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    PHILOSOPHY WEEK A Day 1.1 LESSON EXEMPLARS

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    El Comedor Benedict
    The document provides an exemplar lesson plan in philosophy for grade 11 students. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on experiences philosophically. The content overview defines philosophy as a methodology for deriving answers through questioning and critical examination. The learning activities include defining key terms, discussing concepts like holistic vs. partial thinking, and applying statements to students' lives. Students are assessed through multiple choice questions testing their understanding of holistic and partial perspectives.

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    PHILOSOPHY WEEK A Day 1.1 LESSON EXEMPLARS

    Uploaded by

    El Comedor Benedict
    649 views8 pages
    The document provides an exemplar lesson plan in philosophy for grade 11 students. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on experiences philosophically. The content overview defines philosophy as a methodology for deriving answers through questioning and critical examination. The learning activities include defining key terms, discussing concepts like holistic vs. partial thinking, and applying statements to students' lives. Students are assessed through multiple choice questions testing their understanding of holistic and partial perspectives.

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    PHILOSOPHY WEEK A day 1.1 LESSON EXEMPLARS

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    The document provides an exemplar lesson plan in philosophy for grade 11 students. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on experiences philosophically. The content overview defines philosophy as a methodology for deriving answers through questioning and critical examination. The learning activities include defining key terms, discussing concepts like holistic vs. partial thinking, and applying statements to students' lives. Students are assessed through multiple choice questions testing their understanding of holistic and partial perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    649 views8 pages

    PHILOSOPHY WEEK A Day 1.1 LESSON EXEMPLARS

    Uploaded by

    El Comedor Benedict
    The document provides an exemplar lesson plan in philosophy for grade 11 students. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on experiences philosophically. The content overview defines philosophy as a methodology for deriving answers through questioning and critical examination. The learning activities include defining key terms, discussing concepts like holistic vs. partial thinking, and applying statements to students' lives. Students are assessed through multiple choice questions testing their understanding of holistic and partial perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8

    PHILOSOPHY LESSON EXEMPLAR

    11
    DIVISION DAPITAN CITY GRADE

    LESSON EXEMPLAR QUARTER FIRST


    IN PHILOSOPHY
    I. OBJECTIVE/S (CODE)

    The learner understands the meaning and process of doing philosophy

    The learner reflects on a concrete experience in a philosophical way

    Distinguish a holistic perspective from a partial point of view (PPT11/12-Ib-1.1)


    II. CONTENT/CONCEPT
    Subject Matter
     Title Doing Philosophy
     Text
    Materials Introduction to the Philosophy of the Human Person (Christine Carmela R. Ramos,
     References Ph. D.
     Materials Abella, R. (2016). Introduction to the Philosophy of the
     Additional Human Person Textbook. Quezon City: C &
    Materials
    BhaviniOnline.com Corpuz, B., Corpuz, R., Corpuz-
    Paclibar, ML., and Paclibar, S. Introduction to the
    Philosophy of the Human Person for Senior High Senior
    High School. Quezon City: Lorimar Publishing, Inc. E
    Publishing, Inc.
    "The Philosophical Enterprise" by John Kavanaugh, S. J.
    Process/Skills
    Values Integration Realize the value of doing philosophy in obtaining a broad perspective on
    life in English subject (POEM activity)
    OVERVIEW OF THE Many fields can be studied and learned without ever actually
    TOPIC working with the tools in field. For instance, chemistry can be
    learned in depth without ever picking up a test tube or mixing ionic
    compounds. Philosophy, however, is more about the methodology
    behind deriving answers than it is about the answers themselves.
    As such, students studying philosophy must use the methodology
    of philosophy on the philosophy they are learning as they are
    learning it. Doing philosophy involves asking the right questions,
    critically examining the work of previous philosophers, truly
    understanding the works and the reasoning behind the works, and
    possibly building on the works of previous philosophers by
    expanding or testing this methodology.
    III. LEARNING ACTIVITIES(Indicate specific time in every part)
    A. Review Present distorted figures

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    B. Motivation What Philosophy is and what philosophy is not.

    C. Presentation Ask the students: “what comes to your minds when you encounter the word
    Philosophy?”

    D. Discussion Unlocking of Difficulties:


    1. Discussing new Definition of Philosophy as a path towards the attainment of knowledge.
    concepts and Holistic Thinking.
    practicing new
    skills no.1

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    2. Discussing new
    concepts and
    practicing new
    skills no.2

    Holistic thinking
    Unlocking of Difficulties:
    Meaning of Philosophy as a path towards the attainment of wisdom
    Partial Thinking.

    3. Discussing new
    concepts and
    practicing new
    skills no.3

    Partial thinking

    Ask the difference between knowledge and wisdom.


    Knowledge is knowing that tomato is a fruit
    Wisdom is knowing not to put it in a fruit salad
    Philosophy is asking if ketchup is a fruit shake

    Think-Pair-Share

    That each by observation

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    And so these men of Indostan Disputed
    loud and long, Each in his own opinion
    Exceeding stiff and strong, Though each
    was partly in the right, And all were in
    the right MORAL So oft in theologic wars.
    The disputants, I ween Rail on in utter
    ignorance Of what each other mean, And

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    E. Application Flash the statements:

    “The unexamined life is not worth living” and “He who has a why to live for can
    bear with almost any how”.

    Then will ask the students to relate the statements to their present condition as
    SHS Learners preparing for college.
    F. Generalization The learners will be grouped (same group) and will be tasked to come up with a
    word web map based from their understanding of the discussion.
    Write associated words with philosophy.
    Have you adopted a holistic view in looking at a
    problem or situation? How did adopting a holistic view
    help you make sense of the situation?
    IV. ASSESSMENT (5 items – 2nd and 3rd level question of the bloom’s taxonomy)
    Test I. Direction: Shade the correct answer of the corresponding
    letter.

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    For question 1-2
    Look at this “set of” pictures very very carefully … and think deeply.

    Representation 1 Representation 2

    A B C D
    O O O O (1). From the picture above distinguish the holistic perspective.
    a. Representation 1 c. Representation 2
    c. Representation 1 & 2 d. All Representation
    O O O O (2). From the picture above distinguish the partial perspective.
    a. Representation 1 c. Representation 2
    c. Representation 1 & 2 d. All Representation
    For question 3-4
    O O O O (3). Which of the following statement is TRUE about Holistic Thinking?
    O O O O (4). Which of the following statement is NOT TRUE about Holistic
    Thinking?

    I. A holistic view helps us understand a situation from different vantage


    points so we can see it more partially
    II. People tend to apply analytical perspective when looking at problems
    or situations.

    a. Both I & II c. I only but not II


    c. Neither I nor II d. II only but not I
    For Question 5

    Partial thinking

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity
    O O O O (5). Which of the following statement is TRUE about partial Thinking?

    I. Holistic thinking refers to a perspective that considers small-scale patterns in


    systems.

    II. An individual uses a partial point of view when he/she looks at only a limited
    number of aspects of the given problem or situation.

    a. Both I & II c. I only but not II


    c. Neither I nor II d. II only but not I

    Prepared by:

    EMMA M. GONZALES-TILLANO
    Aseniero National High School

    Check by:

    LEAH B. ACOYMO
    Principal I
    Ilaya National High School

    D C
    are to are
    riven by ompassion
    edication&ommitment for
    apitan ity

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