SCHOOL:
Capacujan National High
School
GRADE
12
LEVEL:
Introduction to
TEACHER: Rosalie B. Bondoc
LEARNING the Philosophy
AREA: of the Human
Person
DLP
TEACHING
July 8, 2025
DATES AND 10:45AM-11:45AM
TIME:
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
D. Objectives
QUARTER: 1st
The learner understands the meaning and process of doing philosophy.
The learner reflects on a concrete experience in a philosophical way.
Philosophical reflection on a concrete situation from a holistic perspective
PPT11/12-Ic-1.4
 Identify philosophical reflection on a concrete situation from a holistic
perspective;
 Do a philosophical reflection on a concrete situation from a holistic perspective;
and
 Relate philosophy to a concrete situation from a holistic perspective in daily
lives.
II. CONTENT
Doing Philosophy
III. LEARNING RESOURCES
A. REFERENCES
1. Teaching
Introduction to the Philosophy of the Human Person-CG page 1
Guides Pages
2. Learner’s
Manual Pages
3. Textbooks
Introduction to the Philosophy of the Human Person Roberto D. Abella pp 11-13
Pages
4. Additional
Learning
PowerPoint Presentation, meta cards
Resource (LR)
Portal
B. Online Learning
IV.
PROCEDURES
CONTEXT
A. Reviewing
EXPLICIT
Previous Lesson JUMPSTART ACTIVITY
or Presenting
1. Prayer
the New Lesson
2. Greetings
3. Attendance
B. Establishing a
Purpose for the
Lesson
ENGAGE
ACTIVITY 1
Directions: Analyze and describe the poster.
Guide Questions:
1. What have you observed in the poster?
2. How are you able to apply philosophy in the image shown?
3.
CONTENT
C. Discussing New
Concepts and
Practicing New
Skills
EXPLORE
ACTIVITY 2
Directions: Make a poster showing a holistic view of your life. Br ready to present and
explain it to the class.
Process Questions:
1. How various experiences contributed to give meaning to life.
2. Are there any situations that brought you in need of philosophy?
How to make a philosophical reflection?
In the first paragraph, introduce the topic and show how it affected you. In the second
paragraph, compare other experiences and opinions. Here you can provide the
philosophers' approaches to the topic. In the third paragraph, you can switch to your
own opinion and its argumentation.
D. Developing
Mastery
ACTIVITY 3
Directions: Conduct a debate with the whole class about the topic The Impact of
Technology on Human Relationships”
 Debate Topic: Does technology enhance or harm human relationships and
social connections?
 Point - With the rise of digital communication, social media, and other
technologies, there are differing opinions on whether these tools improve
relationships by keeping people connected or detract from face-to-face
interactions and lead to social isolation.
EXPLAIN
Activity 4 – GROUP ACTIVITY
Directions: Make a holistic reflection on the following concrete situations.
1. Concrete Situation:
A company is contemplating shifting from a traditional five-day workweek to a
four-day workweek with the same total hours per week (e.g., 10-hour days).
This change is proposed to improve employee well-being, work-life balance,
and overall productivity.
2. Concrete Situation:
A city is considering a ban on single-use plastics, such as plastic bags, straws,
and utensils, to address environmental concerns. This policy aims to reduce
plastic waste, decrease pollution, and promote more sustainable alternatives.
Process Questions:
1. What did you consider in reflecting on different situations?
2. What other topics make you reflect holisticaly?
CHALLENGE
E. Finding Practical
Application of
Concepts and
Skills in Daily
Living / Making
Generalization
and Abstraction
about the Lesson
F. Evaluating
Learning
ELABORATE
Activity 5
Directions: Answer the following in the meta cards provided.
1. What is reflection and how does it help in everyday situation?
EVALUATE
Directions: Identify philosophical reflection on the following situation. Choose your
answers from the box.
Ethical Consideration
Impact on Students
Practical Implementation
Educational Impact
Social and Cultural
Dimensions
Concrete Situation:
A school decides to require all students to complete a certain number of hours of
community service in order to graduate. The goal is to foster a sense of civic
responsibility, enhance students’ social awareness, and provide them with practical,
real-world experiences.
1. Consider if all students have equal access to opportunities for community
service and whether the requirement disproportionately impacts students from
different socioeconomic backgrounds. Students focus on a single theme or
character, analyzing it in isolation without considering how it fits into the larger
narrative.
2. Consider how community service integrates with the overall educational
experience. Students focus solely on one aspect of the strategy, such as the
defensive tactics, without integrating other elements like offensive strategies or
player morale.
3. Reflect on the impact of community service on students’ connection to their
local communities.
4. Evaluate the practicality of implementing the community service requirement.
5. Reflect on how the mandatory nature of the requirement affects students'
motivation and engagement.
G. Additional
EXTEND
Activities for
Application or
Remediation
V. REMARKS /
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
Continuation of doing Philosophy content.
Checked and Reviewed by:
Prepared by:
ROSALIE B. BONDOC
Subject Teacher
Approved by:
ELVE C. VICENCIO
BALTAZAR T. BOJANGIN
SHS Coordinator/Head Teacher III
School Head/HT VI
Lesson Script: Philosophical Reflection on a Concrete Situation
from a Holistic Perspective
Grade Level: 12
Subject: Introduction to the Philosophy of the Human Person
Duration: 1 Hour
Topic: Philosophical Reflection on a Concrete Situation from a Holistic Perspective
Teacher: Rosalie B. Bondoc
1. START OF CLASS (EXPLICIT – CONTEXT)
Teacher:
“Good morning, class! Before we begin, let’s start with a short prayer. [Pause for prayer]
I hope you are all doing well today. Let me first check your attendance. [Call names quickly]
Now, before we proceed to our new lesson, let’s recall—what is philosophy? What does it mean to do
philosophy? Anyone?”
[Let a few students respond briefly.]
2. PRESENTING THE LESSON (ENGAGE)
Teacher:
“Today’s topic is all about philosophical reflection—particularly how we reflect on situations from a
holistic perspective. Let’s begin by looking at this poster.”
[Display a poster/image with symbolic meaning—like “The Blind Men and the Elephant” or an image with
layered meaning.]
Teacher:
“Look at this image and think critically.
Guide Questions:
1. What have you observed?
2. How can philosophy help us understand the message of this image?”
[Let students volunteer answers.]
3. EXPLORING THE LESSON (EXPLORE)
Teacher:
“Now let’s deepen our understanding. I want you to create a poster showing a holistic view of your life—
all the different parts that make you you. Include family, school, community, experiences, beliefs, and
challenges.
Process Questions:


What experiences have shaped your life?
Have you faced any situations that made you question your purpose or choices?”
[Allow 10–15 minutes for students to work and prepare for sharing.]
4. CLASS DEBATE (CRITICAL THINKING ACTIVITY)
Teacher:
“Let’s move to a group debate. Our question is:
Does technology enhance or harm human relationships?
Split the class into two groups: ‘Enhance’ vs. ‘Harm’. Each group must present arguments and examples to
support their stance.
[Guide the debate and summarize key points after.]
5. GROUP REFLECTION ACTIVITY (EXPLAIN)
Teacher:
“Next, let’s practice philosophical reflection using real-life situations. I will give you two scenarios. In your
groups, discuss and write your reflection on one of them.”
Situations:
1. A company shifts to a 4-day workweek.
2. A city bans single-use plastics.
Guide Questions:



What elements did you consider in forming your opinion?
What values are important in these situations?
Can you apply philosophical thinking here?”
[Allow students time to share their output briefly.]
6. INDIVIDUAL REFLECTION (ELABORATE)
Teacher:
“Now, write a short reflection on this question:
‘What is reflection and how does it help in everyday life?’
Write your answer on the meta cards I distributed.”
[Collect the meta cards.]
7. EVALUATION ACTIVITY (EVALUATE)
Teacher:
“Let’s now evaluate our understanding. Read the scenario on the board about the school requiring
community service for graduation. Then match the statements to the correct philosophical category:





Ethical Consideration
Social and Cultural Dimension
Educational Impact
Practical Implementation
Impact on Students
[Facilitate the matching and provide feedback.]
8. CONCLUSION (EXTEND & REFLECT)
Teacher:
“Today we learned how philosophy helps us reflect on life’s situations in a holistic way—not just looking at
one side but considering all factors: personal, ethical, social, and practical.
Let’s remember: Philosophy is not just a subject; it’s a way of thinking.
It helps us make better decisions and understand ourselves and others deeply.”
“Any final thoughts or realizations you want to share?”
[Open floor for student comments.]
End of Class
Teacher:
“Thank you, class! Great job reflecting and thinking critically. Prepare for our next topic on The Human
Person as an Embodied Spirit. See you next session!”