K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Teaching Guide in Introduction to the Philosophy of the Human Person - Grade 12

I. Topic: Human Persons as oriented towards their impending death

II. Time Frame: 240 mins/2 meeting

III. Learning Outcomes:

Content Standard:

The learner understands human beings as oriented towards their impending death.

Performance Standard:

The learner writes a philosophical reflection on the meaning of his/her life.

Specific learning Outcomes

Students will be able to write a philosophical reflection on the meaning of his/her life

based from the influences of the different social philosophers as well as religion.

References:

K to 12 Senior High School Humanities and Social Sciences Strand.(2014).

Introduction to the Philosophy of the Human Person.

Rubistar.Create your own rubric. Available @ http://www.rubistar4teachers.org/caf/

Materials: Laptop, DLP, chart, felt tip pens, pictures, flip chart

IV. Lesson Outline

1. Activities

a. Anticipatory set

The teacher checks students’ attendance and assignment. (Classroom mgt)

b. Motivation

The teacher divides the class into four groups to play “Complete the Pic”. Every group

will be given cut out pictures of: (1) a woman giving birth in the hospital, (2) a mother

crocodile protecting her eggs, (3) a bird feeds her chicks, and (4) a male lion sacrificing his

life protecting his entire pride against intruder. Every group must try to fix the cut out and

form the picture. Whoever completes the task will be the winner and will receive a reward (in

points or in kind).

The teacher then asks the following guide questions to each group:

1. What do you see in the pictures you have formed?

2. What might be the core concept inside each picture?

3. What might be our topic for the day?

b. Lesson proper

Today we are going to explore and discuss the Human Persons as oriented towards

their impending death.

Same pictures will be used by the teacher during the discussion. A flip chart (or ppt)

containing the beliefs and culture of some classical and neoclassical philosophers will be

presented to the class.

Same group will be given a belief of a philosopher about Human Life to be discuss

among themselves, use a chart/graphic organizer, and present their understanding of that belief to

the class most importantly relating the philosopher’s belief to the picture they have formed

earlier.

Guide question for each group:

1. What is the belief of that philosopher towards human life?

2. What are the objectives one wants to achieve in life?

2. Relate that belief to the picture you have formed?

c. Analysis

After the groups’ presentation, the teacher will show a short video clip on the life of Tado

who died on the date he already predicted in his book.

A volunteer from each group will try to analyze and explain Tado’s life following the

guide questions below:

1. What philosophy of life can explain said human experience?

2. Explain how people’s belief affects his own objectives in life?

d. Abstraction

Each group then presents their own generalization on the importance of understanding

human life and its impending death.

Teacher will also help craft each group or students’ own understanding of human life by

simply connecting their own objectives and where will it lead to.

d. Application

Each student will choose a literary output i.e. (1) write his/her own philosophical

reflection, (2) write a philosophical essay, (3) or write an 500 word argument about life

following a belief of some philosophers or based from his own belief. Each output will be scored

using a rubric.

Their output will be place in an exhibit side of the classroom.

IV. Evaluation

The teacher will simply check and record the students’ scores of their literary output.

(The teacher then gave his/her feedback on the groups’ performance.)