Learning Area
Learning Delivery Modality
LESSON EXEMPLAR School
Teacher
Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies ( MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Materials Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV PROCEDURES
A. Introduction
Introduction to Philosophy of the Human Person
Modular Distance Modality
West Palale National High Grade Level G11
School
Sir Dondon Agudilla Learning Area Introduction to
Philosophy of the
Human Person
Quarter First Quarter
2:00 – 3:00PM No. of Days 4 Days (week 1)
At the end of the lesson, learners are expected to:
1. distinguish a holistic perspective from a partial point of view
2. realize the value of doing philosophy in obtaining a broad perspective in
life
3. do a philosophical reflection on a concrete situation from holistic
perspective.
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
1. Distinguish a holistic perspective from a partial point of view (PPT11/12-Ia-
1.1).
2. Realize the value of doing philosophy in obtaining a broad perspective on life
(PPT11/12-Ib-1.2).
3. Do a philosophical reflection on a concrete situation from a holistic
perspective (PPT11/12-Ib-1.3).
1. https://examples.yourdictionary.com/ethical-dilemma-examples.html
2. https://www.goodcharacter.com/dilemma4/
Few years from now, you will gain new experiences in life that you have never
dreamed of. Such experiences may motivate, challenge and help you grow,
while others can make you listen and reflect about your life decisions and stop,
look, and plan anew.
Directions: Reflect on the following questions. Write your brief answers.
Reflection Guide
At your age, you may have already asked yourself significant questions about
your life, your family, the phenomenon around and the seemingly unanswerable
questions like “Why am I here for?”, “What could really make me happy and
 contented in life?”, “What if I was born not with the family I have now?”

Have you experienced asking questions like or similar to any of these? Then,
you have actually been engaged into “philosophizing”.

The questions now are:

 What is Philosophy?
 Is it a way of life? Why? Why not?
 How is it applicable in your daily life?

LET’s DISCOVER!

B. Development Philosophy, meaning “love of wisdom”, is a science where both reason and logic
are used to understand and aswer questions of knowledge, morality and human
nature. It can be described as either a body of knowledge or an intellectual
activity.

Doing Philosophy helps one think about many things around. These things
could be (a) that which already happened, (b) are happening or (c) are yet to
happen.

Directions: Describe how did you react on the following:

(a) that which already happened
What I know? (b) are happening
What’s IN? (c) are yet to happen.
What is IT?
Let’s Try This!
A. That which already happened:
What I know? 1. What were your experiences that left you puzzled in the past?
What’s IN? 2. How did you confront the situation?
What is IT? 3. What questions did you ask yourself about?

B. Things that are happening:

What I know? 1. What do you observe around that triggers you to ask questions?
What’s IN? 2. What are the first five questions that keep on lingering your mind?
What is IT? 3. How do you answer these questions?

C. Things that are yet to happen:

1. What possibilities do you foresee about yourself?
2. Why do you see it this way?
3. What if it did not happen the way you see it?

C. Engagement

What is MORE? A. Philosophy as a body of knowledge provides methodologies and

insights in how societal questions such as moral dilemmas of same sex
marriage, abortion or mercy killing could be answered.
B. Philosophy as an intellectual activity is an analytic procedure of
addressing individual thought processes such as resolving conflict and
confusion, testing position and analyzing beliefs. In all instances, doing
philosophy is prescribed by logic, reson and ethics leading to wisdom.

Let’s DO THIS!
Directions: Analyze the following situations. Write your answer in

What else?
D. Assimilation
What other enrichment
activities can I engage in?
What have I LEARNED?
(Generalization/Abstraction)
What I can DO?
your Philosophy Notebook.
(Adopted from https://examples.yourdictionary.com/ethical-dilemma-
examples.html)
A. Michael had several friends including Roger and Daniel. Roger
has recently met and started dating a wonderful lady named
Phyllis. He is convinced this is a long term relationship. Unknown
to Roger, Michael observed them at a restaurant several days ago
and realized Phyllis is the wife of his other friend Daniel.
Michael is deciding whether to tell Roger that Phyllis is married
when he receives a call from Daniel. Daniel suspects his wife is
having an affair and since they and Michael share many friends
and contacts, he asks if Michael has heard anything regarding an
affair.
To whom does Michael owe greater friendship to in this situation?
No matter who he tells, he is going to end up hurting one, if not
both friends. Does he remain silent and hope his knowledge is
never discovered?
2. Alan works in the claims department of a major hospital.
Paperwork on a recent admission shows that a traumatic mugging
caused the patient to require an adjustment in the medication she
is prescribed to control anxiety and mood swings. Alan is struck by
the patient's unusual last name and upon checking her
employment information realizes she is one of his daughter's
grade school teachers.
Alan's daughter seems very happy in her school and he cannot
violate patient confidentiality by informing the school of a teacher's
mental illness but he is not comfortable with a potentially unstable
person in a position of influence and supervision over his eight
year old daughter. Can Alan reconcile these issues in an ethical
manner? How shoud Alan go about his moral decision?
HOLISTIC OR PARTIAL
Directions: Identify when do perspectives holistic and when are they partial
based from the given examples? Write H if your answer is holistic and P if your
answer is partial on the space before each number.
_______ 1. Looks at all aspects of the given situation or problem.
_______ 2. Selects only the familiar aspects of the given situation or problem.
_______ 3. The decisions were made after considering some aspects.
_______ 4. All aspects were evaluated together prior to making decisions.
_______ 5. All aspects were considered before making decisions.
_______ 6. The decisions were hastily made right after evaluating some aspects.
Let’s EXPLORE!
Directions: Elaborate how useful is your significant learning from “doing”
Philosophy.
In my life, doing philosophy both as a body of knowledge and as an intellectual
activity is very useful especially when I am confronted with issues and I have to
make decisions.
Below are the significant learnings I acquired from doing philosophy:
1. Think why do these things happen, how could these be avoided, what else
could possibly happen if you will not act on it or you will act differently.
2. List down possible solutions
3. Evaluate all the options
(Evaluation of Learning) 4. Reflect to come up with the best choice
5. Decide what action you should take.

Let’s APPLY!
Directions: Apply the significant learnings to this situation.
(Adopted from https://www.goodcharacter.com/dilemma4/)

THE SITUATION

Julia was in 6th grade and had been at her school since kindergarten. 
Her two best friends were Wendy and Erin. Erin was the most popular girl
in the class and all the girls saw her as the leader. One morning Julia
arrived at school and Erin was acting weird. When Julia said hi to her, she
didn’t respond. She just looked away and smiled at a group of girls in the
corner of the classroom.
It didn’t take long for Julia to figure out that Erin had turned most of the
girls against her. But, she didn’t know why! She went to Wendy and
asked her why Erin was mad at her. Wendy acted nervous and said that
all she knew was that Erin told her that if she hung out with Julia, none of
the rest of the girls would talk to her anymore.
The rest of that day lasted forever. Whenever the teacher was looking
everyone was nice to Julia. But, when her back was to the class, Erin or
another girl would throw pieces of paper toward Julia or whisper to each
other and look in her direction. Julia thought Wendy would help her but
Wendy just pretended nothing was happening.
That night Julia talked to her parents and they told her to wait and see if
tomorrow was better. If not, they said, perhaps they could help Julia talk
to Erin and work through the problem. Julia felt like that would make her
look stupid if everyone found out that her mom and dad had to get
involved. She knew that sometimes the class would pick on someone,
but she never thought her friends would turn against her and do the
same thing to her. She felt like she didn’t have any friends and nobody
liked her.
The next day was even worse. No one wanted to hang out with her at
recess and she had to sit by herself at lunch. At the end of lunch she went
into the girls’ bathroom. While she was there, a girl from her class came
in and said that Erin had sent her in and that Julia had to take off her
shoes and send them back to Erin or no one would talk to her tomorrow.
Julia just wanted to go home. She didn’t want to cry but she was
confused and hurt and scared. She gave the girl her shoes.
Now she was late for class and was in the bathroom with no shoes. She
headed to class and walked in quietly with her head down. Before she
could get to her chair, the teacher asked her why she was late and where
her shoes were.

Here was her dilemma. What should she do now? Everyone was

watching her. If she told the teacher about Erin and the girls ganging up
on her she would look like a snitch, and who knows what the kids would
do to her after that. But, if she didn’t say anything or lied to the teacher,
she would get into trouble.

 What do you think Julia should do now?

 Why do you think Wendy didn’t stick up for Julia?
 Has this sort of thing happen ever happened to you or to
someone you know?
 Have you ever been in Wendy’s position? Erin’s?
  How do you think this situation would be different if the case
involved boys instead of girls?
 Why do you think people pick on others, and why do others join
in?What do you do when you see or hear someone in your class
making fun of someone? Do you join in? Speak up for the
person? Say nothing? Why do you think you react that way?
 Have you ever felt that a good friend turned his or her back on
you? What happened and what did it feel like?

V. REFLECTION Let US WRITE!

Directions: Using your Journal Notebook, write your personal insights about the
topic.
A. Guided Reflection
Today, I learned that _______________________________________________.
I also realized that _________________________________________________.
Therefore, I will ___________________________________________________.
B. Free-flowing Reflection
Is doing Philosophy possible without engaging in philosophical
reflection? Support your answer.