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.) 