Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Cavite

LUIS Y. FERRER JR SENIOR HIGH SCHOOL

South Square Village, Pasong Kawayan II, City of GeneralTrias

SUBJECT AREA: Introduction to the Philosophy of the Human Person

SUBJECT AREA: Introduction to the Philosophy of the Human Person
SEMESTER : SECOND
SEMESTER : SECOND
WEEK NO. : 15
WEEK NO. : 15
DATE : September 23 to 27, 2019
DATE : September 23 to 27, 2019

Session 1

I. CONTENT The learner understands intersubjective human relations.

STANDARD
II. PERFORMANCE The learner performs activities that demonstrate an appreciation for the talents of
STANDARD persons with disabilities and those from the underprivileged sectors of society.
III. LEARNING Learning Competencies: Explain that authentic dialogue means accepting others
COMPETENCIES even if they are different from themselves. PPT11/12-IId-6.3
Learning Objective:
1. Define moral humility and genuine communication.
2. Explain the different practices to attain moral humility.
3. Appreciate the value of moral humility and genuine listening.

IV. SUBJECT Topic: Genuine Communication and Intersubjectivity

MATTER Reference/s: Introduction to the Philosophy of the Human Person
Socrates O. Paclibar et al/ Lorimar Publishing Inc
pp. 113 - 115
Materials: activity sheets, lecture, hand outs

V. PROCEDURE ROUTINARY ACTIVITIES:

Collaborative A. ACTIVITY
Approach Ang aking Kahulugan
Using a concept web, the students will give their define Genuine listening
and Moral Humility.

Genuin Moral
e Humilit
listenin
y
g

I-acting mo!
The group of students will role play the following situations.
Group 1 – Showing moral humility to a person with disability
Group 2 – a police not practicing genuine listening and moral humility to a
child victim of domestic violence
Group 3 – evaluating group
The activity will be graded base on the rubrics: Realistic portrayal – 5
points; Group Participation – 5 points and Timeliness– 5 points.

B. Analysis
1. How can genuine listening help us attain moral humility?
2. What is the difference of moral humility to humility?
3. How does communication contribute to the attainment of moral
humility and intersubjectivity?
 C. Abstraction
Why is it important for us to practice genuine listening and moral humility?

D. Application
State instances wherein you have benefited from genuine listening and
moral humility?

VI. EVALUATION True or false:

1. Genuine listening must be practice even in schools to increase
understanding.
2. Putting ourselves in the place of the other person is the best practice of
moral humility.
3. The phrase ‘I know how you feel’ shows the practice of moral humility.
4. Genuine listening requires a lot of effort.
5. Understanding other people starts with silence.

VII. AGREEMENT Look for the meaning of the following:

1. Society
2. Social Interaction
3. Social relations
VIII. REMARKS
IX. REFLECTION
Session 2
II. CONTENT The learner understands the interplay between the individuality of human beings
STANDARD and their social contexts.
II. PERFORMANCE The learner evaluates the formation of human relationships and how individuals are
STANDARD shaped by their social contexts.
III. LEARNING Learning Competencies: Explain how human relations are transformed by social
COMPETENCIES systems. PPT11/12-IIg-7.3

Learning Objective:
1. Distinguish the types of human relationships.
2. Demonstrate the social interaction through transactional and personal relation.
3. Appreciate the importance of social interaction in the development of an
individual and the society.

IV. SUBJECT Topic: Social Interaction and Society

MATTER Reference/s: Introduction to the Philosophy of the Human Person
Socrates O. Paclibar et al/ Lorimar Publishing Inc
pp. 120 - 122
Materials: notebook, Power point presentation

V. PROCEDURE ROUTINARY ACTIVITIES:

A. ACTIVITIES
“Song Analysis: Bahay by Gary Granada”
Students will identify the characters mentioned in the song in relation
to “Bahay”.
Group Activity:
Groups will
a) Identify the possible persons whom the characters have social
interactions with in relation to the problem of bahay.
b) Demonstrate the possible conversation in the social interaction.
c) Put a check () to indicate whether the social relationship is
transactional or personal

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 Character Social Interaction Transactional Personal
with
1. Poor child
2. Senator
3. Professor
The activities will be graded based on the criteria Accuracy –5 points, Clarity– 5 points,
Realistic – 5 points and Participation– 5 points

B. Analysis
1. Which of the two types of “social interactions” would help solve the
problem?
2. Can you set aside/disregard one of the social relationships?
3. How does social interaction contribute to the change of society?
C. Abstraction
1. What is the importance of social interaction to society?
D. Application
1. State 3 instances wherein you have socially interacted through:
a) transactional relationship
b) personal relationship
2. Did it help you as an individual?
3. How would that contribute to the society?

VI. EVALUATION Identification:

1. Composed of people living in a community with shared values and laws.
2. The process by which people act and react in the social context.
3. Other people are treated as objects for the achievement of goals.
4. Based on mutual regard for each other as persons.

Personal relation, Society, Transactional relation

Totalization, Social interaction

Answer the question: How will you contribute to have a better society?
Score will be based on the criteria: Relevance- 2 pts, Depth- 2pts, Realistic- 2 pt.

VII. AGREEMENT
VIII. REMARKS
IX. REFLECTION

Session 3
I. CONTENT The learner understands the interplay between the individuality of human beings
STANDARD and their social contexts.
II. PERFORMANCE The learner evaluates the formation of human relationships and how individuals
STANDARD are shaped by their social contexts.
III. LEARNING Learning Competencies: Explain how human relations are transformed by social
COMPETENCIES systems. PPT11/12-IIg-7.3

Learning Objective:
1. Distinguish the three spheres that made up a society.
2. Describe the three spheres that made up a society.
3. Value each sphere of society by utilizing them to shape the future.

IV. SUBJECT Topic: The Three Spheres of Society

MATTER Reference/s: Introduction to the Philosophy of the Human Person
Socrates O. Paclibar et al/ Lorimar Publishing Inc

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 pp. 122 - 124
Materials: notebook, Power point presentation

V. PROCEDURE ROUTINARY ACTIVITIES:

A. ACTIVITY
Integrative Approach Survey Says!
Students will be surveyed as to which kind of world will they choose
from the following selection: Sphere of Money, Sphere of Power and the
Sphere of Life World. After the survey the students will be asked with the
following questions:
1. Why did you choose to be in this world?
2. Base on your personal life, are you really living in this kind of
world you choose? Why?
The groups will identify the important parts(institution)/roles
(individuals) of the assigned sphere of society (to be written in meta
cards).
Group 1 – Sphere of money
Group 2 – Sphere of power
Group 3 – Life world
The activities will be graded based on the following criteria: Accuracy –5
points, Clarity– 5 points, Completeness – 5 points and Participation– 5 points
B. Analysis
1. What type of social relationship do social systems (spheres of money
and power) have?
2. What type of social relationship does lifeworld have?
3. What do you think will happen when social systems (spheres of
money and power) overpower the lifeworld, or the vice versa
(lifeworld encroach social systems)?
C. Abstraction
Do social systems affect human relations and vice versa? If yes, explain how.
D. Application
Activity: “Ang lahat ng bagay ay magka-ugnay!”
The students will listen to the song “Magkaugnay” by Joey Ayala.
Afterwards, selected students will connect the parts(institution)/roles
(individuals) in the 3 spheres of society to reach their dreams in life.

VI. EVALUATION True or false:

1. The market represents the social system of money.
2. Life world exist because of mutual recognition among the people treated
as subjects.
3. Language is very important in every society.
4. The political system represents the sphere of the life world.
5. Values over logic are prioritized in social systems.

VII. AGREEMENT Describe the characteristics of the following forms of societies in terms of
the three main spheres:
Form of society Sphere of Sphere of Lifeworld
Money Power
G1 Tribal
G2 Feudal
G3 Industrialized
VIII. REMARKS
IX. REFLECTION

Session 4
I. CONTENT The learner understands the interplay between the individuality of human beings
STANDARD and their social contexts.

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II. PERFORMANCE The learner evaluates the formation of human relationships and how individuals are
STANDARD shaped by their social contexts.
III. LEARNING Learning Competencies: Compare different forms of societies and individualities
COMPETENCIES (e.g. Agrarian, industrial and virtual). PPT11/12-IIg-7.2
Learning Objective:
1. Describe the different forms of societies terms of the three main spheres.
2. Compare the different forms of societies in terms of material and symbolic
reproduction.
3. Recognize the advantages and disadvantages of mechanistic and organic
solidarity.

IV. SUBJECT Topic: Development of Societies

MATTER Reference/s: Introduction to the Philosophy of the Human Person
Socrates O. Paclibar et al/ Lorimar Publishing Inc
pp. 127 - 131
Materials: bond paper, pencil, cartolina, Manila paper

V. PROCEDURE ROUTINARY ACTIVITIES:

A. ACTIVITY
Collaborative Approach Designated groups will describe the characteristics of the following forms
of societies in terms of the three main spheres by accomplishing the table:

Form of society Sphere of Sphere of Lifeworld

Money Power
G1 Tribal
G2Feudal
G3Industrialized

B. Analysis
Using a Venn diagram, compare and contrast feudal and tribal societies
with industrialized form of society in terms of material and symbolic
reproduction.

1. Who controls the material reproduction of

a. Tribal & feudal societies?
b. Modern industrialized societies?
2. Who controls the symbolic reproduction of
a. Tribal & feudal societies?
b. Modern industrialized societies?
3. Which form of society conformed to mechanistic model of
solidarity?
4. Which form of society conformed to organic model of solidarity?
Feudal and Industrialized
C. Abstraction Tribal
1. What are the advantages Similarities
and disadvantages of:
a. mechanistic model of solidarity
b. organic model of solidarity
D. Application
1. How would you use your individual rationality for the good of society?

VI. EVALUATION Identification:

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 1. Utilization and distribution of society’s resources for the physical survival and
welfare of members of society.
2. Refers to the transmission and renewal of cultural knowledge, the establishment of
solidarity, cooperation and formation of identities of persons though socialization.
3. The political, military, and social system during the fall of Roman Empire, based on
the holding of lands and the relations between lord and vassal.
4. Consciousness of members of society is very much aligned with the collective
consciousness.
5. Recognition of the differences among members of society with an awareness of their
co-dependence

Mechanistic model of solidarity Tribal society Feudal society

VII. AGREEMENT Bring Organic
a short bond paper, Material
solidarity pencil, and crayons nextSymbolic
Reproduction meeting.reproduction
VIII. REMARKS
IX. REFLECTION

Session 5

II. CONTENT The learner understands the interplay between the individuality of human beings and
STANDARD their social contexts.
II. PERFORMANCE The learner evaluates the formation of human relationships and how individuals are
STANDARD shaped by their social contexts.
III. LEARNING Learning Competencies: Evaluate the transformation of human relationships by
COMPETENCIES social systems and how societies transform individual human beings. PPT11/12-IIh-
7.4
Learning Objective:
1. Distinguish Organic Solidarity and Contractual Solidarity
2. Express diverging and opposite views about societal solidarity.
3. Evaluate the present form of solidarity of Philippine society?

IV. SUBJECT MATTER Topic: Social Interaction and Development of Societies

Reference/s: Introduction to the Philosophy of the Human Person
Socrates O. Paclibar et al/ Lorimar Publishing Inc
pp. 128 - 131
Materials: bond paper, pencil, crayons, lecture, book

V. PROCEDURE ROUTINARY ACTIVITIES:

Collaborative Approach A. ACTIVITY

Organic vs. Contractual
Using a Venn diagram, compare and contrast Organic Solidarity with
Contractual Solidarity.

B. Analysis Contractual
Organic
Magdebate tayo! Solidarity
Solidarity
Students will be divided in twosimilarities
groups to debate about the theme, “The
better form of societal solidarity (Organic vs. Contractual)”.

The activity will be graded base on the criteria: Valid arguments- 5 pts., Art
of questioning - 5pts., Show of Respect- 5 pts.
Focus questions:
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 1. Which is the better form of societal solidarity, organic or contractual?
2. What are the advantages and disadvantages of:
a. Organic solidarity
b. contractual solidarity

C. Abstraction
Explain the evolution of society from mechanistic form of solidarity into the
kind of societal solidarity that we have now?
D. Application
What form of solidarity does our society have?
Are you satisfied with our form of societal solidarity? Explain your answer.

VI. EVALUATION In a short bond paper:

Draw the evolution of the form of Philippine societal solidarity from mechanistic
into the kind of societal solidarity that we have at present. Use captions and
additional information to comply to the criteria.
Score will be based on the criteria: Accuracy-5 pts, Clarity- 5 pts, Artistry-5 pts

VII. AGREEMENT
VIII. REMARKS
IX. REFLECTION

PREPARED BY: CHECKED BY:

GIL E. GARCIA ARMANDO D. ISON

Teacher II Subject Group Head

NOTED BY:
SALLY P. GENUINO
Assistant Principal

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