SHS Intro Phil LP

Grades 11 School SPJ International School Grade Level 12
LESSON LOG Teacher Mr. Richard L. Agsangre Learning Area Introduction to the Philosophy of the
Human Person
Teaching Dates and Quarter 1st
Time
WEEK 1
I. OBJECTIVES
A. Content Standards The learner understands the origins of philosophy.
B. Performance Standards The learner reflects on a concrete experience in a philosophical way
C. Learning Competencies/
Objectives Enumerate and discuss the development brought about by the emergence of Eastern and Western Philosophy.
Write the LC code for
each
II. CONTENT What is Philosophy (Defining Philosophy)
Intro. To the Philosophy of a Human Person

III. LEARNING RESOURCES What is Philosophy pp. 3-26
A. Other Learning Roberto D. Abella, M. Div., D.Min.
Resources
Day 1 Day 2 Day 3 Day 4
IV. PROCEDURES
A. Reviewing previous Present distorted figures Review previous lesson. Recap of the previous Synthesize the three previous
lesson or presenting the lesson. lessons.
new lesson
B. Establishing a purpose What Philosophy is and what Western Philosophy Western Philosophy Ask the students: “Nakapag byahe
for the lesson philosophy is not. introduction introduction naba kayo?”
C. Developing mastery Ask the difference between Citing names of noted Citing names of noted Degree of Comparison;
(leads to Formative knowledge and wisdom. western Philosophers. Eastern Thoughts.
Assessment ) Western and Eastern Philosophy
Giving other examples Phytagoras Shinto similarities and differences
Democritus Confucianism
Heraclitus Diogenes Jainism Taoism
Epicurus Socrates Buddhism Islam
Plato
Archimedes
D. Finding practical Flash the statements: Give the analogy of riding Why do we need to
applications of a bicycle. Riding a bicycle respect the view of other It must be emphasized that
concepts and skills in “The unexamined life is not is not about knowing its people? philosophy will not teach the learners
daily living worth living” and “He who parts but it is in riding the how to earn a living, but how to make
has a way to live for can bear bicycle itself. life worth living.
with almost any how”..
E. Making generalizations Western Philosophy has Mankind and the world Ask learners the following questions:
and abstractions about Write associated words with its unique way of are essentially good and What does it mean to philosophize?
the lesson philosophy and its function to expressing life through pure
society using students own critical thinking. What is its significance to your life?
words and explanation.
F. Evaluating learning Tableau/Slogan on Essay writing Task the students to write an essay
Western thoughts and
applied to reality
Human Person
Time
WEEK 2
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
Objectives Distinguish a holistic perspective from a partial point of view
II. CONTENT Doing Philosophy

Resources
IV. PROCEDURES
A. Reviewing previous Present distorted figures Review previous lesson. Recap of the previous Synthesize the three previous
lesson or presenting the lesson. lessons.
new lesson
B. Establishing a purpose What Philosophy is and what Introduction to the Continuation of the topic Ask the students:
for the lesson philosophy is not. branches of Philosophy about branches of “Nakapagbyahenaba kayo?”
Philosophy
C. Developing mastery Distinguishing philosophy Major questions that How philosophical skills Recitation:
(leads to Formative vs. Wisdom; Philosophers ponder help you succeed as a
Assessment ) upon; professional? In what sense is philosophy related to
Citing situational attachments What is real? human life?
Are we able to perceive
and understand reality in
it?
D. Finding practical Flash the statements:
applications of The second major focus of Philosophers seek to It must be emphasized that
concepts and skills in Knowledge is gained through the philosophical define standards and philosophy will not teach the learners
daily living the senses, and gained investigation ids the norms of good behaviour how to earn a living, but how to make
through experiences; question of certainty. which can be applied to life worth living.
reliance on inductive daily life.
reasoning.
E. Making generalizations
and abstractions about Write associated words with Although we cannot be A concept related to Scuba diving and Helicopter as
the lesson philosophy and its function to perfectly certain about all casualty is agency, which vehicles of doing philosophy.
society using students own things, philosophers use is the capacity of a man to
words and explanation. methods and approaches. govern or control his
actions.
F. Evaluating learning
Role playing activity Classify concepts learned Task the students to write an essay
through a graphic
organizer
DAILY LESSON Teacher Mr. Richard L. Agsangre Learning Area Introduction to the Philosophy of the
LOG Human Person
Time
WEEK 3
I. OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy
B. Performance Standards The learner evaluate opinions
Objectives At the end of the session, learners are expected to distinguish opinion from truth
II. CONTENT Determining Truth

Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Developing mastery Let the assigned group Let the assigned group
(leads to Formative facilitate the recapitulation of facilitate the recapitulation
Assessment ) the previous lesson through of the previous lesson
Step-No, Step Yes Game. through News Reporting.
D. Finding practical Activity: Activity: Fact or Bluff
applications of PinoyHenyo *Divide the class into
concepts and skills in *Ask four student volunteers three groups for the game
daily living from the class to play a game entitled Fact or Bluff.
with a PinoyHenyoconcept. *Present the mechanics
*The topic of the game must of the game.
lead to the discussion on Examples:
Fact and Opinion. (e.g. 1. Manila is the capital of
political figures, environment, the Philippines.
senior high school subjects, 2. Sun is the center of the
etc.) solar system.
3. My neighbor is ugly.
(10 minutes) (5 minutes)
E. Making generalizations Guidepost for the Discussion:
and abstractions about 1. Why do we ask questions? Processing Questions:
the lesson 2. Why do we ask follow-up 1. Based on the game,
questions? What is our end what are the two forms of
goal? statements given? What
3. What kind of answers are examples were given for
we seeking? each?
4. What do we get from 2. What examples of fact
finding the truth? and opinion can you give
based on your real-life
experiences?
LESSON
LESSON LOG
LOG Teacher Mr. Richard L. Agsangre Learning Area Introduction to the Philosophy of the
Human Person
Time
WEEK 4
I. OBJECTIVES
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
Objectives At the end of the session, learners are expected to recognize how the human body imposes limits and possibilities for
Write the LC code for transcendence
each
II. CONTENT Philosophy and Spirituality

Resources
IV. PROCEDURES
A. Reviewing previous Ask students to review the Ask students to review Remind the class about the
lesson or presenting the previous lesson. the previous lesson. scheduled quiz
new lesson
B. Establishing a purpose During the previous sessions, Play Music Ask students to write their
for the lesson we evaluated the limits and True Colors resume on their
possibilities for By Anna Kendrick, Justin notebooks.
transcendence. For the Timberlake Allot 5 minutes
succeeding meetings we are
going to recognize how we
can transcend.
C. Developing mastery Every man takes the limits of Would somebody like to How can you personally
(leads to Formative his own field of vision for the share their thoughts about go beyond what your bio-
Assessment ) limits of the world. the song? data is saying?
ARTHUR SCHOPENHAUER
D. Finding practical What/who limits you from Over his own Body and Can a bio-data present
applications of doing/achieving your goal? mind, the individual is the whole of your
concepts and skills in sovereign. -JOHN humanity? Is it enough?
daily living STUART MILL (1806– Why or why not?
1873)
E. Making generalizations Whether you think you can
and abstractions about or you cannot, either way, Individuals can choose to Embodiment is a central
the lesson you are correct. Henry Ford do things that affect their concept in discussing the
own body, but not that of nature of human soul.
someone else.
F. Evaluating learning How are we limited by our Can we really transcend or
body? actualize our possibilities/ Written Quiz
potentialities? How
Human Person
Time
WEEK 5
I. OBJECTIVES
A. Content Standards
The learner understands the human person’s freedom.
B. Performance Standards The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
C. Learning
Competencies/ All actions have consequences
Objectives
II. CONTENT Man and his Environment

Resources
IV. PROCEDURES
A. Reviewing previous Ask students to review the Recap on the previous topic Remind the class about the
lesson or presenting previous lesson. scheduled quiz
the new lesson
B. Establishing a purpose Teacher presenting images What are the various
for the lesson of different places. philosophical views on nature
and man’s relationship with
the environment?
C. Developing mastery Which of the pictures shows How do philosophical views 10 minutes review on the topic
(leads to Formative a much preferable influence environmental discussed
Assessment ) condition? action? Man and his Environment
D. Finding practical How can the condition of the

applications of first picture be maintained?
concepts and skills in
daily living How can the condition of the
second picture be
improved?
E. Making generalizations The growth of philosophical

and abstractions about perspectives on the Environment Views and
the lesson environment has led to the ideas
emergence of the 1. 1.
movements that advocates 2. 2.
environmental protection 3. 3.
F. Evaluating learning Groupings (Graphic

Form of Groupings organizer) Summarize significant ideas Written Quiz
related to environmental
philosophy.
Human Person
Time
WEEK 6
I. OBJECTIVES
The learner understands the philosophical views on freedom.
B. Performance Standards The learner identifies and discuss constraints or limits to freedom
Objectives Human rights, society and morality are sequentially essential.
each
II. CONTENT Freedom

Roberto D. Abella, M. Div., D.Min.
A. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask students to review the Recap on the previous Remind the class about the
lesson or presenting the previous lesson. topic scheduled quiz
new lesson
B. Establishing a purpose Reading Quotes; Natural rights Teacher showing video
for the lesson Legal rights presentation on human
From; Robert Heinlein. David Libertarianism rights.
Foster Wallace, Poe John Liberalism
Paul II
C. Developing mastery How is freedom define in How did Enlightenment Question; 10 minutes review on the topic
(leads to Formative quotes? thinkers define freedom? discussed
Assessment ) Teacher’s inquiry on the Man and his Environment
Which idea regarding How are human rights and video presented and their
freedom is most acceptable political freedom related? reaction towards.
to you?
D. Finding practical If you were to make your own The faculties’ model refers What can prevent us from
applications of definition of freedom, what to free will as the use of exercising our freedom?
concepts and skills in will it be? our mental faculties.
daily living
E. Making generalizations
and abstractions about Liberty is a social and Freedom in its simplest Human freedom,
the lesson political concept which has sense is the freedom to However, has its
great significance in how make choices in life. constraints. Constraints
people participate in society. Philosophers relate human on the free action include
freedom to do the concept external obstacles such
of human agency. as prohibitions, laws and
other social controls
imposed by society.
Essay writing Oral Recitation Summarize significant Written Quiz
ideas related to
environmental philosophy.
Human Person
Time
WEEK 7
I. OBJECTIVES
Identify different philosophical views on human relations
B. Performance Standards Describe how they can engage in meaningful relationships in their lives
Objectives Discuss the concepts of the self, the others, and how it relates to human interaction
each
II. CONTENT The Person and others

Resources
IV. PROCEDURES
A. Reviewing previous Ask students to review the Recap on the previous Remind the class about the
lesson or presenting previous lesson. topic scheduled quiz
the new lesson
B. Establishing a Reflection on everyday Two major branches of
purpose for the encounter with people and Philosophy Christianity over
lesson reflect on it. Essentialism defined interpersonal
Phenomenology relations
C. Developing mastery Think of the people you Humans have the natural 10 minutes review on the topic
(leads to Formative encounter every day. Identify and universal tendency to Questions inferred; discussed
Assessment ) the person to whom you are relate. Various Who am I? The person and Others
mostly likely to say philosophers have The true me?
something. discussed the nature of
human relationship.
D. Finding practical How are you today?
applications of Did you hear the latest How does an individual According to Christian
concepts and skills news? relate with the other perspective, what are the
in daily living What do you think I should person? most important bonds
do with my life? between human people?
Without you my life would be
no meaning.
E. Making A deeper level of interaction
generalizations and between the self and the Philosophers agree that it Christian perspective
abstractions about other, on the other hand, is is important to pursue and considers human
the lesson achieve genuine
the awareness of the self as relationships to attain relations in the context of
being seen by others. development. community.
F. Evaluating learning Graded Recitation Long Quiz

Human Person
Time
WEEK 8
I. OBJECTIVES
A. Content Standards Define society and discuss its characteristics
Compare different forms of society and describe how they developed

B. Performance Standards
Objectives Identify traits that characterize Filipino society.
each
II. CONTENT Man and Society

Resources
IV. PROCEDURES
A. Reviewing previous Ask one from the class to Review the previous
lesson or presenting the give the class a review of the lesson
new lesson previous lesson.
5 minutes
B. Establishing a purpose Guide the students towards Ask these questions : Ask the students if they
for the lesson what he/she really wants to 1. Where do you live? belong to a particular
achieve and to define the 2. How can you describe organization? If yes what
projects he/she really wants the place? type of organization?
to do in his/her life. Please describe.
2 minutes 2 minutes
C. Developing mastery Picture Analysis Think Pair and Share
(leads to Formative Choose a partner and
Assessment ) Show pictures of Urban complete the table
and Rural settings.
What can you say about Individual’s Societal
the pictures? behaviour norm
Can you relate your 1.
present living condition to 2.
the pictures? Why? 3
5 minutes 5 minutes
D. Finding practical Explain: “Human may choose Conduct a Role Playing

applications of to live an authentic human Given the chance to about different type of
concepts and skills in existence by the exercise of choose which form of Social System for
daily living his freedom.“ society would you like to example:
live why?
3 minutes Religion
Political Affiliation
Culture
20 inutes
E. Making generalizations The kind of life we’ll live is Ask the students to share Make a summary on how
and abstractions about the life we intend to live and what they have learned human relations are
the lesson we live. from the lesson transformed by social
system
F. Evaluating learning Conducting a Graded Long Quiz 30 item
Recitation

Human Person
Time
WEEK 9
I. OBJECTIVES
A. Content Standards The learner understands human beings as oriented towards their impending death.
B. Performance Standards Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her
life
Objectives The learner writes a philosophical reflection on the meaning of his/her own life.
each
II. CONTENT On happiness

Resources
IV. PROCEDURES
A. Reviewing previous Ask one from the class to Sum up the previous
lesson or presenting the give the class a review of the lessons about life and
new lesson previous lesson. death.
B. Establishing a purpose Ask the students how
for the lesson Posting thoughts and ideas Describe your own they like to choose to live
regarding own definition of personal well-being using an authentic human
happiness. the graphic organizer. existence by the exercise
Write how the elements of of their freedom and
happiness are evident in happiness.
your life
C. Developing mastery
(leads to Formative What makes you happy? Choose three (3) from An unexamined life is not
Assessment ) List down your thoughts and words below that best worth living.” -Socrates
ideas on happiness. describe your future. Write
your choices in your
HAPINESS IS. . . notebook. Explain your
I AM HAPPY WHEN. . . answer.
MY HAPINESS;
Contentment
Welfare
Dignity
D. Finding practical How would you describe a Cite a person who chose
applications of happy life? to live his/her live for the
concepts and skills in Why is it important for a service of others.
daily living person to be happy?
E. Making generalizations Happiness can be defined in “Our lives can only be ours Death enables us to
and abstractions about two ways, One, it can be once we lose these for the express our most
the lesson interpreted as a state of sake of others.” profound freedom.
mind.
F. Evaluating learning Learners are tasked to reflect on the
meaning of his/her own life by
answering the question:
“Who are you?”

Human Person
Time
Human Person
Time
WEEK 10
I. OBJECTIVES
A. Content Standards Understand the philosophical views regarding the nature of human suffering
B. Performance Standards Explain how suffering defines human existence.
Objectives Discuss how a person can effectively deal with suffering and challenges in life.
each
II. CONTENT On Suffering

Resources
IV. PROCEDURES
A. Reviewing previous Have a recap of what was
lesson or presenting the discussed during the previous
new lesson session.
B. Establishing a purpose
for the lesson Survey Says! Picture Perfect
Group the students into 2. *Group the class into 5 Introduce the new lesson
*Ask the students to each and distribute a to students by showing
enumerate the inevitable magazine page or picture some pictures (e.g. child
things or events in human life broken into pieces. scolded, teenage
that we must all face. *Ask them to fix it to be pregnancy, woman
*Discuss the reality of death able to see the whole wearing short skirt,
thru which we may value life image. holding hands of a man &
in itself. *Elicit discussion if they a woman etc.)
Incorporate the discussion in will be able to decipher or
a game. appreciate the whole
picture if one looks at a
broken part alone or if the
image is whole.
C. Developing mastery Elaborate: Give them 2-5 minutes to

(leads to Formative Why do people fear death? ‘A part of life does not share their idea.
Assessment ) determine the whole.’ Ask the following
questions:
What do you see on the
picture?
What do you say on each
picture?
D. Finding practical How would you like to be
applications of remembered in life? Life is an unending Discuss:
concepts and skills in *Rich possibility.
daily living *Kind Definition and Nature of
*Generous What are the meaning Human Suffering
*Loving have you derived from it?
Form a group of four What is the meaning
members and ask them to would you make out of it?
share their thoughts on:
“What is the purpose of your
life?”
E. Making generalizations The meaning of life depends Although we will all die Why do you need to
and abstractions about on how you live your life. ultimately, life doesn’t respect/accept others
the lesson mean despair. point of view, action or
differences?
F. Evaluating learning How do you appreciate Ask them about the
life? pictures again. How do
you proper address the
situation?

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Grades 11 School SPJ International School Grade Level 12

A. Content Standards The learner understands the origins of philosophy.

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

II. CONTENT What is Philosophy (Defining Philosophy)

Intro. To the Philosophy of a Human Person

B. Performance Standards The learner reflects on a concrete experience in a philosophical way

II. CONTENT Doing Philosophy

Intro. To the Philosophy of a Human Person

B. Performance Standards The learner evaluate opinions

II. CONTENT Determining Truth

Intro. To the Philosophy of a Human Person

II. CONTENT Philosophy and Spirituality

Intro. To the Philosophy of a Human Person

II. CONTENT Man and his Environment

Intro. To the Philosophy of a Human Person

D. Finding practical How can the condition of the

E. Making generalizations The growth of philosophical

F. Evaluating learning Groupings (Graphic

II. CONTENT Freedom

Intro. To the Philosophy of a Human Person

II. CONTENT The Person and others

F. Evaluating learning Graded Recitation Long Quiz

Grades 11 School SPJ International School Grade Level 12

A. Content Standards Define society and discuss its characteristics

Compare different forms of society and describe how they developed

II. CONTENT Man and Society

Intro. To the Philosophy of a Human Person

D. Finding practical Explain: “Human may choose Conduct a Role Playing

Grades 11 School SPJ International School Grade Level 12

II. CONTENT On happiness

Intro. To the Philosophy of a Human Person

“Who are you?”

Grades 11 School SPJ International School Grade Level 12

B. Performance Standards Explain how suffering defines human existence.

II. CONTENT On Suffering

Intro. To the Philosophy of a Human Person

C. Developing mastery Elaborate: Give them 2-5 minutes to

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