Beruflich Dokumente
Kultur Dokumente
GRADE 12
Teacher Learning Area Introduction to Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Week 3 Day 3-4 Quarter Second
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
Intersubjectivity
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Not Available
2. Learner’s Material pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning Not Available
Resource (LR) portal
B. Other Learning Resources Kohlrieser, G. (2006). The Power of Authentic Dialogue. Leader to Leader Journal. John Wiley and Sons,
Inc. Retrieved from:
http://www.georgekohlrieser.com/userfiles/file/articles/7.GK_AuthenticDialogue.pdf
IV. PROCEDURES
A. Reviewing previous lesson or presenting show some pictures/ videos (e.g. Ask the students to present the Show pictures of different people Ask the students who applied
the new lesson The Mouth Art, Nick result of their interview with (or group of people) talking to or authentic dialogue outside the
Vujjicic,etc.) persons with disability or with each other. class about their observations.
belonging to the minority group. Group the students and let them pick (5 minutes)
one picture per group and have them
create a story guided by the
following questions:
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 lesson Let them analyze the pictures Ask them to determine the Introduce the class to another Ask:
for 2 minutes. strengths and weaknesses of the activity and ask them (individual 1. How was the dialogue?
persons they interviewed and recitation): 2. How did you feel?
have them listed on the board 1. When was the last time you had 3. How did the person you had
through a diagram a conversation with a person? a dialogue with react?
2. Who was the person you had a 4. What did you realize from
conversation with? the dialogue you had?
3. How was the conversation?
5. Where you more accepting of
4. Do you consider it as something
positive or negative? the person you had a
Draw a table of two columns on dialogue with
the board (Positive and negative). Sum up their responses and make
Write on the board their conclusions.
experiences (15 minutes)
(10 Minutes)
C. Presenting examples/instances for the Ask the students about the Ask their observations about the Ask: Group the class into triads. Ask
new lesson picture: strengths and weaknesses written What do you notice from the them to do the following tasks:
1. What do you see on the on the board. positive (and negative) column? 1. Assign two members of the
picture? Relate their responses to a triad to do an authentic
discussion on Authentic Dialogue
2. What can you say on each dialogue. The third member
(10 minutes)
picture? (Primary Reflection) 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 Ask/Share: Ask: Write on the board and ask the Ask:
new skills #1 How do you interpret the How does acknowledging the students about the differences of 1. What was the topic of
pictures? strengths and weaknesses of the two concepts through a your dialogue all about?
Ask the student: people with disabilities or diagram, respectively: 2. How did you do the
How can we relate these pictures belonging to the underprivileged Input dialogue?
with the I-It and I-Thou encounter help you perceive them? 3. How did you feel during
posted by Buber? Authentic Dialogue 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 Ask the students to write an essay Ask the students to write in their Engage the students into
conclusion without further about valuing people with journal a very short essay about secondary reflection by asking:
investigation? Yes or No Why? disabilities or belonging to the their understanding of the 1. How does it feel to know
underprivileged. following line and choose three to that someone is different
Ask the students about the author five students to read their essay in from you?
of the painting, do they have any front of the class: 2. How does authentic
idea about his personality? dialogue help you deal
Show the photograph of the “Dialogue is an exchange in with these differences?
author and talk about his which people discover something Discuss: Authentic dialogue
disabilities and talents. new.” – George Kohlrieser (2006) means accepting individual
differences
Or (for TVL) (5 minutes)
Ask the students to role play
showing a comparison
conversation and an authentic
dialogue
Intersubjectivity
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Not Available
2. Learner’s Material pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning Not Available
Resource (LR) portal
B. Other Learning Resources Internet/ Youtube.com
IV. PROCEDURES
A. Reviewing previous lesson or presenting Review the past lessons: 1. Recap Mini –Concert: Showcase of Written work: require the Conduct a Unit test (25 items)
the new lesson the difference Talents and abilities by the students to write 100 words about
I –Thou invited volunteers. (Venue will the following. Choose only one.
I – It be set prior to this date) 1. “How can you be a whole
2. Recognize the importance of person in your relationship to
others in one’s life, given our others?
differences and limitations 2. Why do you think they (PWD)
deserve fair treatment in all
aspects in our society?
B. Establishing a purpose for the lesson Explain the passage “Walang Program proper: Opening Rubrics: (20 points)
sinoman ang nabubuhay para sa remarks (5 minutes) 1.Content - 10
sarili lamang”. Rubrics for the group concert: 2. Grammar-5
1. Participation 5 3. Relevance-3
2. Teamwork 5 4. Neatness -2
3. Creativity 5
C. Presenting examples/instances for the Video presentation of persons Program Proper / Culminating
new lesson with disabilities and those from Activity (30-40 minutes)
the underprivileged sectors of
society. 10 minutes
Download from youtube: Jessica
Cox, armless pilot; Nick Vujicic,
motivational speaker)
D. Discussing new concepts and practicing Emphasize that each one has its Recognition and citations to the
new skills #1 own talent or value as a person performers.
despite of physical disabilities.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions Complete the following
about the lesson sentences:
1. I am good at ____________
2. I can do ___________ easily.
3. My unknown ability is ______.
4. If I can _____, I will perform
in ____________.
5. I want to develop more of this
talent I have because ________.
I. Evaluating learning Explain: We are responsible for Unit Test (25 Items)
more than what becomes of us;
we are also responsible for what
becomes of others.”
J. Additional activities for application/for Ask for volunteers to join the Optional Activity:
remediation mini showcase of talents by the Pray and eat together (with PWDs
senior high students (Grade 11- and underprivileged. Talk to
12) them; be sensitive. Accept them
Look for any person who has for who they are. Avoid
special talents/abilities with or judgments.
without disabilities that he or she
can join this program and be
enlisted.
V. REMARKS
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
VI.REFLECTION
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Approved: Approved:
-Student discuss the subject -Student discuss the subject -Student discuss the subject -Students discuss the subject with very
in great details. with some details. with a few details. minimal details.
-Student describes in detail -Student outlines their -Student do not outline their -Students do not outline what they have
11686789
Content about their findings finding finding learnt
-Student discuss -Student indicate what they -Student show what they -Student's misconceptions are -Students still sound confused on this topic
11686790 11686791 11686792
have learnt have learnt still seen
-Student discuss -Student discuss -Students discus
Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).
1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?”
a. We are responsible to our neighbors as we are to our own actions
b. It only takes a while to live and that is only an individual effort
c. The human person is oriented toward only for himself/herself
d. The human person experiences his wholeness in virtue of his relation to one’s self.
2. He believes that the human person is the one who exists and acts in a conscious will and self-determination.
a. Martin Buber
b. Pope John Paul II
c. Wojtyla
d. Jean Jacques Rousseau
3. What attitude or behavior describes the “I-Thou” relationship?
a. Sarcasm
b. Empathic understanding
c. Insult
d. Impatience
4. Martin Bubers’ concept of “I-Thou”relationship is focused on?
a. Human person as a subject
b. Fellow member
c. Being-in-Relation
d. Mutuality
5. The human person is not just being-in-the-world but being-with-others, or being-in-relation. One great example of this is?
a. Hatred to your enemy
b. Sincerity and concern to others
c. Children exploitation
d. Bullying
6. The equality in love is the equality of being, not of having. This simply means that?
a. In love, I do not surrender my liberty to the other
b. I do not become a slave to the other
c. In love, the two freedoms become one and each becomes mere free
d. All of the above
7. Which of the following is the best example of intersubjectivity
a. Ben has always loved dogs. When his parents let him choose a family pet, he picks a Labrador puppy from the shelter
b. When Anna was twelve, her sister told her that pickles are rotten cucumbers. Because of this, Anna now orders all her burgers without pickles
c. When Sarah was fifteen, she went exploring in a cave and became trapped. And she is now afraid of closed spaces
d. Tony was born with vision in only one eye. Because of this, he sometimes has difficulty perceived depth.
8. Which of the following statement is true
a. Most people with disabilities cannot work
b. Human person can live on his own without the help of others
c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society
d. Everybody deserves to be treated as human being no matter what he/she looks like
9. The following are perception about persons with disabilities (PWD) except;
a. PWD are people with the same right as what other people does.
b. PWD’s are less productive.
c. PWD’s could possibly engage into various social activities.
d. PWD’s can contribute to the economic growth of the society.
10. The following are the characteristics of the underprivileged, except?
a. Uneducated
b. Malnutrition and poor health
c. Victims of calamity
d. Lack of shelter
11. Which of the following is not an example of I thou relationship
a. A little boy helping an old woman carrying her things.
b. A man who pays money in exchange of sexual gratification
c. A granddaughter taking care her grandmother who is physically ill.
d. The Philippine government support person with disabilities
12. No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used the;
a. Freedom of choice
b. Pleasure pain principle
c. Rational thinkers
d. Rational animal
13. I –You is fellow member; I it is____
a. Thing
b. Object
c. Either
d. Neither
14. The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPT
a. Acceptable
b. Sincerity
c. Respect
d. Rejection
15. A person experiencing an event can be called a/an___
a. Subject
b. Object
c. Intersubject
d. Narrator
16. The event a character experiences or goal he or she wants to achieve, is called a/an
a. Subject
b. Object
c. Protagonist
d. Antagonist
17. Which of the following physical disabilities you least likely want to acquire?
a. Blindness
b. Deafness
c. Paralyzed
d. None of the above
18. Which of the following senses becomes powerful when you areblind?
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.