School ROSALES NATIONAL HIGH SCHOOL Grade Level 12

DAILY LESSON
PLANS INTRODUCTION TO PHILOSOPHY OF THE HUMAN
Teacher JESSA LOREN T. EVANGELISTA Learning Area
PERSON
Teaching Dates and Time August 12-16, 2019 Quarter Second
12:45-1:45, 3:00-4:00, 4:00-5:00

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner understands the The learner understands the The learner understands the The learner understands the
human person’s freedom human person’s freedom human person’s freedom human person’s freedom

B. Performance Standard The learner shows situations
that demonstrate freedom of
choice and the consequences
of choices.
The learner shows situations
that demonstrate freedom of
choice and the consequences
of choices.
The learner shows situations The learner shows situations
that demonstrate freedom of that demonstrate freedom of
choice and the consequences choice and the consequences
of choices. of choices.

C. Learning Competency/Objectives Realize that “all actions have Realize that “all actions have Evaluate and exercise prudence Realize that choices have
Write the LC code for each. consequences” consequences” in choice. consequences
PPT11/12-IIa-5.1 PPT11/12-IIa-5.1 PPT11/12-IIa-5.2 PPT11/12-IIa-5.3
III. CONTENT Freedom of the Human Person

V. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages CG of Intro to Philo CG of Intro to Philo CG of Intro to Philo CG of Intro to Philo

2. Learner’s Materials pages

3. Textbook pages Introduction on the Philosophy of Introduction on the Philosophy of Introduction on the Philosophy of Introduction on the Philosophy of
the Human Person the Human Person the Human Person the Human Person
(pages 95-96) (pages 96-104) (pages 106-108) (pages 109-110)
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource Laptop and Projector Laptop and Projector Laptop and Projector Laptop and Projector
 VI. PROCEDURES
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
Concept Mapping: Write you
concept about freedom
This lesson highlights freedom
from the intellectual , political,
spiritual, and economic aspects.
Aristotle (The Power of Volition)
the imperative quality of
judgement of practical intellect is
meaningless apart from will.
According to Aristotle, What is
the Intellectual Freedom?
For Aristotle, a human being is
rational. Reason is a divine
characteristic. Humans have the
spark of the divine.
Concept Mapping: Write you
Show pictures and identifies
these person’s pictures and how presentation of the EDSA
did they represent freedom.
St. Thomas Aquinas (Love is
Freedom) of all creatures of God,
human beings have the unique
power to change themselves and
the things around them for the
better.
According to St. Thomas
Aquinas, What is Spiritual
Freedom?
St. Thomas wisely and aptly
chose and proposed Love rather
than the Law to bring about the
transformation of humanity.
Show pictures and identify these
Film viewing: watch a video
revolution or the life of Mahatma responsible not only for one’s self
Gandhi .
Based on thr film: answer the
following questions:
A. How can reason be translated others are obtained in making
into action?
B. If there were no intellect, there
would be no will. Explain
According to Skinner, our
struggle for freedom is not due to
a will to be free as Aristotle or
Sartre, but to certain behavioral
processes characteristic of the
human organism, ther chief effect
of which is the avoidance of or
escape from “aversive” features
of the environment.
To what extent does the
environment affect our choices.
We are responsible, whether we
admit it or not, for what is in our
power to do; and most of the
time, we cannot be sure what it is
in our power to do until we
attempt.
Peer Discussion:
To be free individual is to be
but also for all.
Choices have consequences and
some things are given up while
choices.
Twentieth century gave rise to
the importance of the individual,
the opposite of medieval thought
that was God-centered.
Does individualism, thus, should
not be seen as selfishness but an
affirmation of a truly human self
that is the supreme value of
human living?
Filipino ethics has an internal
code and sanction that other
legalistic moral philosophies that
are rather negative.
 or remediation concept about freedom person’s pictures and how did
they represent freedom.
VII. REMARKS Eid al-Adha Holiday

VIII. .
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
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?