VICENTE ANDAYA SR.

NATIONAL HIGH
GRADES 1 TO 12 School Grade Level 12
SCHOOL
DAILY LESSON PLAN
Introduction to Philosophy of the Human
Teacher CYNTHIA C. BICLAR Learning Area
Person
Teaching Dates and
Week 6 Day 3-4 Quarter Second
Time
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 PPT11-IIc-6.1
Write the LC code for each 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
A. Reviewing previous lesson or Introduce the new lesson to Review the following
presenting the new lesson
students by showing some concepts:
pictures (e.g. child scolded,
teenage pregnancy, woman
 wearing short skirt, holding Definition and nature of
hands of a man & a woman intersubjectivity
etc.)
B. Establishing a purpose for the lesson Based on the pictures
presented.
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 Share a real life
the new lesson
situation/short story telling:
The stage fright girl
D. Discussing new concepts and Discuss:
practicing new skills #1 Discuss:
Definition and Nature of
Buber’s I-it and I-Thou
Intersubjectivity
relationship
E. Discussing new concepts and Various situations where
practicing new skills #2
intersubjectivity is exercised:
a. On religion
b. On social relationship
c. Etc
F. Developing mastery Process Question:
Ask the learners to give their
If you are on the shoe of that
own examples of I-It and I-
girl, would you feel the same
Thou encounters
thing? Yes or No? Why?
G. Finding practical applications of Cabbage Game:
concepts and skills in daily living
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 What is the significance of
abstractions about the lesson Why do you need to
knowing the I-it and I-Thou
respect/accept others point of
encounter posted by Buber in
view, action or differences?
our lives?
I. Evaluating learning Write a reflection paper about
Ask them about the pictures
the student’s ordinary
again. How do you proper
experiences and how Buber’s
address the situation?
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?
Prepared By: Approved By:

Cynthia C. Biclar Marie Paz A. Almalbis Ph.D

Teacher II Asst. School Principal II/OIC
 VICENTE ANDAYA SR. NATIONAL HIGH
GRADES 1 TO 12 School Grade Level 12
SCHOOL
DAILY LESSON PLAN
Introduction to the Philosophy of the
Teacher CYNTHIA C. BICLAR Learning Area
Human Person
Teaching Dates and
Week 7 Day 1-4 Quarter Second
Time
Day 1 Day 2 Day 3 Day 4
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.
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 PPT11/12-IId-6.2 PPT11/12-IId-6.3
Write the LC code for each Appreciate the talents of persons with disabilities and Explain that authentic dialogue means accepting others
those from the underprivileged sectors of society and their even if they are different from themselves
contributions 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
1. Teacher’s Guide pages Not Available
2. Learner’s Material pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning Not Available
Resource (LR) portal
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
A. Reviewing previous lesson or show some pictures/ videos Ask the students to present Show pictures of different Ask the students who applied
presenting the new lesson people (or group of people)
(e.g. The Mouth Art, Nick the result of their interview authentic dialogue outside the
Vujjicic, etc.) with persons with disability or talking to or with each other. class about their observations.
belonging to the minority Group the students and let them (5 minutes)
pick one picture per group and
group.
 have them create a story guided
by the following questions:
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 Ask them to determine the Introduce the class to another Ask:
pictures for 2 minutes. strengths and weaknesses of activity and ask them 1. How was the dialogue?
the persons they interviewed (individual recitation): 2. How did you feel?
and have them listed on the 1. When was the last time you 3. How did the person you
had a conversation with a
board through a diagram had a dialogue with
person?
react?
2. Who was the person you
had a conversation with? 4. What did you realize
3. How was the conversation? from the dialogue you
4. Do you consider it as had?
something positive or 5. Where you more
negative? accepting of the person
Draw a table of two columns you had a dialogue with
on the board (Positive and Sum up their responses and
negative). Write on the board make conclusions.
their experiences (15 minutes)
(10 Minutes)
C. Presenting examples/instances for Ask the students about the Ask their observations about Ask: Group the class into triads.
the new lesson What do you notice from the
picture: the strengths and weaknesses Ask them to do the following
1. What do you see on the written on the board. positive (and negative) tasks:
picture? column? 1. Assign two members of
Relate their responses to a
2. What can you say on the triad to do an
discussion on Authentic
each picture? (Primary authentic dialogue. The
Dialogue
Reflection) (10 minutes) 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)
D. Discussing new concepts and Ask/Share: Ask: Write on the board and ask Ask:
practicing new skills #1
How do you interpret the How does acknowledging the the students about the 1. What was the topic of
pictures? strengths and weaknesses of differences of the two your dialogue all
Ask the student: people with disabilities or concepts through a diagram, about?
How can we relate these belonging to the respectively: 2. How did you do the
pictures with the I-It and I- underprivileged help you Input dialogue?
Thou encounter posted by perceive them? 3. How did you feel
Buber? Authentic Dialogue 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)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Is it not right to make a Ask the students to write an Ask the students to write in Engage the students into
conclusion without further essay about valuing people their journal a very short secondary reflection by
investigation? Yes or No with disabilities or belonging essay about their asking:
Why? to the underprivileged. understanding of the 1. How does it feel to
following line and choose know that someone is
Ask the students about the three to five students to read different from you?
author of the pain ting, do their essay in front of the 2. How does authentic
they have any idea about his class: dialogue help you deal
personality? with these
Show the photograph of the “Dialogue is an exchange in differences?
author and talk about his which people discover Discuss: Authentic dialogue
disabilities and talents. something new.” – George means accepting individual
Kohlrieser (2006) differences
(5 minutes)
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)
G. Finding practical applications of Ask the students to share Ask:
concepts and skills in daily living
their own experiences in What specific situations in
 meeting people with your daily life where you can
disabilities, how they manage apply authentic dialogue?
their actuations and in making (5 minutes)
their decisions.
H. Making generalizations and As a student, for you what is Through a concept map, ask Based on the discussion and Based on the discussions and
abstractions about the lesson
the meaning of the students to write their activities, guide the students activities, ask the student
intersubjectivity? realizations from the lesson. to determine specific ways (recitation) to state in their
Why do you need to respect (example: listening, empathy own words how authentic
persons with disabilities? etc.) to have an authentic dialogue leads to accepting
dialogue with others through others as a unique individual.
a concept map. (5 minutes)
I. Evaluating learning Ask them about the pictures Formative Quiz: Short quiz (True or False
again. How do you proper Short True or False about the about Authentic Dialogue)
address the situation? lesson (5 minutes)
J. Additional activities for Ask the students to group Ask the students to apply
application/for remediation
themselves and interview one authentic dialogue at home,
person they know in their school or in other places and
community who is with a observe themselves how they
disability or belonging to the felt.
minority sector who have
achieved something or
contributed to their
community.
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?
Prepared By: Approved By:

Cynthia C. Biclar Marie Paz A. Almalbis Ph.D

Teacher II Asst. School Principal II/OIC
 VICENTE ANDAYA SR. NATIONAL HIGH
GRADES 1 TO 12 School Grade Level
SCHOOL
DAILY LESSON PLAN
Introduction to the Philosophy of the
Teacher CYNTHIA C. BICLAR Learning Area
Human Person
Teaching Dates and
Week 8, Day 1-4 Quarter
Time
Day 1 Day 2 Day 3 Day 4
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.
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 PPT11/12-IId-6.4
Write the LC code for each Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors
of society.
1.Explain the difference the 1. Recognize the talents and 1.Explain the importance of Unit exam (25 items)
difference between I –It, I skill of others specially the recognizing the
Thou relationship underprivileged. underprivileged
2. Showcase the skills and
2. Recognize the importance
talents
of others in one’s life, given 3. Appreciate the talents/skill
our differences and of the performers
limitations

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
1. Teacher’s Guide pages Not Available
2. Learner’s Material pages Not Available
3. Textbook pages Not Available
4. Additional Materials from Learning Not Available
Resource (LR) portal
B. Other Learning Resources Internet/ Youtube.com
 IV. PROCEDURES
A. Reviewing previous lesson or Review the past lessons: 1. Mini –Concert: Showcase Written work: require the Conduct a Unit test (25
presenting the new lesson
Recap the difference of Talents and abilities by students to write 100 words items)
the invited volunteers. about the following. Choose
I –Thou (Venue will be set prior to only one.
I – It
2. Recognize the importance this date)
1. “How can you be a whole
of others in one’s life, given person in your relationship to
our differences and others?
limitations
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 Program proper: Opening Rubrics: (20 points)
sinoman ang nabubuhay para remarks (5 minutes)
sa sarili lamang”. 1.Content - 10
Rubrics for the group concert: 2. Grammar-5
1. Participation 5 3. Relevance-3
4. Neatness -2
2. Teamwork 5
3. Creativity 5
C. Presenting examples/instances for Video presentation of Program Proper /
the new lesson
persons with disabilities and Culminating Activity (30-40
those from the minutes)
underprivileged sectors of
society. 10 minutes

Download from youtube:

Jessica Cox, armless pilot;
Nick Vujicic, motivational
speaker)

D. Discussing new concepts and Emphasize that each one has Recognition and citations to
practicing new skills #1
its own talent or value as a the performers.
person despite of physical
disabilities.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Complete the following
abstractions about the lesson
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 Unit Test (25 Items)
for more than what becomes
of us; we are also responsible
for what becomes of others.”
J. Additional activities for Ask for volunteers to join the Optional Activity:
application/for remediation
mini showcase of talents by
the senior high students Pray and eat together (with
(Grade 11-12) PWDs and underprivileged.
Talk to them; be sensitive.
Look for any person who has Accept them for who they are.
special talents/abilities with or Avoid judgments.
without disabilities that he or
she can join this program and
be enlisted.
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?
Prepared By: Approved By:

Cynthia C. Biclar Marie Paz A. Almalbis Ph.D

Teacher II Asst. School Principal II/OIC
APPENDIX 6.1 (For WEEK 3 Day 1-4)
Appendix 6.2
 PERFORMANCE TASKS
Role Play/Oral Recitation Rubrics
11686773 11686774
11686775 Basic 11686776 Below Basic
Excellent Proficient
2 1
Mechanics Below
Basic Basic
4 3
Excellent Proficient 3 2
5 4

-Specific introduction and -Specific introduction and -Specific introduction and -Specific introduction and conclusion
conclusion conclusion conclusion -No sequence in material
-Sequenced material -Sequenced material -Sequenced material within
Organization within the body within the body the body is inconsistent
11686777 -Specific introduc -Cohesive presentation -Cohesive presentation 11686780
11686778 11686779
content content -Specific introduc
-Specific introduc -Specific introduc

-Enhance the -Support the -Not interesting -Unclear

effectiveness of the effectiveness of the -Partially support the -Minimally support the effectiveness
presentation presentation effectiveness of the of the presentation
-Correct grammar -Correct grammar presentation -Occasional mistakes in grammar
11686781
Language -Appropriate to audience -Appropriate to audience -Correct grammar -Appropriate to audience
-Enhance the effe - No pronunciation -Very few pronunciation -Appropriate to audience -Several pronunciation mistakes
11686782 11686783 Some pronunciation
mistakes mistakes
11686784
-Support the effec -Not interesting<b mistakes
-Unclear<br / >¶-M

11686785 -Good posture -Good posture -Intermitted good posture -Poor posture
Delivery
-Eye contact with the -Frequent eye contact -Occasional eye contact -Seldom eye contact with the
-Good posture<br
audience most of the time with the audience with the audience audience
-Appropriate gesture and -Appropriate gesture and -Appropriate gesture and -Not enough or too much gesture and
expression expression expression expression
-Deliverance with -Almost full group -Partial group presentation -One person presentation.
confidence participation 11686788
-Full group participation 11686787
-Poor posture<br /
11686786
-Intermitten good
-Good posture<br
 11686786 -Intermitten good

-Good posture<br

-Student discuss the -Student discuss the -Student discuss the -Students discuss the subject with
subject in great details. subject with some details. subject with a few details. very minimal details.
-Student describes in -Student outlines their -Student do not outline -Students do not outline what they
11686789 detail about their findings finding their finding have learnt
Content
-Student indicate what -Student show what they -Student's misconceptions -Students still sound confused on this
-Student discuss t
they have learnt 11686791 11686792 topic
have learnt are still seen
11686790
-Student discuss t -Students discuss
-Student discuss t
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.