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What Is Disorder in The Environment

This document provides a semi-detailed lesson plan for a 1-hour class on introducing philosophy of the human person. The lesson plan aims to help students identify and create situations that demonstrate freedom of choice and the consequences of choices. The plan outlines objectives, subject matter, learning resources, procedures including group activities, presentations, and discussions. It also includes an evaluation activity and assignment. The overall goal is for students to understand how freedom of choice impacts human life and requires consideration of consequences.

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Florina Nadorra Ramos
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259 views

What Is Disorder in The Environment

This document provides a semi-detailed lesson plan for a 1-hour class on introducing philosophy of the human person. The lesson plan aims to help students identify and create situations that demonstrate freedom of choice and the consequences of choices. The plan outlines objectives, subject matter, learning resources, procedures including group activities, presentations, and discussions. It also includes an evaluation activity and assignment. The overall goal is for students to understand how freedom of choice impacts human life and requires consideration of consequences.

Uploaded by

Florina Nadorra Ramos
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SEMI-DETAILED LESSON PLAN IN INTRODUCTION TO PHILOSOPHY OF THE HUMAN

PERSON

Allotted Time : 1 hour


Academic Track : HUMSS 12
Demonstration Teacher : Teresita G. Silvano

Content Standard Understands the human person’s freedom.


Performance Standard Demonstrate freedom of choice and the consequences of choices.
Learning Competency Show situations that demonstrate freedom of choice and the consequences
of their choices. (PPT 11/12- IIc-5.4)

I. OBJECTIVES : 1. Identify situations that demonstrate freedom of choice and the


consequences of their choices.
2. Create situations that demonstrate freedom of choice
and the consequences of their choices.
3. Cooperate in group activities and discussions.

I. SUBJECT MATTER:

Topic : Showing Situations that Demonstrate Freedom of Choice and the


Consequences of their Choices

II. LEARNING RESOURCES


References : Curriculum Guide in Introduction to the Philosophy of
the Human Person (PPT11/12- IIc-5.4)

Introduction to the Philosophy of the Human Person


Textbook pp. 11-115

Materials : LCD Projector , laptop , Pentel pen , cartolina, Manila paper

Value Focus : Respect one’s opinion and choice

IV. PROCEDURE :
1. Activities
 Prayer
 Checking of attendance
 Setting of classroom rules
 Review
A. Motivation : ( Group Activity)
 Divide the class into three groups, and then give them the
activity to be done.
 Directions: Using the graphic organizer, “Spider Map” , write
words, phrases, ideas related to the picture found at the
middle of the web. ( 3 mins. for writing of words and 2 mins.
for the presentation)

Spider Map

 Process the activity which lead to the presentation of the


new lesson
B. Presentation : Present some concepts/ big ideas in bullet form through
powerpoint presentation ( Use visual aids/ cartolina/manila paper
as alternatives to be used in case of technical problems)

C. Unlocking of Difficulty : Using contextual clues, match the meaning of the


underlined word in Column A with its meaning in Column B.

Column A Column B
1.Moving away from the city and its A. something produced by a cause or
advantages required a deliberate decision. necessarily following from a set of
condition
2.He didn’t study much , as a consequence, B. carefully thought out in advance ;
he failed the exam. planned ; intentional
3. He was one of the most generous, and C. real or genuine
authentic person I have ever known .

Big Ideas :
 Freedom involves choice.
 As Sartre said, it is through choice that man lives an authentic
human life.
 The act of choosing or the ability to choose is valuable
because it gives the human person the reason to make
deliberate actions .
 If a person has the capacity to choose , then that person can
be held responsible over the consequences of his actions.
 If the choice lies on his hands, he would take considerable
time before acting on something because he knows that if the
consequence is not what he intends to happen , he gets the
blame.
 The person becomes prudent with the choices he makes.

2. Analysis
Ask : 1. How will you describe your ability to make a choice? (difficult , easy,
complex, right or wrong, etc. ) ? Why ?
2. Why is there a need to take a considerable time before making a
choice?
3. Do you consider the possible consequences of your actions when you
make a choice?

3. Abstraction
1. Why do you think, person should be given freedom to choose? What are the
examples of situations that demonstrate freedom of choice and the
consequences of those choices?

4. Application : Group Work ( The group will be given 3-5 minutes to prepare,
then 3 mins. to present )

Group I - Think-Pair and Share (Dyadic Activity)


 Using the ‘Think-Pair and Share” , discuss with your partner,
why did you choose HUMSS as your academic track ?
 What were your considerations in choosing that field?
 Then sharing of products within your group
 Choose 2 pairs to represent your group

Group II – Using the T- Chart , list at least 3 choices that you made and their
Consequences.

CHOICES CONSEQUENCES

Group III - Role Playing : Dramatize a scenario/situation of a choice and


Consequence, ( ex: the academic track, the school you
chose, the place you live ,etc.)
 (Rubric is provided for rating)

V. EVALUATION : Read the situation and answer cogently. ( Rubric is to be used for
checking )

After you graduated from high school, your parents told you that you can either
go to college or look for a job. Remember that each choice you will make has a
consequence . How will you make a choice?
Come up with three choices that are realistic and measurable . Think before you
make a choice.

VI. ASSIGNMENT : Interview your parents about their marriage? Were there
pros and cons regarding their decision of choosing each
other?

VII. REMARKS :

VIII . REFLECTION :

Number of learners who earned 80% in the evaluation


Number of learners who require additional activities for remediation

Prepared by
TERESITA G. SILVANO
Sindangan National High School
Sindangan, Zamboanga del Norte

Checked by
ARMANDO GUMAPON EDWIN DELA LUNA
Supervising Administrative Officer ES-II CLMD

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