PPT Q2 Week c - Intersubjectivity.docx

GRADES 1 TO 12
DAILY LESSON PLAN
School Group 6 Grade Level 12
Teacher Learning Area Introduction to Philosophy of the Human Person
Teaching Dates and Time Week 3 Day 3-4 Quarter Second
A. Reviewing previous lesson or presenting
the new lesson
Introduce the new lesson to
students by showing some
pictures (e.g. child scolded,
teenage pregnancy, woman
wearing short skirt, holding hands
of a man & a woman etc.)
Review the following concepts:
Definition and nature of
intersubjectivity
B. Establishing a purpose for the lesson Based on the pictures presented.
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
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 code for each
PPT11-IIc-6.1
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 Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning
Resource (LR) portal
Not Available
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

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 lesson
Share a real life situation/short
story telling:
The stage fright girl
D. Discussing new concepts and practicing
new skills #1
Discuss:
Definition and Nature of
Intersubjectivity
Discuss:
Buber’s I-it and I-Thou
relationship
E. Discussing new concepts and practicing
new skills #2
Various situations where
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. etc
F. Developing mastery Process Question:
If you are on the shoe of that girl,
would you feel the same thing?
Yes or No? Why?
Ask the learners to give their own
examples of I-It and I-Thou
encounters
G. Finding practical applications of concepts
and skills in daily living
Cabbage Game:
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 the lesson Why do you need to
respect/accept others point of
view, action or differences?
What is the significance of
knowing the I-it and I-Thou
encounter posted by Buber in our
lives?
I. Evaluating learning
Ask them about the pictures
again. How do you proper address
the situation?
Write a reflection paper about the
student’s ordinary experiences
and 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:

GRADES 1 TO 12
DAILY LESSON PLAN
School Group 6 Grade Level 12
Teacher Learning Area
Introduction to the Philosophy of the Human
Person
Teaching Dates and Time Week 4 Day 1-4 Quarter Second
the new lesson
show some pictures/ videos (e.g.
The Mouth Art, Nick Vujjicic,
etc.)
Ask the students to present the
result of their interview with
persons with disability or
belonging to the minority group.
Show pictures of different people
(or group of people) talking to or
with each other.
Group the students and let them pick
one picture per group and have them
create a story guided by the
following questions:
Ask the students who applied
authentic dialogue outside the
class about their observations.
(5 minutes)
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.
B. Performance Standards
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
PPT11/12-IId-6.2
Appreciate the talents of persons with disabilities and those from
the underprivileged sectors of society and their contributions
from themselves
PPT11/12-IId-6.3
Explain that authentic dialogue means accepting others even if
they are different from 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
Not Available
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

1. What could be the persons
talking about in the picture?
2. How do they communicate?
(2 Minutes preparation and 1 minute
presentation)
B. Establishing a purpose for the lesson Let them analyze the pictures
for 2 minutes.
Ask them to determine the
strengths and weaknesses of the
persons they interviewed and
have them listed on the board
through a diagram
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:
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)
new lesson
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 their observations about the
strengths and weaknesses written
on the board.
Ask:
What do you notice from the
positive (and negative) column?
Relate their responses to a
discussion on Authentic Dialogue
(10 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)
new skills #1
Ask/Share:
How do you interpret the
pictures?
Ask the student:
How can we relate these pictures
with the I-It and I-Thou encounter
posted by Buber?
Ask:
How does acknowledging the
strengths and weaknesses of
people with disabilities or
belonging to the underprivileged
help you perceive them?
Write on the board and ask the
students about the differences of
the two concepts through a
diagram, respectively:
Input
Authentic Dialogue
Ask:
1. What was the topic of
your dialogue all about?
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)
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.
Ask the students to write an essay
about valuing people with
disabilities or belonging to the
underprivileged.
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)
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

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 socialized
discussion.
(20 minutes)
(5 minutes)
Ask the students to share their
own experiences in meeting
people with disabilities, how they
manage their actuations and in
making their decisions.
Ask:
What specific situations in your
daily life where you can apply
authentic dialogue?
(5 minutes)
about the lesson
As a student, for you what is the
meaning of intersubjectivity?
Why do you need to respect
persons with disabilities?
Through a concept map, ask the
students to write their realizations
from the lesson.
Based on the discussion and
activities, guide the students to
determine specific ways
(example: listening, empathy etc.)
to have an authentic dialogue
with others through a concept
map.
Based on the discussions and
activities, ask the student
(recitation) to state in their own
words how authentic dialogue
leads to accepting others as a
unique individual.
(5 minutes)
I. Evaluating learning Ask them about the pictures
again. How do you proper address
the situation?
Formative Quiz:
Short True or False about the
lesson
Short quiz (True or False about
Authentic Dialogue)
(5 minutes)
remediation
Ask the students to group
themselves and interview one
person they know in their
community who is with a
disability or belonging to the
minority sector who have
Ask the students to apply
authentic dialogue at home,
school or in other places and
observe themselves how they felt.

achieved something or
contributed to their community.
V. REMARKS
evaluation.
below 80%.
lesson.
remediation
VI.REFLECTION
E. Which of my teaching strategies worked
well? Why did these work?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Approved: Approved:

GRADES 1 TO 12
DAILY LESSON PLAN
School Grade Level
Teacher Learning Area
Introduction to the Philosophy of the Human
Person
Teaching Dates and Time Week 6, Day 1-4 Quarter
the new lesson
Review the past lessons: 1. Recap
the difference
I –Thou
Mini –Concert: Showcase of
Talents and abilities by the
Written work: require the
students to write 100 words about
the following. Choose only one.
Conduct a Unit test (25 items)
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.
B. Performance Standards
The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
PPT11/12-IId-6.4
Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society.
1.Explain the difference the
difference between I –It, I Thou
relationship
2. Recognize the importance of
others in one’s life, given our
differences and limitations
1. Recognize the talents and skill
of others specially the
underprivileged.
2. Showcase the skills and talents
3. Appreciate the talents/skill of
the performers
1.Explain the importance of
recognizing the underprivileged
Unit exam (25 items)
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
Not Available
B. Other Learning Resources Internet/ Youtube.com
IV. PROCEDURES

I – It
2. Recognize the importance of
others in one’s life, given our
differences and limitations
invited volunteers. (Venue will
be set prior to this date)
1. “How can you be a whole
person in your relationship to
others?
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
sinoman ang nabubuhay para sa
sarili lamang”.
Program proper: Opening
remarks (5 minutes)
Rubrics for the group concert:
1. Participation 5
2. Teamwork 5
3. Creativity 5
Rubrics: (20 points)
1.Content - 10
2. Grammar-5
3. Relevance-3
4. Neatness -2
new lesson
Video presentation of persons
with disabilities and those from
the underprivileged sectors of
society. 10 minutes
Download from youtube: Jessica
Cox, armless pilot; Nick Vujicic,
motivational speaker)
Program Proper / Culminating
Activity (30-40 minutes)
new skills #1
Emphasize that each one has its
own talent or value as a person
despite of physical disabilities.
Recognition and citations to the
performers.
new skills #2
F. Developing mastery
about the lesson
Complete the following
sentences:
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 than what becomes of us;
we are also responsible for what
becomes of others.”
Unit Test (25 Items)
remediation
Ask for volunteers to join the
mini showcase of talents by the
senior high students (Grade 11-
12)
Look for any person who has
special talents/abilities with or
without disabilities that he or she
can join this program and be
enlisted.
Optional Activity:
Pray and eat together (with PWDs
and underprivileged. Talk to
them; be sensitive. Accept them
for who they are. Avoid
judgments.
V. REMARKS
evaluation.
below 80%.
lesson.
remediation
VI.REFLECTION
E. Which of my teaching strategies worked well?
Why did these work?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Approved: Approved:

APPENDIX 6.1 (For WEEK 3 Day 1-4)

Appendix 6.2
PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
Mechanics
Excellent
5
Proficient
4
Basic
3
Below Basic
2
Organization
-Specific introduction and
conclusion
-Sequenced material within
the body
-Cohesive presentation
content
conclusion
the body
-Cohesive presentation
content
conclusion
the body is inconsistent
-Specific introduction and conclusion
-No sequence in material
Language
-Enhance the effectiveness of
the presentation
-Correct grammar
-Appropriate to audience
- No pronunciation mistakes
-Support the effectiveness of
the presentation
-Correct grammar
-Very few pronunciation
mistakes
-Not interesting
-Partially support the
effectiveness of the
presentation
-Correct grammar
Some pronunciation mistakes
-Unclear
-Minimally support the effectiveness of
the presentation
-Occasional mistakes in grammar
-Several pronunciation mistakes
Delivery
-Good posture
-Eye contact with the
audience most of the time
-Appropriate gesture and
expression
-Deliverance with confidence
-Full group participation
-Good posture
-Frequent eye contact with
the audience
expression
-Almost full group
participation
-Intermitted good posture
-Occasional eye contact with
the audience
expression
-Partial group presentation
-Poor posture
-Seldom eye contact with the audience
-Not enough or too much gesture and
expression
-One person presentation.
Content
-Student discuss the subject
in great details.
-Student describes in detail
about their findings
-Student indicate what they
have learnt
with some details.
-Student outlines their
finding
-Student show what they
have learnt
with a few details.
-Student do not outline their
finding
-Student's misconceptions are
still seen
-Students discuss the subject with very
minimal details.
-Students do not outline what they have
learnt
-Students still sound confused on this
topic

Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).
1. How do you best explain this phrase given by St. Augustine of Hippo, “No human being should become an end to himself/herself?”
a. We are responsible to our neighbors as we are to our own actions
b. It only takes a while to live and that is only an individual effort
c. The human person is oriented toward only for himself/herself
d. The human person experiences his wholeness in virtue of his relation to one’s self.
2. He believes that the human person is the one who exists and acts in a conscious will and self-determination.
a. Martin Buber
b. Pope John Paul II
c. Wojtyla
d. Jean Jacques Rousseau
3. What attitude or behavior describes the “I-Thou” relationship?
a. Sarcasm
b. Empathic understanding
c. Insult
d. Impatience
4. Martin Bubers’ concept of “I-Thou”relationship is focused on?
a. Human person as a subject
b. Fellow member
c. Being-in-Relation
d. Mutuality
5. The human person is not just being-in-the-world but being-with-others, or being-in-relation. One great example of this is?
a. Hatred to your enemy
b. Sincerity and concern to others
c. Children exploitation
d. Bullying
6. The equality in love is the equality of being, not of having. This simply means that?
a. In love, I do not surrender my liberty to the other
b. I do not become a slave to the other
c. In love, the two freedoms become one and each becomes mere free
d. All of the above
7. Which of the following is the best example of intersubjectivity
a. Ben has always loved dogs. When his parents let him choose a family pet, he picks a Labrador puppy from the shelter
b. When Anna was twelve, her sister told her that pickles are rotten cucumbers. Because of this, Anna now orders all her burgers without pickles
c. When Sarah was fifteen, she went exploring in a cave and became trapped. And she is now afraid of closed spaces
d. Tony was born with vision in only one eye. Because of this, he sometimes has difficulty perceived depth.
8. Which of the following statement is true
a. Most people with disabilities cannot work

b. Human person can live on his own without the help of others
c. It is impossible to appreciate PWD’s and those from the underprivileged sectors of the society
d. Everybody deserves to be treated as human being no matter what he/she looks like
9. The following are perception about persons with disabilities (PWD) except;
a. PWD are people with the same right as what other people does.
b. PWD’s are less productive.
c. PWD’s could possibly engage into various social activities.
d. PWD’s can contribute to the economic growth of the society.
10. The following are the characteristics of the underprivileged, except?
a. Uneducated
b. Malnutrition and poor health
c. Victims of calamity
d. Lack of shelter
11. Which of the following is not an example of I thou relationship
a. A little boy helping an old woman carrying her things.
b. A man who pays money in exchange of sexual gratification
c. A granddaughter taking care her grandmother who is physically ill.
d. The Philippine government support person with disabilities
12. No human being should become an end to him/herself. We are responsible to our neighbour as we are to our own action, these simply means that people used the;
a. Freedom of choice
b. Pleasure pain principle
c. Rational thinkers
d. Rational animal
13. I –You is fellow member; I it is____
a. Thing
b. Object
c. Either
d. Neither
14. The human person is not just being in the world but being-with-others, or being- in the world but being with the following EXCEPT
a. Acceptable
b. Sincerity
c. Respect
d. Rejection
15. A person experiencing an event can be called a/an___
a. Subject
b. Object
c. Intersubject
d. Narrator
16. The event a character experiences or goal he or she wants to achieve, is called a/an

a. Subject
b. Object
c. Protagonist
d. Antagonist
17. Which of the following physical disabilities you least likely want to acquire?
a. Blindness
b. Deafness
c. Paralyzed
d. None of the above
18. Which of the following senses becomes powerful when you are blind?
a. Auditory/olfactory
b. Cutaneous/visual
c. Gustatory/auditory
d. Extrasensory perception (ESP)
19. Which is true among the following statements in terms of conceptual meaning?
a. Conversation is similar to the meaning of authentic dialogue
b. Conversation is much more than a dialogue
c. Authentic dialogue is an element of “I-It” relationship
d. Authentic dialogue is much more than conversation
20. “Dialogue is an exchange in which people discover something new.” This best means?
a. Dialogue helps people to discover themselves more
b. Dialogue helps people to tolerate others more
c. Dialogue helps people to share understanding of greater truth about life
d. Dialogue helps people to conduct research
21. Authentic dialogue includes which of the following?
a. Active Listening
b. Empathy
c. Respect
d. All of the above
22. The ability to engage in an authentic dialogue is a key skill for maintaining relationships. This statement is?
a. True, it builds on intersubjectivity
b. True, however it is not essential to intersubjectivity
c. False, it is essential to intersubjectivity
d. False, it does not build on intersubjectivity
23. Authentic dialogue is also a means of ___________ of other people.
a. Accepting the differences
b. Neglecting the uniqueness
c. Tolerating immorality
d. Complaining dissimilarities

24. Which of the following signifies authentic dialogue towards accepting other people even if they are different?
a. A boy sarcastically laughs at his friend after knowing about his flaws.
b. Krishna cried on her knees after learning about the pressing problems of the minorities in their community.
c. Angie walked past the poor old man in disgust.
d. The manager rejected the job application of a person with disability even if he is qualified.
25. The result of authentic dialogue includes the following except?
a. Unity
b. Division
c. Peace and order
d. Harmony
26.

PPT Q2 Week c - Intersubjectivity.docx

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