San Manuel National High

School: Grade Level: 12

School
Introduction
Learning to Philosophy
Teacher Nerissa R. Aguilar
Area: of the Human
Person
July 29-August 2, 2024
Teaching 6:00-6:50
Date and 6:50-7:40 Quarter: 1
Time: 7:40-8:30
9:30-10:20

DAILY LESSON PLAN IN INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON

OBJECTIVES
A. Content Standards The learner understands the meaning and process of doing philosophy.

B. Performance The learner reflects on a concrete experience in a philosophical way.

Standards
C. Learning At the end of the lesson the students were able to:
Competencies/ Objectives
Distinguish a holistic perspective from a partial point of view. PPT11/12-Ia-1.1
a. develop the ability to differentiate between a holistic perspective and a partial
point of view;
b. improve critical thinking skills to assess issues holistically; and
c. promote effective communication and teamwork to integrate varied
perspectives.

I. CONTENT The Meaning and Characteristics of Philosophy

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Bernado, J. (2013) Introduction to philosophy of the human person. JFS Publishing
Services. pp 1-8.

2. Learner’s Materials Bernado, J. (2013) Introduction to philosophy of the human person. JFS Publishing
Services. pp 1-8.

3. Textbook Pages Pages 1-8

4. Additional Materials from
Learning Resources (LR)
Portal

B. Other Learning Resources

Modules in Introduction to Philosophy of the Human Person

IV. PROCEDURES

A. Reviewing the previous

lesson or presenting the Ask students to share their understanding of perspective and their role in shaping our
new lesson worldview.

B. Establishing a purpose for Day 1: Class Orientation

the lesson
Day 2: Orientation regarding the Subject

Day 3: Pre-test

Day 4: State the objective of the lesson. To develop the ability to distinguish between
a holistic perspective and a partial point of view. Explain the significance of
recognizing different perspectives to gain a broader understanding of complex issues.

Day 5: Explain the significance of holistic thinking in gaining a deeper understanding

of complex issues and making informed decisions.
C. Presenting
examples/instances of the Day 1: Class Orientation
new lesson
Day 2: Orientation regarding the Subject

Day 3: Pre Test

Day 4:
 Provide examples of situations or scenarios where individuals may have a
partial point of view.
 Discuss the limitations and potential biases that arise from having a narrow
perspective.
 Introduce the concept of a holistic perspective and explain how it considers
multiple viewpoints and contexts.

Day 5:
 Provide real-life examples or case studies that require holistic thinking.
 Discuss how a holistic approach allows for a comprehensive analysis of
various factors, contexts, and perspectives involved in a situation.
 Highlight the potential consequences of relying on a partial analysis.

D. Discussing new concepts Day 1: Class Orientation

and practicing new skills #1
Day 2: Orientation regarding the subject

Day 3: Pre-test

Day 4:
 Engage the students in a group discussion on the characteristics of a partial
point of view.
 Encourage students to share their experiences or examples they have
encountered where a partial point of view influenced their understanding.
 Guide the discussion to help students understand the drawbacks or rely solely
on a partial point of view.

Day 5:
 Introduce the concept of holistic thinking and its key characteristics.
 Engage students in a group discussion on the importance of considering
multiple perspectives, examining underlying assumptions, and identifying
interconnected elements.
 Encourage students to reflect on how holistic thinking can lead to more
accurate and well-rounded conclusions.

E. Discussing new concepts

and practicing new skills #2  Introduce the concept of a holistic perspective and its importance in
understanding complex issues.
 Provide examples where holistic perspectives would be beneficial and lead to
a more comprehensive understanding.
 Facilitate class discussions where students compare and contrast the strengths
and weaknesses of a holistic perspective vs a partial point of view.
F. Developing mastery
Day 1: Class Orientation

Day 2: Orientation regarding the subject

Day 3: Pre-test

Day 4:
 Divide the students into pairs or small groups.
  Assign each group a complex issue or topic and ask them to analyze it from
both a partial and holistic perspective.
 Provide guiding questions to assist them in considering different viewpoints
and contexts.
 After the discussion, ask each group to present their finding to the class
highlighting the differences between the partial and holistic perspectives

Day 5:
 Divide the students into small groups and provide each group with a complex
issue or problem.
 Instruct the group to use holistic thinking to analyze the issue considering
various perspectives, ethical implications, social and cultural factors, and
long-term consequences.
 Each group should prepare a presentation summarizing their
recommendations.
 Allow time for group presentations and encourage class discussions after each
presentation to compare and contrast different approaches and perspectives.

G. Finding practical
applications of concepts and Day 1: Class Orientation
daily living skills.
Day 2: Orientation regarding the subject

Day 3: Pre-test

Day 4:
 Engage students in brainstorming session where they identify real-life
situations in which recognizing and adopting holistic perspective can be
valuable.
 Discuss the potential benefits of adopting a more comprehensive perspective
in personal relationships, decision-making, and societal issues.

Day 5:
 Engage students in a brainstorming session where they identify practical
situations in which applying holistic thinking can be beneficial.
 Discuss how holistic thinking can improve decision-making, problem solving
and understanding complex social issues.

H. Making generalizations and Day 1: Class Orientation

abstractions about the lesson.
Day 2: Orientation regarding the subject

Day 3: Pre-test

Day 4:
 Guide a class discussion on the broader implications of understanding and
distinguishing between a holistic perspective and a partial point of view.
 Encourage students to reflect on how their newfound knowledge can
positively impact their lives and interaction with others.

Day 5:
 Lead a class discussion on the broader implications of enhancing critical
thinking skills through holistic thinking.
 Encourage students to reflect on how they can apply holistic thinking in
various aspects of their lives, including personal relationships, academic
pursuits and societal engagement.
 Day 1: Class Orientation
I. Evaluating Learning
Day 2: Orientation regarding the subject

Day 3: Pre-test

Day 4:
 Assign a short-written reflection exercise in which students summarize the
key concepts covered in the lesson and explain their understanding of the
differences between a holistic perspective and a partial point of view.
 Collect and review the reflection to assess students' comprehension and
critical thinking skills

Day 5:
 Assign a reflective writing task where students summarize the key concepts
covered in the lesson and explain how they have improved their critical
thinking skills through holistic thinking.
 Collect and review the reflection to assess students' understanding of the topic
and their ability to apply holistic thinking.

Prepared by:

NERISSA R. AGUILAR
Teacher I

Checked:

HAROLD F. EVANGELISTA, PhD

OIC-Head Teacher

Noted:

HAZEL C. MILLET, EdD

Principal II