Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016

Detailed Lesson Plan

DLP No. 1 Learning Area: Introduction to the Grade Level: 11 Quarter: Duration:
Philosophy of the Human Person (Senior High 2nd 1 hour
School) Date: 08/23/17
Realize that intersubjectivity requires accepting differences Code: PPT11/12-IIc-6.1.1
Learning and not imposing on others.
Competency/ies
Intersubjectivity
Key Concepts/
Understandings
to be Developed

1. OBJECTIVES
Explain the importance of understanding the person with disability and the underprivileged
Knowledge sectors of society
Demonstrate activity that shows PWD’s talents and skills
Skills
Serve as agent in understanding human relationship especially with PWD’s and the
Attitude underprivileged
Practice concern for others , respect for human rights and equality
Values
Intersubjectivity
2. CONTENT
CG, Multimedia, materials needed for the activity
3. LEARNING
RESOURCES

4. PROCEDURE
4.1 Introductory The teacher show a movie regarding the PWD's
Activity
(5 mins)
The teacher divides the class into 4 groups. Each will be given different task to “ACT IT OUT”
4.2 Activity I-Painting/Draw ( Mouth/ Feet)
(13 mins) II-Dancing Crippled
III-Blind Waiter
IV-Singing Blind
RUBRICS:
1. Relevance
2. Creativity
3. Done Collaboratively
5- Outstanding
4-Very Satisfactory
3-Satisfactory
2-Fairly Satisfactory
1-Needs improvement

After the activity the teacher will ask the following questions:
4.3 Analysis 1. What did you learn from the activity?
(10 mins) 2. How do you feel about the activity?
3. From the activity, how do you now see human relationship?
4. How do you appreciate the talents of person with disabilities?
5. If you are one of these PWD’s, how would you like to be treated?

The teacher will discuss about what is Intersubjectivity

4.4 Abstraction -The term used in philosophy, psychology, sociology and anthropology to represent
(10 mins) the psychological relation between people.
 Mobile Learning!!!!
4.5 Application
( 5 mins) The teacher ask the students to form a circle where the boys are in the outer circle
and the girls are the inner circle. He will distribute the orange meta cards to the boys
and yellow meta cards to the girls.Then, they will write on it the apology to whom
they would like to ask to while the song entitled “Pananangutan “is played
Reflective Journal (30 words)
4.6 Assessment Guided Question: (Short bond paper)
1. What do you feel after being reconciled with your classmates?

Assessment Reflective Journal (30 words)

Method Guided Question: (Short bond paper)
(10 mins) 1. What do you feel after being reconciled with your classmates?

Explain: (short bond paper)

4.7 Assignment
( 2 mins) “ We are responsible for more than what becomes of us; we are also
responsible for what becomes of others.”
-Existentialist-

4.8 Concluding
Activity
(5 mins)

5. REMARKS

6. REFLECTION

Prepared by:

Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL

Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:
 Instructional Planning (iPlan)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016

Detailed Lesson Plan

DLP No. 2 Learning Area: Intro to the Grade Level: 11 Quarter: Duration:
Philosophy of the Human Person (Senior High School) 2nd 1 hour
Date: 08/15/17
Learning PPT11/12-IIa-
Competency/ies Realize that “all actions have consequences.” Code: 5.1

Key Concepts/
Understandings All actions have consequences
to be Developed

1. OBJECTIVES

Knowledge Discuss the meaning of the social contract theory in connection with freedom

Skills Produce a reflection paper that shows how one exercises his/her freedom

Attitude Practice responsibility in exercising freedom

Values Act with solidarity towards achieving common good in the use of one’s freedom

2. CONTENT Freedom of the Human Person

3. LEARNING Introduction to the Philosophy of the Human Person by Christine Carmela Ramos
RESOURCES CG, Activity sheets, Laptop, LCD, speaker, video

4. PROCEDURE

4.1 Introductory The session will begin with a prayer, greetings, checking of attendance and refresher.
Activity The teacher will show a picture of Mahatma Gandhi or EDSA Revolution. Do you know
(5 mins) the story behind the EDSA Revolution?

4.2 Activity We will now watch a video presentation (video clips) of the EDSA Revolution or the life
( 20 mins) of Mahatma Gandhi.
What can you say about the movie?

4.3 Analysis What led the people to organize a revolution?

(5 mins) What made them realize that they are not anymore free?
How can reason be translated into action?
What is the meaning of the line, “If there were no intellect, there would be no will”?
What is a social contract and how is it reflected in the People Power (EDSA
Revolution)?
What was the consequence of the EDSA Revolution?

4.4 Abstraction The teacher will discuss the following points:

(10 mins)  Aquinas ideas on freedom: a complex of three powers of the human soul: the
intellect, the will, the passion or feeling.
 Freedom involves careful consideration of the short-term and long-term
consequences of our actions and not just on our lives but also on the lives of
others.

4.5 Application Activity: Think, Pair and Share

(8 mins) 1. Based on your experience, when was the time when you exercise your freedom?
 What were the consequences of that action? How did it affect others?
2. Do you consider yourself a responsible person? Why?
4.6 Assessment

Assessment Essay
Method Reflective Journal
(8 mins) 1. In your view, what consists free choice? Cite examples that happen in the current
situation.
2. What will you do in order to exercise freedom responsibly?

4.7 Assignment Research on an issue or recent event in the news and analyze it using the concepts and
( 2 mins) perspectives on human freedom.

4.8 Concluding Reflect on the following quotations by Nelson Nandela, “For to be free is not merely to
Activity cast off one’s chains, but to live in a way that reflects and enhances the freedom of
( 2 mins) others.

5. REMARKS

6. REFLECTION

Rubrics for Reflective Journal

Skills 5 4 3 2 1
Depth of reflection Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate little
conscious and thoughtful basic understanding limited or no
thorough understanding of of the writing understanding of understanding of
understanding of the writing prompt and the the writing prompt the writing prompt
the writing prompt prompt and the subject matter. and subject matter. and subject
and the subject subject matter. This reflection matter. This
matter. This needs revision. reflection needs
reflection can be revision.
used as an
example for other
students.
Use of textual evidence Use specific and Use relevant Use examples from Use incomplete or No examples from
convincing examples from the text to support vaguely developed the text are used
examples from the the texts studied most claims in your examples to only and claims made
texts studied to to support claims writing with some partially support in your own
support claims in in your own connections made claims with no writing are
your own writing, writing, making between texts. connections made unsupported and
making insightful applicable between texts. irrelevant to the
and applicable connections topic at hand.
connections between texts.
between texts.
Language use Use stylistically Use language that Use basic but Use language that Use language that
sophisticated is fluent and appropriate is vague or is unsuitable for
language that is original, with language, with a imprecise for the the audience and
precise and evident a sense of basic sense of audience or purpose, with little
engaging, with voice, awareness voice, some purpose, with little or no awareness of
notable sense of of audience and awareness of sense of voice, and sentence structure.
voice, awareness purpose, and the audience and a limited
of audience and ability to vary purpose and some awareness of how
purpose, and sentence attempt to vary to vary sentence
varied sentence structure. sentence structure. structure.
structure.
Conventions Demonstrate Demonstrate Demonstrate partial Demonstrate Demonstrate little
control of the control of the control of the limited control of or no control of
conventions with conventions, conventions, the conventions, the conventions,
essentially no exhibiting exhibiting exhibiting frequent making
errors, even with occasional errors occasional errors errors that make comprehension
sophisticated only when using that do not hinder comprehension almost impossible.
language. sophisticated comprehension. difficult.
language.

Prepared by:

Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL

Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016

Detailed Lesson Plan

DLP No. 3 Learning Area: Intro to the Grade Level: 11 Quarter: Duration:
Philosophy of the Human Person (Senior High School) 2nd 1 hour
Date: 08/16/17
Learning PPT11/12-IIa-
Competency/ies Evaluate and exercise prudence in choices. Code: 5.2

Key Concepts/ Evaluating and exercising prudence in choices

Understandings
to be Developed

1. OBJECTIVES

Knowledge Classify instances that shows authentic freedom or absence of freedom

Skills Evaluate situations that shows prudence in making decisions

Attitude Practice prudence in one’s own choices

Values Act with a sense of responsibility with one’s actions

2. CONTENT Freedom of the Human Person

3. LEARNING Introduction to the Philosophy of the Human Person by Christine Carmela Ramos
RESOURCES CG, Activity sheets

4. PROCEDURE

4.1 Introductory The session will begin with a prayer, followed by the greeting, checking of attendance
Activity and energizer.
( 5 mins)

4.2 Activity Picture Analysis

( 5 mins) Study the following pictures. Identify if the picture shows responsible freedom or not.

Why do you say so?

When can you say that a person is free?

4.3 Analysis Group Activity: The class will be divided into groups. Each group will make a graphic
(10 mins) organizer.
Direction: Think of a present situation which you need to make a decision. Evaluate the
possible consequences of such actions.

Situation

Decision

Short-term effect Long-term effect

 Processing:
How does freedom affect our decisions in life?
What important elements should be considered in making a right decision?
How does our action affect other people?
Why do we need to consider the effects of our action/decision?

4.4 Abstraction The teacher will discuss important points about the topic.
(15 mins) Genuine freedom involves our responsibility to justify our choices as proportionate
responses to the varying demands of different situations. It also involves the careful
consideration of the short-term and long-term consequences of our actions, not just our
lives, but also on the lives of others.

4.5 Application Being free necessitates that we exercise prudence in making decisions. Being free
( 5 mins) bestows us with the capacity to change the course of our lives and of others.

From the decisions you made in the past, which of these would you like to change and
improve to ensure that you are using freedom responsibly and correctly? Fill in the table
below:
Decisions that I’d like to Concrete actions that I Effects on myself and to
change need to do other people

4.6 Assessment

Assessment Role Play (sample situations)

Method
( 15 mins) 1. As staff member of your school paper, you are free to write ideas in your column. You
dislike one of your teachers. Are you free to write unfavorable things about him/her?

2. You are at a party where alcoholic drinks are being served. Will you accept the drink
offered to you?

4.7 Assignment Name specific people in your life that were able to use their freedom to make the best of
( 3 mins) their situation.

4.8 Concluding Reflect on the following:

Activity You are free to make whatever choice you want but you are not free from the
( 2 mins) consequences of your choice

5. REMARKS

6. REFLECTION

Rubric for Role play

Scoring criteria 5 Excellent 4 Good 3 Needs Some 2 Needs Much 1 N/A

Improvement Improvement

Relates to audience

Provides a fluent rendition of

scenario.

Role-plays scenario with feeling

and expression.

Varies intonation.

Presents characters appropriately.

Gives the scenario its full range.

Breaches are easily identified.

Prepared by:
Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL
Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016

Detailed Lesson Plan

DLP No. 4 Learning Area: Intro to the Grade Level: 11 Quarter: Duration:
Philosophy of the Human (Senior High 2nd 1 hour
Person School) Date: 08/17/17
Learning PPT11/12-IIa-5.2
Competency/ies Evaluate and exercise prudence in choices. Code:

Key Concepts/ Evaluating and exercising prudence in choices

Understandings
to be Developed

1. OBJECTIVES

Knowledge Identify significant events in life when one made life-changing decisions

Skills Make a time-line of major decisions in one’s life

Attitude Practice prudence in one’s own choices

Values Act with a sense of responsibility with one’s actions

2. CONTENT Freedom of the Human Person

3. LEARNING Introduction to the Philosophy of the Human Person by Christine Carmela Ramos
RESOURCES CG, Activity sheets

4. PROCEDURE

4.1 Introductory Song Analysis: “Mahal ko og Mahal ako”

Activity What is the song all about?
(5 mins) Do you have a similar experience when you were confused on what do with a particular
situation? What did you consider in making choices?

or Picture Analysis

What can you say about the pictures below? Have you been in this kind of
situation? What are the things that you considered in making choices?

How did you make your decision? What were the consequences?
Do you have any regret with your past decisions?
What did you learn from such decisions?

As a grade 11 student, you have made some important life decisions in the past. Make
4.2 Activity a time-line of major decisions in your life and below the line then write down the
(15 mins) consequence of those particular decisions.

Life decisions
 __________________________________________________________________

12 years old 14 years old 16 years old

Consequences

4.3 Analysis What factors influence your decisions in life?

( 7 mins) To what extent does the environment affect our choices? Cite examples.

4.4 Abstraction The teachers will emphasize key points on making decisions through discussion.
(13 mins)
Being prudent in your decisions reflects how you value your life project as well as the
life projects of other people. Critical reflection and analysis of the values at stake and
the possible repercussions of our decisions is part and parcel of being free.

How will you show practice prudence in the choices you make? What will you do to
develop this value?

4.5 Application If you are to go back to your past, what decision did you make which you would like to
(10 mins) change? Why would you change it? (Dyad)
This will be based on the output of the time line.
4.6 Assessment

Assessment Put in a check in the box if the scenario described shows responsible use of freedom.
Method Put an X if otherwise.
(5 mins) ______ 1. While his parents were on vacation Donald invited his schoolmates over to
their house for an overnight party. Neighbors called the police to complain about the
noise made by the partygoers, while a bonfire on the yard almost burned down part of
the house.
______ 2. Instead of spending her excess allowance on new shoes, Rayna decided to
open a bank account and start saving up for her future.
______ 3. A woman used the internet to humiliate her ex-boyfriend by spreading lewd
photos of him on social media.

4.7 Assignment Create a comic strip that reflects prudence in making decisions.
(3 mins)

4.8 Concluding Reflect on the quotation, “Life is what we make it”.

Activity
(2 mins)

5. REMARKS

6. REFLECTION

Prepared by:

Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL

Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:
 Instructional Planning (iPlan)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016

Detailed Lesson Plan

DLP No. 5 Learning Area: Intro to the Grade Level: 11 Quarter: Duration:
Philosophy of the Human Person (Senior High School) 2nd 1 hour
Date: 08/16/17
Learning PPT11/12-IIa-
Competency/ies Evaluate and exercise prudence in choices. Code: 5.2

Key Concepts/ Evaluating and exercising prudence in choices

Understandings
to be Developed

1. OBJECTIVES

Knowledge Discuss logically one’s stand about an issue relating to freedom

Skills Judge soundly on the morality of choices

Attitude Practice prudence in making decisions

Values Perform actions that show respect for human rights in the choices one makes

2. CONTENT Freedom of the Human Person

3. LEARNING Introduction to the Philosophy of the Human Person by Christine Carmela Ramos
RESOURCES CG, Activity sheets

4. PROCEDURE

4.1 Introductory Think about a past experience and identify a moment when you believed you had “no
Activity choice” regarding your actions or decisions. What did you do?

4.2 Activity What particular situations in our society which shows the same?
The class will conduct a debate on the following situation:
“Do we have the freedom to kill the people who are involve into drugs in order to solve
the problems in our country?”

4.3 Analysis Processing

How are human rights and political freedom related?
How does moral responsibility influence the exercise of freedom?

4.4 Abstraction The following statements will summarize the days’ activity.
a. To be a free individual is to be responsible not only for one’s self but also for all.
b. The individual should be disciplined from within rather than have fear of an authority
figure.

4.5 Application How can you exercise freedom responsibly?

How can you show respect for human rights in the choices you make?

4.6 Assessment
Essay writing.
Assessment Expound the following quotation:
Method The future is fixed, how one’s life unfolds is a matter of destiny. Agree or disagree?

4.7 Assignment Look for a passage or quotations about freedom. Make a slogan on that quotation. Be
creative and informative.
4.8 Concluding Sing the song “Freedom is at Hand.”
Activity

5. REMARKS

6. REFLECTION

Rubric for the essay writing

Performanc Excellent Good Average Poor Unacceptable

e Element

Idea Idea is present Idea is present Idea is present Idea is vague Lacks
Development and directly and most points but vague; with little organizing idea.
(5 points) supported supported. support may support or (1 point)
throughout (4points) stray from strays from
essay. (5 points) thesis. thesis.
(3 points) (2 points)

Elaboration Well written, Well written, Adequately Awkward writing Poor writing
(10 points) fully elaborates most points written essay; style, points are style with little or
points elaborated with some points general, factual no specific
addressed with clear and elaborated; may errors present, details, off topic,
clear, accurate, detailed contain factual and may stray factual errors
and detailed information to errors or from thesis. present. (2 - 1
information to support thesis; irrelevant (4-3 points) points)
support thesis. may contain information.
(10-9points) minor factual (6-5) points)
errors.
(8-7 points)

Organization Clearly Good Organization Organization is Little or no

(5 points) organized and organization present but confusing to the structure
remains with few awkward; may reader. present. Essay
focused. statements out contain several Organization rambles
(5 points) of place. statements out may lack proper aimlessly from
(4 points) of place, paragraph topic to topic or
problems construction, is completely off
existing with transitions, topic topic.
introduction or sentences, (1 point)
conclusion; lack organizing
of topic support, or
sentences. relevant
(3 points) information.
(2 points)

Mechanics (5 Possesses no Possesses 1-2 Possesses 3-4 Possesses 5-6 Possesses 7 or

points) critical errors critical errors critical errors critical errors more errors
interfering with interfering with interfering with interfering with interfering with
comprehension. comprehension. comprehension. comprehension. comprehension.
( 5 points) (4 points) (3 points) (2 points) (1 point)

Prepared by:

Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL

Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address: