Daily-Lesson-Plan-in-Philosophy SENIOR high School.docx

1
Daily Lesson Plan
School: SIBALOM NATIONAL HIGH SCHOOL Grade Level: 12
Teacher: RUTHILIN D. RAMIRO Subject: PHILOSOPHY
Date and Time: Quarter: 1st
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of:
 The human person as an embodied spirit
B. Performance
Standard
 The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
C. Competency
The learners should be able to:
 Recognize own limitations and possibilities (PPT11/12-If-3.1)
 Evaluate own limitations and the possibilities for their transcendence (PPT11/12-Ig-3.2)
D. Learning
Objectives
At the end of the session, the students should be able to:
 Explain that they are human persons possessing a body and spirit;
 Identify the traits that distinguish them as human persons;
 Explain how embodiment defines them as persons;
II. CONTENT The Human Person as an Embodied Spirit
III. LEARNING
RESOURCES
A. References Introduction to Philosophy of the Human Person Textbook by Roberto D. Abella, M.Div., D.Min
B. Other Learning
Resources
ADM Quarter 1 Module 3
C. Subject
Integration
Science
IV. PROCEDURES Teacher’s Activity Student’s Activity Annotations
Preliminaries
Preliminaries include:
1. Prayer
2. Greetings
3. Checking of Attendance
(Students are given
assignments to do the
activity)
CO #5
Ensure that
everybody is fine
and ready before
having our lesson.
Reviewing previous
lesson or presenting
the new lesson
The students will be shown two sets of two different pictures.
Ask the students to differentiate and contrast these pictures.
The student’s answers
should be…
1. The child is human
and the dog is a
dog (animal)
2. Humans can
construct
sentences and
communicate, the
CO # 3
Students give their
own analysis/
observation
regarding the
picture.

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bird (parrot) copies
what they hear.
Establishing a
purpose for the
lesson
MOTIVATION:
The Voyager space probes were launched in 1977 on
missions to investigate the furthest regions of our solar
system. They transport the Golden Record, a collection of
recordings meant to communicate with other potential living
life forms in the universe. The record contains messages,
depictions of the Earth's noises and pictures, as well as a
description of humans.
How would you explain humanity to aliens if you were
required to write a description of the human species for the
Golden Record?
(Select students to share
their answers)
CO #1
Students formulate
their understanding
based on the
concept presented.
Presenting
Examples/Instances
of the new lesson
What is the human person?
The most basic definition of a human being relates to the
nature of humans as animals. Philosophers believed that the
human being is not just a mere animal. There is something in
the human individual that sets him or her apart from other
beings. These special traits make a human a distinct
individual person.
Ask the student the following questions:
Are you a rock? Why not?
Are you a lamp?
Are you a dog?
A human person is …
No, because rock is a
nonliving thing.
No
No
CO #1
Students formulate
their understanding
based on the
concept presented.

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We don’t share similarities with the rock or lamp as they are
non-living things composed of inorganic materials.
As for the dog though sharing many attributes, it cannot be
the defining feature that sets us apart and makes us human
person. We need to look deeper and understand the
difference between a human and a dog.
Discussing new
concepts and
practicing new skills
#1 and/or #2
The students will be grouped into 5 groups. They need to
assign someone to report and present about their discussion
in the whole class.
As a group they need to analyze the concentric circles and
present to the class their interpretation based on their
understanding.
Here are the objectives for today’s lesson:
 Explain that they are human persons possessing a
body and spirit;
CO #3
Students discuss
how they interpret
body, soul and
mind.
Students group
themselves into 5

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 Identify the traits that distinguish them as human
persons;
 Explain how embodiment defines them as persons;
Developing mastery
EXPLAIN/DISCUSSION:
Terminologies to take note:
 Man- by definition, it is generally and commonly
defined to represent the entire human race.
 Human- A term used to refer for various classification
and species. For a living man, human is under the
classification of Mammalia.
 Human Being- A term used to separate man from
other Human Classifications like animals.
 Person- Refers to an individual who possess self-
awareness, self-determination, rational mind, and the
capacity to interact with others and with
himself/herself.
 Personhood- A general term refers to the state of
being a person with unique, sacred and ethical status
within himself/herself.
 Human Nature- A general term refers to the deepest
and natural behavior of a person that distinguish
human from animals. A collective trait that formed
and considered the very essence of humanity.
WHAT IS THE HUMAN PERSON?
(Students take down
notes)
CO #7
Students respond
by sharing their
own experienced.
PERSON
Has
awareness
of self
Has self
determinati
on
Is able to
reach out
and
interact
with other
Has dignity

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Self-awareness
 Refers to the person having a clear perception of
oneself, including his thoughts, emotions, identity and
actions.
 This awareness goes beyond perception and reaction
to the environment. We have deeper awareness that
is driven by rationality or human thought.
 A person is aware of both his surroundings and
himself. He knows that he is living an experience and
is an active participant in this experience.
 This awareness gives rise to the notion of the “self”
which the philosophers describe as the person who is
actively aware that he is perceiving and experience
reality.
 This awareness of the self also enables us to
experience an “inner world” that is defined by our
personal thoughts and ideas. We experience
interiority, that is, the quality of being focused on
one’s inner life and identity. This interiority enables us
to practice creativity.
 Creativity also means that a person can create within
himself what is not yet existing outside. Having an
inner world allows a person to create goals, dreams
and plans which may be realized through activity.
Let’s Examine
Little Carlo is playing in the living room while his mom is in
the kitchen. He accidentally bumps into a table, causing a
vase to fall. Upon hearing, his mom went to the living room
and saw him standing near a broken vase. She asked, “Did
you break the vase?” What do you think Carlo’s answer will
be?
Possible response:
“I broke the vase, Mama”
“I bumped in the table and
the vase fell, Mama”
“No, I did not break the
vase, Mama”

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Self-determination
 This refers to the capability of persons to make
choices and decisions based on their own
preferences, monitor and regulate their actions, and
be goal-oriented and self-directed. We are persons
because we act and we are aware of our actions.
 Our free will enables us to do actions whenever we
want to and make various alternatives. The existence
of free will enables a person to act willfully, control his
actions, and recognize himself as the source of
action.
 Consequence is the result or effect of an action or
condition. Philosophers believe that a person acts
freely and with due regard for the consequences of
his actions.
 Morality is the goodness or badness of an act.
 Human action is such an important aspect of the
person that many philosophers consider human
action as a way a person’s true nature. Human acts
complete the person, as it is through his actions that
his inner self is revealed to others, and it is through
action that a person is able to explore and fulfill his
potential.
Externality
 This refers to the capability of a person to reach out
and interact with others and the world
 The realization that we are not alone and that there
are indeed other people around us enables us to
reach out and establish meaningful relationships with
others.
 Philosophers consider man as a social being and that
a person never exist in isolation. Man has the natural
tendency to seek out fellow human beings, and the
relationships established by this interaction is a vital
component for survival.
 Our interactions with others define our existence as
persons. We grow and develop not only through our
thoughts and actions, but also through the influence

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of other people in our lives, and the individuals we
meet and interact with.
Dignity
 This refers to the innate right to be valued and
respected. Philosophers consider all humans as
having an inherent worth or value. “You’re worthless!”
is an insult since it attacks the very notion of a person
having value or worth.
 Each person is worth the same as another person in
the sense that every person in priceless, unique,
unrepeatable and irreplaceable. This is the reason
why separation from the people we love and value is
a difficult and painful experience.
 Human dignity is rooted in the nature of the human
being, meaning a person has dignity simply because
of the fact that he is human.
 Dignity is not defined by outside factors like
intelligence, beauty, skills, etc.
 A person retains his dignity in spite of his actions or
behavior.
 Dignity also drives us to seek what is good. Doing
good deeds upholds and promotes dignity of the
human person. This recognition of dignity is also the
basis for the recognition of human rights.
What is in our human nature that enables us to become
persons?
Yes, this intangible element enables us to exercise thought,
possess awareness, interiority, and the capacity to reach out
to the outside world and other persons.
How are the body and spirit related?
 Philosophers considers the human person as defined
by the union of the body and spirit
Aside from the physical
characteristics, another
aspect of the human that
defines us as a person is
the spirit.
(Students give their ideas)
CO #1
Students formulate
their understanding
based on the
concept presented.

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 The human person is an embodied spirit. The
body and the spirit are not only united, but they are
integrated with each other.
 Embodiment enables us to do and experience all the
things that makes us human persons.
Science: Love is a result of
various biological reactions
associated with an increase
in hormones, which may
have certain effects on the
body.
Philosophy: Human
persons do not love just
with the heart nor the brain.
We love another person
with our entire being.
Embodiment is the one
thing that enables us to feel
love and love others.
Embodiment
 The human body stands as the mediator between the
material world and the spiritual world. Being an
embodied spirit, the person is able to encounter the
world of objects (and other personal objects) in a
manner that transcends the physical. This feature
allows him to form intimate relationship with those
outside him.
 Human embodiment allows persons to attach certain
feelings or ideas not only to people but also to
objects. (Pair of shoes as a present from a loved one)
 With human embodiment, physical acts are no longer
pure physical acts, because the body conveys
something from a person’s inner world.
 A pat on the shoulder from your idol, a smile from
your crush, a kiss from your partner will create
intense emotional reaction in you. These examples
show that it is through embodiment that a person is
able to have a very unique relationship with the
world. And it is this unique relationship that defines us
as humans.

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How does my human nature enable me to explore my
limits?
 Human nature still has limits despite being an
embodied spirit. It can be said that the person is very
biological deficient being. We do not have the natural
ability to fly. We cannot survive in certain
environments like other animals.
 Despite these limitations, we have used out intellect
to devise means to achieve several fears.
 The ability to surpass limits is called transcendence,
and it is also one important trait that distinguishes the
human person from other beings in existence.
Transcendence
 Our mind is an important tool that allows us to go
beyond many of our physical limits. Although we
have these physical limitations, we can transcend
them because of our spiritual dimension.
 As human persons, we have natural tendencies or
inclinations. Some of these are felt bodily functions
like hunger, fatigue, etc. transcendence means
overcoming oneself or being in control even if the
body reminds us of certain tendencies. Although
these tendencies are felt, the person can govern
them and ensure that they are exercised within the
bounds of reason.
 Each individual carries within himself the possibility
of transcending his limits by exerting enough effort
and perseverance.
 Philosophy gives us useful tools to explore our limits
and possibilities. The essence of transcendence is to
acknowledge out imitations, identify possibilities for
development and change ourselves for the better.
 Opening yourself to new experiences and ideas as
another aspect of transcendence
 Our capacity for transcendence gives us the
opportunity to work towards becoming better version
of ourselves.

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ACTIVITY 1:
PART I. “I Recognize myself”
Directions: Kindly fill up all the information needed to
complete the table.
STRENGTH WEAKNESSES DESIRES
Abilities
(I can)
Talents
(I always
do)
Fears
(I can’t)
Hesitation
s
(I’m afraid
of)
What
more I
can do?
PART II. “I Picture out Myself”
Directions: Draw a Picture of Yourself as a Human Person.
Explain your drawing.
(Students do the activity)
(Students draw a picture of
themselves)
CO #1
Students formulate
their understanding
based on the
concept presented.
CO #2
Students must
draw a picture of
themselves and
explain

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________________________________________________
________________________________________________
________________________________________________
________________________________________________
Finding
practical/applications
of concepts and
skills in daily living
ACTIVITY 2:
Myself, My family, My community
Directions: Answer the real-life questions provided to you.
There are no wrong answers, just give your best!
1. What are your limitations as a person? What are the
things that you consider as difficult or hard for you to
accomplish or believe in?
2. Do you see yourself improving in 5 – 10 years’ time?
How can you say that you are improving?
3. How can you transcend from your current limitations?
4. As a student, how can you conquer the challenges
posed by this pandemic?
5. How did the present crisis make you realize the
reality of human limitations, uncertainties and
possibilities?
Students answer the
activity
CO #1
Students formulate
their understanding
based on the
concept presented.
Making
generalizations and
abstractions about
the lesson
After our activities, do you already know what makes a
human “human”?
Can you share your learnings in front of the class?
Students are expected to
give their learnings about
what makes human unique
and embodiment.
CO #1
Students formulate
their understanding
based on the
concept presented.
Evaluating Learning
IDENTIFICATION: Write the answer to the following
questions.
1. _____________ An individual with self-awareness,
self-determination, rational mind, and the capacity to
interact with others and with himself/herself.
2. _____________ It is a term used to represent the
entire human race.
3. _____________ A term used to separate man from
other Human Classifications like animals.
4. _____________ The ability to surpass limits.
1. Person
2. Man
3. Human being
4. Transcendence
CO #1
Students check
their understanding
about the concept
presented.

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5. _____________ This allows persons to attach certain
feelings or ideas not only to people but also to
objects.
5. Self - awareness
Additional Activities
for Application or
Remediation
HOMEWORK:
Write a reflection paper about our lesson. Use the following
guide questions to make your essay. Write your answers in a
1 whole sheet of paper.
1. Why are you a person?
2. Are you a human being? Why?
3. What does it mean to be a human person with an
embodied spirit?
4. Why is the soul and body inseparable?
REMARKS:
V. REFLECTION
VI. No. of learners who
earned 80% on the
formative assessment
A. No. of learners
who require
additional activities
for remediation.
B. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
C. No. of learners
who continue to
require remediation
D. Which of my
teaching strategies
worked well? Why
did these work?
E. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?

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F. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Ruthilin D. Ramiro
Subject Teacher
Reviewed by: Noted by:
SWEET EVEROSE E. ESTRELLA, MAEd ALJIM G. MILLAMENA, MAEd JAYSON N. GILLESANIA,
MAEd
Subject Coordinator Master Teacher 1 Head Teacher
Designate

Daily-Lesson-Plan-in-Philosophy SENIOR high School.docx

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