Introduction_to_the_Philosophy_of_the_H (1).pdf

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy
B. Performance Standards The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)
II. CONTENT Doing Philosophy
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning ResourcesIntro. To the Philosophy of a Human Personslide 115-136
Pambungad sa Pilosopiya,pages 60-65
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J.
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Present distorted figuresReview the previous lesson.Review the previous lesson.Synthesize the three previous lessons.
B. Establishing a purpose for the
lesson
What Philosophy is and what
philosophy is not.
Philosophy differs in different
eras in world history
Ask the students: “Nakapagbyahe na ba
kayo?”
C. Presenting
examples/instances of the new
lesson
Ask the students: “what comes
to your minds when you
encounter the word
Philosophy?”
Read: Sapagkat ang
Pilosopiya ay Ginagawa ni
Padre Roque Ferriols
See appendix 1
How did Padre R. Ferriols
present philosophy?
Ask students about the
wisdom they can get from
everyday objects.
Examples:
Pencil/Eraser
Broom Stick
Shoes
Lecture discussion:
Philosophy is a journey.
D. Discussing new concepts and
practicing new skills #1
Unlocking of Difficulties:
Definition of Philosophy as a
path towards the attainment of
knowledge.
Unlocking of Difficulties:
Philosophy as a concept
Philosophy is a system of
beliefs about reality. It is one’s
Learning from
Philosophers
The teacher will present the
different views of
philosophers about the nature
Make an analogy:
Scuba diving and Helicopter as vehicles of
doing philosophy.

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
Ancient Greeks: to have a
good life
Medieval: to defend God
Modern: to reason/rationalize
Post-Modern: to find meaning
E. Discussing new concepts and
practicing new skills #2
Unlocking of Difficulties:
Meaningof Philosophy as a
path towards the attainment of
wisdom.
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.
F. Developing mastery (leads to
Formative Assessment 3)
Ask the difference between
knowledge and wisdom.
Knowledge is knowing that
tomato is a fruit
Wisdom is knowing not to put
it in a fruit salad
Philosophy is asking if ketchup
is a fruit shake.
Give other examples
Activity: Compare and
Contrast
Philosophy
As a
Concept
As a
Process
Cite the differences of
Activity:
Tableau/Slogan/
The class will be grouped into
4 and will represent each era
through a tableau, slogan or a
short poem.
Recitation:
In what sense is philosophy related to
human life?

philosophy as a process and
as a concept
G. Finding practical applications
of concepts and skills in daily
living
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 respect
the view of other people?
It must be emphasized that philosophy will
not teach the learners how to earn a living,
but how to make life worth living.
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.
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?
I. Evaluating learning Task the students to write an essay
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can 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 Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the
Human Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy
B. Performance Standards The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
(PPT11/12-Ib-1.2 )
1.2. Recognize human activities that emanated from deliberate reflection
Objectives: Identify the 3 levels of inquiry.
Discuss the beginnings of philosophical inquiry.
(PPT11/12-Ib-1.3)
Realize the value of doing philosophy in obtaining a
broad perspective on life.
Objectives: Discuss philosophizing as discipline of
questioning, liberation, and personhood.
II. CONTENT Doing Philosophy
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages

2. Learner?s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning ResourcesDy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J.
Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al.
https://youtu.be/ZTy3qG_qInU
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(5 mins)
Review the previous discussion
on the definition of philosophy?
Thumbs Up and Thumbs
Down
Ask the students to thumb up if
they think the statement is true
and thumb down if the statement
is false.
1. Everyone is a philosopher.
2. Children can philosophize.
3. Questioning leads to
philosophizing.
4. Mentally disturbed people
philosophize.
5. There are times that people
(2-3 mins)
Review the previous discussion on the 3 levels of
inquiry. Give one example.
1. Common sense
2. Scientific Inquiry
3. Philosophical Inquiry
Review:What is the
beginning of philosophical
inquiry?
(2mins)
Review the
Philosophical
beginnings of inquiry
through wonder.
This time, a learner
will be able to see
the value of doing
philosophy. That this
will give him the
opportunity to see
things in broad
perspectives.

answer in non - philosophical
ways.
B. Establishing a purpose for the
lesson
(5 mins)
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?
C. Presenting examples/instances
of the new lesson
(5- 7 mins)
Situational / Questions
Puzzles
1. The teacher will present 3
situations/questions.
2. The students will expect to
show different ways in
answering questions..
5-7 minutes
Like, we wonder why you girls get the feeling of
being hurt when your heartbroken or broke up
with your boyfriend same as for the boys, vice-
versa.
Collaborative Activity
Divide the class into 3 groups. Assign a leader,
secretary, and presenter. Let each group answer
Activity “Opinion Mo”
Group the class to two. Each
group should have their own
leader to summarize their
opinion all about the issue of
summary execution to the
drug addicts and pushers. And
each group will give their
opinion if they are favor or not.
(10 mins.)
Situational
Questions:
Given the following
situations. What will
you do?
1. You saw your
girlfriend/ boyfriend
holding hands with
someone else.

Situation #1
There was an airplane crash,
every single person on board
died, but yet two people
survived. How is this possible?
Situation #2
What goes up and never
comes down?
Situation #3
Imagine you are in a sinking
row boat surrounded by sharks.
the question…
What do you usually think whenever you
experience emotional pain? Problems?
Sufferings?
Present in the class.
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.
2. Your baby brother
is wearing your
favourite red shirt.
Based on your
responses, do you
think you did an act
of philosophizing?
What response
shows an act of
philosophizing?
What is not?
Why?
D. Discussing new concepts and
practicing new skills #1
(5mins)
Ask:
1. What strategies or
ways did you use to
answer the questions?
Cite:
“All men by nature desire to know.” – Aristotle
…. Because man is always searching for truth.
Ask the students the value of
philosophical through role
play.(10 mins.)
Discuss the
following:
The discipline of
Questioning, The
discipline of
Liberation and The
discipline of
Personhood.
E. Discussing new concepts and
practicing new skills #2
Discuss the following concepts:
a. Wonder
b. Doubt
c. Limiting situations
Ask the students if they learn
values of philosophical
reflection when they
conducted the role play. (5

d. Metaphysical Uneasinessmins.)
F. Developing mastery (leads to
Formative Assessment 3)
(20 mins)
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 or
characterized by the methods
and principles of science.
3. Philosophical - relating or
devoted to the study of the
fundamental nature of
knowledge, reality and
existence.
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…
In a one-half sheet of paper. Answer the
question…
“who am I?”. Give at least 3-5 sentences. (5-
7minutes)
Ask:
Ask at least 3-5 learners to recite their answers.
According to Plato, Philosophy begins in
“wonder” – the sense of puzzlement and
perplexity.
Activity (Story Telling)
Ask the students to identify
values of philosophical
reflection cited in story. (10
mins.)
Explain how you
understand the
following quotations:
1.”He who has a
WHY to live for can
bear almost any
HOW” – Friedrich
Nitzsche
2. “Those who do
not move do not
notice his chains”-
Rosa Luxemburg
3. “Madaling maging
tao, mahirap
magpakatao”
G. Finding practical applications of
concepts and skills in daily
living
Now that you have understood
the 3 levels of inquiry,
(Ask)
1.In what situations do you apply
philosophical inquiries
Ask the learners the questions
1. How did the magician do that?
2. Why do we need to suffer?
3. Why can?t I be the no. 1 in the class?
Ask the students to create
philosophical reflection e.g.
Child labor.
Questions;
1. Is it important to help
parents if you are not doing
anything?
Interactive
discussion:
Give one concrete
situation where we
can apply the three
disciplines explained
in letter D.

2. What is the value if you help
them or not? (8 mins.)
H. Making generalizations and
abstractions about the lesson
The learners will be grouped and
will be tasked to come up with a
word web map based from their
understanding of the discussion.
Write associated words with
philosophy.
Man is a questioning being. And got no “definite
answers” that?s why we always wonder and keep
on searching answers.
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 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

The class will be divided into 8
groups and each group should
make a scenario to show each
level of the philosophical inquiry.
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?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can 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 Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy
B. Performance Standards The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ic-1.4
The learners do a philosophical reflection on a concrete situation from a holistic perspective.
II. CONTENT Doing Philosophy
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Introduction to the Philosophy of the Human Person, Brenda B. Corpuz, BSE, MAEd, PhD, et.al.
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
THINK-PAIR-SHARE.Facilitator
will ask the students to discuss with
a partner their answer on the
question “DO YOU REFLECT?”
RUN DOWN.The facilitator will give a run-down of
what transpired in session. Learners will also share
their insights and learnings.
B. Establishing a purpose for the
lesson
Learners will share their answers to
the class. Facilitator shall arrive at
an explanation that human beings
are endowed with the capacity to
reflect, unlike animals.
The facilitator will explain that the learners will make
an essay concerning their philosophical reflection
on a concrete situation from a holistic perspective.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
PRESENTATION:Facilitator will
facilitate a lecturette on
PHILOSOPHIZING AND INSIGHT.
1. Definition of Insight
*Kind of seeing with the mind
2. Relevance of Insight in One?s
Life
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
VENN DIAGRAM. Learners will
work in group and prepare a venn
diagram showing the differences
and intersections between the 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
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover

which I wish to share with other
teachers?

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance StandardsThe learner evaluate opinions
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ic-2.1
At the end of the session, learners are expected to distinguish opinion from truth
II. CONTENT
Methods of Philosophizing
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages

4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resourceshttp://www.youtube.com/watch?v=fnFnWWAnlkw
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Let the assigned group facilitate
the recapitulation of the previous
lesson through
Step-No, Step Yes
Game.
(5 minutes)
Let the assigned group facilitate the recapitulation
of the previous lesson through News Reporting.
(5 minutes)
B. Establishing a purpose for
the lesson
Activity:
Pinoy Henyo
*Ask four student volunteers from
the class to play a game with a
Pinoy Henyoconcept.
*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)
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)
C. Presenting
examples/instances of the
new lesson
Processing Questions:
1. What were the kinds of
questions raised in the course of
guessing the answer?
2. Is there any question raised
which you consider as evidence-
Processing Questions:
1. Based on the game, what are the two forms of
statements given? What examples were given for
each?
2. What examples of fact and opinion can you
give based on your real-life experiences?

based? Cite examples.
3. Is there any question raised
which you think is opinion-based?
Give examples.
(10 minutes)
(5 minutes
D. Discussing new concepts
and practicing new skills #1
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)
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
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?
ðØPhilosophy uses truth as tool in
philosophizing.
2. What are the two (2) divisions of opinion?
Explain each.

3. What are the two levels of knowledge? Discuss
each.
(10 minutes)
F. Developing mastery (leads
to Formative Assessment 3)
Activity:
SmartArt on Fact vs. Opinion
Present the characteristics of Fact and Opinion
leading to Philosophizing through a SmartArt.
Opinion
IllusionBelief
Reason
Understanding
KNOWLEDGE

(10 minutes)
G. Finding practical
applications of concepts
and skills in daily living
Ask the students:
Why do we have to avoid giving
unsolicited opinions to people
who are not too familiar to us?
(5 minutes)
Ask a student: How do you feel when you heard
an opinion about you?
Write your answer on your notebook. Limit your
answer to 3 sentences only.
(5 minutes)
H. Making generalizations and
abstractions about the
lesson
Let the students write a statement
that summarizes the topic.
Expected answer:
In philosophizing, we ask
questions because we desire to
know and we find satisfaction
upon discovery of truth.
(5 minutes)
Let the students write a simple sentence that
depicts their learning for this session.
Pursuit of philosophy follows the path of truth.
(5 minutes)
I. Evaluating learning Formative Assessment:
a. How can we arrive at the truth?
Situation Analysis:
Show a short video clip of a broadcaster reporting
OPINION
FACT
PHILOSOPHIZING

b. What are the essential
elements of philosophizing?
(5 minutes)
certain statements on air. Distinguish whether the
statements are opinionated or facts. Justify
(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
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can

help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Grades 1 to 12
DAILY LESSON
LOG
School Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance StandardsThe learner evaluate opinions
C. Learning Competencies/
Objectives
Write the LC code for
each
At the end of the session, learners are expected to analyze situations that show the
difference between opinion and truth.
PPT11/12-Id-2.2
At the end of the session, learners are expected to
realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.3
II. CONTENT Methods of Philosophizing
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
(www.youtube.com/watch?v=
RHLSdrAkOE
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
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
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)
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)
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

students take turns in
dressing up each figure with
puzzle clothes bearing
statements of truth and
opinion.
(5 minutes)
After the video presentation,
ask the students to identify
fallacious statements.
(5 minutes)
will present “who they are” a la pageant.
*Allot 3 minutes for the preparation.
(10 minutes)
C. Presenting
examples/instances of
the new lesson
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?
Expected Answer:
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)
Guide the students to the
concept that opinionated
statements may come in a
form of a fallacy.
(5 minutes)
Ask the students:
1. How do you assess the words or statements
uttered by the candidates during the pageant?
2. Which of their statements can be considered
as truth?
(5 minutes)
D. Discussing new
concepts and practicing
new skills #1
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.
Discuss theNature of Truth:
1. Correspondence Theory
2. Coherence Theory
3. Pragmatic Theory
(15 minutes)
Discuss the meaning of
fallacies used in
argumentation.
(5 minutes)
DiscussMethods of Philosophy:
·
Critical Thinking
·Components of Critical Thinking
(10 minutes)

(10 minutes)
E. Discussing new
concepts and practicing
new skills #2
Insinuate the value of truth in
philosophizing by bracketing
or setting aside opinions and
biases.
(5 minutes)
Activity: Role-playing
Ask the students to act out a
situation in the context of their
experiences in the family and let
their classmates determine truth
from opinion.
(10 minutes)
Enumerate examples of
fallacies and define them.
(25 minutes)
Group Activity:
Semantic Mapping
Let the students create a Semantic Map on the
Attributes of a Critical Thinker using symbols.
Expected Output:
1.Looks for Evidence to support assumption
and beliefs-
2.Adjusts Opinion-
3.Looks for Proof-

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:
Theories of Truth
Correspondence
Theory
Coherence Theory
Pragmatic Theory

(5 minutes)
G. Finding practical
applications of concepts
and skills in daily living
Have the students cite an
instance in their life where
they find truth to be really
essential/significant.
(8 minutes)
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.
Example:
I am taking eight (8) subjects this
semester.
(Indicate from which theory and
facts the example belonged to)
(5 minutes)
Cite examples of fallacies
which they had experienced
or observed.
(5 minutes)
With the advent of social media, how would
you uphold truth and wisdom?
a. Facebook
b. Instagram
c. Twitter
d. Etc.
(7 minutes)
H. Making generalizations
and abstractions about
the lesson
Let the students answer the
given question:
Based on the discussion,
how should analysis of
situations be done?
Expected answer:
Analysis of situations should
be done with utmost
consideration of the truth.
(7 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.
(5 minutes)
Ask the students to express
their learning for this
session through a meta-
card.
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)

I. Evaluating learningJohari?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)
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)
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with

the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can 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 Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of the Human
Person
Teaching Dates and Time Quarter1
st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy
B. Performance StandardsThe learner evaluates opinions
C. Learning Competencies/
Objectives
Write the LC code for each
PPT11/12-Ie-2.4
At the end of the session, learners are expected to evaluate opinions
II. CONTENT Methods of Philosophizing
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 Resourceshttp://learn.lexiconic.net/argumentevaluation.com.html
IV. PROCEDURES
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)
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:
ðüFairness
ðüEvidence
ðüLogic
ðüTone
(10 minutes)
B. Establishing a purpose for
the lesson
Activity: Graphing
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
.
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

(5 minutes) 2. a class adviser who will take
a maternity leave instructs her
advisory class to behave at all
times
(10 minutes)
C. Presenting
examples/instances of the
new lesson
(5 minutes)
Processing Activity:
Let the students answer the
following questions in their
respective group:
1. What instructions were
given in the first scenario? In
the second scenario?
2. How important following
instructions is in terms of doing
or accomplishing a task?
*Guide the students in
realizing the benefit of having
and following guidelines in
reading and examining
arguments.
(5 minutes)
D. Discussing new concepts
and practicing new skills
#1
Discuss:
How do I evaluate an
argument?
(5 minutes)
Discuss:
Reading an Argument
Guidelines on examining an
Argument
Criteria for
Evaluating an
Argument
Fairness
Evidence
Logic
Tone

E. Discussing new concepts
and practicing new skills
#2
·Fairness
·Evidence
·Logic
·Tone
Fairness-Is the argument fair
and balanced, or does it contain
bias? Is the argument overly
emotional and filled with loaded
language?
Is the argument one-sided? Are
there alternative points of view
not addressed?
Evidence-Are the given
premises reliable and relevant?
Logic-Are the arguments
thoroughly explained? Do they
contain gaps in reasoning or
logical fallacies?
Tone-Is the attitude of the
writer appropriate for the
content?
(10 minutes)
No. Tips for Reading
and Examining
Arguments
Effectively
1 Read once for an
initial impression.
2 Read the argument
several more times;
identify the claim
and support.
3 Annotate as you
read– record your
thoughts.
4 Highlight key terms;
look up familiar
words.
5 Draw a diagram or
map to analyze the
structure (how
details relate to one
another).
(10 minutes)
Criteria in Evaluating an
Argument

F. Developing mastery (leads
to Formative Assessment
3)
Let the students answer the
question, how can we come up
with a sound and valid
argument?
Cite a specific instance that
you had experienced in relation
to this.
(5 minutes)
Reading and Critiquing
Example
(See attached hand-out on
“Reading an Argument
Carefully”).
Source:
http://learn.lexiconic.net/argum
entevaluation.com.html
(10 minutes)
G. Finding practical
applications of concepts
and skills in daily living
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:
How would you apply your
knowledge on evaluating
arguments in your daily lives?
In what particular situations do
you deem it useful?
(5 minutes)
H. Making generalizations and
abstractions about the
lesson
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.
Activity:
*Divide the class into five (5)
groups.
*Each group will summarize
the lesson on evaluating
arguments through the
following activities:
ðØGroup 1- Tableau
ðØGroup 2- Song

(5 minutes)
ðØGroup 3-Poem
ðØGroup 4-Dance
ðØGroup 5-Creative
ðØDrawing (10 minutes)
*See Rubric for scoring
students? performance.
.
I. Evaluating learning Triadic Activity:
Evaluating Arguments
using FELT Framework.
*The teacher will provide three
(3) arguments in the context of
the political, economic, socio-
cultural, and environmental
situations in the Philippines.
*The students will evaluate each
argument using the FELT
Framework. (See attached
evaluation tool).
Example:
Text Analysis
Teacher provides a text from
the editorial/opinion section.
Have the learners evaluate the
perspective of the author.
N.B.: As much as possible,
look for a text that is similar
with the topic for the debate.
(50 minutes)
Debate
*Possible Topic:
a. Death Penalty
b. Distribution of Condom
among HS Students
c. Extra Judicial Killing/Drug
War
d. West Philippine Sea Claim
e. Same Sex Union
f. Postponement of SK
Election
We should exhaust
all possible
resources from
nature, says a
miner.

(5 minutes) *Suggested format: Oxford-
Oregon Debate
*See attachment for the
Mechanics and Assessment
Tool.
(50 minutes)
J. Additional activities for
application or remediationWrite a five-sentence
paragraph about the importance
of learning the criteria in
evaluating arguments.
*See attached rubric for scoring
the output.
(5 minutes)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the

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?

I. OBJECTIVES
Session 1 Session 2 Session 3 Session 4
A. Content Standards
h
learner understands the human person as an embodied spirit
B. Performance Standards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
C. Learning Competencies /
Objectives
At the end of the session, learners are expected to recognize own limitations and possibilities
PPT11/12-If-3.1
II. CONTENT 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 Review previous lesson
B. Establishing a purpose
for the lesson
Ask learners to answer or
do the following:
1. Describe the taste of
water.
“We can?t cross the same
river twice.” –Heraclitus
Find a short video
presentation showing
trivial information about
the human body.
Narrate the anecdote of St.
Augustine who was
walking on the beach.
GRADES 1 TO 12
DAILY LESSON LOG
School Grade Level
Section
12
Teacher Learning AreaIntroduction to the Philosophy of the
Human Person
Teaching Dates and Time QuarterI

2. Describe the color blue
to a blind person.
3. How will you describe
how wonderful the world is
to a blind person?
4. Ask students if the tip of
their elbow can reach their
chin.
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,
C. Presenting examples/
instances of the new lesson
The above exercises are
difficult if not impossible
to be done. Why?
“The human person has
limits.”
*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.
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
D. Discussing new
concepts and practicing
new skills #1
What makes/causes a
human persons?
limitations?
Man is being and
becoming.
Our bodies are constantly
changing and exhibit
various characteristics.
Man as a Rational Being
*Limitations
*Possibilities
E.Discussing new concepts
and practicing new skills #2
Human Composition
(Compiled Notes on
Philosophy of the Human
Person)
Man as the Living or
Metaphysical Paradox
(Compiled Notes on
Philosophy of the Human
Person)
Man as a Biological Being
(Compiled Notes on
Philosophy of the Human
Person)
Discuss: The Logic of
Thought (See reference)
F. Developing mastery
(Leads to Formative Assessment 3)
What are the theories about
Human Composition?
What makes you different
with other animals in terms
of physical activities?
G. Finding practical
applications of concepts
and skills in daily living
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
pagkataofor your faults?
*How do our bodies
concretely contribute to our
limitations?
*How do our bodies
concretely contribute to our
possibilities?
Cite an example of
concrete experience where
the limits of rationality
manifested.
Example:
Forgetfulness

“The spirit is willing but
the body is weak.”
*Can you use your
pagkataoto surpass these
faults? Explain.
“Maling akala”
H. Making generalizations
and abstractions about the
lesson
I have a body just like how
I have things. There is a
difference between having
a body and having things
forI am my body.
Man has limits but filled
with potentialities.
Man is physiologically the
same with other animals
but has lot of things that
make a difference when
man uses his physicallity.
“Nasabi na ang lahat ng
nasabi ngunit ang
pinakamahalaga ay hindi
pa rin nasasabi.–Zhuangzi
(Wu Wei)
I. Evaluating learning
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
*This is to be submitted on
the 4
th
session of this week.
Identify biological changes
that occur to a human
person.
Have a quiz about the
topics discussed through
this week.
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
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:

I. OBJECTIVES
Session 1 Session 2 Session 3 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.
A. Content Standards The learner understands the human person as an embodied spirit
B. Performance Standards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
C. Learning Competencies /
Objectives
At the end of the session, learners are expected to evaluate own limitations and the possibilities for their
transcendence
PPT11/12-Ig-3.2
II. CONTENT 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 ResourcesCompiled Notes on
Philosophy of the Human
Person
Compiled Notes on
Philosophy of the Human
Person
Bible (Old Testament)
MY BODY
By: Eduardo Jose E. Calasanz
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.
Review previous lesson Review previous lesson Review previous lesson
B. Establishing a purpose
for the lesson
Body Part Insurance Story of Creation The Good Samaritan
GRADES 1 TO 12
DAILY LESSON LOG
School Grade Level
Section
11
Teacher Learning AreaIntroduction to the Philosophy of the
Human Person
Teaching Dates and Time Quarter

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
from the Bible, Genesis 1-
2:3 or Genesis 2:4-24.
(Take Note: Do NOT dwell
on the religious nature of
the reading.)
Narrate the story of the
Good Samaritan.
(Luke 10:25-37)
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?
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?
*Why did the first person
avoid the victim?
*What hindered the second
to help the victim?
D. Discussing new
concepts and practicing
new skills #1
Man as More than his
Body
Man as Greater than all
other Animals
MY BODY
By: Eduardo Jose E. Calasanz

E.Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
What are the different
traits/characteristics that
differentiate man from
other animals?
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?
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.”
H. Making generalizations
and abstractions about the
lesson
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”.
“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
I. Evaluating learning What makes man more
than his body?
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
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:

I. OBJECTIVES
ession
ession
ession
ession

bjectives must be met over the week and connected to the curriculum standards

o 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

hese are assessed using
ormative
ssessment 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

ontent
tandards The learner understands the human person as an embodied spirit

rformance
tandards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
arning
ompetencies

bjectives
At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for
transcendence
PPT11/12-Ih-3.3
II. CONTENT The human person as an embodied spirit
III. LEARNING RESOURCES
ist the materials to be used in different days aried sources of materials sustain children s interest in the lesson and in learning nsure that there is a
mix of concrete and manipulative materials as well as paper
based materials
ands
on learning promotes concept development
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IV. PROCEDURES
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infer from formative assessment activities

Custain learning systematically by providing students with multiple ways to learn new things
practice their learning
question their learning processes
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Dndicate the time allo tment for each step

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the new lesson
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Ask students to write their
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Allot 5 minutes.
C. Presenting examples/
instances of the new lesson
*What limits the deaf girl
from playing the violin? Is
that an excuse?
Would somebody like to
share their thoughts about
the song?
D. Discussing new
concepts and practicing
new skills #1
Every man takes the limits of
his own field of vision for the
limits of the world.
ARTHUR SCHOPENHAUER
Over his own Body and mind,
the individual is sovereign. -
JOHN STUART MILL (1806
1873)
Pagsasagawa ng
Pangalawang Pagmumuni-
muni. - G.ANTONIO
PANGILINAN
E.Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Define finitude.
G. Finding practical
applications of concepts
and skills in daily living
What/who limits you from
doing/achieving your goal?
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.
How can you personally go
beyond what your bio-data is
saying?
H. Making generalizations
and abstractions about the
lesson
Whether you think you can
or you cannot, either way,
you are correct. Henry Ford
Individuals can choose to do
things that affect their own
body, but not that of
someone else.
I am a wonder-filled human
person, full of possibilities.
I. Evaluating learning
How are we limited by our
body?
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?
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.
mn
oo
n 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
q rsecked by
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Grades 1 to 12
DAILY LESSON LOG
School Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of
the Human Person
Teaching Dates and Time Quarter1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learner understands the interplay between humans and their environments.
B. Performance Standards
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
C. Learning Competencies/
Objectives
Write the LC code for each
A the end of the lesson the learners are expected to:
1. Notice disorder in an environment (PPT11/12-Ii-4.1)
2. Notice things that are not in their proper place and organize them in aesthetic way. (PPT11/12-Ii-4.2)
II. CONTENT
The human person in their environment
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Video presentation on Global Warming 101
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
IV. PROCEDURES

A. Reviewing previous lesson or
presenting 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.
Review on the discussion about
the beauty of the Creation and
the changes took place in the
course of progress.
3 minutes
B. Establishing a purpose for the
lesson
GAME: picture perfect
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.
Time allotted for this activity is 5
minutes.
GAME:
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.
15 minutes
C. Presenting examples/instances
of the new lesson
. 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.
Time allotted for this activity is
15 minutes
Tell the learners:
What do you observe on the
process of arranging the things
in our activity?
10 minutes
D. Discussing new concepts and
practicing new skills #1
. Unlocking of Difficulties:
-Input on the ?Creation Story?
- Ancient Philosophy: On World
“What is the world made of?”
-Cosmocentrism
Time allotted for this activity is
15 minutes
Unlocking of Difficulties:
Power point Presentation
-Input on Aesthetics (context of
Nature)
Time allotted for this activity is 7
minutes.
E. Discussing new concepts and
practicing new skills #2
-Oriental (and Western) views
on Man and Nature
a. Tao Te Ching
b. Wu Wei
c. Pantheism

Time allotted for this activity is 8
minutes.
F. Developing mastery (leads to
Formative Assessment 3)
Ask the learners: What do you
observed in the video clip
presented? How is it connected
to Creation story?
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.
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).
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
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
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.
I. Evaluating learning Ask the student to list/name disorders in the environment:
a. Man-made
b. Natural
J. Additional activities for
application or remediation
Assignment: Learners are asked
to interview individuals who are
45-60 years old and be guided by
the following questions:
1. What are the things that you
remember in your environment
when you were young?
Reminder:
Remind the class about the
rubrics for the Infomercial.
3 minutes

2. What are the things you like to
do when you were young?
3. What are the positive and
negative changes in the
environment?
4. Do you think environment
plays a vital role in a person
development? Why? Or Why
not?
Upcoming performance
task:INFOMERCIAL
Present to the class the
instructions, objectives and the
rubrics for the Infomercial
10 minutes
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Grades 1 to 12
DAILY LESSON LOG
School Grade Level12
Teacher Learning AreaIntroduction to the Philosophy of
the Human Person
Teaching Dates and Time Quarter1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learner understands the interplay between humans and their environment.
B. Performance Standards
The learner is able to demonstrate the virtues of prudence and frugality towards his/her environment.
C. Learning Competencies/
Objectives
Write the LC code for each
At the end of the lesson, the learners are expected to:
1. Show that care for the environment contributes to health, well being and sustainable development. PPT11/12-Ij-4.3
2. Demonstrate the virtues of prudence and frugality towards environment. PPT11/12-Ij-4.4
II. CONTENT
The human person in their environment.
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Pambungad sa Pilosopiya pages 63-75
Introduction to the Philosophy of Human Person slide 115-136
IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
Review on the previous
discussion.
(Oriental (and Western) Views on
Man and Nature)
B. Establishing a purpose for the
lesson
The teacher will present the
rubrics for the “Infomercial
Activity” with the theme: “Virtues
of prudence and frugality towards
his/her environment. Each group
will present their “infomercial”
which will run for 5-7 mins only.
Each representative of other group
member is open to give their
constructive criticisms.
Each group will be given 10
minutes to present their output.
Total time allotted for this activity
is 35 minutes.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
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)
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
All the criticisms will be reviewed.
Follow up activity for the learners
final output by the end of the 1
st
quarter.
Task: Each group will make their
action plan or proposal in their
respective barangay/community
to address the problem in their
environment. In this regard, the
group will tap the barangay or SK
chairman to implement this
activity. This will be noted and
signed by the adviser, subject-
teacher and principal.
20 minutes
H. Making generalizations and
abstractions about the lesson
Ask the learners about what have
they learned for the whole
session.
5 minutes
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
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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I. OBJECTIVES
A. Content Standards The learner understands the human person?s freedom
B. Performance Standards
The learner shows situations that demonstrate the freedom of choice and the consequences of choices
C. Learning Competencies/ Objectives
Write the LC code for each
Realize that:
a. “All actions have consequences”
PPT12-IIa-5.1
b. Evaluate and exercise prudence in choices
PPT12-IIa-5.2
II. CONTENT F R E E D O M O F T H E H U M A N P E R S O N
III. LEARNING RESOURCES
A. References Books:
1. Samuel Enoch Stumpf, Socrates to Sartre 5
th
edition, Mc Graw Hill, Inc., USA,1993.
2. Florentino T. Timbereza, Bioethics and Moral Decisions, De Lasalle University. Press Inc., 2004.
3.
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 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
-Can someone
make a brief
discussion about
our previous
lesson. (3 mins.)
-Class, Is there
anything that you
would like to clarify
about yesterday?s
discussion
(3 mins.)
-Can anyone from
the class give the
definition of
prudence?
-Board work:
Would any
volunteer like to
write on the board
the answers for the
assignment
B. Establishing a purpose for the
lesson Activity:
SISA
(SIneSAliksik)
The learners will
watch a video clip
(An honest taxi
driver) that
presents the
contents of a new
lesson.
Activity:
TALA
(TAnawLArawan)
The learners will be
asked to take a
look at the different
;pictures projecting
the topic for the
day. (5 mins.)
Activity:
Video Clip
(A video that shows
the prudent act of
MILA, a teacher who
chooses to live her
life with the poor)
Activity:
Role-playing
(Choose one
situation listed on
the board and
present in your
most creative way)
C. Presenting examples/instances of
the new lesson
1. What message
does the movie
projects?
1. What can you
say about the
picture?
1. What actions are
evidently prudent in
the video clip?
1. What actions
are evidently
prudent in the
presentation?

D. Discussing new concepts and
practicing new skills #1
1. If you were the
actor,what choices
would you rather
take?
1. What kind of
story would you like
to create based on
the message of the
picture?
1. What
characteristics have
you observed about
Mila?
1. What
characteristics
have you observed
about in the
different
presentation?
E. Discussing new concepts and
practicing new skills #2
1. Can you relate
the concept of
human acts and
acts of man to your
day to day living?
1. Do you know
anyone whose
story is the same
with that of the
picture?
2. Do you agree
with her decision?
1. Who among
you do possess
such
characteristics?
F. Developing mastery (leads to
Formative Assessment 3) -The Human Acts
and Acts of Man
-The Principle of
Double effects by
St. Thomas
Aquinas
-Types of Confllict-Implications of
being prudent
G. Finding practical applications of
concepts and skills in daily living
- If you strive hard
and study hard with
your will and
knowledge, you will
be able to succeed
in life and become
a productive citizen
- Do you agree
that stealing the
property shall be
condemned?
(Yes/No, and Why)
-If you were Mila,
would you do the
same? (Yes/No,
Why?)
Being prudent in
situations like:
-scolded by
parents
-bullied by
classmates
-chased with vices
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
choices, is prudence
signifant?
Prudence is a kind
of virtue that one
needs most when
he/she is confronted
with choices
1.Give the general
implication of
prudence.
Being prudent
helps the person to
become rational in
his/her manner of
choosing between
opposing options.

either “will” or
“knowledge.”
I. Evaluating learning Situational
Activity:
Tell whether the ff.
situations are
Human Acts or
Acts of Man
-A college student
(Pregnancy and
Abortion)
-Terminally ill-
patients –
Euthanasia or
Natural death
Summative
Assesment
-Improvised Test
(10 items)
Amidst the poor
situation that you
are in, how can you
remain prudent in
your choices?
Give a situation
when prudence is
not applied
evidently.
-getting involved in
sparring when
bullied
J. Additional activities for application or
remediation
1.List down 3
examples of
Human acts and
Acts of Man
1. Define
prudence.
2. Cite an
example of a
prudent act.
1. Enumarate 5
situations that show
acts of prudence.
WASOL
(WriteA SOrry
Letter)
-Write a sorry letter
for someone whom
you have not
shown 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 :
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 hilosophy
Teaching Dates and Time Quarter n
Monday Tuesday Wednesday 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
F. Learning Competencies/ Objectives
Write the LC code for each
Realize that:
a. “All choice have consequences”
PPT12-IIb-5.3
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
II. CONTENT F R E E D O M O F T H E H U M A N P E R S O N
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
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
1. Can someone
from the class read
his/her sorry letter?
-Discussion of the
assignment
-Present in the class
your story of
sacrifice
-Discuss the movie
that you watched.
L. Establishing a purpose for the
lesson
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?
Activity
Role-playing
-A grade 12
student decided to
study even though
he/she was
supposed to work.
-A parent went
abroad to work
even though she
could also work in
the Philippines.
Activity
Video-clip
(Documentary)
“Minsan lang sila
bata “
Group Activity:
Image
representation
Draw an image that
resembles
perservence
-bamboo
-turtle
-ant
M. Presenting examples/instances of
the new lesson
-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
personal analysis
about the video clip?
Discuss the
characteristics of
the presented
images.

teach and live with
children in the
remote area.
2. What are the
visible
consequences
reflected in the
role-playing?
N. Discussing new concepts and
practicing new skills #1
Define the concept
of ALTRUISM.
Explain the
concept of
discernment as a
process.
Explain the concept
of sacrifice in a
philosophical
perspective.
Analyze the
philosophical
concept of
perseverance.
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.
Relate the
philosophical
concept of
perseverance to
your concrete
experiences
P. Developing mastery (leads to
Formative Assessment 3)
Identifying the
concept of Altruism
in a given
situation.
-The story of
“ANAK”
Identifying the
concept of
discernment in a
given situation.
-The story of
“MAHATMA
GANDHI”
(the story is subject for
change)
Give some
examples of acts of
sacrifices that you
know.
Give some
examples of acts
of perseverance
that you know.
Q. Finding practical applications of
concepts and skills in daily living
-Studying at night
versus hanging out
with friends
-Pursuing studies
versus finding job
State the
consequences of
your choice.
Journal writing:
1.What is your
most significant
discernment?
How do you show
act of sacrifices to
others?
Tower-making
Build a tower out
of paper.

R. Making generalizations and
abstractions about the lesson
1. Discuss the
concept of altruism
(5 mins.)
1.How do you
understand
discernment?
(5 mins.)
1. In making
choices, how
would you
know that
there is an
act of
sacrifice?
1.In making
choices, how
would you kow that
there is an act of
perseverance
S. Evaluating learning State the
consequences of
the choices made
by the ff.
personalities:
-Mother Theresa
lived with the sick
and needy
-Marcos declared
Martial Law
Note: Teacher may
still add some
examples.
(5 mins.)
Formative
Assesment:
Answerable by
Yes/No
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.
Perform an act of
sacrifice based on
your personal
observation or
experiences.
Perform an act of
perseverance
based on your
personal
observation or
experiences
T. Additional activities for application or
remediation
Give the definition
of Discernment
Share your own
act of sacrifice in
the class next
meeting.
Watch a movie that
shows
perseverance.
Article Clipping:
Clip an article from
the periodicals that
shows act of
perseverance.
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
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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±ntroduction to Philosophy of the Human Person
Teaching Dates and TimeWeek 3 Day 3-4 QuarterSecond
A. Reviewing previous lesson or presenting
the new lesson
Introduce the new lesson to
students by showing some
pictures (e.g. child scolded,
teenage pregnancy, woman
wearing short skirt, holding hands
of a man & a woman etc.)
Review the following concepts:
Definition and nature of
intersubjectivity
B. Establishing a purpose for the lesson Based on the pictures presented.
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
the LC code for each
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

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
Discuss:
Buber?s I-it and I-Thou
relationship
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?
Ask the learners to give their own
examples of I-It and I-Thou
encounters
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 pass
the cabbage smoothly.
3. If the music stops, the last
person who holds it will
answer or cite his
realization on the situation
given.

H. Making generalizations and abstractions
about the lesson Why do you need to
respect/accept others point of
view, action or differences?
What is the significance of
knowing the I-it and I-Thou
encounter posted by Buber in our
lives?
I. Evaluating learning
Ask them about the pictures
again. How do you proper address
the situation?
Write a reflection paper about the
student?s ordinary experiences
and how Buber?s perspective is
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:

GRADES 1 TO 12
DAILY LESSON PLAN
SchoolGroup 6 Grade Level12
Teacher Learning Area
Introduction to the Philosophy of the Human
Person
Teaching Dates and TimeWeek 4 Day 1-4 QuarterSecond
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 interviewwith
persons with disability or
belonging to the minority group.
Show picturesof 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)
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
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
PPT11/12-IId-6.3
Explain that authentic dialogue means accepting others even if
they are different 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
Resource (LR) portal
Not Available
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

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 lessonLet themanalyze 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 adiagram
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:
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)
C. Presenting examples/instances for the
new lesson
Askthe students about the
picture:
1. What do you see on the
picture?
2. What can you say on each
picture? (Primary Reflection)
Ask theirobservationsabout 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 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

as belief and values etc. and
engage them in an authentic
dialogue)
(10 Minutes)
D. Discussing new concepts and practicing
new skills #1
Ask/Share:
How do youinterpret 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
Authentic Dialogue
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)
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 thephotographof the
author and talk about his
disabilities and talents.
Ask the students to write an essay
about valuing people with
disabilities or belonging to the
underprivileged.
Ask the students towrite in their
journala 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)
Engage the students into
secondary reflectionby asking:
1. How does it feel to know
that someone is different
from you?
2. How does authentic
dialogue help you deal
with these differences?
Discuss: Authentic dialogue
means accepting individual
differences

Or (for TVL)
Ask the students torole 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 asocialized
discussion.
(20 minutes)
(5 minutes)
G. Finding practical applications of concepts
and skills in daily living
Ask the students toshare their
own experiencesin meeting
people with disabilities, how they
manage their actuations and in
making their decisions.
Ask:
What specific situations in your
daily life where you can apply
authentic dialogue?
(5 minutes)
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.
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 aconcept
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)
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
Short quiz(True or False about
Authentic Dialogue)
(5 minutes)
J. Additional activities for application/for
remediation
Ask the students to group
themselves andinterviewone
person they know in their
community who is with a
disability or belonging to the
minority sector who have
Ask the students toapply
authentic dialogueat 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:

GRADES 1 TO 12
DAILY LESSON PLAN
School Grade Level
Teacher Learning Area
Introduction to the Philosophy of the Human
Person
Teaching Dates and TimeWeek 6, Day 1-4 Quarter
A. Reviewing previous lesson or presenting
the new lesson
Reviewthe past lessons: 1. Recap
the difference
I–Thou
Mini–Concert: Showcase of
Talents and abilities by the
Written work: require the
students to write 100 words about
the following. Choose only one.
Conduct aUnit test(25 items)
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
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
1. Recognize the talents and skill
of others specially the
underprivileged.
2. Showcase the skills and talents
3. Appreciate the talents/skill of
the performers
1.Explain the importance of
recognizing the underprivileged
Unit exam (25 items)
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
Resource (LR) portal
Not Available
B. Other Learning Resources
Internet/ Youtube.com
IV. PROCEDURES

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 lessonExplain 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
Rubrics: (20 points)
1.Content - 10
2. Grammar-5
3. Relevance-3
4. Neatness -2
C. Presenting examples/instances for the
new lesson
Video presentationof persons
with disabilities and those from
the underprivileged sectors of
society. 10 minutes
Download from youtube: Jessica
Cox, armless pilot; Nick Vujicic,
motivational speaker)
Program Proper /Culminating
Activity(30-40 minutes)
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 citationsto 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
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 ______.

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
more than what becomes of us;
we are also responsible for what
becomes of others.”
Unit Test(25 Items)
J. Additional activities for application/for
remediation
Ask for volunteers to join the
mini showcase of talentsby the
senior high students (Grade 11-
12)
Look for any person who has
special talents/abilities with or
without disabilities that he or she
can join this program and be
enlisted.
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.
D. No. of learners who continue to require
remediation
VI.REFLECTION
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Approved: Approved:

APPENDIX 6.1 (For WEEK 3 Day 1-4)

Appendix 6.2
PERFORMANCE TASKS
Role Play/ Oral Recitation Rubrics
Mechanics
Excellent
5
Proficient
4
Basic
3
Below Basic
2
Organization
-Specific introduction and
conclusion
-Sequenced m aterial within
the body
-Cohesive presentation
content
-Specific introduction and
conclusion
-Sequenced m aterial within
the body
-Cohesive presentation
content
-Specific introduction and
conclusion
-Sequenced m aterial within
the body is inconsistent
-Specific introduction and conclusion
-No sequence in m aterial
Language
-Enhance the effectiveness of
the presentation
-Correct gram m ar
-Appropriate to audience
- No pronunciation m istakes
-Support the effectiveness of
the presentation
-Correct gram m ar
-Appropriate to audience
-Very few pronunciation
m istakes
-Not interesting
-Partially support the
effectiveness of the
presentation
-Correct gram m ar
-Appropriate to audience
Som e pronunciation m istakes
-Unclear
-Minim ally support the effectiveness of
the presentation
-Occasional m istakes in gram m ar
-Appropriate to audience
-Several pronunciation m istakes
Delivery
-Good posture
-Eye contact with the
audience m ost of the tim e
-Appropriate gesture and
expression
-Deliverance with confidence
-Full group participation
-Good posture
-Frequent eye contact with
the audience
-Appropriate gesture and
expression
-Alm ost full group
participation
-I nterm itted good posture
-Occasional eye contact with
the audience
-Appropriate gesture and
expression
-Partial group presentation
-Poor posture
-Seldom eye contact with the audience
-Not enough or too m uch gesture and
expression
-One person presentation.
Content
-Student discuss the subj ect
in great details.
-Student describes in detail
about their findings
-Student indicate what they
have learnt
-Student discuss the subj ect
with som e details.
-Student outlines their
finding
-Student show what they
have learnt
-Student discuss the subj ect
with a few details.
-Student do not outline their
finding
-Student's m isconceptions are
still seen
-Students discuss the subj ect with very
m inim al 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. Thehuman 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?scan 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.

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Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learners understands the interplay between the individuality of human beings and thier social context.
B. Performance Standards
The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
C. Learning Competencies /
Objectives
Write the LC code for each
Recognize how individuals from societies and individuals are transformed by society
II.CONTENT Human Being?s Social Dimensions Human Being?s Social Dimensions How Society transforms an Individual How Society transforms an Individual
III. LEARNING
RESOURCES
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
Review from the Previous Discussion The students differentiate the views of Plato,
Rawls and Kant about society.
2mins
The students are asked to recap the lesson on
social contract by defining, identifying, and
differentiating its various philosophical
foundations.
5mins
B.Establishing purpose of the
new lesson
ØiÙeo Úlip mÛn Ûs Û soÚiÛl Üeing Ý Þßins)
àet stuÙents give their oÜservÛtions
- á Ûn s soÚiÛl Ùimension
-
âll humÛn Û Úts hÛve soÚiÛl Ùimension
Students will be asked to chooose from three
options (eg flags, colors,etc.) by lining up at
the center of the room after which each
respective group will gather.
5mins
At the beginning of the class, preceeding the
presentation of the new lesson, the teacher will
set some radical classroom policies that will
take effect for the duration of the session.
These new and seemingly odd classroom rules
will set the standard for acceptable behavior of
each students, and will later be the basis for the
evaluation of learning at the end of the meeting.
Present different pictures of people in various
cultural settings, emphasizing how cultural
factors and characteristics influences human

behavior. The students, while viewing the
pictures, take note of their observations.
10mins
C.Presenting examples/ instances
of the new lesson
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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
At least Three to five students are selected
randomly to articulate their observations
through class recitation.
5mins
D.Discussing new concepts and
practicing new skills #1
(Leads to Formative Assessment 1)
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·Aristotle Man is a Social Animal
·Thomas Acquinas û øn is essentiølly gooú
thus üo
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From the given activity, the teacher will
discuss the concept of the Social Contract
based from the following philosophical
proponents:
A. Jean Jacques Rousseau– Society is
established based on the idea that
man by nature is good, and thus man
basically surrenders his individual will
to the will of the people.
B. Thomas Hobbes –individuals must
surrender a part of their freedom to
the state or sovereign. He calls the
sovereign Leviathan. It stands on the
assumption that human nature is
basically selfish.
C. John Locke - He stands on the
assumption that human nature is not
on a state of war between good and
evil and the aim of government is the
preservation of liberty, property, life,
and well-being in general.
15min
The teacher discusses the concept ofTotal
Determinism,emphasizing the importance of
cultural traits and characteristics as determining
factors for individual and social behaviors.
10mins

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
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Ask the students these:
1. What is the social contract? And how
do you think the social contract is
formed?
2. Differentiate the social contract of
Jean Rousseau from that of Thomas
Hobbes. Which social contract do you
think is better?
5min
Ask the students the following:
1. How do you think society transform the
individual human beings?
5mins
G. Finding practical applications
of concepts and skills in
daily living
Xnowle
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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
5mins
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
G.Makinggeneralizations
andabstractionsaboutthe lesson
met stunents summorize th e pqr r s t Being a Social
being, betterment of your society is both your
responsible and an obligation
u v wx ins)
met stunents summorize th e lesson of the nefinition of
yo
ziet
{| onn the imprton
ze of eo
zh elements
}
Society should uphold the protection, equality, social
justice, freedom for the welfare of its people.
The teacher asks series of questions that will
draw from the students the general statement:
The society, together with its system, is
created based from the common interests of
The teacher asks series of questions that will
draw from the students the general statement:
Social behavior is directly influenced by the
cultural characteristics of a given popullation /

~
? ??? ) its constituents
5mins
area.
5mins
H. EVALUATING LEARNING
roup
t
log
n m
king either
g
log
nglish
whi
h will refle
t
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s

o
i
l
eing
~

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uri

ntent

elev
n
e

efinition of
o
iety
~
ins) Using a word web, the students provide the
words which they think will explain the
concept of social contract.
7mins
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
I. Assignment
ist
t le
st
jor
h
llenges in your rg
n how
will you
e of help

n
two
est pr
ti
es th
t your
rgy is implementing

e
te

oll
ge of your so
iety through t
king pi
tures
of your
ommunit

uri
s
·

e
tivity
·
elev
n
e
·
e
uty
n

e
tness
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.
F. EVALUATION
IV.
A. No.oflearnerswho earned80%onthe
formative assessment

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I. OBJECTIVES
A. Content Standards
The learner understands the interplay between the individuality of human beings and their social contexts
B. Performance Standards
The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts
C. Learning Competencies/ Objectives
Write the LC code for each
Compare different forms of
societies and individualities (e.g.
Agrarian, Industrial and virtual)
PPT11/12– Iig -7.2
Compare different forms of
societies and individualities (e.g.
Agrarian, Industrial and virtual)
PPT11/12 – Iig -7.2
Explain how human relations are
transformed by Social System
PPT11/12 – Iig – 7.3
Explain how human relations are
transformed by Social System
PPT11/12 – Iig – 7.3
II. CONTENT
The Human Person in Society
- Forms of Societies
The Human Person in Society
- Types of Individuals in the
Society
The Human Person in Society
- Definition of Social System
The Human Person in Society
- How Social System transformed
human Relations
III. LEARNING RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources School quipper.com School quipper.com School quipper.com School quipper.com
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Review the previous lessonReview the previous lessonReview the previous lessonReview the previous lesson

5 minutes 5 minutes 5 minutes 5 minutes
B. Establishing a purpose for the
lesson
Ask these questions :
1. Where do you live?
2 . How can you describe the
place?
2 minutes
Ask this question
Imagine the people living in
your community, What can you
say about them?
2 minutes
Ask this question
What do you observe in the
community/society where you
are living in?
2 minutes
Ask the students if they belong to a
particular organization? If yes what type
of organization? Please describe.
2 minutes
C. Presenting examples/instances of
the new lesson
Picture Analysis
Show pictures of Urban and Rural
settings.
What can you say about the
pictures?
Can you relate your present living
condition to the pictures? Why?
5 minutes
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
5 minutes
Sentence Completion
Social System is ……
3 minutes
Think Pair and Share
Choose a partner and complete the
table
Individual?s
behaviour
Societal
norm
1.
2.
3
5 minutes
D. Discussing new concepts and
practicing new skills #1
Discuss the Forms of Societies
using power point presentations
Agricultural-it focuses on the
production of crops and raising of
animals
Industrial-it introduce fuel driven
machinery in goods production.
Virtual-technology is used in
every aspect of life and work.
25 minutes
Discuss the forms of
Individualities in the Societies
using power point presentations
Lower Class-experiences
poverty, homelessness and
unemployment
Working Class-constitute blue
collared workers
Middle Class-consist of white
collared workers.
Upper Class-consist of
individual born into aristocratic
families
20 minutes
Discuss the definition of Social
System using power point
presentation.
Social System – an organization
of individuals into groups or
structure that have different
functions, characteristic origin or
status
20 minutes
Conduct a Role Playing about
different type of Social System for
example:
Religion
Political Affiliation
Culture
20 minutes
E. Discussing new concepts and
practicing new skills #2
Show examples of pictures that
depict social system
5 minutes
From your observation what are the
Positive and Negative Impact of
Social
System
to themselves as a member of
the organization?
5 minutes

F. Developing mastery (leads to
Formative Assessment 3)
Concept map: words associated
with the terms Agrarian, Industrial,
Virtual Societies
10 minutes
Charade
Each group will portray the
highlight of each type of
individuals in the societies and
the other group will guess the
correct answer
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
Is it possible for a nation not to
have all types of societies and
individuals within the social
systems? Why? Why not?
5 minutes
Is being a part of social group develops
your human relation? How?
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
5 minutes
Sharing of what the students
have learned from the discussed
lesson
5 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
Ö×Ø Ù ÚÛÜ ÝØ Þ ß à á ßÙ âÙ
ã
âÛ ÝÜ ßÜ Ý ×Ø
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æÝØ ÚÜâ ç
Provide a 5 multiple choice
questions.
5 minutes
Write a short reflection on how social
system transforms human relations
ä å æÝØ ÚÜâ ç
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can 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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Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards
The learners understands the interplay between the individuality of human beings and thier social context.
B. Performance Standards
The learner evaluates the formation of human relationship and how individuals are shaped by thier social contexts.
C. Learning Competencies /
Objectives
Write the LC code for each
Evaluate the transformation of human relationships by social systems and how societies transform individual human beings.
PPT 11/12-IIh-7.4
II.CONTENT The Human Person in Society
III. LEARNING
RESOURCES
A. References
1. Teacher?s Guide pages
2. Learner?s Materials pages
3. Textbook pages
4. Other Learning Resource/s
Intro. To the Philosophy of a Human Person slide 115-136
Pambungad sa Pilosopiya, pages 60-65
Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J
https://www.youtube.com/watch?v=PrycxGlucSs
A.Reviewing yesterday?s lesson
or Presenting the new lesson
B.Establishing purpose of the
new lesson

C.Presenting examples/
instances of the new lesson
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V. REMARKS
·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.
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?

¡ ¢ £ ¡ ¢ 6 Points 10 Points Earned Points
PLANNING &
PRODUCTION
LEARNERS DID NOT
PLAN MOVIE. USED
WORK DONE BY
OTHERS.
MOVIE DONE WITH
LITTLE PLANNING OR
THOUGHT. PROJECT
DIRECTIONS NOT
FOLLOWED
MOVIE WAS DONE
WITH SOME PLANNING
AND THOUGHT, BUT
COULD HAVE BEEN
BETTER
MOVIE WAS WELL
PLANNED AND BEING
THOUGHT.
CONTENT/MESSAGE THERE IS LITTLE INFO
ABOUT THE MOVIE
THE MOVIE INCLUDES
MINIMAL INFO ABOUT
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1& 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
THE MOVIE INCLUDES
DESCRIPTIONS ABOUT
THE ACTIVITIES DONE
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1 & 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
THE MOVIE INCLUDES
DETAILED
INFORMATION ABOUT
THE DESCRIPTIONS IN
THE ACTIVITIES DONE.
1. RESPECT FOR
NATURE
2. PRESERVATION OF
NATURE
3. EFFECTS OF 1& 2 TO
A. HUMANS
B. COMMUNITY
C. SOCIETY
MUSIC, TRANSITION,
TITLES & EFFECTS
NOT EVIDENT OR
MINIMAL USE
SEVERAL PRESENT BUT
USED POORLY
MANY TRANSITIONS,
TITLES, AND EFFECTS
WERE USED. MOST
WERE CORRECT AND
EFFECTIVE.
MANY TRANSITIONS,
ETC. WERE USED AND
THEY WORKED WELL
AND WERE EFFECTIVE.
PRESENTATION THERE WAS NO MOVIE
OR MOVIE DID NOT
WORK
MOVIES WERE JUST A
SERIES OF CLIPS JOINED
TOGETHER.
NO PURPOSE
WITH A BIT MORE
EDITING AND BETTER
CLIP SELECTION, USE
OF TRANSITION, ETC.
MOVIE WOULD BE
EXCELLENT.
MOVIE MOVES NICELY,
THEME IS IDENTIFIED,
AUDIENCE ENJOYED.

Our Schools in Action – an integrated teacher resource Assessment Suggestions /51
Alberta Learning, Alberta, Canada (2000)

Role Play Rubric Student:

Levels of Quality

Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Participation in
Preparation and
Presentation
Always willing and
focused during
group work and
presentation.

Usually willing and
focused during
group work and
presentation.

Sometimes willing
and focused
during group work
and presentation.

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 Non-Verbal
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 non-verbal 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.

Assignment/Activity:
Specific Criteria:

ASSESSMENT SUGGESTIONS

52/ Assessment Suggestions Our Schools in Action – an integrated teacher resource
(2000) Alberta Learning, Alberta, Canada

Writing Rubric Student:

Levels of Quality

Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Content Engaging and
insightful
presentation of
thoughts and
supporting details.

Clear and
thoughtful
presentation of
thoughts and
supporting details.

Straightforward
and developing
presentation of
thoughts and
supporting details.

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.

Assignment/Activity:
Specific Criteria:

ASSESSMENT SUGGESTIONS

Our Schools in Action – an integrated teacher resource Assessment Suggestions /53
Alberta Learning, Alberta, Canada (2000)

Representation Rubric Student:

Levels of Quality

Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Details and
Information
Comprehensive
information and
specific, relevant
details.

Substantial
information and
carefully chosen,
relevant details.

General
information and
simplistic,
underdeveloped
details.

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.

Assignment/Activity:
Specific Criteria:

ASSESSMENT SUGGESTIONS

54/ Assessment Suggestions Our Schools in Action – an integrated teacher resource
(2000) Alberta Learning, Alberta, Canada

Newspaper Rubric Student:

Levels of Quality

Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Content of
Newspapers
Perceptive ideas
with specific and
relevant support.

Thoughtful ideas
with carefully
chosen and
appropriate
support.

Conventional
ideas with general
and simplistic
support.

Superficial ideas
with irrelevant
support.

Layout of
Newspapers
Skillful
organization
contributes to a
powerfully realistic
project.
Well structured
organization
contributes to a
realistic project.
Simplistic
organization
contributes to a
moderately
realistic project.
Faltering or
unclear
organization
contributes to an
unrealistic project.

Relation of
Newspaper to the
Major Event
Project
demonstrates
exemplary relation
to major event.
Project
demonstrates
competent relation
to major event.
Project
demonstrates
developing relation
to major event.
Project
demonstrates
emerging relation
to major event.

Creativity and
Imagination
Choices
demonstrate
insight and
powerfully
enhance project.

Choices
demonstrate
thoughtfulness and
competently
enhance project.
Choices
demonstrate
developing
awareness and
acceptability
enhance project.

Choices
demonstrate little
awareness and do
little to enhance
project.

Correctness Headlines,
captions, text
contains
essentially no
errors which
interfere with
clarity of
communication.
Headlines,
captions, text
contains minor
errors, none of
which interfere
with clarity of
communication.

Headlines,
captions, text
contains errors
which may
interfere with
clarity of
communication.

Headlines,
captions, text
contains many
errors which limit
the clarity of
communication.

Assignment/Activity:
Specific Criteria:

ASSESSMENT SUGGESTIONS

Our Schools in Action – an integrated teacher resource Assessment Suggestions /55
Alberta Learning, Alberta, Canada (2000)

Self-Evaluation Rating Scale

Name Task

1. I helped the group review its task.
always often sometimes rarely
2. I contributed relevant ideas. always often sometimes rarely
3. I stayed on topic. always often sometimes rarely
4. I listened carefully to other group members’ ideas. always often sometimes rarely
5. I was open-minded about different interpretations. always often sometimes rarely
6. I encouraged participation from all group
members.
always often sometimes rarely
7. I shared materials with my group. always often sometimes rarely
8. I helped the group stay on task. always often sometimes rarely
9. I contributed to questions asked of the group. always often sometimes rarely
10. I did my share of the work to complete the task. always often sometimes rarely
11. I used my strengths to enhance the task. always often sometimes rarely
12. I am proud of my contribution to the task. always often sometimes rarely
13. My best contribution to the task was ... because …

14. For the next task, two ways in which I will improve
my performance within a group are ...

ASSESSMENT SUGGESTIONS

56/ Assessment Suggestions Our Schools in Action – an integrated teacher resource
(2000) Alberta Learning, Alberta, Canada

Group Work Rating Scale

My name TASK

1. We clearly understood the task. always often sometimes rarely
2. We shared ideas openly. always often sometimes rarely
3. We listened respectfully to each other’s ideas. always often sometimes rarely
4. We encouraged each other. always often sometimes rarely
5. We were motivated to do our best. always often sometimes rarely
6. We divided the workload fairly. always often sometimes rarely
7. We were on task during class preparation time. always often sometimes rarely
8. We worked out differences of opinion in an
appropriate manner.
always often sometimes rarely
9. We learned something meaningful during this task. always often sometimes rarely
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)

ASSESSMENT SUGGESTIONS

Rubric for the Friendly Letter
Score 1 2 3 4
Layout/ Design
Letter is unattractive or
inappropriate. Text is
difficult to read. It does not
have proper grammar or
punctuation for a friendly
letter.
Letter appears busy or
boring. Text may be
difficult to read. May have
some grammar and or
punctuation that indicates it
is a friendly letter.
The letter is eye-catching
and attractive. Text is easy
to read. Grammar, style,
and punctuation is
indicative of a friendly
letter.
The letter is creatively
designed with easily read
text. Grammar, style, and
purpose all excellent for a
friendly letter.
Information, style,
audience, tone
Information is poorly
written, inaccurate, or
incomplete.
Some information is
provided, but is limited or
inaccurate.
Information is well written
and interesting to read.
Information is accurate and
complete, is creatively
written, and is cleverly
presented.
Accurate Parts of the
Friendly Letter
Improper form is used.
Most friendly letter
elements out of place or
missing.
Some friendly letter
elements may be missing.
Letter is complete with all
required elements.
Grammar, Punctuation,
and choice of words for
the friendly letter
Grammar, punctuation, and
choice of words poor for a
friendly letter.
Information mislabled or
missing. Inaccurate
punctuation or grammar.
Style, purpose, audience,
grammar, and punctuation
all fair and indicative of a
friendly letter.
Excellent job on
presentation, style,
grammar, and punctuation.

Writing and Presenting a Dialogue Rubric
Criteria Level 1 Level 2 Level 3 Level 4
purpose the dialogue rarely
reveals the thoughts,
feelings, and context
of the characters
the dialogue
occasionally reveals
the thoughts, feelings,
and context of the
characters
the dialogue interprets
the thoughts, feelings,
and context of the
characters
the dialogue
elaborates the
thoughts, feelings,
and context of the
characters effectively
content the central idea of the
dialogue may be
unclear, simplistic, or
incoherent
the central idea of the
dialogue is clear but
conventional
the central idea of the
dialogue is clear,
thoughtful, and
developed
the central idea of the
dialogue is focused,
insightful, and richly
detailed
language language and
vocabulary are
inappropriate or
misused
language and
vocabulary are
occasionally
inappropriate or
misused
language and
vocabulary are
appropriate to the
characters
language and
vocabulary
appropriate to the
characters are used
effectively
punctuation punctuation is rarely
used correctly
punctuation is
occasionally used
correctly
punctuation is used
correctly
punctuation is used
effectively
preparing the role
play
makes very few
constructive
contributions while
planning and
rehearsing
makes some
constructive
contributions while
planning and
rehearsing
makes constructive
contributions while
planning and
rehearsing
shows leadership
while planning and
rehearsing
speaking in role speaks inaudibly,
unclearly, and
inconsistently in the
voice of the dramatic
role
speaks audibly and
clearly in the voice of
the dramatic role
speaks audibly,
clearly, and
somewhat
expressively in the
voice of the dramatic
role
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
uses movement and
body language
expressively,
appropriately, and
creatively

Speech Rubric
SKILLS LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Topic

Appropriately focused topic with
a clearly communicated
understanding of the purpose for
the speech
Focused topic with partially
demonstrated understanding of
the purpose for the speech
Somewhat focused topic or a
vague sense of the purpose for
the speech, which require the
audience to make assumptions
A lack of focus or confused
purpose, which result in
confusion on the part of the
audience

Research
Analysis

Clear and convincing command
of facts and information with
insightful explanations that help
to illustrate the speaker’s ideas
and arguments
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
Confusing or incomplete facts
with little and/or confusing
explanations as to how the facts
support the speakers ideas or
arguments

Organization

Clearly and logically organized
speech with an engaging
introduction, a logically
sequenced body with appropriate
transitions, and a clear and
convincing conclusion
Clear attempt at organization
with a beginning, middle, and end
and an attempt to use transitions
Some inconsistencies in
organization and/or a lack of
sustained focus throughout the
speech with inconsistently use
transitions
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

Language

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
Uses appropriate language and
word choice, but with less
sophistication, expressiveness
and/or originality
Use words that may be unsuited
to the topic, audience or purpose
of the speech; word choice lacks
originality and fails to convey an
appropriate tone for the speech
Inappropriate use of language
distracts the audience because it
is too informal or too imprecise
given the topic and purpose of the
speech

Stylistic
Devices

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
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
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

A combination of appropriate and
effective eye contact, clarity and
projection of voice, tone and
pace, and gestures significantly
enhance the speaker’s words
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
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

Overall
Effectiveness

Speaker remains enthusiastic,
audience attention is maintained,
and the purpose of the speech is
achieved
Speaker shows some enthusiasm,
the audience remains mostly
interested, and the purpose of the
speech is achieved
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

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 non-
existent or totally
inappropriate.
Word Choice Word choice is
especially
effective, precise,
and very fitting for
the genre and the
narrator.
Most of the word
choices are
effective. In a few
places they are
vague or not a
good fit.
Most of the words
are common,
vague, or not a
good fit for the
genre or the
narrator.
Some of the word
choices are
distracting or
unclear so that
they detract from
the diary.
Sentence
Fluency
Sentences are
smooth, rhythmic,
and especially
suited to the
situation and voice.
The sentences
work for the most
part. They are
effective without
always being
suited to a diary.
Sentences
sometimes are
repetitive, choppy,
or unsuited to a
diary.
Sentences are so
choppy or lengthy
that they are hard
to read and don’t
sound like a diary
at all.
Conventions The conventions of
the paper are
correct and used to
add meaning to
the story.
The conventions
are mostly correct.
The conventions
sometimes
interfere with the
reading of the
story.
The conventions
often interfere
with the reading
of the story or
make it confusing.
Collaboration The group
members worked
smoothly and
effectively
together, sharing
responsibilities
well.
The group mostly
worked well
together. The work
was almost evenly
shared among
them.
The group had
some difficulties
working together.
They finished, but
some did not do
their share of work
or they had little
shared tasks.
The group did not
work at all. Some
did not contribute
or the group
finished by
individually doing
tasks.

Story Telling Rubric
CATEGORY
A B C D
Knows the
Story
The storyteller knows
the story well and has
obviously practiced
telling the story
several times. There is
no need for notes and
the speaker speaks
with confidence.
The storyteller knows
the story pretty well
and has practiced
telling the story once
or twice. May need
notes once or twice,
but the speaker is
relatively confident.
The storyteller knows
some of the story, but
did not appear to have
practiced. May need
notes 3-4 times, and
the speaker appears
ill-at-ease.
The storyteller could
not tell the story
without using notes.
Audience
Contact
Storyteller looks at
and tells the story to
all members of the
audience.
Storyteller looks at
and tells the story to a
few people in the
audience.
Storyteller looks at and
tells the story to 1-2
people in the
audience.
Storyteller does not
look at or try to involve
the audience.
Voice
Always speaks loudly,
slowly and clearly. Is
easily understood by
all audience members
all the time
Usually speaks loudly,
slowly and clearly. Is
easily understood by
all audience members
almost all the time.
Usually speaks loudly
and clearly. Speaks so
fast sometimes that
audience has trouble
understanding.
Speaks too softly or
mumbles. The
audience often has
trouble understanding.
Acting/dialogue
The student uses
consistent voices,
facial expressions and
movements to make
the characters more
believable and the
story more easily
understood.
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, facial
expressions or
movement to make the
storytelling more
interesting or clear.
Pacing
The story is told slowly
where the storyteller
wants to create
suspense and told
quickly when there is a
lot of action.
The storyteller usually
paces the story well,
but one or two parts
seem to drag or to be
rushed.
The storyteller tries to
pace the story, but the
story seems to drag or
be rushed in several
places.
The storyteller tells
everything at one
pace. Does not
change the pace to
match the story.
Connections/
Transitions
Connections between
events, ideas, and
feelings in the story
are creative, clearly
Connections between
events, ideas, and
feelings in the story
are clearly expressed
Connections between
events, ideas, and
feelings in the story are
sometimes hard to
The story seems very
disconnected and it is
very difficult to figure
out the story.

expressed and
appropriate.
and appropriate. figure out. More detail
or better transitions are
needed.
Duration
The storytelling lasts
7-10 minutes.
The storytelling lasts
4-7 minutes.
The storytelling lasts
100 seconds to 4
minutes.
The story is less 100
seconds.
Listens to
Others
Always listens
attentively to other
storytellers. Is polite
and does not appear
bored or make
distracting gestures or
sounds.
Usually listens
attentively to other
storytellers. Rarely
appears bored and
never makes
distracting gestures or
sounds.
Usually listens to other
storytellers, but
sometimes appears
bored. Might once or
twice accidentally make
a gesture or sound that
is distracting.
Does not listen
attentively. Tries to
distract the
storytellers, makes fun
of them, or does other
things instead of
listening.

Rubric for Reader’s Theatre

Grade 5 – 8 1 2 3 4 Mark
Grade 1 - 4 Difficulty Progressing Meeting Surpassing
Vocal/Verbal
Expression
 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.
 Demonstrates variety in
volume, tone, pitch and
voice quality appropriate
to character.
 Expression enhances
character/ situation.

Effect on Audience  Audience is confused.  Audience follows
performance politely.
 Audience clearly enjoys
performance.
 Audience is deeply
engaged, eager to follow
performance and responds
enthusiastically.

Focus  Performance
inconsistent.
 Performance mostly
consistent and relatively
smooth.
 Flashes of spontaneity and
style enliven solid
performance.
 Performance is alive and
explores the bounds of
form.

Enunciation  Words are not clearly
enunciated.
 Presentation is
incomprehensible
 Some words are clearly
enunciated.
 Some of the presentation is
comprehensible.
 Most words are clearly
enunciated.
 Most of the presentation is
comprehensible.
 All words are clearly
enunciated.
 Presentation is easily
understood.

Volume  Voice is inaudible.  Volume is too low.  Volume is adequate.  Volume projects well. All
audience members can
easily hear the
presentation.

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
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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.
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