School Group 6 Grade Level 12

GRADES 1 TO 12
Teacher Learning Area Introduction to Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Week 3 Day 3-4 Quarter Second
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES

A. Content Standards The learner understands intersubjective human relations

B. Performance Standards 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 PPT11-IIc-6.1
the LC code for each 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
A. Reviewing previous lesson or presenting Introduce the new lesson to Review the following concepts:
the new lesson
students by showing some
pictures (e.g. child scolded, Definition and nature of
teenage pregnancy, woman intersubjectivity
wearing short 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 Share a real life situation/short
new lesson
story telling:
The stage fright girl
D. Discussing new concepts and practicing Discuss:
new skills #1 Discuss:
Definition and Nature of
Buber’s I-it and I-Thou
Intersubjectivity
relationship
E. Discussing new concepts and practicing Various situations where
new skills #2
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
F. Developing mastery Process Question:
Ask the learners to give their own
If you are on the shoe of that girl,
examples of I-It and I-Thou
would you feel the same thing?
encounters
Yes or No? Why?
G. Finding practical applications of concepts Cabbage Game:
and skills in daily living
Students’ need to do:
1. Please don’t
throw/crumple my
cabbage.
2. I will play music then pass
the cabbage smoothly.
3. If the music stops, the last
person who holds it will
answer or cite his
realization on the situation
given.
H. Making generalizations and abstractions What is the significance of
about the lesson Why do you need to
knowing the I-it and I-Thou
respect/accept others point of
encounter posted by Buber in our
view, action or differences?
lives?
I. Evaluating learning 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
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 Grade Level 12
GRADES 1 TO 12 Introduction to the Philosophy of the Human
Teacher Learning Area
DAILY LESSON PLAN Person
Teaching Dates and Time Week 4 Day 1-4 Quarter Second
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 The learner understands intersubjective human relations

B. Performance Standards
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 PPT11/12-IId-6.2 PPT11/12-IId-6.3
the LC code for each Appreciate the talents of persons with disabilities and those from Explain that authentic dialogue means accepting others even if
the underprivileged sectors of society and their contributions they are different from themselves
from themselves
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.

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 Not Available
Resource (LR) portal
B. Other Learning Resources Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal. John Wiley and Sons,
Inc. Retrieved from:
http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf
IV. PROCEDURES
A. Reviewing previous lesson or presenting show some pictures/ videos (e.g. Ask the students to present the Show pictures of different people Ask the students who applied
the new lesson (or group of people) talking to or
The Mouth Art, Nick Vujjicic, result of their interview with authentic dialogue outside the
etc.) persons with disability or with each other. class about their observations.
belonging to the minority group. Group the students and let them pick (5 minutes)
one picture per group and have them
create a story guided by the
following questions:

B. Establishing a purpose for the lesson
C. Presenting examples/instances for the
new lesson
Let them analyze the pictures
for 2 minutes.
Ask the students about the
picture:
1. What do you see on the
picture?
2. What can you say on each
picture? (Primary Reflection)
Ask them to determine the
strengths and weaknesses of the
persons they interviewed and
have them listed on the board
through a diagram
Ask their observations about the
strengths and weaknesses written
on the board.
1. What could be the persons
talking about in the picture?
2. How do they communicate?
(2 Minutes preparation and 1 minute
presentation)
Introduce the class to another
activity and ask them (individual
recitation):
1. When was the last time you had
a conversation with a person?
2. Who was the person you had a
conversation with?
3. How was the conversation?
4. Do you consider it as something
positive or negative?
Draw a table of two columns on
the board (Positive and negative).
Write on the board their
experiences
(10 Minutes)
Ask:
What do you notice from the
positive (and negative) column?
Relate their responses to a
discussion on Authentic Dialogue
(10 minutes)
Ask:
1. How was the dialogue?
2. How did you feel?
3. How did the person you had
a dialogue with react?
4. What did you realize from
the dialogue you had?
5. Where you more accepting of
the person you had a
dialogue with
Sum up their responses and make
conclusions.
(15 minutes)
Group the class into triads. Ask
them to do the following tasks:
1. Assign two members of the
triad to do an authentic
dialogue. The third member
will be the process observant
who will observe and guide
if the two really did an
authentic dialogue.
2. The first one from the two
who are assigned to do a
dialogue will be sharing a
story about his or her
unforgettable mistake (or
anything that can facilitate
them to determine
differences in their lives such

D. Discussing new concepts and practicing Ask/Share:
new skills #1
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?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery Is it not right to make a
conclusion without further
investigation? Yes or No Why?
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.
Ask:
How does acknowledging the
strengths and weaknesses of
people with disabilities or
belonging to the underprivileged
help you perceive them?
Ask the students to write an essay
about valuing people with
disabilities or belonging to the
underprivileged.
Write on the board and ask the
students about the differences of
the two concepts through a
diagram, respectively:
Input
Authentic Dialogue
Ask the students to write in their
journal a very short essay about
their understanding of the
following line and choose three to
five students to read their essay in
front of the class:
“Dialogue is an exchange in
which people discover something
new.” – George Kohlrieser (2006)
as belief and values etc. and
engage them in an authentic
dialogue)
(10 Minutes)
Ask:
1. What was the topic of
your dialogue all about?
2. How did you do the
dialogue?
3. How did you feel during
the dialogue? Did you feel
heard? Did you feel
accepting of each other?
4. What did you realize from
the dialogue? (Engage
them to a primary
reflection)
5. What new things did you
learn from your
classmate?
6. What differences did you
learn about yourselves?
(10 minutes)
Engage the students into
secondary reflection by asking:
1. How does it feel to know
that someone is different
from you?
2. How does authentic
dialogue help you deal
with these differences?
Discuss: Authentic dialogue
means accepting individual
differences

G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
J. Additional activities for application/for
remediation
Ask the students to share their
own experiences in meeting
people with disabilities, how they
manage their actuations and in
making their decisions.
As a student, for you what is the
meaning of intersubjectivity?
Why do you need to respect
persons with disabilities?
Ask them about the pictures
again. How do you proper address Short True or False about the
the situation?
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
Or (for TVL) (5 minutes)
Ask the students to role play
showing a comparison
conversation and an authentic
dialogue
At the end of the presentation
(essay or role play), guide the
students to mastering authentic
dialogue by highlighting their
performance related to authentic
dialogue through a socialized
discussion.
(20 minutes)
Ask:
What specific situations in your
daily life where you can apply
authentic dialogue?
(5 minutes)
Through a concept map, ask the Based on the discussion and Based on the discussions and
students to write their realizations activities, guide the students to activities, ask the student
from the lesson. determine specific ways (recitation) to state in their own
(example: listening, empathy etc.) words how authentic dialogue
to have an authentic dialogue leads to accepting others as a
with others through a concept unique individual.
map. (5 minutes)
Formative Quiz: Short quiz (True or False about
Authentic Dialogue)
lesson (5 minutes)
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: Approved:
 School Grade Level
GRADES 1 TO 12 Introduction to the Philosophy of the Human
Teacher Learning Area
DAILY LESSON PLAN Person
Teaching Dates and Time Week 6, Day 1-4 Quarter
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 The learner understands intersubjective human relations

B. Performance Standards
C. Learning Competencies/Objectives Write
the LC code for each
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society
PPT11/12-IId-6.4
Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society.
1.Explain the difference the 1. Recognize the talents and skill 1.Explain the importance of Unit exam (25 items)
difference between I –It, I Thou of others specially the recognizing the underprivileged
relationship underprivileged.
2. Showcase the skills and talents
2. Recognize the importance of
3. Appreciate the talents/skill of
others in one’s life, given our the performers
differences and limitations

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.

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 Not Available
Resource (LR) portal
B. Other Learning Resources Internet/ Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review the past lessons: 1. Recap Mini –Concert: Showcase of Written work: require the Conduct a Unit test (25 items)
the new lesson
the difference Talents and abilities by the students to write 100 words about
the following. Choose only one.
I –Thou

B. Establishing a purpose for the lesson
C. Presenting examples/instances for the
new lesson
I – It
2. Recognize the importance of
others in one’s life, given our
differences and limitations
Explain the passage “Walang
sinoman ang nabubuhay para sa
sarili lamang”.
Video presentation of persons
with disabilities and those from
the underprivileged sectors of
society. 10 minutes
invited volunteers. (Venue will
be set prior to this date)
Program proper: Opening
remarks (5 minutes)
Rubrics for the group concert:
1. Participation 5
2. Teamwork 5
3. Creativity 5
Program Proper / Culminating
Activity (30-40 minutes)
1. “How can you be a whole
person in your relationship to
others?
2. Why do you think they (PWD)
deserve fair treatment in all
aspects in our society?
Rubrics: (20 points)
1.Content - 10
2. Grammar-5
3. Relevance-3
4. Neatness -2

Download from youtube: Jessica

Cox, armless pilot; Nick Vujicic,
motivational speaker)

D. Discussing new concepts and practicing Emphasize that each one has its Recognition and citations to the
new skills #1
own talent or value as a person performers.
despite of physical disabilities.

E. Discussing new concepts and practicing

new skills #2
F. Developing mastery
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions Complete the following
about the lesson
sentences:

1. I am good at ____________
2. I can do ___________ easily.
3. My unknown ability is ______.
 4. If I can _____, I will perform
in ____________.
5. I want to develop more of this
talent I have because ________.
I. Evaluating learning Explain: We are responsible for Unit Test (25 Items)
more than what becomes of us;
we are also responsible for what
becomes of others.”
J. Additional activities for application/for Ask for volunteers to join the Optional Activity:
remediation
mini showcase of talents by the
senior high students (Grade 11- Pray and eat together (with PWDs
12) and underprivileged. Talk to
them; be sensitive. Accept them
Look for any person who has for who they are. Avoid
special talents/abilities with or judgments.
without disabilities that he or she
can join this program and be
enlisted.
V. REMARKS
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
VI.REFLECTION
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Approved: Approved:
APPENDIX 6.1 (For WEEK 3 Day 1-4)

Mechanics
Excellent
5 4
-Specific introduction and
conclusion
-Sequenced material within
Organization the body
-Cohesive presentation
content
-Enhance the effectiveness of
the presentation
-Correct grammar
Language -Appropriate to audience
- No pronunciation mistakes
-Good posture
-Eye contact with the
audience most of the time
-Appropriate gesture and
Delivery
expression
-Deliverance with confidence
-Full group participation
Appendix 6.2
PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
Proficient
-Specific introduction and
conclusion
-Sequenced material within
the body
-Cohesive presentation
content
-Support the effectiveness of
the presentation
-Correct grammar
-Appropriate to audience
-Very few pronunciation
mistakes
-Good posture
-Frequent eye contact with
the audience
-Appropriate gesture and
expression
-Almost full group
participation
Basic
3
-Specific introduction and
conclusion
-Sequenced material within
the body is inconsistent
-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
Below Basic
2
-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
-Poor posture
-Seldom eye contact with the audience
-Not enough or too much gesture and
expression
-One person presentation.
 -Student discuss the subject
in great details.
-Student describes in detail
Content 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
-Student discuss the subject
with a few details.
-Student do not outline their
finding
-Student's misconceptions are
still seen
-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. We are responsible to our neighbors as we are to our own actions
b. It only takes a while to live and that is only an individual effort
c. The human person is oriented toward only for himself/herself
d. The human person experiences his wholeness in virtue of his relation to one’s self.
2. He believes that the human person is the one who exists and acts in a conscious will and self-determination.
a. Martin Buber
b. Pope John Paul II
c. Wojtyla
d. Jean Jacques Rousseau
3. What attitude or behavior describes the “I-Thou” relationship?
a. Sarcasm
b. Empathic understanding
c. Insult
d. Impatience
4. Martin Bubers’ concept of “I-Thou”relationship is focused on?
a. Human person as a subject
b. Fellow member
c. Being-in-Relation
d. Mutuality
5. The human person is not just being-in-the-world but being-with-others, or being-in-relation. One great example of this is?
a. Hatred to your enemy
b. Sincerity and concern to others
c. Children exploitation
d. Bullying
6. The equality in love is the equality of being, not of having. This simply means that?
a. In love, I do not surrender my liberty to the other
b. I do not become a slave to the other
c. In love, the two freedoms become one and each becomes mere free
d. All of the above
7. Which of the following is the best example of intersubjectivity
a. Ben has always loved dogs. When his parents let him choose a family pet, he picks a Labrador puppy from the shelter
b. When Anna was twelve, her sister told her that pickles are rotten cucumbers. Because of this, Anna now orders all her burgers without pickles
c. When Sarah was fifteen, she went exploring in a cave and became trapped. And she is now afraid of closed spaces
d. Tony was born with vision in only one eye. Because of this, he sometimes has difficulty perceived depth.
8. Which of the following statement is true
a. Most people with disabilities cannot work
 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
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 EXCEPT
a. 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
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
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.