TOPIC/ LESSON NAME THE MEANING OF LIFE AND DEATH

CONTENT STANDARD THE LEARNER UNDERSTANDS HUMAN BEINGS AS ORIENTED TOWARDS THEIR IMPENDING DEATH.
PERFORMANCE STANDARD THE LEARNER WRITES A PHILOSOPHICAL REFLECTIONS ON THE MEANING OF HIS/HER OWN LIFE.
LEARNING COMPETENCIES 8.3 EXPLAIN THE MEANING OF LIFE (WHERE WILL ALL THESE LEAD TO).
8.4 REFLECT ON THE MEANING OF HIS/HER OWN LIFE.
SPECIFIC LEARNING OUTCOMES AT THE END OF THE LESSON, THE LEARNERS ARE ABLE TO:
1. EXPLAIN THE FACTORS THAT LEAD TO REALIZING ONE’S PURPOSE IN LIFE.
2. FORMULATE A ONE-PAGE EULOGY TO APPRECIATE AND REFLECT ON ONE’S PURPOSE AND MEANNG
OF LIFE.
3. SHARE WITH SMALL GROUP THEIR REFLECTION ON THE MEANING OF LIFE IN GENERAL, THE MEANING
OF LIFE IN PARTICULAR.
TIME ALLOTMENT 180 MINS. (3 HOURS)
MATERIALS LCD, SPEAKER, CHALK, AND CHALKBOARD
RESOURCES YOUTUBE, INTRO. TO PHIOSOPHY OF HUMAN PERSON BY ALELI M. CARAAN & JEANETTE L. YASOL-NAVAL,THE
APOLOGY OF PLATO, ARISTOTLE
TEACHING GUIDE FOR THE MEANING OF LIFE AND DEATH

PROCEDURES MEETING THE LEARNERS’ NEEDS

I. INTRODUCTION (10 MINUTES)
1. Review the lesson from the last meeting (THE HUMAN PERSON IN THE SOCIETY).
2. Present or state the objectives of the lesson.
 Present the objectives of the lesson.
II. MOTIVATION (20 MINUTES)
The teacher divides the class into four groups to play “COMPLETE THE PICTURE”. Every  Facilitate every group in their activity.
group will be given cut out pictures of:
1. A woman giving birth in the hospital,
2. A mother crocodile protecting her eggs,
3. A bird feeds her chicks,
4. A male lion sacrificing his life protecting his entire pride against intruder.
GUIDE QUESTIONS:  Ask the students to share their thoughts or experiences
1. What do you see in the pictures you have formed? regarding the topic about life.
2. What might be the core concept inside each picture?
3. What might be our topic for the day?
III. INSTRUCTION/DELIVERY (60 MINUTES)
1. Key terms/points for discussion:
A. LIFE (What is life’s meaning?)
B. DEATH (Is death the end of life?)
(Discuss the Different Ideas of the Different Philosophers regarding Life.)  The teacher can spend some time to share personal insights /
 Plato: “The unexamined life is not worth living.” (Apology, 38s5-6) experiences with regards to what is his own concept of death.
 Aristotle: Life has a TELOS  Share insights about the teacher’s own meaning and purpose
 Saint Augustine of Hippo: Search for God is the ultimate goal of human life. of life.
 Friedrich Nietszsche: Life is to be perceived as life that is to be experienced and not as to  The teacher can always integrate the concept of death to the
be accomplished. different philosophies discussed as that which occasions the
 Buddhism: Each action has a KARMIC consequence. reflection on one’s life as having meaning, direction, purpose,
 Martin Heidegger: Person as being – towards – death. intensity.
IV. PRACTICE (50 MINUTES)
Modelling:
(Eulogy Writing/Obituary Writing/Epitaph Drafting)
 The student will draft his/her own “bucket list” or personal eulogy or obituary or epitaph.
V. ENRICHMENT (40 MINUTES)
(Small Group Sharing/Think-Pair-Share/ Triad)

 Option 1: Small Group Sharing on one’s Eulogy, Obituary, or Epitaph or Bucket List  Spend some time and ask students of what are their
(reflection on one’s life and realize their own purpose). perspectives in life.
 Option 2: Think-Pair-Share/Triad on one’s Eulogy, Obituary, or Epitaph or Bucket List
(reflection on one’s life and realize their own purpose).
VI. EVALUATION
WRITTEN OUTPUT: EULOGY/OBITUARY/BUCKET LIST/EPITAPH
 A Written Eulogy of my own Death or Obituary or Epitaph.  Ask the students to write their own eulogy, epitaph, or obituary.
 In the case of eulogy, imagine that you already died and you’re
*Rubric for Written Eulogy going to select someone closest to you who will read your
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING EULOGY during your funeral. For example, you selected your
CONTENT Ideas about Ideas are Ideas are not Ideas are partial mother to read your eulogy during your funeral. But you are
(50%) death are accurate and comprehensive or incomplete. the ones who are going to write because this is just a project
comprehensive, complete. Key or completely Key points are not and it is only imaginary.
accurate, and points are stated stated. Key clear. Questions  Students should be able to reflect on this and be able to know
complete. Ideas and supported. points are are not the meaning and purpose of their life.
 are clearly addressed but adequately
stated, not well- answered.
explained, and supported.
well-supported.
ORGANIZATION Ideas are well- Organization is Inadequate Organization and
(30%) organized, mostly clear and organization or structure detract
coherently easy to follow. development. from the answer.
developed, and Structure of the
easy to follow. answer is not
easy to follow.
WRITING Displays no Displays one to Displays three Displays over five
CONVENTIONS errors in three errors in to five errors in errors in spelling,
(20%) spelling, spelling, spelling, punctuation,
punctuation, punctuation, punctuation, grammar, and
grammar, and grammar, and grammar, and sentence
sentence sentence sentence structure.
structure. structure. structure.