School SHS in Malvar Grade Level 12

GRADES 1 TO 12 Introduction to the

DAILY LESSON Teacher Leslie Monica M. Reyes Learning Area Philosophy of the
PLAN Human Person
Teaching Date June 13 & 14, 2019 Quarter First, SY 2019-2020

HUMSS 124 7:00 – 9:00 Thursday

HUMSS 126 9:00 – 10:00 & 10:30 – 11:30 Thursday
HUMSS 125 7:00 – 9:00 Friday
HUMSS 121 9:00 – 10:00 & 10:30 – 11:30 Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives(Write the LC code
for each)
II. CONTENT
The learner understands the meaning and process of doing
philosophy
The learner reflects on a concrete experience in a philosophical
way
The learners ...
1. Realize the value of doing philosophy in obtaining a
broad perspective on life.
(PPT11/12-Ib-1.3)
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.

Doing Philosophy
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
B. Teacher’s Guide pages

1. Learner’s Material pages

2. Textbook pages Introduction to the Philosphy of the Human Person by Ramos, C.
C. R. Pages 14-22
3. Additional Materials from
Learning Resource (LR)
portal
C. Other Learning https://www.youtube.com/results?search_query=
Resources east+and+west+distinction+of+philosophy

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. Daily Routine 1. Prayer

2. Classroom Management
3. Give some reminders related to class discussion and group
activity
4. Review of the past lesson

Motivation:
The teacher will show a video presentation that shows
the difference between Eastern and Western
Philosophy.

https://www.youtube.com/results?search_query=
east+and+west+distinction+of+philosophy
B. Lesson Proper
1. Activity The class will be divided into five groups. From the
video presentation shown, each group will list down
the different aspects from which Eastern and Western
Philosophy differ. Each group my choose from
Illustration, reciting of their own poem, composing/
singing a song of their own and dramatization.

They will be garded base on the following Rubric:

Teamwork

Organization

Style

“Education is Life itself”

 HUMSS 124 7:00 – 9:00 Thursday
HUMSS 126 9:00 – 10:00 & 10:30 – 11:30 Thursday
HUMSS 125 7:00 – 9:00 Friday
HUMSS 121 9:00 – 10:00 & 10:30 – 11:30 Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives(Write the LC code
for each)
II. CONTENT
The learner understands the meaning and process of doing
philosophy
The learner reflects on a concrete experience in a philosophical
way
The learners ...
1. Realize the value of doing philosophy in obtaining a
broad perspective on life.
(PPT11/12-Ib-1.3)
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.

Delivery

2. Analysis Guide Questions

Upon understanding the Activity, the learners need to

answer the following questions:

1. From what aspects thus Eastern and Western

Philosophy differ?

2. How did the two could be categorized?

3. Abstraction Expanding Our Philosophical Frames:

Western & Non-Western Traditions

O Many philosophers hold that there are three great

original centers of philosophy in the world – Greek (or
Western), Indian, and Chinese. All three arose as critical
reflections on their own cultural traditions.
O From the time of the Greek Triumvirate (Socrates, Plato
and Aristotle), there was a reversal. The Western
thinkers started to indulge in feverish philosophical
speculation, whereas the Asian thinkers began
weakening philosophical activity.
O Each society or culture has its own ideas of itself, a
definition of what is important in life, and its own notions
of what the world is like in general terms; thus, each
society or culture can be said to have its own
“philosophy”.
(Quito 1991)
O For Quito, there are three values rules that we must
bear in mind if we are to appreciate either the Oriental or
Eastern thought vis-à-vis the Occidental or Western
mindset and to situate them in their proper outlook

1. In contrast to the disposition of the Western to think in a linear

manner, that is, in terms of beginning and ending in a straight line,
non-western thought runs in a circular manner in which the
conjoins the beginning in a cyclic style.

O In a manner of speaking, nothing actually begins without

question. A man may have been born at a precise time
and may have died at a precise time, but it cannot be
said that his existence can be set at a specific time, and
when he dies, his life continues in another form.
This lies on the understanding of SAMSARA or Rebirth.

2. The attitudinal imperative is the assumption that the East does

not make a rigorous distinction between religion and philosophy.

O Life for Oriental thinkers is a translation of thought; it is

philosophy in action. Orientals believe that life must be
the extension of thought, its fruit, and its application.

“Education is Life itself”

 HUMSS 124 7:00 – 9:00 Thursday
HUMSS 126 9:00 – 10:00 & 10:30 – 11:30 Thursday
HUMSS 125 7:00 – 9:00 Friday
HUMSS 121 9:00 – 10:00 & 10:30 – 11:30 Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives(Write the LC code
for each)
II. CONTENT
The learner understands the meaning and process of doing
philosophy
The learner reflects on a concrete experience in a philosophical
way
The learners ...
1. Realize the value of doing philosophy in obtaining a
broad perspective on life.
(PPT11/12-Ib-1.3)
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.

3. The acceptance of the validity of intuition (instinct) and

mysticism, (religion) (*the readiness )(willingness )to revert(turn) to
extra logical (common sense), if not illogical modes of thinking.

 Oriental /Eastern Philosophy

– Intuitive and Mystic (Natural/spiritual)
 Occidental/Western Philosophy
-To theorize and speculate
4. Application Students will share their concepts on the importance
and applications of becoming a philosopher.

C. Evaluation The teacher will provide result of the the group

activity base on rubrics for actual group performance.

a. Assignment/Agreement The students will be asked to prepare for a long quiz.

V. REMARKS

Prepared by: NOTED:

LESLIE MONICA M. REYES MR. MARVIN M. SALUDO

Teacher I Master Teacher II

Approved by:

JHOMAR C. SOR, Ed. D.

Principal II

“Education is Life itself”