School PAGSULHUGON NATIONAL Grade 11

HIGH SCHOOL Level

Teacher MARIA THERESA M. HERBOLINGO Learning INTRODUCTION TO
Area THE PHILOSOPHY OF
THE HUMAN PERSON
Dates & AUGUST 9, 2017 Quarter 1st DLL No. __
Time

I. Objectives 1. Understand that man really has his/her own limitation and is a subject
to imperfections.
2. Appreciate the possibilities and discoverable potential that man can
walk through towards transcendence.
3. Evaluate limitations and known possibilities within man and advance
himself or herself towards transcendence.
A. Content Standards 1. The learner understands the human person as an embodied spirit

B. Performance Standards 1. The learner distinguishes his/her own limitations and the possibilities
for his/her transcendence
C. Learning Competencies 1. Evaluate own limitations and the possibilities for their transcendence -
PPT11/12-Ig-3.2

I. Content 1. The human person as an embodied spirit

2. Learning Resources
A. References Guevarra, G. 2016. Pambungad sa Pilosopiya ng Tao. Quezon City: Rex
Bookstore
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 Man as embodied - Internet (youtube.com, wiki-how and google.com)

Procedures
3.
A. Reviewing previous The student are divided into 5 groups to create a 1 minute TV commercial
lesson / presenting the that illustrates concepts covered during the previous class session.
new lesson
Group 1
Ako si Juan dela Cruz. Ang kulay ko ay
kayumanggi. Hindi ako gaanong
kataasan at kulot ang aking buhok

I recognize an intimate relation of

myself with my body, and thus truly
say: I am my body. Thus, I cannot
separate myself from my body; I am my
body.
On the other hand, I also know that I
cannot reduce my whole humanity to
my body. I am also a spirit who has
intellect and will, and my body is only
something I have: I have my body.

Group 2
Man is his soul. Plato uses the following
metaphor: The soul is the charioteer of
the two-winged horses. One is sensible
and flies high to the heavens to reach
the light of truth and goodness. The
other comes from a bad breed and
Plato (430 – 350 BC)
because of neglect and sinfulness, had
 lost his wings and fallen to earth to
assume human form.

Aristotle (304 – 322 BC) Man is the whole of his body and soul.
The relation of the body to the soul is
the relation of matter to form.
Group 3
St. Augustine (354 – 430 CE) Man can be divided into body and soul,
and no doubt the soul is more real and
important.
St. Thomas Aquinas (1226 – 1274) Like Aristotle, St. Thomas affirms the
unity of body and soul in man.
Unlike Aristotle, St. Thomas contends
that man is not only a rational animal
but an embodied spirit.
Group 4
Rene Descartes (1596 – 1650) He was the father of modern
philosophy and analytic geometry.
He contended that all extended beings
(meaning, bodily beings) including
man’s body, are subject to change and
hence, uncertain.
A man doubt then he is thinking.
Thinking, then, is something that is
indubitable, and it is through which we
can know ourselves and the fact of our
existence. Cogito, ergo sum. I think,
therefore I am. Man, therefore, is
independent of the body. Man is a res
cogitans, a thinking being and not a
bodily being.
Group 5
Gabriel Marcel (1889 – 1973) Many philosophers specifically
phenomenologists in the contemporary
period criticized Descartes’ conception
of the human person. One of those is
Gabriel Marcel, a French
phenomenologist who is also a
playwright and musician.
Marcel disagrees how Descartes and
some other mathematicians and
scientists look at the body of man as
merely a machine. He emphasize that
knowing and investigating man is not
the same as knowing and investigating
things, for man is not merely a body but
an embodied spirit.
B. Establishing a purpose The teacher will ask the students the importance of evaluating own
for the lesson limitations and the possibilities for their transcendence.
C. Presenting examples / The teacher will show images & short video clip of The Grit.
instances of the new
lesson
D. Discussing new concepts Let the students do an individual activity particularly a POETRY MAKING
and practicing new skills using the following guided questions. The Poem will be titled by the
#1 author-learner himself/herself or they may use: A Journey To
Transcendence.
1. What are your limitations as a person? What are the things that you
consider as difficult or hard for you to accomplish or believe in?
2. What are your strengths? What are the possible things or status that
you can reach or achieve in the future?
3. What are the factors affecting your limitations? How about
possibilities?
4. Do you see yourself improving in 5 -10 years’ time? How can you say
that you are improving?
5. How can you transcend from your current limitations?

Let there be students to share and express the point of view of the poem

E. Discussing new concepts
and practicing new skills
#2
recited. Start a short but meaningful conversation using the guided
question.
The teacher will divide the class into groups, let perform a focused group
discussion and as an outcome let them present an action plan using the
format below. The activity is relative to the previous action of the
content.
REVITALIZED ME

IDENTIFIED LIMITATIONS OF ACTION TOWARDS

THE MEMBERS OF THE GROUP TRANSCENDENCE

F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
For their mastery, a SWOT analysis sheet will be distributed and fill out
by the students.
The teacher will Let the students write on strips of paper and paste on
the image on the board. They will be writing as to how can the
information and knowledge they have learnt through the SWOT be
applied in their day to day life.
The teacher will deliver a synopsis or summary of the topic using a quote
relevant topic and she will make generalization thereafter.
The teacher will distribute a worksheet containing 2 situational
questions wherein the students have to answer individually. Each
question is equivalent 10 points.

Rubric/Measures in checking includes:

1. Clarity
2. Structure & Logic
3. Content Development -
J. Additional activities for N/A
application or
remediation
4. Remarks

5. 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 Non
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 LCD projector, laptop, videos, music
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

MARIA THERESA M. HERBOLINGO, LPT

Name of Teacher

Checked by:

MARIA VICTORIA DINGDING

School Principal