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Semi-Detailed Lesson Plan in

Introduction to the Philosophy of the Human Person


for the Grade 12 Students

I. OBJECTIVES (LEARNING COMPETECIES)


At the end of the 60-minute period of teaching process, the Grade 12 students
are expected to:
1. define limitation, possibilities and other related terms;
2. recognize own limitations and possibilities (PPT-12-If-3.1); and
3. acknowledge the essence of limitation through the adage “to err is human,
to forgive, divine”.

II. SUBJECT MATTER


A. Topic: The Human Person as an Embodied Spirit
i. Content Standard: The learner understands the human person as an
embodied spirit
ii. Performance Standard: The learner distinguishes his or her own
limitations and the possibilities for his or her transcendence

B. References
i. LM: Abella, R.D. (2016). Introduction to the philosophy of the human
person. Quezon City: C & E Publishing, Inc.
ii. Online Resources: Recognize own limitations and possibilities.
https://www.slideshare.net/PrmSalsag/the-body-as-limitation-and-
transcendence

C. Materials
Worksheets, laptop and illustration board

D. Values Infusion
Knowing and accepting oneself, self-determination

III. PROCEDURE: Inductive Method

A. Preparation
The teacher prepares the class by doing daily routinei.e.checking daily
attendance, room cleanliness and orderliness.

Motivation

The teacher presents a set of slides for the students’ activity.

Let the students perform the simple activity.

B. Presentation

The teacher will make a connectionfrom the simple activity to the introduction
of the lesson through a reading activity. The reading activity is all about article that is
entitled: Develop Your Mind: Recognizing Your Limitations and Possibilities. The
students are given 7 minutes to read the article.
C. Comparison & Abstraction

The teacher and students will have a discussion about the concepts from the
reading material used.
Comparison
The teacher discusses the idea of limitation across learning areas if possible.
Abstraction
The teacher will use set of slides about limitations and possibilities to deduce
ideas about limitation and possibilities.

D. Generalization& Values Infusion


Let the students generalize/conclude concepts about limitation and
capabilities. The teacher will use concept mapping to ponderthe ideas in the lesson.
The teacher will strengthen the discussion by presenting video clips about the
concepts.
Let the students explain in one or two sentences the adage “To err is human, to
forgive, divine”.
E. Application
The teacher and students will have an activity entitled Me, Myself and I.

Fill up the chart/column about your present weaknesses and your dream/wish
you want to do.

ME, MYSELF AND I


… AT PRESENT because … … SOMEDAY because ….
I cannot do ______________________ I can do ________________________
I cannot understand ____________ I can understand _________________
I think, I can’t live ______________ I think, I can live ______________
I am afraid of __________________ I am not afraid of __________________

The students are given 5 minutes to do the task and a 1 minute presentation at
random in every group.

IV. EVALUATION

Let the students write his/her greatest limitation/weakness and the means/way
to overcome it for him/her to attain possibility. (Use the 1/8 sheet of illustration
board). Answer must be in the form of a paragraph using persuasive format. Students
are given a 2-minute oral presentation on their output.

Scoring will be based on the rubrics below:


1. The output reveals a realisticlimitation
and realistic means to overcome = 96-100
2. The output reveals a realistic limitation but
just somewhat realistic means to overcome = 91-95
3. The output reveals a just somewhat realistic limitation
and just somewhat realistic means to overcome = 86-90
4. The output reveals a just somewhat realistic limitation
but totally not realistic means to overcome = 81-85
5. The output reveals a totally not realistic limitation and
totally not realistic means to overcome = 76-80
6. The output did show any of the given descriptions = 75

V. ASSIGNMENT (for Performance Task)

Make a one-stanza song by translating the lyrics of the song into Filipino
language following its tune, rhythm, and melody.

Scoring will be based on the rubrics below:


o The output reveals a rhetoricallycorrect translation
andproper rhythm and melody = 96-100
o The output reveals a rhetoricallycorrect translation
but somewhat improper rhythm and melody = 95-91
o The output reveals a just somewhat rhetoricallycorrect
translationand just somewhat correct tune = 86-90
o The output reveals a just somewhat rhetoricallycorrect
but totally not proper tune, rhythm and melody = 81-85
o The output reveals a totally not correct translation and
totally not proper tune, rhythm, and melody = 76-80
o The output did show any of the given descriptions = 75

Prepared by:

ALLAN V. DIZON
Master Teacher – I

Content/Process Observers:

ELEAZER V. SUNE, Ph.D. JOSELITO O. URSUA


SHS Coordinator School Principal I

Noted:

BERNALDO P. TABERNA
Principal-In-Charge