CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11/12 Semester: 1st Semester

Core Subject Title: INTRODUCTION TO THE PHILOSOPHY OF HUMAN PERSONS No. of Hours/Semester: 80 hours
Prerequisites (If needed):

Core Subject Description: An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of lifer. Topics to be discussed include the human
experiences of embodiment, being in the world with others and the environment, freedom, intersubjectivity, sociality, being unto death.
Culminating Performance Standard: The learner should be able to demonstrate a capacity for critical and analytical reflection from the perspective of a holistic and profound
vision of life.

First Quarter to Third

Content Content Performance Standards Learning Competencies Highest Thinking Skill to Assess Highest Enabling Strategy to Use
Standards in Developing the Highest
Thinking Skill to Assess
Minimum Beyond Minimum KUD Beyond Minimum KUD RBT Level Assessment Enabling Teaching
Minimum Classification Classification Technique General Strategy Strategy
1. Doing The learner The learner The learner is 1.1 Distinguish a K 1.1 Distinguish a K Understanding WW QA PC Representation Collaborative
Philosophy understands reflects on a able to resolve holistic holistic perspective Learning
the meaning concrete ethical dilemmas perspective from in the context Rol (Brainstormi
a partial point of
and process of experience in a based on a ethical decision e ng, Think-
view.
doing philosophical holistic 1.2 Recognize K making. Play Pair- Share)
philosophy way. understanding of human activities 1.2 Apply the value U Applying Connection
what the human that emanated of action and Ess
person is. from deliberate contribution in a ay
reflection. holistic ethical Wri
1.3 Realize the U perspective Video clip
ting
value of doing
1.3 Appreciation of U Analyzing Communication analysis
philosophy in
obtaining a a holistic ethical Deb
broad perspective. ate
perspective on 1.4 Write a D Creating Problem Solving Question and
life. philosophical Answer
1.4 Do a D reflection paper on
philosophical a concrete ethical
reflection on a
issue from a
concrete
situation from a holistic perspective
holistic
perspective
2. The Human The learner The learner The learner 2.1 Recognize K Attest the U Analyzing Communication Brainstorming
Person in the understands evaluates the becomes critical how individuals interrelatedness of Ess Group
Society the interplay formation of in their context is form societies individual and ay Reporting
between the human being shaped and how society Wri
individuality of relationships and transformed individuals are 2.2 Distinguish the K Understanding ting Representation Think- Group-
Share
human beings and how by different transformed by positive and
and their social individuals are factors that societies. negative influence
contexts. shaped by their shape the 2.2 Compare of the different
social context society (such us different forms U forms of the
individual and of societies and society to man and Rol
group behavior individualities to society as well. e Collaborative
as well as (eg. Agrarian, 2.3 Justify human U Analyzing Play Communication Learning
different social industrial and relations and
system.) virtual) interactions are
2.3 Explain how U shaped by culture
human relations and institutions. Video clip
are transformed 2.4 Critique and D Creating Problem Solving analysis
by social system evaluate the
2.4 Evaluate the U certain advantages
transformation and disadvantages
of human on how man
relationships by shapes society as
Process the
social systems well as society Process
and how shapes man.
societies
transformed
individual human
beings.

3. Intersubjectivity The learner The learner The learner 3.1 Realize that U 3.1 Recognize the U Applying Rol Connection Collaborative
understands performs performs intersubjectivity ethical rightness of e Learning
intersubjective activities that activities that requires respecting and Play
human demonstrate an demonstrate an accepting defending others
relations appreciation for appreciation of differences and rights. Res
the talents of talents of not imposing on 3.2 Celebrate the U Applying ear Connection Chalk Talk
persons with persons with others. talents of PWD’s ch
disabilities and disabilities and 3.2 Appreciate U and those from the
those from the those from the the talents of underprivilege Ess
underprivileged underprivilege persons with sectors of the ay Process the
sectors of sectors from the disabilities and society and other Wri Process
society society. those from contributors of the ting
underprivileged society.
 sectors of society 3.3 Justify the U Analyzing Communication
and their need for authentic
contribution to dialogue in the
society. midst of
3.3 Explain that differences.
authentic U 3.4 Design and D Creating Problem Solving
dialogue means implement a
accepting others project aimed at
even if they are protecting and
different from defending the
themselves. rights of the
3.4 Perform marginalized in
activities that one’s community.
demonstrate the
talents of D
persons with
disabilities and
those from the
underprivilege
sectors of the
society.

Performance Task: You have graduated from Senior High School already and is now a child trying to convince your parents on your life choices. To be allowed to pursue your life choices, you are requested to write a letter posted on
Facebook on why your chosen life is appropriate life for you. You will be allowed or disallowed based on the comprehensiveness, logic, depth of insight, and manner of presentation.

Prepared by:

MARICRIS C. RUIZ
Teacher