DAILY LESSON School

LACONON INTEGRATED
SCHOOL
Grade
Level
11

LOG Teacher IAN GRACE D. FABIANIA

Learning
INTRODUCTION TO
THE PHILOSOPHY OF
Department of Education Area
THE HUMAN PERSON
Teaching Dates and First Quarter |1st
Week 5 Quarter
Time Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.

B. Performance Standards The learner evaluates opinions.

Recognize how the human body imposes limits and possibilities for transcendence:
1. Understand how the human body shapes the possibilities and limitations of transcendence.
C. Learning
2. Recognize the interplay between physicality and transcendence.
Competencies/Objectives
3. Reflect on the relationship between the physical and the metaphysical in the pursuit of transcendence.
4. Explore philosophical and spiritual perspectives on transcending the human body.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Introduction to the Philosophy of the Human Person
IV. PROCEDURES
● Begin the lesson by ● Recap the previous
briefly reviewing the lesson on the physical
previous lesson's key and metaphysical
concepts related to Today, we will be discussing the interplay ● Ask the students to recall the aspects of
the nature of between physicality and transcendence. In previous lesson about the physical transcendence.
transcendence and our previous lesson, we explored how the and the metaphysical and how they ● Connect the previous
A. Reviewing previous lesson
its significance in human body shapes the possibilities and relate to the pursuit of lesson to the new
or presenting the new
philosophical inquiry. limitations of transcendence. Today's transcendence. topic by explaining
lesson
● Recap the lesson will delve deeper into the ● If this is the first lesson on the topic, that today's lesson will
importance of relationship between our physical existence briefly introduce the terms 'physical,' focus on exploring
exploring the and the pursuit of transcendence. 'metaphysical,' and 'transcendence.' philosophical and
relationship between spiritual perspectives
the human body and on transcending the
transcendence. human body.
B. Establishing the purpose of ● State the objective By the end of this lesson, students will be Explain that the lesson aims to help ● Explain that the
the lesson of the lesson: To able to recognize the interplay between students reflect on the relationship purpose of this lesson
 understand how the is to expose students
human body shapes to different
the possibilities and philosophical and
limitations of spiritual perspectives
transcendence. on transcending the
between the physical and the
● Explain that by physicality and transcendence and human body.
metaphysical in the pursuit of
exploring the understand how our physical experiences ● Emphasize the
transcendence and how this
physicality of the and perceptions influence our importance of
understanding can apply to their daily
human body, we can understanding of transcendental concepts. understanding these
lives.
gain insights into perspectives and their
how it influences our implications for
experiences and personal growth and
perceptions of the pursuit of
transcendence. meaning.
● Present examples or ● Use multimedia
instances where the resources to present
human body plays a different philosophical
● Examples of how physical experiences,
role in experiences ● Present a multimedia presentation and spiritual
such as pain, pleasure, or sensory
of transcendence, that shows examples of people perspectives on
perception, can impact our
such as meditation, pursuing transcendence through transcending the
understanding of transcendence.
religious rituals, or physical activities like yoga, human body.
● Instances where physicality is a barrier
C. Presenting physical challenges. meditation, and fasting. ● Include quotes or
to transcendence, such as when bodily
examples/instances of the ● Discuss how different ● Discuss how these activities are excerpts from texts by
limitations hinder spiritual practices or
new lesson physical sensations, rooted in both the physical and the philosophers and
experiences.
bodily functions, and metaphysical aspects of human spiritual leaders such
● Examples of individuals who have
limitations impact nature and how they can lead to a as Plato, Buddha, and
explored the connection between
our ability to deeper understanding of the self and Eckhart Tolle.
physicality and transcendence in their
transcend everyday the universe. ● Discuss the main
works or beliefs.
experiences and ideas and key
connect with concepts presented in
something greater. each perspective.
D. Discussing new concepts ● Introduce the ● Define the concepts of physicality and ● Introduce the concept of the 'body- ● Facilitate a class
and practicing new skills concept of transcendence. mind' problem, which refers to the discussion on the
#1 embodiment, ● Explore how physical sensations and philosophical inquiry into the various philosophical
explaining it as the experiences can shape our relationship between the physical and spiritual
idea that our understanding of transcendence. body and the non-physical mind or perspectives
experiences and ● Discuss the ways in which physicality soul. presented.
understanding of the can act as both a facilitator and a ● Ask the students to reflect on how ● Encourage students to
world are shaped by hindrance to transcendental their physical bodies shape their share their thoughts
our physical bodies. experiences. experiences of the world and how and reflections on the
● Discuss how their minds or souls are involved in ideas presented.
embodiment relates the pursuit of transcendence. ● Guide the discussion
to the possibilities to explore questions
and limitations of such as: What is the
transcendence. nature of the human
● Engage students in a body? How can one
 class discussion,
transcend or go
asking them to share
beyond the limitations
their thoughts on
of the body? What are
how their own bodies
the potential benefits
may influence their
and challenges of
experiences and
transcending the
perceptions of
body?
transcendence.
● Introduce the
concept of
transcendental
experiences,
explaining them as
moments or states of
● Provide handouts
consciousness that
containing quotes
surpass ordinary
from different
perception and
philosophical and
understanding.
● Analyze the role of bodily practices, spiritual texts on
● Discuss how different ● Provide sample quotes from famous
such as yoga or dance, in transcendent transcending the
bodily experiences, philosophers like Plato, Aristotle, and
experiences. human body.
such as pain, Descartes, which reflect on the
● Examine the impact of altered states of ● Assign small groups of
pleasure, or altered relationship between the physical and
E. Discussing new concepts consciousness, such as through students to analyze
states of the metaphysical in the pursuit of
and practicing new skills meditation or psychedelics, on our and interpret the
consciousness, can transcendence.
#2 perception of physicality and quotes.
impact our ● Ask the students to analyze and
transcendence. ● Ask each group to
transcendental interpret these quotes in relation to
● Reflect on how physicality influences present their findings
experiences. their own experiences of physical and
our interpretations of mystical or to the class and
● Engage students in a metaphysical transcendence.
religious experiences. engage in a discussion
class discussion,
about the similarities
encouraging them to
and differences
reflect on how
among the
specific bodily
perspectives explored.
sensations or
functions may
enhance or hinder
their ability to
transcend everyday
experiences.
F. Developing Mastery ● Divide students into In pairs or small groups, students will ● Divide the students into small groups ● Divide the students
small groups and engage in a role-playing activity. Each and assign them a scenario where into groups.
assign each group a group will be assigned a scenario where they need to apply their ● Assign each group a
specific bodily they have to navigate a physical challenge understanding of the physical and the philosophical or
experience, such as while maintaining a sense of transcendence metaphysical in the pursuit of spiritual perspective
pain, pleasure, or or spiritual awareness. They will discuss transcendence. For example, a on transcending the
altered states of and reflect on the interplay between student may have to provide advice human body.
consciousness. physicality and transcendence within their on how to balance physical health ● Instruct the groups to
 ● Instruct the groups
to discuss and
analyze how their
assigned bodily
create a visual
experience may
representation, such
shape or influence
as a poster or a
the possibilities and
concept map, that
limitations of
captures the main
transcendence.
ideas and key
● Each group should
concepts of their
prepare a short with mental and spiritual well-being.
assigned perspective.
presentation ● Ask the groups to present their
● Ask each group to
summarizing their scenarios to the class and engage in a
assigned scenario. present their visual
findings and insights. discussion of how the physical and
representation to the
● After the the metaphysical are interrelated in
class, explaining the
presentations, the pursuit of transcendence.
perspective they
facilitate a class
focused on and its
discussion to
significance in
synthesize the
understanding the
different
relationship between
perspectives and
the human body and
explore
transcendence.
commonalities or
contradictions
among the groups'
findings.
● Lead a class ● Engage the students
discussion on the in a reflective activity
practical applications where they can apply
of understanding the the insights gained
relationship between Students will brainstorm and share Ask the students to reflect on how their from the different
the human body and practical ways to integrate the interplay understanding of the relationship perspectives to their
transcendence in between physicality and transcendence between the physical and the own lives.
G. Finding practical students' daily lives. into their daily lives. This can include metaphysical can be applied to their daily ● Ask them to write a
applications of concepts ● Prompt students to practices such as mindfulness, movement- lives. For example, how can they balance short journal entry or
and skills in daily living reflect on how this based activities, or engaging with nature to physical health with mental and spiritual participate in a class
understanding can enhance their awareness of the well-being, or how can they use physical discussion, sharing
enhance their self- interconnectedness of the physical and activities to deepen their spiritual how these
awareness, personal transcendent realms. practice? perspectives can
growth, and ability to inform their personal
engage in spiritual or growth, self-
philosophical understanding, and
practices. pursuit of meaning.
H. Generalizing and ● Guide a class Students will engage in a class discussion ● Summarize the key points discussed ● Summarize the key
abstractions about the discussion to to synthesize their learning and identify in the lesson and emphasize the points discussed in the
lesson generalize and broader implications of the interplay importance of understanding the lesson, highlighting
 abstract the key
insights from the
lesson. the diversity of
● Encourage students philosophical and
relationship between the physical and
to reflect on how the spiritual perspectives
the metaphysical in the pursuit of
understanding of the between physicality and transcendence. on transcending the
transcendence.
human body's They will explore how this understanding human body.
● Encourage the students to continue
influence on can contribute to their personal growth, ● Encourage students to
reflecting on this topic and exploring
transcendence can relationships, and engagement with the embrace intellectual
ways to integrate physical and
deepen their world. openness and explore
metaphysical practices in their pursuit
philosophical these perspectives
of transcendence.
exploration and further in their own
promote a holistic philosophical inquiries.
understanding of
human experience.
● Assign a short
written reflection
where students
analyze a personal
● Assess the students'
experience in which
understanding of the
they observed the
lesson through a
influence of their
The teacher will assess students' written reflection or a
body on their
understanding of the concepts through a Conduct a quiz or a class discussion class discussion where
perception or
written reflection or a class discussion, where the students can demonstrate they can express their
I. Evaluating Learning experience of
where they will be asked to articulate their their understanding of the concepts thoughts, insights, and
transcendence.
insights on the interplay between discussed in the lesson. questions regarding
● Collect and review
physicality and transcendence. the explored
the written
perspectives on
reflections to assess
transcending the
students'
human body.
understanding of the
relationship between
the human body and
transcendence.
J. Additional Activities for Students can research Students can research and present on the
Application or Remediation and present on other viewpoints of different philosophers,
examples of physical religious traditions, or contemporary
limitations and their thinkers who have explored the relationship
effects on between physicality and transcendence.
transcendence. They They can also create artwork, poems, or
can also engage in a short stories that express their personal
guided meditation or interpretations of the interplay between
spiritual practice that these concepts.
takes into account the
role of the body in
achieving
 transcendence.

V. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
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 worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: Checked by: Approved by:

IAN GRACE D. FABIANIA JONNA MAE N. OFAMIN LEONARD A. TRAVILLA

Teacher III Des. Assist. Principal School Principal I