MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

Adaptive Teaching Guide – FOR SHS TEACHER

Starting Point:
The SHS teacher should be able to check the prerequisite content knowledge and skills.

Note: Teachers must check whether students have the prerequisite content knowledge and skills to determine where
to start with the lesson.

Prerequisite Content-knowledge: 1. Distinguish a holistic perspective from a partial perspective.

2. Understand the human person’s freedom.

Prerequisite Skill: 1. Reflect on a concrete situation from a holistic perspective.

2. Demonstrate freedom of choice and the consequences of choices.

Prerequisites Assessment:
Note: Teachers should give this determining activity before the scheduled start of the
lesson.
Direction: Analyze the following set of choices/decisions.. Give the possible things that will happen when you choose the
following. (Prompting attention to prior knowledge + prompting for effortful thinking)

I choose to…

wake up early. woke up late.

take my dream course. take my parents’ dream course for me.

play basketball with my friends instead of doing my refuse to play with my friends to do my assignments.
assignments.
Guide question: Based on the activity, why is it necessary to know the possible things that will happen when you make a
certain decision in life?

Pre-lesson Remediation Activity:

1. For students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Content-Knowledge

(A) Concept Web. Fill the following graphic organizer with what you know about the meaning of freedom.
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

FREEDOM

(B). Explaining and/or clarifying the concept. (Drawing attention to meaning + Prompting connection to prior knowledge)
(C). SHORT-STORY ANALYSIS (Analyzing): Read or watch the short story entitled “The Lady, or the Tiger” by
Frank R. Stockton and explain how it illustrates freedom of choice? The following are the links of the short story that
you may visit. (Drawing attention to meaning + Prompting for effortful thinking )
Article: https://learningenglish.voanews.com/a/frank-stockton-the-lady-or-the-tiger/4190859.html
Video Clip: https://youtu.be/QLDmUA3Dzmc?si=13N7m2fOByJXC2e8

Skills
(A) Articulate some moments in your life when you had to make a decision. How did you use your freedom of choice in
decision-making? What are the things you considered in making that decision? (Prompting for effortful thinking +
Using examples and non-examples)

Processing and feedbacking on the Results of the Prerequisite Assessments through giving individual remarks or Synchronous
interactive discussion [K] Clarification of terms and concepts. Giving reading materials that illustrate the topic [U]. Using
concrete examples. U

2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Content-knowledge
(A) SHORT-STORY ANALYSIS (Analyzing): Read or watch the short story entitled “The Lady, or the Tiger” by
Frank R. Stockton and explain how it illustrates freedom of choice? The following are the links of the short story
that you may visit. (Drawing attention to meaning + Prompting for effortful thinking )
Article: https://learningenglish.voanews.com/a/frank-stockton-the-lady-or-the-tiger/4190859.html
Video Clip: https://youtu.be/QLDmUA3Dzmc?si=13N7m2fOByJXC2e8

Skills
(A) Articulate some moments in your life as a student when you had to make a decision. How did you use your freedom
of choice in decision-making? What are the things you considered in making that decision? (Prompting for effortful
thinking + Using examples and non-examples)
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

Processing or feedbacking on the Results of the Prerequisite Assessments through giving individual remarks or Synchronous
interactive discussion [K] Giving reading materials that illustrate the topic [U]. Using concrete examples [U/D]

Introduction:

Note: The teacher should be reminded of the goal of the lesson.

1. Using the (RUA) the learner is expected to gain from learning the topic/lesson -- Drawing Attention to Meaning
At the end of the lesson, students are expected to:
(a) Define intersubjectivity.
(b) Understand how human persons treat one another with respect for their personhood.
(c) Perform activities demonstrating the talents of persons with different abilities.
2. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
(a) This lesson is directly applied in EFAA 3 : Reflective Essay that will notice all kinds of differences of
people in the world that may result in inequality, injustice, and all sorts of abuses. This formative
assessment will enable the learners to share their perception of the reality of human beings. (Drawing
Attention to meaning and prompting connections to prior knowledge)
3. Overview of the Lesson
The lesson focuses on intersubjectivity that discusses the relations among human persons which give respect to each
other personhood and appreciate the uniqueness of every person with different abilities and life status through sharing
awareness and understanding between individuals. Additionally, the learners will be able to recognize the diversity
of each person and influence others through sharing interests and experiences that shape a person. Lastly, the lesson
would help the students reflect on their actions by using the importance of philosophy in real-life situations. (Drawing
Attention to meaning and prompting connections to prior knowledge)

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the
General Enabling Teaching Strategy) (Drawing Attention to meaning and prompting connections to prior
knowledge + using examples and non-examples + prompting effortful thinking)

Note: The SHS Teachers may now start with a motivation (it can vary) Here we will use
the impressions of the students.

Note: Here is where the intervention comes in. Instead of going to the idea of metaphysical
and ontological concepts of, you focus on the partial perspective and how it can become
holistic. Here are the 2 Chunks:

Chunk 1: Respect for Persons

Formative question: How should a human person interact with one another?
Learning Activities:
1.1 Interactive discussion on the concept of being with others.
Short Video Clips
Show Some Respect: https://youtu.be/t40SZtaJo84
Disability and Child Protection: https://youtu.be/mlDLlJwwiUA
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

Magna Carta for Disabled Persons: https://www.youtube.com/watch?v=PCZ20WosM0c

HOW TO
TREAT OTHERS WITH RESPECT
Treating people with respect makes your world a nicer place to live, whether it’s at home, at school, or out in your community.
And it’s easy – all you have to do is treat people the way you like to have them treat you. Here are a few ideas.
• Don’t insult people or make fun of them.
• Listen to others when they speak.
• Value other people’s opinions.
• Be considerate of people’s likes and dislikes.
• Don’t mock or tease people.
• Don’t talk about people behind their backs.
• Be sensitive to other people’s feelings.
• Don’t pressure someone to do something he or she doesn’t want to do.

We live in a diverse nation made up of many different cultures, languages, races, and backgrounds. That kind of variety can
make all our lives a lot more fun and interesting, but only if we get along with each other. And to do that we have to respect
each other. In addition to the list above, here are some ways we can respect people who are different from us.
• Try to learn something from the other person.
• Never stereotype people.
• Show interest and appreciation for other people’s cultures and backgrounds.
• Don’t go along with prejudices and racist attitudes.

DISCUSSION QUESTIONS

If you are using the video, ask the first question before viewing it.

1. Agree or disagree: It’s okay to insult or make fun of people as long as they don’t hear it.
2. What are some common signs of disrespect that you see in people here at school? How do you feel about that?
3. What do you dislike most about the way people treat each other here at school? What do you like the most? Why do you
feel that way?
4. Are there a lot of put-downs here at school? Are put-downs a sign of disrespect? How, in what way?
5. Is there a difference between a put-down and an insult? What’s the difference?
6. Do you have to like a person in order to be respectful, or can you be respectful to someone even if you don’t particularly
care for him or her?
7. When you’re with a group of kids, what things might other people do or say that make you feel good? What things make
you feel bad?
8. Do you think there is racism here at school? How is it expressed? How does that make you feel?
9. Have you, personally, ever experienced racism or some other type of prejudice? What happened? How did it make you feel?
10. Do the kids in your school tend to stay within their own racial and ethnic groups, or do they mix. Why do you think that
happens here?

STUDENT ACTIVITIES
1. What does it mean to treat other people with respect? Have the class brainstorm a list of dos and don'ts for treating people
with respect.
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

Ask for specific examples of each behaviour they identify. Compare their list with the one at the top of this column. Hang the
list up on the wall as a reminder.

2. How do they feel about all this diversity?

Have the class identify as many differences as they can among their members. This should include national, racial, and
cultural differences, as well as different talents, disabilities, etc.

3. The kids in the video suggested having class discussions about different ethnic backgrounds so they can learn to understand
what other people are feeling.

As one boy put it, “knowledge is the basis for harmony.” Organize a multicultural appreciation week.

Have kids representing different groups put together presentations designed to help other kids understand and appreciate the
special characteristics of that group. Include such things as history, customs, values, cultures, and anything that might
contribute to breaking down the barriers that prevent people of different cultures from getting along.

4. Have the kids' role play the following situation:

Four good friends are planning to spend a day at an amusement park. Two of them want to invite another kid who’s new in
school. The other two don’t want to include this person because he/she is different in some way (different race, a “nerd,” from
a foreign country, etc.). After the role-play, have a class discussion.

Then, have four others do another role play changing what it is that’s different about the new kid (for instance, he or she is HIV
positive). Repeat this process, changing the difference each time.

WRITING ASSIGNMENTS
1. Imagine that someday you will have a child. Write a letter of advice for that child to open when he or she reaches the age
you are right now. Tell the child about the way kids in your school or other groups treated each other at this age, and how you
hope he/she will treat people.

2. How is the issue of respect portrayed on television or in the movies? Watch a movie or TV show and write about how the
characters interacted with each other. In what ways did they treat each other with respect or disrespect? (Give some specific
examples.) Do you approve of the way they treated each other? Did you feel different toward characters who treated others
with respect than those who didn’t? Which did you like better? Why?

3. Are some kids ridiculed at your school? Why? What do they get picked on about (height, weight, appearance, disability,
accent, skin color, etc.)? Exactly how are they picked on? How do you think these kids feel about this? How do you feel about
it? And how does that kind of behavior affect the climate in your school?

4. Have you ever been made fun of for something that you couldn’t change? Can you give some examples? How did (do) you
deal with it? How did it make you feel?

5. In what ways do you treat people with respect? Are there any ways in which you don’t?

6. Have you ever seen anybody mistreated for being different? Describe the incident. How did it make you feel? What would
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

it take to prevent things like this from happening again?

Chunk 2: On Knowing the Other

Formative question: How do we appreciate the uniqueness of every person with different abilities and life status?
Prompting Effortful Thinking
Learning Activities:
Watch a video: Story of Great Love- Dan and Rick Hoyt Story: https://www.youtube.com/watch?v=Adubrj3yya8&t=2s
After watching the video, the learners will present their ideas/concepts/insights on the content of the video.
Processing Questions:
1. What are your thoughts about the video?
2. If you happen to be the relative of Rick Hoyt, what will be your initial reaction?
3. In your community, how are people with different abilities treated?
2.1 Interactive discussion/sharing on the concept based on the students’ answers in the given matrix.

Concept Notes:
● Every human being is a unique individual (the teacher may call on persons in the room)
● We look at our differences and may have “labels” toward one another
● As humans, we are to be regarded in our totality. Hence, instead of “impatient”, you are “compelling”, “whinny” to
“analytical”, “stubborn” to “assertive” or ”persistent”
The Social Dimension of the Self
I-Thou relationship- conceived the human person as a subject, who is being different from things or from objects. The
human person experiences his wholeness not in virtue of his/her relation to one’s self but in virtue of his/her relation to
another self.
This signifies a person-to-person, subject-to-subject relation or acceptance, sincerity, concern, respect, dialogue, and care.

I- It relationship- “I” is the subject and “It” is a person treated as an object

-Martin Buber, a Jewish existentialist philosopher

Intersubjectivity- Sharing the subjective states by two or more individuals, treating each other as co-equal subjects and not
mere objects to be used as a means to an end.
MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

Picture Analysis

Teaching Tips: The teacher should process the answers coming from the students and it should highlight that treating others with due
respect and recognizing others as their other-self (kapwa) leads to appreciation of the uniqueness of every person.

2.2 End up with operational definition of Intersubjectivity

Synthesis: Guide Questions for Reflection (Drawing Attention to meaning and prompting connections to prior
knowledge). (a) Does freedom inherently give us the authority to disrespect other people?
(b) What are several hindrances that affect the exercise of freedom in respecting other people?
(c) What did we learn about the intersubjectivity of the human person?
(d) How do we appreciate the uniqueness of every person with different abilities?
(e) Can you give an example of ways on how to appreciate the talents of persons with different abilities
and those from underprivileged sectors of society?

Note: Towards the end, the SHS teachers may now proceed with this…
RUA of a Student’s Learning: (Drawing Attention to meaning and prompting connections to prior knowledge
a. Reflective Essay. (Online or Offline). In present society, we can notice all kinds of differences of people in the world
that may result in inequality, injustice, and all sorts of abuses. (A) In order to create a better world, we have to be
sensitive about these things and respond in kind manner. (U) Below are societal problems which need solutions from
an intersubjective point of view. Understand each statement and give concrete solutions. (R) Use the ideas on
intersubjectivity elaborated by the philosophers we discussed.
1. Instead of showing mercy, many people make fun of persons with disabilities.
2. Many say that poor people are poor because of their mentality.
3. Nowadays, some people think that psychological problems are just excuses people do to justify their
weaknesses
b. Role Play (face to face), Short Video presentation (Online).
Make a short Role play or video presentation about the following given topics. (3-5 mns)
 MET # 6 Intersubjectivity Lesson # 1 The Human Person and Intersubjectivity

1. Specially abled person (blind, deaf, crippled, etc) participating in talent competitions.
2. Indigenous people who excel academically in school.
Note: The rubrics will be presented after giving the instructions.
Note: In case there is insufficient or fairly level of pre-requisite content knowledge and/or skills.
Post-lesson Remediation Activity: (Prompting connections to prior knowledge)
1. For Teachers with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
“Q and A”, explaining and/or concepts clarification.
2. For Teachers with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Write in the journal about their reflections on how their understanding of the topic helped them grow in
life and how their interactions with peers and instructors contributed to this development.

CONTRIBUTORS:

Christine May C. Fortes – St. Therese Montesorri School Of San Pablo, Inc.
Eufracia N. Anulao – Imus Unida Christian School, Inc.
Jennifer G. Garcia – St. Augustine School, Inc.
Jerome A. Española - St. Lawrence Academy
Jersom R. Tabot – San Pablo Colleges
Jewela J. Guiriba – Liceo De San Juan De Letran
John Fred H. Obidos – Jesus Son Of Mary Academy
Joice Ann C. Novejas – St. Jude Parish School, Inc.
Maria Almira P. Oribe – Eastern Quezon College, Inc.
Marianet F. Cuala – L. Bernardo Memorial Higj School
Rovic S. De Grano – Talisay High School
Sr. Aileen P. De Guzman – Dominican Academy Unisan
Young Ben G. Merin – Colegio De San Juan De Letran

JUNE 16, 2024

LPU-LAGUNA