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Grade 11 DLL Introduction To Philosophy Week 4

The document outlines a lesson plan for Grade 11 students at Muñoz National High School, focusing on the philosophy of the human person as an embodied spirit. It includes objectives, content topics, learning resources, and procedures for daily lessons over a week. Additionally, it features a summative test with multiple-choice and true/false questions to assess students' understanding of the concepts taught.

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mena guado
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0% found this document useful (0 votes)
26 views5 pages

Grade 11 DLL Introduction To Philosophy Week 4

The document outlines a lesson plan for Grade 11 students at Muñoz National High School, focusing on the philosophy of the human person as an embodied spirit. It includes objectives, content topics, learning resources, and procedures for daily lessons over a week. Additionally, it features a summative test with multiple-choice and true/false questions to assess students' understanding of the concepts taught.

Uploaded by

mena guado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School ID/ School: 300562- Muñoz National High School Grade Level: 11

DAILY Introduction to the Philosophy


LESSON LOG Teacher: MENA B. GUADO Learning Area: of the Human Person
for Week 4 ALS ALS
SAGUITARIU VIRGO
Grade/ Section S Quarter 3
Teaching Time: 8:30-9:30 10:00-11:-- School Year 2024-2025

Inclusive Dates: DAY 1(Modular) DAY 2(FACE TO FACE) DAY 3(MODULAR) DAY 4 (MODULAR) DAY 5 (FACE TO FACE)
JANUARY 20-24, 2025
I. OBJECTIVES
A. Content Standards: The learner understands the human person as an embodied spirit
B. Performance The learner distinguishes his/her own limitations and the possibilities for his/her transcendence
Standards:
C. Most Essential Recognize how the human body imposes limitsand possibilities for transcendence(PPT11/12-If-3.1
Learning Competencies
(MELC)
(NB: Write the MELC
code for each)
D. Unpacked MELC Evaluate own limitations Evaluate own limitations Evaluate own Evaluate own limitations and Evaluate own limitations and
(Daily Objectives) and the possibilities for and the possibilities for limitations and the the possibilities for the possibilities for
their transcendence their transcendence possibilities for their transcendence their transcendence
their transcendence
II. CONTENT / HUMAN PERSON AS HUMAN PERSON AS HUMAN PERSON AS HUMAN PERSON AS AN SUMMATIVE TEST
TOPIC AN EMBODIED AN EMBODIED SPIRIT AN EMBODIED EMBODIED SPIRIT
SPIRIT SPIRIT

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages Intro to the Philosophy of Intro to the Philosophy of Intro to the Philosophy Intro to the Philosophy of the Intro to the Philosophy of the
the Human Person pp. the Human Person pp. of the Human Person pp. Human Person pp. Human Person pp.
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials [email protected] [email protected] [email protected] [email protected]
from Learning Resource [email protected] .ph
(LR) portal h
B. Other Learning internet internet internet internet internet internet
Resources
C. Instructional Materials SLMs, LAS, Modules Ppt. laptop, SLMs, LAS, Modules SLMs, LAS, Modules Ppt. laptop,

IV. PROCEDURES
A. Reviewing Previous The learners will answer Showing different pictures Showing different Showing different pictures Showing different pictures
Lesson or Presenting the activities . in their that related to philosophy pictures that related to that related to philosophy that is related to opinion and
the New Lesson modules philosophy truth.
1. Establishing a Purpose The learners will answer Let the learners apply the The learners will answer The learners will answer the Cite the application of
for the Lesson the activities . in their concept in keeping disorder the activities . in their activities . in their modules showing truth and opinion in
modules at modules order to respect each other.
bay and having the skills to
organize disorder into order
with respect to aesthetic
value.
2. Presenting Examples/ The learners will answer Let the learners apply the The learners will answer The learners will answer the
Instances of the new the activities . in their concept of truth and the activities . in their activities . in their modules
lesson modules opinion modules
3. Discussing New The learners will answer Answer the guide The learners will answer The learners will answer the Answer the guide questions.
Concepts and the activities . in their questions. the activities . in their activities . in their modules
Practicing New Skills modules modules
#1
4. Discussing New Group Work Exercises The learners will answer The learners will answer the Group Work Exercises
Concepts and the activities . in their activities . in their modules
Practicing New Skills modules
#2
5. Developing Mastery The learners will answer Cite the application of The learners will answer The learners will answer the The learners will answer the
(Leads to Formative the guide question in organizing the activities . in their activities . in their modules worksheets
Assessment 3) their modules disorder with respect to the modules
value
of aesthetic way
6. Finding Practical The learners will answer Cite the application of Cite the application of Cite the application of The learners will answer the
Applications of the guide question in observing observing observing worksheets
Concepts and Skills in their modules disorder in the envionment disorder in the disorder in the envionment as
Daily Living as a envionment as a a
concern concern concern
7. Making Generalizations The learners will answer Let the learners apply Let the learners apply the Let the learners apply the
and Abstractions about the guide question in Let the learners apply the the concept in keeping concept in keeping disorder concept in keeping disorder at
the Lesson their modules concept in keeping disorder disorder at at bay and having the skills to
at bay and having the skills bay and having the skills to organize disorder into order
bay and having the skills to to organize disorder into order with
organize disorder into order organize disorder into with respect to aesthetic value
with order with respect to aesthetic value
respect to aesthetic value respect to aesthetic
value
8. Evaluating Learning Answering essay questions . Answering essay questions
about truth and Opinion about truth and Opinion

9. Additional Activities for


Application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other teachers?
Prepared by: Recommending Approval: Approved

MENA B. GUADO MARIA CORAZON S. ABALOS, EdD. INOFEMIA G. GUADO, EdD.


Subject Teacher Head Teacher III Principal II

Date Monitored: __________________


INTRODUCTION TO PHILOSOPHY

SUMMATIVE TEST

Part I: Multiple Choice (10 points)

Instructions: Choose the best answer and write the letter on the blank.

1. What does the term “embodied spirit” mean?


a) A spirit that exists without a body
b) A body that functions without a soul
c) A human being as a unity of body and spirit
d) A person who denies the existence of the soul
2. Which of the following best describes the relationship between the body and spirit?
a) The body and spirit are two separate entities that do not affect each other.
b) The body and spirit work together as one, influencing each other.
c) The spirit is more important than the body.
d) The body is more important than the spirit.
3. Which philosopher emphasized that the human being is composed of both body and soul?
a) Plato
b) Aristotle
c) Karl Marx
d) Friedrich Nietzsche
4. Which of the following is NOT a characteristic of an embodied spirit?
a) The ability to think and reflect
b) The ability to interact with the world through senses
c) The ability to exist without a physical body
d) The ability to make moral decisions
5. What role does the body play in understanding the world?
a) The body acts as a limitation to knowledge.
b) The body serves as a medium for experiencing reality.
c) The body is unnecessary in understanding the world.
d) The body only functions biologically, without spiritual influence.
6. The idea that the body and soul are separate but interact with each other is known as:
a) Materialism
b) Dualism
c) Empiricism
d) Idealism
7. What is the primary function of the spirit in an embodied person?
a) To experience physical sensations
b) To give life and meaning to the body
c) To control the body's automatic functions
d) To create physical desires
8. The human person as an embodied spirit implies:
a) A balance between physical and spiritual well-being
b) A separation between body and soul
c) A focus on bodily needs only
d) A denial of spiritual experiences
9. Which of the following actions best demonstrates the concept of being an embodied spirit?
a) Eating food without appreciating its taste
b) Living only for physical pleasures
c) Expressing emotions through art and actions
d) Ignoring emotions and only focusing on logic
10. Which philosopher believed that the soul is the "form" of the body, meaning they cannot be separated?
a) Aristotle
b) Descartes
c) Socrates
d) Kant

Part II: True or False (5 points)

Instructions: Write T if the statement is true and F if it is false.

11. ___ The human body has no connection to a person’s spiritual life.
12. ___ The concept of an embodied spirit means that the human being is both physical and spiritual.
13. ___ The spirit is responsible for human consciousness, thoughts, and emotions.
14. ___ The human person as an embodied spirit suggests that a person’s physical actions can reflect their inner self.
15. ___ Only the physical body defines who a person is.

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