LESSON PLAN IN INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN

PERSON/PAMBUNGAD SA PILOSOPIYA NG TAO

I. OBJECTIVES
At the end of the lesson, the students should be able to:

a. Distinguish a holistic perspective from a partial point of view. (PPT11/12-Ia-1.1)

Nakikilala ang pagkakaiba ng pangkabuuang pananaw mula sa pananaw ng mga bahagi lamang

b. Realize the value of doing philosophy in obtaining a broad perspective on life. (PPT11/12-Ia-1.2)

Nahihinuha na: Mahalaga ang pamimilosopiyaupang magkaroon ng malawakang pananaw sa

buhay.

c. Do a philosophical reflection on a concrete situation from a holistic perspective. (PPT11/12-Ia-1.3)

Nakapagmumuni-muni sa isang suliranin sa isang pilosopikong paraan at nakagagawa ng

pamimiloosopiya sa buhay

II. SUBJECT MATTER

A. Topic: Doing Philosophy

B. Skills Focus: Listening, Speaking, Reading and Viewing
C. Value Focus: Collaboration and Appreciation
D. Materials: PowerPoint presentation, Video Clip Presentation, Paper and Tapes.
E: References: Ramos, C. C. (2016).INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN
PERSON. REX Book Store Publishing, Inc. C. M. Recto Avenue, Manila.

III. Procedure

Teacher’s Tasks Learners’ Tasks

A. Preparation

1. Prayer
2. Greetings
3. Checking of attendance
4. Assignment Checking

B. Review
Yesterday, we discussed about the elements of
communication process. Can someone enumerate The elements of communication process are:
them? 1. Source
2. Message
3. Channel
4. Receiver
5. Feedback
6. Environment
7. Context
8. Interference

Precisely! I’m glad that you still remember those

barriers to communication.

B. Motivation

Let’s read the objectives. (A student will read the objectives.)

a. Differentiate verbal communication from
nonverbal communication.
b. Appreciate the value of verbal and nonverbal
cues in communication.
c. Perform a specific scene from a particular play
or movie using verbal and nonverbal
communication.
Today, we are going to have some fun by having a
one-of-a-kind game.

But before that, you will be grouped into two first.

Do you know the game, charades? Yes.

That’s good. So you are already familiar with the

mechanics of the game, right? Our game is
entitled, “Emoji Charades.”

I have here pieces of paper and all of them contain

titles of a movie in an emoji form. One
representative from each group will pick a piece
of paper and he/she will act whatever title he
picked.

Other members of the group will guess the act.

Each correct answer is equivalent to 2 point. A 5
second steal will be given to the other group in (The students will be grouped into two.)
case the other group will not be able to guess the
title.

Is that clear?

If that’s the case, let’s start the game. (The student will do an activity)

D. Discussion
Now, the thing that you did a while back has
something to do with our topic for today.

On your activity a while ago, you were able to

guess some of the titles of the movies, right?
Yes.

What did you use in guessing the titles that your

classmates picked? We used words.

What about in guessing those titles, what did one

of your classmates use? They used actions.

Exactly! So, it means that not just through words

we can communicate, but through actions as well.

The thing that you did a while back has something

to do with verbal communication and nonverbal
communication.
(A student will read the definition of verbal
Now, let’s take look what verbal communication
is. Please read.
(The teacher will expound the term.)
There are things that we also need to consider in
verbal communication. Can you read them.
(The teacher will explain these things.)
Now, if there is verbal communication, there is
also nonverbal communication. What do you
think is this?
Very good!
In other words, nonverbal communication is an
interaction without the use of words. Our actions
and behaviour can be used instead.
Now there are reasons why mastery of non-verbal
communication is very important.
(The teacher will flash these reasons and will
explain these.)
Is everything clear?
E. Application
Now, with the same group a while ago, you are
going to prepare a short role playing about a
particular scene from a movie or play of your
choice. Verbal communication and nonverbal
communication should be seen in your
presentation.
F. Generalization
Can someone differentiate verbal communication
from nonverbal communication?
Very good! Do you have any questions?
communication.)
It uses of words to convey a message. Some forms
of verbal communication are written and oral
communication.
(A student will read the things to consider in
verbal communication.)
Things to consider in verbal communication
1. Think before you speak
2. Be clear and concise
3. Speak with confidence
4. Vary your vocal tone
5. Be an active listener
6. Be aware of non-verbal communication cues
7. Think about the perspective of your audience
Nonverbal communication is an interaction where
actions are used to convey a message.
(A student will read the things to consider in
verbal communication.)
Things to remember in non-verbal communication
1. Pay Attention to Nonverbal Signals
2. Look for Incongruent Behaviors
3. Focus on Tone of Voice
4. Use Good Eye Contact
5. Ask Questions
Yes.
(The students will do the activity)
(The students will do the activity.)
Verbal communication is the use of words to
convey a message or to express a feeling to
someone, while nonverbal communication is the
interaction to others without the use of words but
actions and behaviour, instead.
None.
IV. Evaluation
Write T if the statement is true and F if the statement is false. (1/4 sheet of paper)
1. Consider ethics in your speech at all times.
2. Effective use of nonverbal communication can strengthen your message.
3. How you communicate reflects who you are as a person.
4. One way to help you build credibility is through effective nonverbal communication.
5. There are certain words that are only appropriate at certain times and places.
6. To achieve clarity, we must speak the same language as our listeners.
7. The use of too many fillers can distract your listeners.
8. Verbal communication is better than nonverbal communication.
9. When you talk to others, you should not assume too quickly that they understand the
message that you convey.
10. When you communicate, choose what you want to say and how you want to say it

V. Assignment
1. Search for other nonverbal cues that are used in communication.
2. Have an advance reading about intercultural communication.

Prepared by:

Aijima M. Pineda
Applicant

Teacher:
Ma Elaine
Abesamis
Lumbang
Institution:
Department of Education: Division of Antipolo City
Strand:
Humanities and Social Sciences (HUMSS)
Level:
Senior High School Level
LESSON PLAN
I.
Objectives
At the end of the lesson, the student
should be able to
A.
Distinguish a holistic perspective from a partial point of view.
B.
Recognize human activities that emanated from deliberate reflection.
C.
Realize the value of doing philosophy in obtaining a broad perspective on life.
D.
Do a philosophical refl
ection on a concrete situation from a holistic
perspective.
II.
Subject Matter
Core Subject Title:
Introduction to the Philosophy of the Human Person
Topic:
Doing Philosophy
III.
Materials
Laptop:
Use for PowerPoint Presentation
IV.
Procedure
A.
Preparation
Greet the students and then ask them to seat properly.
B.
Motivation

Showing a Picture
Ask students
of what is there idea about a picture
which is relevant to the topic for an
introduction of the lesson.
C.
Lesson Proper
Presentation
“Philosophy is thinking ab
out how we think.”
Doing Philosophy

pursuit of wisdom

loving wisdom

thinking about thinking
Philosophy is different from:

opinion

point of view

preference

ideology

belief

advocacy

The motivation of philosophy deriv
es from
uneasiness with the status
quo.
Like:
“The opinion of a thousand jackasses is just that: the opinion of a thousand
jackasses.”

A basic pre
-
requisite for doing philosophy:
An OPEN MIND uncluttered in so far as possible by pre
-
conceived or pre
-
determined parameters.

Basic tool of Philosop
hical Research:

Critical reason/ Logic

Language

Three basic procedures in doing philosophy:
o
Analysis
-
Clarification of thoughts, concepts, and the meaning of language.
o
Criticism
-
Evaluate basic alternative modes of life and thought and formulate
choices.
o
Speculation
-
Construct ideal features of projections of desirable experiences.

Basic way of Doing Philosophy:
ARGUMENT
“An argument is a connected series of statements intended to establish a
definite proposition.”
---
Monty Python

ARGUMENT AND NON ARGUMENT
S
Example:
Every scene of this movie was filled with excitement for me. I particularly
liked the action scenes on the river.
NOT ARGUMENT
-
Expression of support/enthusiasm
Example:
I spent thousands to take this course and the professor appeared in blue
jeans
and tee shirt, which I consider bad taste. He may have known what he was talking about,
but I couldn’t get past the clothes.
NOT ARGUMENT
-
A complaint/grip
Example:
The sincerest satisfaction in life comes in doing one’s duty and in being a
dependable person.
NOT ARGUMENT
-
A statement of Point of View
Example:
“He that hath wife and children hath given hostages to fortune; for they are
impediments to great enterprises, either of virtue or mischief.”
-
Francis Bacon
NOT ARGUMENT
-
Elaborated, but unsupported statement of opinion.
Example:
“Women have great strengths, but they are strengths to help the man. A
woman’s primary purpose in life and marriage is to help her husband succeed.”
-
James
Robinson
NOT ARGUMENT
-
Elaborated, but
unsupported statement of opinion.

Basic ingredients of an argument:
1.
Proposition
–
statement of assertion that is either true or false
A proposition can either be:
A Premise, or
A Conclusion

A first step toward understanding arguments is learning to i
dentify
premises and conclusions.

Unfortunately, they are not always explicit.

GIGO
–
In a basic deductive argument if a premise is false, so is
everything else
“Garbage In.....
......Garbage Out.”

Validity and Soundness of Arguments

An argument is valid if
its conclusions follow necessarily from its premises.

A sound argument has true premises and true conclusions.
Example:
All men are mortal
Socrates is a man.
Socrates is a mortal.

Premises are true, inference is valid; this argument is both valid
and sound.
Example:
All cats are animals.
All pigs are animals.
All pigs are cats.

Premises are true, but improper inference; not a sound argument
Example:
All movie stars live in Hollywood.
Robert Redford is a movie star.
Therefore
Robert Redford Lives in Hollywood.

False premise, but valid reasoning, a valid argument, but not a sound
argument.

Primary ways to examine/take issue with deductive arguments:
1.
Is there indeed an argument?
2.
Does conclusion necessarily follow from premises? I
s this the only logical
conclusion possible from these premises?
3.
Are the premises indeed true?

Inductive arguments
1.
Reason from the particular to the general.
2.
Evaluated in terms of “inductive force” or probability rather than soundness per
se.
“Philosophy i
s both a body of knowledge (history of ideas) and an on
-
going, systematic
 method of inquiry.”
Engagement with both relies essentially upon argument.
By means of a

Title: Understanding the Meaning and Process of Doing Philosophy

Grade Level: High School (Grade 11 or 12)

Duration: 1 hour and 30 minutes

Objective: By the end of the lesson, students will be able to:

1. Define philosophy and its significance in understanding the world.

2. Explain the process of doing philosophy.
3. Apply critical thinking skills to engage in philosophical inquiry.

Materials:

1. Whiteboard or blackboard
2. Markers or chalk
3. Handouts with philosophical questions or scenarios
4. Projector or computer with internet access (optional)
5. Notebooks or paper for students to take notes

Procedure:

I. Introduction (10 minutes) A. Greet the students and introduce yourself. B. Begin the lesson by asking students
what they understand by the term "philosophy." C. Engage students in a brief discussion to gather their initial
thoughts and perceptions.

II. Definition and Significance of Philosophy (20 minutes) A. Provide a concise definition of philosophy as the
study of fundamental questions about existence, knowledge, values, reason, and more. B. Discuss the
significance of philosophy in understanding the world, including its contributions to various disciplines such as
science, ethics, and politics. C. Share examples of philosophical concepts or ideas that have influenced society
or shaped human history.

III. The Process of Doing Philosophy (35 minutes) A. Explain the process of doing philosophy, emphasizing the
importance of critical thinking and reasoning. B. Introduce the steps involved in doing philosophy: 1. Identifying
and analyzing philosophical questions: Discuss how philosophical questions arise from curiosity, uncertainty, or
conflicting beliefs. 2. Formulating arguments and counterarguments: Explain how philosophers engage in
reasoning and logical analysis to support their claims and challenge opposing viewpoints. 3. Examining
assumptions and evaluating evidence: Discuss the need to critically evaluate underlying assumptions and
evidence to ensure sound arguments. 4. Reflecting on different perspectives: Emphasize the importance of
considering various viewpoints and empathizing with different perspectives. C. Provide examples and scenarios
to illustrate the process of doing philosophy. D. Engage students in a class discussion to analyze and apply the
steps involved in doing philosophy.

IV. Philosophical Inquiry and Critical Thinking (30 minutes) A. Distribute handouts with philosophical questions
or scenarios. B. Instruct students to individually analyze and reflect upon the provided questions or scenarios. C.
Encourage students to engage in critical thinking by evaluating the arguments, identifying underlying
assumptions, and formulating their own responses. D. Facilitate a class discussion, allowing students to share
their analyses, arguments, and counterarguments. E. Guide the discussion to promote respectful debate, logical
reasoning, and the application of philosophical concepts.

V. Reflection and Application (15 minutes) A. Ask students to individually reflect on their understanding of the
meaning and process of doing philosophy. B. Instruct them to write a brief reflection addressing the following
questions: 1. How has your understanding of philosophy evolved throughout this lesson? 2. How can you apply
the process of doing philosophy in your own life and decision-making processes? C. Optional: Allow students
who are comfortable sharing to read their reflections aloud to the class.

VI. Wrap-up and Conclusion (10 minutes) A. Summarize the main ideas and concepts discussed during the
lesson. B. Emphasize the value of critical thinking, reasoning, and open-mindedness in doing philosophy. C.
Encourage students to continue exploring philosophical questions, engaging in discussions, and applying
philosophical thinking to deepen their understanding of the world.

Note: The duration of each section can be adjusted based on the pace