TOPIC/LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
MATERIALS
RESOURCES
PROCEDURE
INTRODUCTION
1. Show a picture.
Authentic Dialogue and Accepting Differences
The learners understand inter-subjective human relations.
The learner performs activities that demonstrate an appreciation
for the talents of persons with disabilities and those from the
underprivileged sectors of society.
1. Explain that authentic dialogue means accepting others even if
they are different from themselves.
2. Appreciate the talents of persons with disabilities and those
from the underprivileged sectors of society and their
contributions to society.
3. Perform activities that demonstrate the talents of persons
with disabilities and those from the underprivileged sectors of
society.
At the end of the lesson, the learners are able to:
1. Reflect on the importance of genuine human relations or I-
Thou relations.
2. Relate authentic dialogue to acceptance of differences.
3. Appreciate the persons with disabilities and those from the
underprivileged sectors of society by showcasing their talents in
the class.
4. Determine the elements and characteristics of authentic
dialogues as they take place within technologically-constituted
conditions.
3 hours (2 class meetings)
LCD (Power point presentation), whiteboard and markers,
manila papers, scissors, masking tape, cellphones with camera,
video editing applications.
Ramos, C (2016). Introduction to the Philosophy of the Human
Person. Manila: REX Bookstore
Youtube.
MEETING THE LEARNERS’ NEED
Teacher’s Tips:
 Recall discussions and insights from
“Human Freedom” (Content 5)
 Connect the previous topic to the
present topic about Intersubjectivity.
2. Let them analyse the picture in two
minutes
3. Let them write a word of what they think
the picture represents.

MOTIVATION Teacher’s Tips:

Video Clip Presentation: Limb-itless Pilot Born
Without Arms Defies All Odds (Jessica Cox)
Source: Youtube
INSTRUCTION/DELIVERY
A. MARTIN BUBER’S “I-Thou and I-It
Relationship
 Martin Buber views the human person
in his/her wholeness, totality, concrete
existence, and relatedness to the
world.
 The interpersonal is signified by the I-
Thou Relations.
 In Buber’s I-Thou philosophy, the
human person is a subject, a being
distinct from things or from objects,
has direct and mutual sharing of self.
 On the contrary, the I-It Relationship is
a person to thing, subject to object
relationship.
 For Buber, a life of dialogue is mutual
sharing of persons’ interior selves,
acceptance and sincerity.
 It entails authentic dialogue.
 The Human person attains fulfilment in
the realm of interpersonal (meeting
the other) through genuine dialogue.
 Elicit reactions from the students and
publish them on the whiteboard.
 Emphasize the need to talk about the
philosophical basis of accepting others
and authentic dialogue.
Teacher’s Tips:
 Quescussions (use the video about
Jessica Cox to draw out the points by
Martin Buber and Karol Wojtyla)
 Teacher may use slide presentation.
 Formative questions:
 When can you say that a relationship is
considered “I-It?”
 What I-Thou relationships do you
currently have?
 What do you think of our relationship
with God? (teacher integrates Buber’s
concept man’s relationship with the
Divine Thou)

B. KAROL WOJTYLA’S “WE RELATION”

 For Karol Wojtyla (Pope Saint John Paul
II), the social dimension is represented
by ‘We Relation.’
  The human person exists and acts.
 He/She is consciously acting, has a will,
and is self-determined.
 Action discloses the nature of the
human agent.
 Participation explains the essence of
the human person.
 The human person is directed toward
relating with others and sharing in the
communal life for the common good.
 Through participation, a human person
shares in the humaneness of others.

C. SIMILARITIES IN BUBER AND WOJTYLA’S

SOCIAL DIMENSION OF THE SELF
 Both Martin Buber and Karol Wojtyla
believed in the notion of concrete
experience/existence of the human
person.
 One must not lose the sight of
himself/herself in concrete experience.
The human person is total and not dual
nor a composite of some kind of
dimensions.
PRACTICE Teacher’s Tips:
Divide the class into 8 groups and each group  Give the class a 3 minutes time to think
has 4 members. The 3 members have a about the strategy they are going to
corresponding disability to act on. And the use.
other one will provide the command based
from the activity:
- Each group must create a Tower made of
straws, matches, and rubber bands.
- The 3 disabilities present are DEAF, who
will just talk and see, MUTE, who will just
do the command and BLIND, who will just
listen.
- The 4th member will be the one to provide
the command depending on how they will
create or build the TOWER.
- The activity must be done within 5
minutes.
Guide Questions:
1. What particular value/characteristics that
the group applied in creating the tower?
2. How does this value consider the disability
of each member?
ENRICHMENT
Share Group Discussion/Interaction Work
1. Share moments when you encountered
INTERSUBJECTIVITY relationship according to
Martin Buber and Karol Wojtyla.
EVALUATION
Reflective Journal
1. Listen to Michael Jackson’s “Man in the
Mirror”.
Teacher’s Tips:
 Ask one representative from the group
to answer the following questions:
1. Are we different from the gifted
persons or disabled persons?
2. How can we show the concept of
intersubjectivity to them?
Teacher’s Tips:
 Teacher should present the guidelines
for writing the reflection paper and the
rubric for evaluating the output.

Guide Questions:
1. Based on the video, who are the disabled
and underprivileged person in school and
community?
2. What did you do to them?
3. Why is it important to be aware and care on
the diversity of the human person?
4. What are the things that you can do to solve
the issue?

4 3 2 1
Criteria
Exemplary Satisfactory Developing Beginning
Use of information Use of information Use of information
Content Use of information
is accurate and is slightly is erroneous and
(40%) is accurate.
moving. inaccurate. misleading.
Personal
Integration of There was no
experiences and Personal Some experiences
Personal integration of
insights are experiences and and insights
Experiences and personal or
integrated. Writer insights are mentioned seem
Insights vicarious
provides an in- integrated. vicarious.
(40%) experiences.
depth narration.
Main theme is
Main theme is Main theme is ambiguously
Main theme is
Clarity, clearly and strong clearly communicated in
completely
Organization, and communicated. communicated. some parts. Some
unidentified. Ideas
Presentation Ideas are logically Ideas are logically ideas are not
are illogical and
(10%) and coherently and coherently logically and
vague.
presented. presented. coherently
presented.
 Have more than
Have two to three
Has no Has one three grammatical
Writing grammatical
grammatical error grammatical error errors or more
Mechanics errors or two to
and all words are or one misspelled than three
(10%) three misspelled
spelled correctly. word, or both. misspelled words,
words, or both.
or both.