusion
3. What are the two levels of knowledge? Discuss
each.
Reason
KNOWLEDGE
Understanding
F. Developing mastery (leads
to Formative Assessment 3)
(10minutes
)
Activity:
SmartArt on Fact vs. Opinion
Present the characteristics of Fact and Opinion
leading to Philosophizing through a SmartArt.
lOMoAR cPSD| 38087073
lOMoAR cPSD| 38087073
b. What are the essential certain statements on air. Distinguish
elements of philosophizing? whether the statements are opinionated
or facts. Justify
(5 minutes)
(5 minutes)
J. Additional activities for
application
or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
lOMoAR cPSD| 38087073
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?
lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY
LESSON
LOG
School
Teacher
Teaching Dates and
Time
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
(www.youtube.com/watch?v=
RHLSdrAkOE
Caraan(2016)Introduction to
philosophy of the Human
Person ,Diwa learning
system Makati,Philippines
pp.21-32
Caraan(2016)Introduction to 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
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
Let the assigned group
facilitate the recapitulation
of the pervious lesson using
flash cards. (5 minutes)
Let the assigned group
facilitate the recapitulation
of the previous lesson in a
form of a charade.
(5 minutes)
Let the assigned
group facilitate the
recapitulation of the
previous lesson in a
form of a Gallery
Walk.
(5 minutes)
Let the assigned group facilitate the
recapitulation of the previous lesson
in a form of a Telephone
Conversation.
(5 minutes)
lOMoAR cPSD| 38087073
B. Establishing a
purpose for the
lesson
Activity:
Guess and Dress Me Up
*Provide 2 human figures
labeled as Truth and
Opinion. *Let four (4)
volunteer
Relate to the class the
story of a Lost and Found
cellular phone unit.
(5 minutes)
students take turns in
dressing up each figure with
puzzle clothes bearing
statements of truth and
opinion.
The teacher shows a
video clip that presents
examples
of fallacies of
argumentation.
Activity:
Pageant (Introduction)
*Divide the class into 4-6 groups
(whatever the case may be).
*Each group should have 1
representative who
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)
C. Presenting
examples/instances
of the new lesson
(5 minutes)
How did you determine that
the statement is considered
truth or opinion?
(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:
(5 minutes)
We should base our search
on the truth, not on opinion.
Example of speculation:
My classmate is a thief, he
took my cellphone.
(5 minutes)
Ask the students:
1.
How do you assess the
words or statementsuttered by the
candidates during the pageant?
2.
Which of their statements
can be consideredas truth?
(5 minutes)
lOMoAR cPSD| 38087073
D.
Discussing
concepts
practicing
skills #1
new
and
new
Spongebob: Empty your
mind
(www.youtube.com/watch?v=
RHLSdrAkOE)
Processing: Identify
situations from the video
which can be considered as
truth and opinion. Answers
should be written in the
group activity sheet provided.
(10 minutes)
Discuss the Nature of
Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
Discuss the meaning
of fallacies used in
argumentation.
Discuss Methods of Philosophy:
• Critical Thinking
• Components of Critical
Thinking
(5 minutes)
(10 minutes)
(15 minutes)
lOMoAR cPSD| 38087073
E.
Discussing
concepts
practicing
skills #2
new
and
new
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:
(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-
Semantic Mapping
2.Adjusts Opinion3.Looks for Proof-
lOMoAR cPSD| 38087073
4.Examines problem
5.Reject irrelevant and incorrect
information-
(10 minutes)
F.Developing mastery
(leads to Formative
Assessment 3)
Activity:
SmartArt
Let the students make a
graphical representation of
the Theories of Truth
through a SmartArt.
Expected Output:
Correspondence
Theory
Coherence Theory
Pragmatic Theory
lOMoAR cPSD| 38087073
(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. (5 minutes)
(8 minutes)
Example:
I am taking eight (8)
subjects this semester.
With the advent of social media, how
would you uphold truth and wisdom?
a. Facebook
b. Instagram
c. Twitter
d. Etc.
(7 minutes)
(Indicate from which theory
and facts the example
belonged to)
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.
(7 minutes)
(5 minutes)
Let the students answer the
given question:
On the basis of the
discussion, how would you
determine if your beliefs are
true?
Expected Answer:
The truth behind beliefs or
propositions are determined
through the correspondence,
coherence, and pragmatic
theories.
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.
(2 minutes)
Write a couplet on your perspective
about the given statement:
A person is more than just his/her
Facebook profile/account. (8
minutes)
lOMoAR cPSD| 38087073
(5 minutes)
I. Evaluating learning
Johari’s Window
Looking glass self
(Charles
Cooley)
*Ask the students to list
down three (3)
attributes about
themselves which they
consider as truth and
opinion. *Let them write
their answers on their
formative notebook.
(10 minutes)
J.
Additional activities
for application
or
remediation
Ask the students to
enumerate and explain the
three (3) theories of truth.
Or
Ask the students to identify
two (2) economic, political, or
socio-cultural situations. Let
them write two (2)
statements of truth about
each situation. Then, have
them identify what theory of
truth is used.
15-item Quiz
Let the students
determine whether the
given statements are
valid/true or fallacious.
If the statement is a
fallacious, identify what
fallacy it expressed.
*See attached quiz
items.
(8 minutes)
What is the significance of philosophy
to everyday living?
(5 minutes)
lOMoAR cPSD| 38087073
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?
lOMoAR cPSD| 38087073
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Grades 1 to 12
DAILY
LESSON
LOG
School
Teacher
Teaching Dates and
Time
Grade Level 12
Learning Area Introduction to the Philosophy of the
Human Person
Quarter 1st
lOMoAR cPSD| 38087073
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
http://learn.lexiconic.net/argumentevaluation.com.html
lOMoAR cPSD| 38087073
A. Reviewing previous
lesson or presenting
the new
lesson
Let the assigned group
facilitate the recapitulation
of the previous 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 Activity: Graphing
for the lesson
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 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
(10 minutes)
Activity: Skit
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
lOMoAR cPSD| 38087073
(5 minutes)
2. a class adviser who
will take a maternity
leave instructs her
advisory class to behave
at all times
C. Presenting
examples/instances of
the new lesson
Criteria for
Evaluating an
Argument
Fairness
Evidence
Logic
Tone
D. Discussing new
concepts and
practicing new skills
#1
(5 minutes)
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
weregiven in the first
scenario? In the second
scenario?
2.
How important
followinginstructions 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
lOMoAR cPSD| 38087073
E. Discussing new
concepts
and practicing new
skills
#2
No.
Criteria in Evaluating an
Argument
•
•
•
•
Fairness
Evidence
Logic
Tone
1
2
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).
Fairness- Is the argument
fair and balanced, or does
it contain bias? Is the
argument overly emotional 3
and filled with loaded
language?
Is the argument one-sided? 4
Are there alternative points
of view not addressed?
5
Evidence- Are the given
premises reliable and
relevant? Logic- Are the
arguments thoroughly
explained? Do they contain
gaps in reasoning or logical
fallacies?
(10 minutes)
Tone- Is the attitude of
the writer appropriate for
the content?
(10 minutes)
lOMoAR cPSD| 38087073
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
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)
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
lOMoAR cPSD| 38087073
(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:
 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
lOMoAR cPSD| 38087073
We should exhaust
all
possible
resources from
nature, says a
miner.
(5 minutes)
among HS Students
c. Extra Judicial
Killing/Drug
War
d. West Philippine Sea
Claim
e. Same Sex Union
f. Postponement of SK
Election
*Suggested format:
OxfordOregon Debate
*See attachment for the
Mechanics and
Assessment Tool.
(50 minutes)
J. Additional activities for
Write a five-sentence
application
or
paragraph about the
remediation
importance
of learning the criteria in
evaluating arguments.
*See attached rubric for
scoring the output.
(5 minutes)
V. REMARKS
lOMoAR cPSD| 38087073
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?
lOMoAR cPSD| 38087073
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
lOMoAR cPSD| 38087073
GRADES 1 TO
12
DAILY LESSON
LOG
School
Teacher
Human Person
Teaching Dates and Time
seiSon 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
Grade Level 12
Section
Learning Area Introduction to the Philosophy of the
Quarter I
Session 3
Session 2
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
Compiled Notes on Philosophy of the Human Person
The Logic Of Thought
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Briefly review the previous
topics discussed about
philosophy. Emphasize in
this lesson that the object
and subject of
philosophical study is the
human person.
Review previous lesson
Review previous lesson
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Review previous lesson
lOMoAR cPSD| 38087073
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Ask learners to answer or
do the following:
1. Describe the taste of
water.
“We can’t cross the same
river twice.” –Heraclitus
2.
Describe the color
blueto a blind person.
3.
How will you
describehow wonderful the
world is to a blind person?
4.
Ask students if the
tip oftheir elbow can reach
their chin.
The above exercises are
difficult if not impossible
to be done. Why? “The
human person has
limits.”
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,
What makes/causes a
human persons’
limitations?
Human Composition
(Compiled Notes on
Philosophy of the Human
Person)
What are the theories about
Human Composition?
*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)
Find a short video
presentation showing
trivial information about
the human body.
Narrate the anecdote of St.
Augustine
who
was
walking on the beach.
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?
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lOMoAR cPSD| 38087073
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
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?
“The spirit is willing but
the body is weak.”
*Can you use your
pagkatao to surpass these
faults? Explain.
Man has limits but filled
with potentialities.
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
*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
“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.
*This is to be submitted on
the 4th session of this week.
J. Additional activities for
application or remediation
V. REMARKS
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“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.
lOMoAR cPSD| 38087073
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by:
Checked by:
Downloaded by Hanilyn Non (nonhanilyn28@gmail.com)
lOMoAR cPSD| 38087073
GRADES 1 TO
12
DAILY LESSON
LOG
School
Teacher
Human Person
Teaching Dates and Time
Session 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
Grade Level 11
Section
Learning Area Introduction to the Philosophy of the
Quarter
Session 3
Session 2
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
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
Compiled Notes on
Philosophy of the Human
Person
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or presenting
the new lesson
Last week, we discussed and
recognized the limitations
and possibilities. Now we are
going to evaluate these.
Compiled Notes on
Philosophy of the Human
Person
Bible (Old Testament)
Review previous lesson
MY BODY
By: Eduardo Jose E. Calasanz
Review previous lesson
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Review previous lesson
lOMoAR cPSD| 38087073
B. Establishing a purpose
for the lesson
Body Part Insurance
Story of Creation
The Good Samaritan
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]
Relate one story of creation Narrate the story of the
Good Samaritan.
from the Bible, Genesis
(Luke 10:25-37)
12:3 or Genesis 2:4-24.
(Take Note: Do NOT dwell
on the religious nature of
the reading.)
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lOMoAR cPSD| 38087073
C. Presenting examples/
instances of the new lesson
*What makes a human
person?
*If I lose any of my body
part, will I become less of a
human?
D. Discussing new
concepts and practicing
new skills #1
Man as More than his
Body
Elicit a discussion by
asking the students with
any of the following
questions:
*Why do you think man
was created last?
*Why was man entrusted
with the rest of creation?
*What makes man
different?
Man as Greater than all
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
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?
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.
Explain:
“You can’t always get
what you want.”
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lOMoAR cPSD| 38087073
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
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?
“Man is endowed with
superior intelligence and is
the highest form of animal.”
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
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
Downloaded by Hanilyn Non (nonhanilyn28@gmail.com)
lOMoAR cPSD| 38087073
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
Checked by:
Downloaded by Hanilyn Non (nonhanilyn28@gmail.com)
lOMoAR cPSD| 38087073
chool
rade
eacher
arning rea
vel ection
Y
eaching
I. OBJECTIVES
ates and ime
ession
rdutocin to
aunm onsr
pholsiy ofthe
uarter
ession
jcbtesv isu mte betm oev rte hew kand ect ondot te hci
rlmuanrstd o etm te hjcobesvit cen syarpocerdus su
mteb fo wleda ndfi aelmir dvacetsi am ye bode nfo rev
igdolpncoe tnlkownde ga ndomtcespin seh
danomcspi enta ndabe nlicehlr dno t fidnsfgiace na ndjo yni
earlign te helson yWle kjcotbesv iash le brevid
ession
ession
ned otidn alelson crxeis adn ear a
sedsun ig aomriet ven smtgatesri Valigunojcibetsv su otrpe htearlign of ecton
ofr mte hrcilu mgiesud
ontent
The learner understands the human person as an embodied spirit
tandards
rformance
The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
tandards
arning
At the end of the session, le
arners are expected to recognize how the human body imposes limits and possibilities for transcend
ompetencies
PPT11/12-Ih-3.3
bjectives
II. CONTENT
The human person as an embodied spirit
III. LEARNING
RESOURCES
tsi eht
rsemtaliot
ebe sduni
xmiof tceorn
dantlveuianmp
sliremat aswe l
asarep
tnirdefayds h tesrnis tni oenls dan niariegln ernus ath hrtei sa adbe ssliremat dsan
deiaro
onar ieglnrp smoet tpcoentnvmeolpd
uscreof
slirematat
niusleirchnd
eferences
eacher s uide pages
earner s
aterials pages
extbook pages
dditional
aterials
from
earning esource (
) portal
Downloaded by Hanilyn Non (nonhanilyn28@gmail.com)
lOMoAR cPSD| 38087073
ther earning
esources
IV. PROCEDURES
eviewing
previous
lesson or
presenting
the new
lesson
e y poslih ko gi
es ady lmip
ednial
p
e y poslih ko gi
s eady lmip
ednial
p
se hts epsl oudhe be
ondacors e htwek ear pdou
teht acetsv iorelat piyso ah
tens tduwli earl newl awlsy f
ernif ormforiate vmae
smtnacvteis ais tunealnr
igsemcial ty yborvdpin
gednuts wt ihutmpe ilsa
ywo tearln
ar dwclo sinuaou btah wteh tyale nrd niatelori no
tteh rilfei xcrespn ia dnerso piuvonelkgwd dce
inate htie tmaol
eb ieu gd ybesdamt roinof ealnr ig ybhte eus tdn ciwh oyucan
ew nhnstig arpcie ttei hrealnrig eqst uoinh rteiealnrig
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
orcpes and
e mtnfo rea chestp
gnirue thos uvierpnoise
we dtevula ethts mlidna
telobpsiofr
dscenatr oreth
gnicedsus gtnimee wera
stablishing a purpose
for the lesson
wsgagn
wlgna
inmuga
inmu edartex
sk endstuo
tw viereth
evrosipuonels
ongi toionge zow hwerc
ncadscenatr
eodi V pil
very ouching eaf
Violinist
tphwebtyoumcow
tchav
t
4xf
*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
yal Music
True Colors
By Anna Kendrick, Justin
Timberlake
Would somebody like to
share their thoughts about
the song?
Over his own Body and mind,
the individual is sovereign.
JOHN STUART MILL (1806
1873)
ks endtsuo
tw viereth
evrsoipuonels
demnie
th salcto
ubaeth
luedhcsziuq
Ask students to write their
resume on their notebooks.
Allot 5 minutes.
Pagsasagawa ng
Pangalawang
Pagmumunimuni.
G.ANTONIO
PANGILINAN
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-
lOMoAR cPSD| 38087073
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
Define finitude.
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
What/who limits you from
doing/achieving your goal?
Whether you think you can
or you cannot, either way,
you are correct. Henry Ford
How are we limited by our
body?
Have someone to share an
experience to which they
were awed and realized that
it is possible for them to do
something which they
thought they could not done.
Individuals can choose to do
things that affect their own
body, but not that of
someone else.
How can you personally go
beyond what your bio-data is
saying?
Can we really transcend or
actualize our possibilities/
potentialities? How
Can a bio-data present the
whole of your humanity?
Is it enough? Why or why
not?
I am a wonder-filled human
person, full of possibilities.
Construct and Conduct a
Written Quiz
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
o of learners who earned
80% on the formative
assessment
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lOMoAR cPSD| 38087073
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?
repared by
ecked by
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lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY
LESSON
LOG
School
Grade Level 12
Teacher
Learning Area Introduction to the Philosophy of
the Human Person
Teaching Dates and Time
Quarter 1st
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lOMoAR cPSD| 38087073
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.
15 minutes
Time allotted for this
activity is
15 minutes
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3 minutes
GAME:
Tell the learners:
What do you observe on
the process of arranging
the things in our activity?
10 minutes
lOMoAR cPSD| 38087073
D. Discussing new concepts
and practicing new skills
#1
.
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
-Input on Aesthetics
(context of Nature)
Time allotted for this
activity is 7 minutes.
Time allotted for this
activity is
15 minutes
-Oriental (and Western)
views on Man and Nature
a. Tao Te Ching
b. Wu Wei
c. Pantheism
E. Discussing new concepts
and practicing new skills
#2
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).
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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
lOMoAR cPSD| 38087073
H. Making generalizations and
abstractions about the
lesson
There have been
significant changes in our
society/ environment.
Most of these changes
affected the very first
picture of beautiful
creation.
5 minutes
I.
Evaluating learning
J. Additional activities for
application or remediation
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
Reminder:
Assignment: Learners are
Remind the class about
asked to interview
the rubrics for the
individuals who are 45-60
years old and be guided by Infomercial.
the following questions:
1. What are the things that
3 minutes
you remember in your
environment when you
were young?
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lOMoAR cPSD| 38087073
2.
What are the things
you like todo when you
were young?
3.
What are the
positive andnegative
changes in the
environment?
4.
Do you think
environmentplays 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?
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lOMoAR cPSD| 38087073
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?
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lOMoAR cPSD| 38087073
Grades 1 to 12
DAILY
LESSON
LOG
School
Grade Level 12
Teacher
Learning Area Introduction to the Philosophy of
the Human Person
Teaching Dates and Time
Quarter 1st
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lOMoAR cPSD| 38087073
A. Reviewing previous lesson
or presenting the new
lesson
Review on the previous
discussion.
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.
(Oriental (and Western)
Views on
Man and Nature)
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
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)
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lOMoAR cPSD| 38087073
E. Discussing new concepts
and practicing new skills
#2
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
H. Making generalizations and
abstractions about the
lesson
All the criticisms will be
reviewed. Follow up activity
for the learners final output
by the end of the 1st quarter.
Task: Each group will make
their action plan or
proposal in their respective
barangay/community to
address the problem in
their environment. In this
regard, the group will tap
the barangay or SK
chairman to implement this
activity. This will be noted
and signed by the adviser,
subjectteacher and
principal.
20 minutes
Ask the learners about what
have they learned for the
whole session.
5 minutes
I. Evaluating learning
J. Additional activities
for
application or remediation
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lOMoAR cPSD| 38087073
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?
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lOMoAR cPSD| 38087073
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lOMoAR cPSD| 38087073
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.)
Activity:
-Can anyone from
the class give the
definition
of
prudence?
-Board work:
Activity:
Activity:
Would
any
volunteer like to
write on the board
the answers for the
assignment
Activity:
SISA
(SIne SAliksik) The
learners will watch
a video clip (An
honest
taxi driver)
that
presents
the
contents of a new
lesson.
Video Clip
(A video that shows
TALA
(TAnaw LArawan) the prudent act of
The learners will be MILA, a teacher who
asked to take a chooses to live her
look at the different life with the poor)
;pictures projecting
the topic for the
day. (5 mins.)
1. What message
does the movie
projects?
1. What can you 1. What actions are 1. What actions are
say
about
the evidently prudent in evidently prudent
picture?
the video clip?
in
the
presentation?
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Role-playing
(Choose
one
situation listed on
the board and
present in your
most creative way)
lOMoAR cPSD| 38087073
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?
-The Human Acts
and Acts of Man
1. Do you know 2.
Do you agree
anyone
whose with her decision?
story is the same
with that of the
picture?
-The Principle of
-Types of Confllict
Double effects by
St. Thomas
Aquinas
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications - If you strive hard - Do you agree
of concepts and skills in daily and study hard with that stealing the
living
your
will
and property shall be
knowledge, you will condemned?
be able to succeed (Yes/No, and Why)
in life and become
a productive citizen
1. What
characteristics have
you observed about
Mila?
-If you were Mila,
would you do the
same? (Yes/No,
Why?)
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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
lOMoAR cPSD| 38087073
H. Making generalizations and
abstractions about the lesson
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. In terms of
freedom, what is
the underlying
principle of double
effects by St.
Thomas Aquinas
1.
In
making 1.Give the general
choices, is prudence implication of
prudence.
signifant?
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.
Summative
Assesment
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.
either “will” or
“knowledge.”
I. Evaluating learning
Situational
Activity:
Tell whether the ff.
situations are
Human Acts or
Acts of Man
-Improvised Test
(10 items)
-A college student
(Pregnancy and
Abortion)
-Terminally
illpatients
–
Euthanasia or
Natural death
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-getting involved in
sparring when
bullied
lOMoAR cPSD| 38087073
J. Additional activities for
application or remediation
1.List down 3
1.
Define
examples of Human prudence.
acts and
Acts of Man
2.
Cite an
example of a
prudent act.
1. Enumarate 5
situations that show
acts of prudence.
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?
rep by :
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WASOL
(Write A SOrry
Letter)
-Write a sorry letter
for someone whom
you have not shown
prudence.
lOMoAR cPSD| 38087073
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
Grade Level
Teacher
Learning Area
Teaching Dates and
Time
Monday
Quarter
Tuesday
Wednesday
ypolish
n
Thursday
Friday
I. OBJECTIVES
D.Content Standards
The learner understands the human person’s freedom
E.Performance Standards
The learner shows situations that demonstrate the freedom of choice and the consequences of choices
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lOMoAR cPSD| 38087073
F. Learning Competencies/
Objectives Write the LC
code for each
II. CONTENT
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
Books:
1. Tabotabo, et.al. 2011. Standards of Human Conduct Ethics for Filipinos.
2. Mendoza, et.al 2008. Philosophy of Man
2. Teacher’s Guide pages
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
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lOMoAR cPSD| 38087073
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?
-Present in the class -Discuss the movie
your story of
that you watched.
sacrifice
Activity
Activity
Group Activity:
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?
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.
Video-clip
(Documentary)
Image
representation
-Going back to
Mila’s story, what
do you think are the
consequences of
Mila’s choice to
1. Describe the
characteristics of a
grade 12 student
and the parent
who went abroad.
1.What
is
your Discuss
the
personal
analysis characteristics of
about the video clip? the
presented
images.
teach and live with
children
in
the remote
area.
N.Discussing new concepts and
practicing new skills #1
2. What are the
visible
consequences
reflected in the
role-playing?
Define the concept Explain the
of ALTRUISM.
concept of
discernment as a
process.
“Minsan lang sila Draw an image
bata “
that resembles
perservence
-bamboo
-turtle
-ant
Explain the concept
of sacrifice in a
philosophical
perspective.
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Analyze the
philosophical
concept of
perseverance.
lOMoAR cPSD| 38087073
O.Discussing new concepts and
practicing new skills #2
Relate the concept
of altruism to your
concrete
experiences.
Relate the concept
of discernment to
your
concrete
experiences.
Relate the
philosophical
concept of sacrifice
to your concrete
experiences.
P. Developing mastery (leads to
Formative Assessment 3)
Identifying the
concept of
Altruism in a given
situation.
Identifying the
concept of
discernment in a
given situation.
Give some
examples of acts of
sacrifices that you
know.
-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:
Q. Finding practical applications
of concepts and skills in daily
living
1.What is your
most significant
discernment?
How do you show
act of sacrifices to
others?
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.
State the
consequences
of your
choice.
R. Making generalizations and
abstractions about the lesson
1.
Discuss the
concept of altruism
(5 mins.)
1.How do you
understand
discernment?
(5 mins.)
1.
In making
choices, how
would
you
know
that
there is an act
of sacrifice?
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1.In making
choices, how would
you kow that there
is an act of
perseverance
lOMoAR cPSD| 38087073
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
Watch a movie that Article Clipping:
act of sacrifice in
shows perseverance.
Clip an article from
the class next
the periodicals that
meeting.
shows act of
perseverance.
Note: Teacher may
still
add
some
examples. (5 mins.)
T. Additional activities for
application or remediation
Give the definition
of Discernment
Answerable by
Yes/No
Perform an act of
sacrifice based on
your personal
observation or
experiences.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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Perform an act of
perseverance
based on your
personal
observation or
experiences
lOMoAR cPSD| 38087073
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
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lOMoAR cPSD| 38087073
lcoSh
T
R Y S
Group 6
rcTahe
Teaching Dates and Time Week 3 Day 3-4
Day 1
edra lve
12
igr na are
c iondturto silhoPphy of the Human Person
Quarter Second
Day 2
Day 3
Day 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
The learner understands 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.
II. CONTENT
Intersubjectivity
III. LEARNING RESOURCES
A. References
1. Teacher s Guide pages
Not Available
2. Learner s Material pages
Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
Not Available
B. Other Learning Resources
Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006)
Introduction to the Philosophy of the Human Person, Christine
Carmela R. Ramos p.119-120 (2016)
IV. PROCEDURES
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lOMoAR cPSD| 38087073
A. Reviewing previous lesson or presenting
the new lesson
Introduce the new lesson to
Review the following concepts:
students by showing some pictures
(e.g. child scolded, teenage
Definition and nature of
pregnancy, woman wearing short intersubjectivity
skirt, holding hands of a man & a
woman etc.)
B. Establishing a purpose for the lesson
Based on the pictures presented.
Give them 2-5 minutes to share
their idea.
Ask the following questions:
What do you see on the picture?
What do you say on each picture?
C. Presenting examples/instances for the
new lesson
Share a real life situation/short
story telling:
The stage fright girl
D. Discussing new concepts and practicing
new skills #1
Discuss:
Definition and Nature of
Intersubjectivity
E. Discussing new concepts and practicing
new skills #2
Various situations where
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
F. Developing mastery
Process Question:
If you are on the shoe of that girl,
would you feel the same thing?
Yes or No? Why?
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Discuss:
Buber’s I-it and I-Thou
relationship
Ask the learners to give their own
examples of I-It and I-Thou
encounters
lOMoAR cPSD| 38087073
G. Finding practical applications of concepts
and skills in daily living
Cabbage Game:
Students’ need to do:
1. Please don’t
throw/crumple my
cabbage.
2. I will play music then
passthe cabbage smoothly.
3. If the music stops, the
lastperson who holds it
will answer or cite his
realization on the situation
given.
H. Making generalizations and abstractions
about the lesson
Why do you need to
respect/accept others point of
view, action or differences?
I. Evaluating learning
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.
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
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lOMoAR cPSD| 38087073
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Approved:
Approved:
School Group 6
GRADES 1 TO 12
DAILY LESSON PLAN
Grade Level 12
Teacher
Learning Area
Teaching Dates and Time Week 4 Day 1-4
Day 1
Introduction to the Philosophy of the Human
Person
Quarter Second
Day 2
Day 3
Day 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
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
B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
PPT11/12-IId-6.2
Appreciate the talents of persons with disabilities and those from
the underprivileged sectors of society and their contributions
from themselves
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
PPT11/12-IId-6.3
Explain that authentic dialogue means accepting others even if
they are different from themselves
Intersubjectivity
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher s Guide pages
Not Available
2. Learner s Material pages
Not Available
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lOMoAR cPSD| 38087073
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
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
B. Other Learning Resources
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)
1. What could be the persons
talking about in the picture? 2. How
do they communicate? (2 Minutes
preparation and 1 minute
presentation)
B. Establishing a purpose for the lesson
Let them analyze the pictures
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
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Introduce the class to another
activity and ask them (individual
recitation):
1. When was the last time you
hada conversation with a
person?
2. Who was the person you had
aconversation with?
3. How was the conversation?
4. Do you consider it as
somethingpositive or negative?
Draw a table of two columns on
the board (Positive and negative).
Write on the board their
experiences
(10 Minutes)
Ask:
1. How was the dialogue?
2. How did you feel?
3. How did the person you hada
dialogue with react?
4. What did you realize fromthe
dialogue you had?
5. Where you more accepting
ofthe person you had a
dialogue with
Sum up their responses and make
conclusions. (15 minutes)
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C. Presenting examples/instances for the
new lesson
Ask the students about the
picture:
1. What do you see on
thepicture?
2. What can you say on
eachpicture? (Primary
Reflection)
Ask their observations about the
strengths and weaknesses written
on the board.
Ask:
What do you notice from the
positive (and negative) column?
Relate their responses to a
discussion on Authentic Dialogue
(10 minutes)
Group the class into triads. Ask
them to do the following tasks:
1. Assign two members of
thetriad 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
twowho are assigned to do a
dialogue will be sharing a
story about his or her
unforgettable mistake (or
anything that can facilitate
them to determine
differences in their lives
such
as belief and values etc. and
engage them in an authentic
dialogue)
(10 Minutes)
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lOMoAR cPSD| 38087073
D. Discussing new concepts and practicing
new skills #1
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?
Write on the board and ask the
students about the differences of
the two concepts through a
diagram, respectively: Input
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 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:
Authentic Dialogue
Ask:
1. What was the topic ofyour
dialogue all about?
2. How did you do
thedialogue?
3. How did you feel
duringthe dialogue? Did
you feel heard? Did you
feel accepting of each
other?
4. What did you realize
fromthe dialogue?
(Engage them to a
primary reflection)
5. What new things did
youlearn from your
classmate?
6. What differences did
youlearn about
yourselves?
(10 minutes)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
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.
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“Dialogue is an exchange in
which people discover something
new.” – George Kohlrieser (2006)
Engage the students into
secondary reflection by asking:
1. How does it feel to
knowthat someone is
different from you?
2. How does authenticdialogue
help you deal with these
differences? Discuss:
Authentic dialogue means
accepting individual
differences
lOMoAR cPSD| 38087073
Or (for TVL)
Ask the students to role play
showing a comparison
conversation and an authentic
dialogue
(5 minutes)
At the end of the presentation
(essay or role play), guide the
students to mastering authentic
dialogue by highlighting their
performance related to authentic
dialogue through a socialized
discussion. (20 minutes)
G. Finding practical applications of concepts
and skills in daily living
Ask the students to share their
own experiences in meeting
people with disabilities, how they
manage their actuations and in
making their decisions.
H. Making generalizations and abstractions
about the lesson
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.
I. Evaluating learning
Ask them about the pictures
again. How do you proper
address the situation?
Formative Quiz:
Short True or False about the
lesson
Ask:
What specific situations in your
daily life where you can apply
authentic dialogue?
(5 minutes)
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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.
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)
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J. Additional activities for application/for
remediation
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
Ask the students to apply
authentic dialogue at home,
school or in other places and
observe themselves how they felt.
achieved something or
contributed to their community.
V. REMARKS
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
VI.REFLECTION
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Approved:
GRADES 1 TO 12
DAILY LESSON PLAN
Approved:
School
Grade Level
Teacher
Learning Area
Teaching Dates and Time Week 6, Day 1-4
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Quarter
Introduction to the Philosophy of the Human
Person
lOMoAR cPSD| 38087073
Day 1
Day 2
Day 3
Day 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
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
C. Learning Competencies/Objectives Write
the LC code for each
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
1.
Recognize the talents and
skillof others specially the
underprivileged.
2.
Showcase the skills and
talents3. 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
List the materials to be used in different days. Varied sources of materials sustain children s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher s Guide pages
Not Available
2. Learner s Material pages
Not Available
3. Textbook pages
Not Available
4. Additional Materials from Learning
Resource (LR) portal
Not Available
B. Other Learning Resources
Internet/ Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Review the past lessons: 1. Recap
the difference
Mini –Concert: Showcase of
Talents and abilities by the
I –Thou
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Written work: require the
students to write 100 words about
the following. Choose only one.
Conduct a Unit test (25 items)
lOMoAR cPSD| 38087073
I – It
2. Recognize the importance of
others in one’s life, given our
differences and limitations
invited volunteers. (Venue will
be set prior to this date)
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?
B. Establishing a purpose for the lesson
Explain the passage “Walang
sinoman ang nabubuhay para sa
sarili lamang”.
Program proper: Opening
remarks (5 minutes)
Rubrics for the group concert:
1. Participation 5
2. Teamwork 5
3. Creativity 5
C. Presenting examples/instances for the
new lesson
Video presentation of persons
with disabilities and those from
the underprivileged sectors of
society. 10 minutes
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
Emphasize that each one has its
own talent or value as a person
despite of physical disabilities.
Recognition and citations to the
performers.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical applications of concepts
and skills in daily living
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Rubrics: (20 points)
1.Content - 10
2. Grammar-5
3. Relevance-3
4. Neatness -2
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H. Making generalizations and abstractions
about the lesson
Complete the following
sentences:
1. I am good at ____________
2. I can do ___________ easily.
3. My unknown ability is
______.
I. Evaluating learning
J. Additional activities for application/for
remediation
4.
If I can _____, I will
performin ____________.
5.
I want to develop more of
thistalent I have because
________.
Explain: We are responsible for
more than what becomes of us;
we are also responsible for what
becomes of others.”
Ask for volunteers to join the
mini showcase of talents by the
senior high students (Grade 1112)
Look for any person who has
special talents/abilities with or
without disabilities that he or she
can join this program and be
enlisted.
Unit Test (25 Items)
Optional Activity:
Pray and eat together (with PWDs
and underprivileged. Talk to
them; be sensitive. Accept them
for who they are. Avoid
judgments.
V. REMARKS
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
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lOMoAR cPSD| 38087073
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)
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lOMoAR cPSD| 38087073
Appendix 6.2
PERFORMANCE TASKS
Role Play/ Oral Recitation Rubrics
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lOMoAR cPSD| 38087073
Mechanics
Organization
Language
Excellent
5
Proficient
4
-Specific introduction and
conclusion
-Sequenced material within the
body
-Cohesive presentation content
-Specific introduction and
conclusion
-Sequenced material within the
body
-Cohesive presentation content
-Enhance the effectiveness of
the presentation
-Correct grammar
-Appropriate to audience
- No pronunciation mistakes
-Support the effectiveness of the
presentation
-Correct grammar
-Appropriate to audience Very few pronunciation
mistakes
Delivery
-Good posture -Eye contact
with the audience most of the
time -Appropriate gesture and
expression
-Deliverance with confidence
-Full group participation
-Good posture
-Frequent eye contact with the
audience
-Appropriate gesture and
expression
-Almost full group participation
Content
-Student discuss the subject in
great details.
-Student describes in detail about
their findings
-Student indicate what they have
learnt
-Student discuss the subject
with some details. -Student
outlines their finding
-Student show what they have
learnt
Basic
3
Below Basic
2
-Specific introduction and
conclusion
-Sequenced material within the
body is inconsistent
-Specific introduction and conclusion
-No sequence in material
-Unclear
-Minimally support the effectiveness of the
presentation
-Occasional mistakes in grammar
-Appropriate to audience
-Several pronunciation mistakes
-Not
interesting
Partially support the
effectiveness of the
presentation
-Correct grammar
-Appropriate to audience
Some pronunciation mistakes
-Intermitted good posture Occasional eye contact with the
audience
-Appropriate gesture and
expression
-Partial group presentation
-Student discuss the subject with a
few details.
-Student do not outline their
finding
-Student's misconceptions are still
seen
-Poor posture
-Seldom eye contact with the audience -Not
enough or too much gesture and expression
-One person presentation.
-Students discuss the subject with very minimal
details.
-Students do not outline what they have learnt
-Students still sound confused on this topic
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.
our neighbors as we are to our own actions
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We are responsible to
lOMoAR cPSD| 38087073
2.
3.
4.
5.
6.
7.
8.
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.
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
What attitude or behavior describes the “I-Thou” relationship?
a. Sarcasm
b. Empathic understanding
c. Insult
d. Impatience
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
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
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
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.
Which of the following statement is true
a. Most people with disabilities cannot work
b. Human person can live on his own without the help of others
c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society
d. Everybody deserves to be treated as human being no matter what he/she looks like
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lOMoAR cPSD| 38087073
9. The following are perception about persons with disabilities (PWD) except;
a. PWD are people with the same right as what other people does.
b. PWD’s are less productive.
c. PWD’s could possibly engage into various social activities.
d. PWD’s can contribute to the economic growth of the society.
10. The following are the characteristics of the underprivileged, except?
a. Uneducated
b. Malnutrition and poor health
c. Victims of calamity
d. Lack of shelter
11. Which of the following is not an example of I thou relationship
a. A little boy helping an old woman carrying her things.
b. A man who pays money in exchange of sexual gratification
c. A granddaughter taking care her grandmother who is physically ill.
d. The Philippine government support person with disabilities
12. No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used
the;a. Freedom of choice
b. Pleasure pain principle
c. Rational thinkers
d. Rational animal
13. I –You is fellow member; I it is____
a. Thing
b. Object
c. Either
d. Neither
14. The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPTa.
Acceptable
b. Sincerity
c. Respect
d. Rejection
15. A person experiencing an event can be called a/an___
a. Subject
b. Object
c. Intersubject
d. Narrator
16. The event a character experiences or goal he or she wants to achieve, is called a/an
a. Subject
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lOMoAR cPSD| 38087073
b. Object
c. Protagonist
d. Antagonist
17. Which of the following physical disabilities you least likely want to acquire?
a. Blindness
b. Deafness
c. Paralyzed
d. None of the above
18. Which of the following senses becomes powerful when you are blind?
a. Auditory/olfactory
b. Cutaneous/visual
c. Gustatory/auditory
d. Extrasensory perception (ESP)
19. Which is true among the following statements in terms of conceptual meaning?
a. Conversation is similar to the meaning of authentic dialogue
b. Conversation is much more than a dialogue
c. Authentic dialogue is an element of I-It relationship
d. Authentic dialogue is much more than conversation
20. Dialogue is an exchange in which people discover something new. This best means?
a. Dialogue helps people to discover themselves more
b. Dialogue helps people to tolerate others more
c. Dialogue helps people to share understanding of greater truth about life
d. Dialogue helps people to conduct research
21. Authentic dialogue includes which of the following?
a. Active Listening
b. Empathy
c. Respect
d. All of the above
22. The ability to engage in an authentic dialogue is a key skill for maintaining relationships. This statement is?
a. True, it builds on intersubjectivity
b. True, however it is not essential to intersubjectivity
c. False, it is essential to intersubjectivity
d. False, it does not build on intersubjectivity
23. Authentic dialogue is also a means of ___________ of other people.
a. Accepting the differences
b. Neglecting the uniqueness
c. Tolerating immorality
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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.
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rductoin
to th
ePyolips
h ofth e
uamn
onrsPe
ts
Day 1
Day 2
Day 3
Day 4
Human Being’s Social Dimensions
How Society transforms an Individual
How Society transforms an Individual
Review from the Previous Discussion
The students differentiate the views of Plato,
Rawls and Kant about society.
I. OBJECTIVES
A. Content Standards
The learners understands the interplay between the i ndividuality of human beings and thier social context.
B. Performance Standards
The learner evaluates the formation of human relati onship 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.
CONTENT
III.
LEARNING
RESOURCES
Human Being’s Social Dimensions
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
A.Reviewing yesterday’s
lesson or Presenting the
new lesson
2mins
The students are asked to recap the lesson on
social contract by defining, identifying, and
differentiating its various philosophical
foundations.
5mins
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i oe pil
nm s osi l nieg )sni
teutsstne g svreiht rieitosn
-
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.
n sosi l mi oeisn
lhmu n st h veosi l mi oeisn
5mins
B.Establishing purpose of
the new lesson
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
roup t
•
•
•
•
C.Presenting examples/
instances of the new
lesson
roup the l s into four
rovi ee h
group
piture stht
potrys n s oi
l ieng
sk them tow n lits smn y nswres s
thye nom eup
wit htureh
gvien pi
min)s
h group to rpsent y re ing th elsi tof
thie r nswres
mi npe rgroup mins)
orput
mnis
lte
•
orpuht el siotn
foru
•
tnser ip re rhpi
grzin ren
utsstne iortntu e
wor ht t yehthtkni
w li eof esu ni gfien otei
sni
•
eso n ehtwor
sgtrhe wht ni
ehtgorpu
telmeht om eu pw htiht
rieown
nutsrenign o
rfo etinof ht
ewor os ytei
sni
•
temeht s trnet
riehwokr
Each of the group formulated will be
instructed to sit as a unit and will be tasked
to formulate a informal society of their own
based on the following elements:
A. Government
B. Norms and laws
C. Culture
5min of preparation & a 2min
presentation for each group
m snie)h
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At least Three to five students are
selected randomly to articulate their
observations through class recitation.
5mins
lOMoAR cPSD| 38087073
•
e he rto isu sth e onep t ote
•
e he rto prsetn
note
n isus
n s o l eing
Use the appropriate keywords provided by
the students on the Group act Picture
analysis)
) mins
•
•
•
Aristotle Man is a Social Animal
Thomas Acquinas ni ssenitl ygo
thu s oite y smn sonstrut i sgo
oiet yis group of ople lving i
n fnit eetiory
hving th egovernmen tof
theri own shirng sme
lture interpenent
n intrelte to
onenother
•
D.Discussing new concepts
and practicing new skills
#1
(Leads to Formative Assessment
1)
•
•
mmnue l
tn
ommi t othe
rpotetion fo hi s
igint y
unompromisngl
yeisurng hi s
freom no mtre
wht
the onept
From the given activity, the teacher will
based
discuss the
proponents:
A. concept of the Social Contract
from the following philosophical
B.
hfor eth
estt eis
hperson poe
sn
C.
15min
oh n wls
n
vniol ilyt foune
on justi etht ven
the wlr eof sof
iet y s whole not
voeir e mingt the
expnse f otir l
r gins t rugs
l to
oite yshoul
hve the vritue sof
isom ule)r ourg
eolie)r emperne
erhnt)s to
ti njustie
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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.
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.
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.
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
lOMoAR cPSD| 38087073
E.Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(Leads to Formative Assessment
3)
•
•
re o uy
oi
geni
l eet honte pof oi
l gni ot et h ygni
ms)ni
Ask the students the following:
Ask the students these:
1. What is the social contract? And how
1. How do you think society transform the
do you think the social contract is
individual human beings?
formed?
2. Differentiate the social contract of
Jean Rousseau from that of Thomas
Hobbes. Which social contract do
5mins
you think is better?
5min
opu yvti
•
sti ow ne thxsi
mi tmel
tesnortp
ni genif sotyei
o
pu of
o
vgni
ni te nif o
o
h gn eolp
yoetri
o
ten
enpten o tnrel mvernten
e
e
•
vi eet hl
o tni
gopur
egsi ne
wt omel
tes
nty
eipo fso g
retlu
ropu elt
meth
ovirp eeth
mi topr e o fe h
exsti fi oenmel te
ns itnse
yor uwser
liet
hosyeit styfiu
er
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G. Finding practical
applications of
concepts and skills in
daily living
nowleg
ein w ere
untrsening n s o l
ineg low syou to
pre te n reliz ethe
tht w en th ehlpe ofth
ee op le roun us
vne how re or por
pre tion ofyour own
rgy wh w liel to
eivprttoin ni os lwork
orf the
rmtenet ofth eostye
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
- hy o ne othrse
* umnity is
in)s
G.Makinggeneralizations
andabstractionsaboutthe
lesson
hsre
teuts stnemusmzir eth
e
Being a Social
being, betterment of your society is both your
responsible and an obligation
)sni
teuts stnemusmzir eth
eeols nof
ehtfo etinof otei n ht emi trpn eof e
hmleestn
Society should uphold the protection, equality, social justice,
freedom for the welfare of its people.
)
H. EVALUATING LEARNING
opru olg nmkgni
t
n s oi l
wih gnie
hw li
tfler
gtieh rolg
gnhsil
ni)s
tfo ienof o ytei
)sni
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
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
uir
etn
vlene
7mins
I. Assignment
tsi tel tsjo rheglne s nioy rugr
n ohw
w liyo u eof lehp n
wt o tserp it seht
toyru gr y simi
melpitgen
e et ol g eof oy ruos yteitorghu htkgni iprutse
of oy
ruommtinu
uirs
•
eyvit
•
vlene
•
e ytu n entse
F. EVALUATION
IV.
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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 /
Write a reflection paper on the impact of
society in their personal life.
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.
lOMoAR cPSD| 38087073
A.
No.oflearnerswho
earned80%onthe
formative
assessment
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5 minutes
5 minutes
5 minutes
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5 minutes
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B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
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
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
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?
What do you observe in
the community/society
where you are living in?
Social System is ……
D.Discussing new concepts and
practicing new skills #1
Agricultural- it focuses on
the production of crops and
raising of animals
Industrial- it introduce fuel
driven machinery in goods
production. Virtualtechnology is used in every
aspect of life and work.
25 minutes
Discuss the forms of
Individualities in the
Societies using power
point presentations
Lower Class-experiences
poverty, homelessness
and unemployment
Working Classconstitute blue collared
workers
Middle Class- consist of
white collared workers.
Upper Class-consist of
individual born into
aristocratic families
2 minutes
Think Pair and Share
Choose a partner and complete
the table
Individual’s Societal
behaviour
norm
1.
2.
3 minutes
3
5 minutes
Discuss the definition of
Social System using
power point presentation.
Conduct a Role Playing
about different type of
Social System for example:
Social System – an
organization of individuals
into groups or structure
that have different
functions, characteristic
origin or status
Religion
Political Affiliation
Culture
5 minutes
5 minutes
Discuss the Forms of
Societies using power point
presentations
Ask the students if they belong
to a particular organization? If
yes what type of organization?
Please describe.
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
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From your observation what are
the
Positive and Negative Impact
of Social System to themselves
lOMoAR cPSD| 38087073
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 10
minutes
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
5 minutes
G. Finding practical applications
of concepts and skills in daily
living
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?
3 minutes
H. Making generalizations and
abstractions about the lesson
Ask the students to share
what they have learned from
the lesson
5 minutes
Ask the students to make
a creative Graphic
Organizer containing what
they have learned from the
lesson
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
5 minutes
Provide a 5 multiple choice
questions.
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
5 minutes
I. Evaluating learning
Short Essay
Comparing the Forms of
Societies
5 minutes
J.
5 minutes
Additional
activities
for
application or remediation
V. REMARKS
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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?
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rductoin
to th e
yolips h
ofth e
uamn
onrse
ts
Day 1
Day 2
Day 3
I. 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.
CONTENT
III.
LEARNING
RESOURCES
The Human Person in Society
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
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Day 4
lOMoAR cPSD| 38087073
A.Reviewing yesterday’s
lesson or Presenting the
new lesson
B.Establishing purpose of
the new lesson
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tlu
nstu
rtu
tn mor s on v u t s n
so ty wol r
l won l
m lls
pur l )s
J. Additional activities for
application or remediation
•
stu s tnw l l n t l t
v u t t mor noo
mu l on p y o ystm v v
•
stu s tnw lrp tnt
vn t s nt woln t rou l
l yn
•
•
•
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.
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
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?
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lOMoAR cPSD| 38087073
G.
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
6 Points
PLANNING &
PRODUCTION
LEARNERS DID NOT
PLAN MOVIE. USED
WORK DONE BY
OTHERS.
10 Points
MOVIE WAS WELL
PLANNED AND BEING
THOUGHT.
MOVIE DONE WITH
LITTLE PLANNING OR
THOUGHT. PROJECT
DIRECTIONS NOT
FOLLOWED
MOVIE WAS DONE
WITH SOME PLANNING
AND THOUGHT, BUT
COULD HAVE BEEN
BETTER
THE MOVIE INCLUDES
DESCRIPTIONS ABOUT
THE ACTIVITIES DONE
1.
RESPECT
FORNATURE
2.
PRESERVATION
OFNATURE
3.
EFFECTS OF 1
& 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
CONTENT/MESSAGE
THERE IS LITTLE INFO
ABOUT THE MOVIE
THE MOVIE INCLUDES
MINIMAL INFO ABOUT
1.
RESPECT
FORNATURE
2.
PRESERVATION
OFNATURE
3.
EFFECTS OF 1&
2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
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.
THE MOVIE INCLUDES
DETAILED
INFORMATION ABOUT
THE DESCRIPTIONS IN
THE ACTIVITIES DONE.
1.
RESPECT
FORNATURE
2.
PRESERVATION
OFNATURE
3.
EFFECTS OF 1&
2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
MANY TRANSITIONS,
ETC. WERE USED AND
THEY WORKED WELL
AND WERE EFFECTIVE.
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Earned Points
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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.
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ASSESSMENT SUGGESTIONS
Role Play Rubric
Student:
4
Excellent
Always willing and
focused during
group work and
presentation.
Levels of Quality
3
2
Proficient
Adequate
Usually
willing Sometimes willing
and
focused and focused
during
group during group work
work
and and presentation.
presentation.
1
Limited
Rarely
willing
and
focused
during
group
work
and
presentation.
Presentation of
Character
Convincing
communication of
character’s
feelings, situation
and motives.
Competent
communication of
character’s
feelings, situations
and motives.
Adequate
communication of
character’s
feelings, situation
and motives.
Limited
communication of
character’s
feelings, situation
and motives.
Achievement of
Purpose
Purpose is clearly
established and
effectively
sustained.
Purpose is clearly
established and
generally
sustained.
Purpose is
established but
may not be
sustained.
Purpose is vaguely
established and
may not be
sustained.
Use of NonVerbal Cues
(voice, gestures,
eye contact,
props, costumes)
Impressive variety
of non-verbal cues
are used in an
exemplary way.
Good variety of
non-verbal cues
are used in a
competent way.
Satisfactory
variety of nonverbal cues used
in an acceptable
way.
Limited variety of
non-verbal cues
are used in a
developing way.
Imagination and
Creativity
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.
Criteria
Participation in
Preparation and
Presentation
Assignment/Activity:
Specific Criteria:
Our Schools in Action – an integrated teacher resource
Alberta Learning, Alberta, Canada
Assessment Suggestions /51
(2000)
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ASSESSMENT SUGGESTIONS
Writing Rubric
Student:
4
Excellent
Engaging and
insightful
presentation of
thoughts and
supporting details.
Levels of Quality
3
2
Proficient
Adequate
Clear and
Straightforward
thoughtful
and developing
presentation of
presentation of
thoughts and
thoughts and
supporting details. supporting details.
1
Limited
Simplistic and
emerging
presentation of
thoughts and
supporting details.
Organization
Introduction, detail,
arrangement,
transitions,
conclusion and
coherence are
superior.
Introduction, detail
arrangement,
transitions,
conclusions and
coherence are
very good.
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
satisfactory.
Introduction, detail
arrangement,
transitions,
conclusion and
coherence are
limited.
Achievement of
Purpose
Purpose is clearly
established and
effectively
sustained.
Purpose is clearly
established and
generally
sustained.
Purpose is
established but
may not be
sustained.
Purpose is vaguely
established and
may not be
sustained.
Use of Language
(diction,
sentences)
Precise
and
sophisticated
vocabulary used.
Sentences vary in
pattern and length.
Carefully chosen
and
complex
vocabulary
is
used. Sentences
often
vary
in
pattern and length.
Generally precise
and
straightforward
vocabulary
is
used. Sentences
sometimes vary in
pattern and length.
Vague, imprecise
or inappropriate
vocabulary
is
used.
Mainly
simple sentences,
lacking in variety
are used.
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
interfere
with clarity of
communication.
Little attention has
been
paid
to
correctness. Text
contains
many
errors which limit
the
clarity
of
communication.
Criteria
Content
Assignment/Activity:
Specific Criteria:
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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
sometimes
followed and
organization is
developing.
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.
Developing range
of techniques used
to create an
adequate image
moderately
suitable for target
audience.
Emerging range of
techniques used to
create an image
which minimally
appeals to or is not
suitable for target
audience.
Graphics
Creative graphics
contribute to an
engaging
representation.
Clear graphics
contribute to a
thoughtful
representation.
Simple graphics
contribute to a
developing
representation.
Limited graphics
contribute to a
novice
representation.
Correctness
Great attention
has been paid to
correctness. Text
contains
essentially
no
errors
which
interfere
with
clarity of
communication.
Attention
has
been
paid
to
correctness. Text
contains
minor
errors, none of
which
interfere
with clarity of
communication.
Less attention has
been
paid
to
correctness. Text
contains
errors
which may
interfere
with
clarity
of
communication.
Little
attention
has been paid to
correctness. Text
contains
many
errors which limit
the
clarity
of
communication.
Criteria
Details and
Information
Assignment/Activity:
Specific Criteria:
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ASSESSMENT SUGGESTIONS
Newspaper Rubric
Criteria
Content of
Newspapers
Student:
4
Excellent
Perceptive ideas
with specific and
relevant support.
Levels of Quality
3
2
Proficient
Adequate
Thoughtful ideas
Conventional
with carefully
ideas with general
chosen and
and simplistic
appropriate
support.
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.
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ASSESSMENT SUGGESTIONS
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.
Assignment/Activity:
Specific Criteria:
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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
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 …
6. I encouraged participation from all group members.
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14. For
the
next task, two ways in which I will improve my
performance within a group are ...
ASSESSMENT SUGGESTIONS
Group Work Rating Scale
My name
TASK
1. We clearly understood the task.
2. We shared ideas openly.
always
always
often
often
sometimes
sometimes
rarely
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 always
manner.
often
sometimes
rarely
9. We learned something meaningful during this task.
always
often
sometimes
rarely
10. We are proud of the outcome of this task.
always
often
sometimes
rarely
Evaluate each member of your group honestly based on the following criteria:
−
−
−
−
EFFORT (motivated to do well at task)
COOPERATION (shared workload, accepted suggestions)
ON TASK (stayed focused without reminders)
SUPPORTIVE (helped and encouraged other group members)
Evaluation Scale (give each group member a mark out of ten)
(9–10) – always focused; highly motivated; cooperated with everyone
(7–8)
– quite well focused; motivated to do well; cooperated most of the time
(4–6) – sometimes off task; not overly motivated; trouble cooperating some of the time
(1–3) – often off-task; very little effort; highly uncooperative with others
Name
Mark
Comment/Reason
(me)
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Score
Layout/ Design
Information, style,
audience, tone
1
2
3
4
Letter is unattractive or
Letter appears busy or
The letter is eye-catching
inappropriate. Text is
boring. Text may be
and attractive. Text is easy
difficult to read. It does not difficult to read. May have to read. Grammar, style,
have proper grammar or
some grammar and or
and punctuation is
punctuation for a friendly punctuation that indicates it indicative of a friendly
letter.
is a friendly letter.
letter.
Information is poorly
written, inaccurate, or
incomplete.
Some information is
provided, but is limited or
inaccurate.
Accurate Parts of the
Some friendly letter
Improper form is used.
Most friendly letter
Letter is complete with
elements out of place or
Friendly Letter elements
may be missing.
required elements.
The letter is creatively
designed with easily read
text. Grammar, style, and
purpose all excellent for a
friendly letter.
Information is accurate and
complete, is creatively
Information is well written written, and is cleverly
and interesting to read.
presented.
all
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
Style, purpose, audience,
grammar, and punctuation
all fair and indicative of a
friendly letter.
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Excellent job on
presentation, style,
grammar, and punctuation.
lOMoAR cPSD| 38087073
lOMoAR cPSD| 38087073
Writing and Presenting a Dialogue Rubric
Criteria
purpose
Level 1
the dialogue rarely
reveals the thoughts,
feelings, and context
of the characters
content
the central idea of
the dialogue may be
unclear, simplistic, or
incoherent
language
punctuation
preparing the role
play
speaking in role
language and
vocabulary are
inappropriate or
misused
punctuation is rarely
used correctly
Level 2
the dialogue
occasionally reveals
the thoughts,
feelings, and context
of the characters
the central idea of
the dialogue is clear
but conventional
language and
vocabulary are
occasionally
inappropriate or
misused
punctuation is
occasionally used
correctly
makes very few
constructive
contributions while
planning and
rehearsing
makes some
constructive
contributions while
planning and
rehearsing
speaks inaudibly,
unclearly, and
inconsistently in the
voice of the dramatic
role
speaks audibly and
clearly in the voice of
the dramatic role
Level 3
the dialogue
interprets the
thoughts, feelings,
and context of the
characters
the central idea of
the dialogue is clear,
thoughtful, and
developed
language and
vocabulary are
appropriate to the
characters
Level 4
the dialogue
elaborates the
thoughts, feelings,
and context of the
characters
effectively
the central idea of
the dialogue is
focused, insightful,
and richly detailed
language and
vocabulary
appropriate to the
characters are used
effectively
punctuation is used
correctly
punctuation is used
effectively
makes constructive
contributions while
planning and
rehearsing
shows leadership
while planning and
rehearsing
speaks audibly,
clearly, and
somewhat
expressively in the
voice of the dramatic
role
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speaks very audibly,
clearly, and
expressively in the
voice of the dramatic
role
action
uses little movement
and body language
expressively and
appropriately
uses some
movement and body
language
expressively and
appropriately
uses movement and
body language
expressively and
appropriately
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uses movement and
body language
expressively,
appropriately, and
creatively
lOMoAR cPSD| 38087073
Speech Rubric
SKILLS
Topic
Research
Analysis
Organization
Language
Stylistic
Devices
LEVEL 4
Appropriately focused topic with
a clearly communicated
understanding of the purpose for
the speech
LEVEL 3
LEVEL 2
LEVEL 1
Focused topic with partially
Somewhat focused topic or a
A lack of focus or confused
demonstrated understanding of the vague sense of the purpose for the purpose, which result in confusion
purpose for the speech
speech, which require the
on the part of the audience
audience to make assumptions
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
Clear use of facts and information
with partially developed
explanations in support of the
speaker’s ideas or arguments
Partially clear use of facts and
information with limited or
incomplete explanations to
support the speaker’s ideas or
arguments
Clear attempt at organization with Some inconsistencies in
a beginning, middle, and end and organization and/or a lack of
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
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
Use words that may be unsuited to Inappropriate use of language
the topic, audience or purpose of
distracts the audience because it is
the speech; word choice lacks
too informal or too imprecise
originality and fails to convey an given the topic and purpose of the
appropriate tone for the speech
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
No attempt to use stylistic devices
to enhance the meaning of the
speech
Delivery
Overall
Effectiveness
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
A combination of appropriate eye
contact, clarity and projection of
voice, tone and pace, and gestures
are used but without the
smoothness of level four
Speaker shows some enthusiasm,
the audience remains mostly
interested, and the purpose of the
speech is achieved
Inconsistent use of eye contact,
clarity and projection of voice,
tone and pace, and/or gestures
interrupt the flow 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 shows limited
enthusiasm, audience interest is
not sustained, and the purpose of
the speech is only partially
achieved
Speaker lacks enthusiasm, the
audience shows a lack of interest,
and the purpose of the speech is
not achieved
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lOMoAR cPSD| 38087073
Diary Book Rubric
4
3
2
1
Ideas
Well-chosen ideas
blend information
smoothly into
diary entry.
Details are clear,
accurate, and
interesting.
Ideas blend
information into
the diary entry.
Details are mostly
clear, accurate,
and interesting.
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.
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 conventions
often interfere
with the reading
of the story or
make it
confusing.
The group did not
work at all. Some
did not contribute
or the group
finished by
individually doing
tasks.
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lOMoAR cPSD| 38087073
Story Telling Rubric
CATEGORY
Knows the
Story
Audience
Contact
Voice
A
B
The storyteller knows The storyteller knows
the story well and has the story pretty well
obviously practiced and has practiced
telling the story
telling the story once
several times. There or twice. May need
is no need for notes notes once or twice,
and the speaker
but the speaker is
speaks with
relatively confident.
confidence.
Storyteller looks at
and tells the story to
all members of the
audience.
C
The storyteller knows The storyteller could
some of the story, but not tell the story
did not appear to have without using notes.
practiced. May need
notes 3-4 times, and
the speaker appears
ill-at-ease.
Storyteller looks at
Storyteller looks at
and tells the story to a and tells the story to
few people in the
1-2 people in the
audience.
audience.
Always speaks loudly, Usually speaks
loudly, slowly and
slowly and clearly. Is clearly. Is easily
understood by all
easily understood by
audience members
all audience members almost all the time.
D
Storyteller does not
look at or try to
involve the audience.
Usually speaks loudly Speaks too softly or
and clearly. Speaks so mumbles. The
fast sometimes that
audience often has
audience has trouble trouble
understanding.
understanding.
all the time
The student uses
consistent voices,
facial expressions
and movements to
Acting/dialogue make
The student often
uses voices, facial
expressions and
movements to make
the characters more
believable and the
story more easily
understood.
The student tries to
use voices, facial
expressions and
movements to make
the characters more
believable and the
story more easily
understood.
The student tells the
story but does not use
voices,
expressions
facial
or
movement to make
the
the characters more
believable and the
story more easily
understood.
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storytelling
more
interesting or clear.
lOMoAR cPSD| 38087073
expressed and
appropriate.
and appropriate.
The storytelling lasts The storytelling lasts
7-10 minutes.
4-7 minutes.
Duration
Listens to
Others
Pacing
Connections/
Transitions
figure out. More detail
or better transitions are
needed.
The storytelling lasts
100 seconds to 4
minutes.
The story is less 100
seconds.
Usually listens to other Does not listen
Always listens
Usually listens
attentively to other
attentively to other
attentively. Tries to
storytellers, but
storytellers. Is polite storytellers. Rarely
distract the
and does not appear appears bored and
storytellers, makes fun
sometimes appears
bored or make
never makes
of them, or does other
bored. Might once or
distracting gestures or distracting gestures or
things instead of
twice accidentally
sounds.
sounds.
listening.
make a gesture or
sound that is
distracting.
The story is told
The storyteller usually The storyteller tries to
slowly where the
paces the story well, pace the story, but the
storyteller wants to
but one or two parts
story seems to drag or
create suspense and seem to drag or to be be rushed in several
told quickly when
rushed.
places.
there is a lot of action.
The storyteller tells
everything at one
pace. Does not
change the pace to
match the story.
Connections between Connections between Connections between The story seems very
events, ideas, and
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.
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lOMoAR cPSD| 38087073
Rubric for Reader’s Theatre
Grade 5 – 8
Grade 1 - 4
Vocal/Verbal
Expression
1
Difficulty
2
Progressing
3
Meeting
4
Surpassing
 Little verbal or vocal
use.
 Expression monotone or
difficult to hear.
 Occasionally demonstrates
variety in one or two of the
criteria.
 Expression is mostly
understandable.
 Demonstrates variety in
volume, tone, pitch and voice
quality.
 Expression is interesting and
understandable.
Effect on Audience
 Audience is confused.
 Audience follows performance  Audience clearly enjoys
politely.
performance.
Focus
 Performance inconsistent.
Enunciation
 Words are not clearly
enunciated.
 Presentation is
incomprehensible
 Voice is inaudible.
 Performance mostly
consistent and relatively
smooth.
 Some words are clearly
enunciated.
 Some of the presentation is
comprehensible.
 Volume is too low.
 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.
Volume
 Flashes of spontaneity and
style
enliven
solid
performance.
 Most words are clearly
enunciated.
 Most of the presentation is
comprehensible.
 Volume is adequate.
Mark
Preparedness
 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.
 Students are well prepared.
 It is obvious from the
polish and ease of the
performance that much
practice and planning has
taken place.
Total
COMMENTS:
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lOMoAR cPSD| 38087073
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0. Individual inviolability is the core of his idea of society stressing the importance of individual justice
that cannot be over ride even by society itself
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B. Kant
C. Plato
D. Hobbes
11. An element of society that refers to
To the management and improvement of the country
A. A. People
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C. Culture
D. Interrelated
12. A saying that explains a person cannot live of his own
A. Human Person is Independent from others
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C. Human Person is Complete of his own
D. None of the above
13. Who quotes the saying that man is a social animal?
A. Hobbes
C. Plato D. Rousseau
14. Who stated this quotation man is essentially good thus society as man s construct is good u
C. Plato D. Rousseau
15. It refers to an agreement whereby people accept certain instructions on them for the benefit of
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A. Society
B. Culture
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. This type of society focuses on the production of crops and rising of farm animals
A. Industrial
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D. None of these
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A.
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C. Agricultural D. None of these
3. This type of individual in the society constitutes blue-collared workers
A.
Middle Class B. Lower Class C
D. Upper Class
4. Which of these does not describe social system?
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B. It comprises of individuals and institutions interacting within the same structure
C. All types of individuals and social models co-exist and interact within the social system
D. Its culture is developed through simultaneous social interaction
5. It refers to the beliefs, customs, arts etc. of a particular society, group, place or time
A.
Religion
B. Politics
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D. None of these
6. This refers to a society that focuses on producing and selling information
A.
Modern Industrial
B
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C. Both A and B D. Neither A nor B.
7. A collection of individual shaped by social relations and interactions
A.
Social Group B. Social SystemC.
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8. An old form of social system which is still practiced in India
A.
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B. Apartheid System C. Both A or B
9. The following are characteristics of middle class except one
A.
Consist of white collared workers
B.
With minimal material difficulties
C.
Professional services for income
1o. It refers to the belief of an individual to a Supreme Being
A. Denomination
c. Sect
D. socialization
D. Neither A nor B
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I. OBJECTIVES
The
II. CONTENT
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III. LEARNING RESOURCES
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IV. PROCEDURES
C. Presenting examples/
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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
H. Making generalizations
and abstractions about
the
lesson
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lOMoAR cPSD| 38087073
I. Evaluating learning
Is death absence of life?
Why or Why not?
How do you appreciate
life?
J. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION
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I. OBJECTIVES
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t t e edn o t e es
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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
( )
Downloaded by Hanilyn Non (nonhanilyn28@gmail.com)
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a
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
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J. Additional activities for
application or remediation
V. REMARKS
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lOMoAR cPSD| 38087073
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. N .
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