School PAGAYAWAN INTEGRATED SCHOOL Grade Level 11

GRADES 1 TO 12
Teacher CHAPEL JUN M. PACIENTE Learning Area Introduction to Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Quarter 2nd (2nd SEM)
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES

A. Content Standards The learner understands intersubjectivity human relations

B. Performance Standards The learner performs activities that demonstrate an appreciation for the
talents of persons with disabilities and those from the underprivileged
sectors of society
C. Learning Competencies/Objectives Write the LC PPT11-IIc-6.1
code for each Realize that intersubjectivity requires accepting differences and not to
imposing on others.
*Demonstrate a situation that reflects intersubjectivity.
II. CONTENT

Intersubjectivity
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Not Available
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Philosophy & Social Criticism, Vol.32, No.2, 155-172 (2006)
Introduction to the Philosophy of the Human Person, Christine Carmela R.
Ramos p.119-120 (2016)
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Introduce the new lesson to students Review the following concepts:
new lesson
by showing some pictures (e.g. child
scolded, teenage pregnancy, woman Definition and nature of
wearing short skirt, holding hands of intersubjectivity
a man & a woman etc.)
B. Establishing a purpose for the lesson Based on the pictures presented.
Give them 2-5 minutes to share their
 idea.
Ask the following questions:
What do you see on the picture?
What do you say on each picture?
C. Presenting examples/instances for the new Share a real life situation/short story
lesson
telling:
The stage fright girl
D. Discussing new concepts and practicing new Discuss:
skills #1
Discuss:
Definition and Nature of
Intersubjectivity Buber’s I-it and I-Thou relationship

E. Discussing new concepts and practicing new Various situations where

skills #2
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
F. Developing mastery Process Question:
Ask the learners to give their own
If you are on the shoe of that girl,
examples of I-It and I-Thou
would you feel the same thing? Yes
encounters
or No? Why?
G. Finding practical applications of concepts and Cabbage Game:
skills in daily living
Students’ need to do:
1. Please don’t throw/crumple
my cabbage.
2. I will play music then pass
the cabbage smoothly.
3. If the music stops, the last
person who holds it will
answer or cite his realization
on the situation given.
H. Making generalizations and abstractions about Why do you need to respect/accept What is the significance of knowing
the lesson
others point of view, action or the I-it and I-Thou encounter posted
differences? by Buber in our lives?
I. Evaluating learning Ask them about the pictures again. Write a reflection paper about the
How do you proper address the student’s ordinary experiences and
 situation? how Buber’s perspective is important.
J. Additional activities for application/for
remediation
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:
 School PAGAYAWAN INTEGRATED SCHOOL Grade Level 11
GRADES 1 TO 12
Teacher CHAPEL JUN M. PACIENTE Learning Area Introduction to the Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Quarter 2ND (2ND SEM)
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner understands intersubjective human relations

B. Performance Standards
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged
sectors of society
C. Learning Competencies/Objectives Write the LC PPT11/12-IId-6.2 PPT11/12-IId-6.3
code for each Appreciate the talents of persons with disabilities and those from the Explain that authentic dialogue means accepting others even if they are
underprivileged sectors of society and their contributions from different from themselves
themselves
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

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 the show some pictures/ videos (e.g. The Ask the students to present the result Show pictures of different people (or Ask the students who applied
new lesson group of people) talking to or with each
Mouth Art, Nick Vujjicic, etc.) of their interview with persons with authentic dialogue outside the class
disability or belonging to the minority other. about their observations.
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?

B. Establishing a purpose for the lesson
C. Presenting examples/instances for the new
lesson
D. Discussing new concepts and practicing new
skills #1
Let them analyze the pictures for 2
minutes.
Ask the students about the picture:
1. What do you see on the picture?
2. What can you say on each
picture? (Primary Reflection)
Ask/Share:
How do you interpret the pictures?
Ask the student:
Ask them to determine the strengths
and weaknesses of the persons they
interviewed and have them listed on
the board through a diagram
Ask their observations about the
strengths and weaknesses written on
the board.
Ask:
How does acknowledging the
strengths and weaknesses of people
(2 Minutes preparation and 1 minute
presentation)
Introduce the class to another activity
and ask them (individual recitation):
1. When was the last time you had a
conversation with a person?
2. Who was the person you had a
conversation with?
3. How was the conversation?
4. Do you consider it as something
positive or negative?
Draw a table of two columns on the
board (Positive and negative). Write on
the board their experiences
(10 Minutes)
Ask:
What do you notice from the positive
(and negative) column?
Relate their responses to a discussion
on Authentic Dialogue
(10 minutes)
Write on the board and ask the
students about the differences of the
two concepts through a diagram,
Ask:
1. How was the dialogue?
2. How did you feel?
3. How did the person you had a
dialogue with react?
4. What did you realize from the
dialogue you had?
5. Where you more accepting of
the person you had a dialogue
with
Sum up their responses and make
conclusions.
(15 minutes)
Group the class into triads. Ask them
to do the following tasks:
1. Assign two members of the triad
to do an authentic dialogue. The
third member 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)
Ask:
1. What was the topic of your
dialogue all about?
 How can we relate these pictures
with the I-It and I-Thou encounter
posted by Buber?
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery Is it not right to make a conclusion
without further investigation? Yes or
No Why?
Ask the students about the author of
the pain ting, do they have any idea
about his personality?
Show the photograph of the author
and talk about his disabilities and
talents.
with disabilities or belonging to the
underprivileged help you perceive
them?
Ask the students to write an essay
about valuing people with disabilities
or belonging to the underprivileged.
respectively:
Input
Authentic Dialogue
Ask the students to write in their
journal a very short essay about their
understanding of the following line
and choose three to five students to
read their essay in front of the class:
“Dialogue is an exchange in which
people discover something new.” –
George Kohlrieser (2006)
Or (for TVL)
Ask the students to role play showing
a comparison conversation and an
authentic dialogue
At the end of the presentation (essay
or role play), guide the students to
mastering authentic dialogue by
highlighting their performance related
to authentic dialogue through a
2. How did you do the
dialogue?
3. How did you feel during 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)
Engage the students into secondary
reflection by asking:
1. How does it feel to know that
someone is different from
you?
2. How does authentic dialogue
help you deal with these
differences?
Discuss: Authentic dialogue means
accepting individual differences
(5 minutes)
 socialized discussion.
(20 minutes)
G. Finding practical applications of concepts and Ask the students to share their own Ask:
skills in daily living
experiences in meeting people with What specific situations in your daily
disabilities, how they manage their life where you can apply authentic
actuations and in making their dialogue?
decisions. (5 minutes)
H. Making generalizations and abstractions about As a student, for you what is the Through a concept map, ask the Based on the discussion and Based on the discussions and
the lesson
meaning of intersubjectivity? students to write their realizations activities, guide the students to activities, ask the student (recitation)
Why do you need to respect persons from the lesson. determine specific ways (example: to state in their own words how
with disabilities? listening, empathy etc.) to have an authentic dialogue leads to accepting
authentic dialogue with others others as a unique individual.
through a concept map. (5 minutes)
I. Evaluating learning Ask them about the pictures again. Formative Quiz: Short quiz (True or False about
How do you proper address the Short True or False about the lesson Authentic Dialogue)
situation? (5 minutes)
J. Additional activities for application/for Ask the students to group themselves Ask the students to apply authentic
remediation
and interview one person they know dialogue at home, school or in other
in their community who is with a places and observe themselves how
disability or belonging to the minority they felt.
sector who have achieved something
or contributed to their community.
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?
School PAGAYAWAN INTEGRATED SCHOOL Grade Level 11
GRADES 1 TO 12
Teacher CHAPEL JUN M. PACIENTE Learning Area Introduction to the Philosophy of the Human Person
DAILY LESSON PLAN
Teaching Dates and Time Quarter 2ND (2ND SEM)
 Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner understands intersubjective human relations

B. Performance Standards
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged
sectors of society
C. Learning Competencies/Objectives Write the LC PPT11/12-IId-6.4
code for each Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society.
1.Explain the difference the 1. Recognize the talents and skill of 1.Explain the importance of Unit exam (25 items)
difference between I –It, I Thou others specially the underprivileged. recognizing the underprivileged
relationship 2. Showcase the skills and talents
3. Appreciate the talents/skill of the
2. Recognize the importance of
performers
others in one’s life, given our
differences and limitations

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

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 the Review the past lessons: 1. Recap Mini –Concert: Showcase of Talents Written work: require the students to Conduct a Unit test (25 items)
new lesson
the difference and abilities by the invited write 100 words about the following.
volunteers. (Venue will be set prior Choose only one.
I –Thou to this date)
I – It 1. “How can you be a whole person in
2. Recognize the importance of your relationship to others?
others in one’s life, given our
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 remarks (5 Rubrics: (20 points)
sinoman ang nabubuhay para sa minutes)
sarili lamang”. 1.Content - 10
Rubrics for the group concert: 2. Grammar-5
1. Participation 5 3. Relevance-3
4. Neatness -2
2. Teamwork 5
3. Creativity 5
C. Presenting examples/instances for the new Video presentation of persons with Program Proper / Culminating Activity
lesson
disabilities and those from the (30-40 minutes)
underprivileged sectors of society. 10
minutes

Download from youtube: Jessica

Cox, armless pilot; Nick Vujicic,
motivational speaker)

D. Discussing new concepts and practicing new Emphasize that each one has its own Recognition and citations to the
skills #1
talent or value as a person despite of performers.
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 about Complete the following sentences:
the lesson
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 more Unit Test (25 Items)
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 mini Optional Activity:
remediation
showcase of talents by the senior
high students (Grade 11-12) Pray and eat together (with PWDs
and underprivileged. Talk to them; be
Look for any person who has special sensitive. Accept them for who they
talents/abilities with or without are. Avoid judgments.
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?

Appendix 6.2
PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
Mechanics 11686773 Excellent 11686774 Proficient 11686775 Basic 11686776 Below Basic

4 3 2 1
Exc Pr Basic Below Basic
ellent oficient 3 2
 5 4

-Specific introduction and conclusion -Specific introduction and conclusion -Specific introduction and conclusion -Specific introduction and conclusion
11686777 -Sequenced material within the body -Sequenced material within the body -Sequenced material within the body is -No sequence in material
Organization -Cohesive presentation content -Cohesive presentation content 11686780
-Specific introduc inconsistent
11686778 -Specific introduc 11686779 -Specific introduc
-Specific introduc

-Enhance the effectiveness of the -Support the effectiveness of the -Not interesting -Unclear
presentation presentation -Partially support the effectiveness of the -Minimally support the effectiveness of the presentation
11686781 -Correct grammar -Correct grammar presentation -Occasional mistakes in grammar
Language -Appropriate to audience -Appropriate to audience -Correct grammar -Appropriate to audience
-Enhance the effe - No pronunciation mistakes -Very few pronunciation mistakes -Appropriate to audience -Several pronunciation mistakes
11686782 -Support the effe 11686783 -Not interesting<b Some pronunciation mistakes
11686784 -Unclear<br />¶-M

-Good posture -Good posture -Intermitted good posture -Poor posture

-Eye contact with the audience most of -Frequent eye contact with the audience -Occasional eye contact with the audience -Seldom eye contact with the audience
11686785 the time -Appropriate gesture and expression -Appropriate gesture and expression -Not enough or too much gesture and expression
Delivery -Appropriate gesture and expression -Almost full group participation -Partial group presentation -One person presentation.
-Good posture<b -Deliverance with confidence 11686787 -Intermitten good 11686788 -Poor posture<br
-Full group participation
11686786 -Good posture<b

-Student discuss the subject in great -Student discuss the subject with some -Student discuss the subject with a few -Students discuss the subject with very minimal details.
details. details. details. -Students do not outline what they have learnt
11686789 -Student describes in detail about their -Student outlines their finding -Student do not outline their finding -Students still sound confused on this topic
Content
findings -Student show what they have learnt -Student's misconceptions are still seen
-Student discuss
-Student indicate what they have learnt 11686791 -Student discuss 11686792 -Students discus
11686790 -Student discuss