CLASSROOM INSTRUCTION DELIVER ALIGNMENT MAP

GRADE: 12 SEMESTER: FIRST

CORE SUBJECT TITLE: INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON No. OF HOURS: 80 HRS/SEMESTER
PREREQUESITES: NONE

CORE SUBJECT DISCRIPTION: An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of life. 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 learners should be able to create their own philosophy based on their constructed meaning of life.

POWER STANDARD: The learner should be able to demonstrate a capacity for a critical and analytical reflection from the perspective of a holistic and profound vision of life.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS HIGHEST ENABLING
STRATEGY TO USE IN
DEVELOPING THE HIGHEST
THINKING SKILL TO ASSESS
KUD RBT ASSESSMENT TECHNIQUES Enabling Teaching
CLASSIFICATION
LEVEL General Strategy
Strategy
WW QA PC
1. Doing The learner The learner reflects on a 1.1. Distinguish Understanding Understanding Photo Pen and Group Communi- Gapped
Philosophy understands the concrete experience in a a holistic Essay Paper Report cation lecture in the
meaning and process philosophical way perspective Analysing 20-item Test -ing origins of
of doing philosophy from a partial quiz philosophy
point of view
(Western and
Eastern
1.2. Recognize
strand)
human
activities that
emanated from Comparative
deliberate story-telling
reflection of flood

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 myths in
1.3. Realize Europe and
the value of Asia
doing Pictogram
philosophy in making of art
obtaining a in Europe
broad
and Asia
perspective
on life Group
discussion on
1.4. Do a the different
philosophical schools of
reflection on a thought in
concrete philosophy
situation from a
holistic Synthesis of
perspective the first
lesson

20-item quiz
on the
origins and
schools of
thought in
philosophy
2. Methods of The learner The learner evaluate 2.1. Distinguish Knowing Remembering Reflection Pen and Debate Communic Word Tennis
philosophizing demonstrates various opinions opinion from truth paper paper ation Gapped lecture
ways of doing Understanding Understanding based on test on the
philosophy 2.2. Analyze the Reasoning methods of
situations that show Analysing picture proof
philosophizing
the difference presented
between opinion Debate on
Evaluating Connections
and truth the following
social issues:

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 2.3. Realize that the a. War on
methods of drugs
philosophy lead to
wisdom and truth b. Same-sex
marriage
2.4. Evaluate c. Divorce
opinions
d. globalization
3. The human The learner understands The learner distinguishes 3.1. Recognize Understanding Understanding Journal Pen and Thank- Communic Facebook
person as an the human person as an his/her own limitations and own limitations writing Paper you ation profile
embodied embodied spirit the possibilities for his/her and possibilities Analysing test card analysis
spirit transcendence 20-item making Gapped
3.2. Evaluate own quiz Group
Reasoning lecture on
limitations and present
the possibilities Evaluating ation of
proof human hood,
for their case personhood
transcendence studies and identity
Case analysis:
3.3. Recognize a. Marriage
how the human Contracts
body imposes b. Research
limits and
possibilities for Ethics
transcendence c. Prison
d. Business
3.4. Distinguish
the limitations 20-item exam
and possibilities in the concepts
for transcendence of spirit and
transcendence
Performance
Task: Group
play about
what makes
the students’

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 and
personhood.
4. The human The learner understands The learner is able to 4.1. Notice Understanding Understanding Action Pencil Poetry Communic Interactive
person in their the interplay between demonstrate the virtues of disorder in an plan and Writing ation work (What
environment humans and their prudence and frugality environment paper a wonderful
environments towards his/her Analysing test Poster Reasoning World Song)
environment 4.2. Notice things making
Reflective proof
that are not in journal Interview
their proper place Role
Evaluating Environment
and organize Playing
them in an Quiz viewing
aesthetic way Song within
and MinSCAT,
4.3. Show that Dance Calapan City
care for the Interpr Campus
environment etation Gapped
contributes to lecture in
health, well-being human
and sustainable person in
development
their
environment
4.4. Demonstrate
Haiku and
the virtues of
prudence and
taiga analysis
frugality towards Reflective
environments essay on the
relationship
of the self
and the
environment
5. Freedom of The learner understands The learner shows 5.1. Realize that Knowing Remembering Con-cept Pencil Role – Communic Peer
the human the human person’s situations that demonstrate “all actions have map- and play ation discussion
person freedom freedom of consequences.” Understanding Understanding ping Paper
choice and the 20-item test Debate Reasoning Group
consequences of choices
Analysing quiz proof discussion

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 5.2. Evaluate and Role Play
exercise prudence Case analysis
in choices on choices:
a. Personal
5.3. Realize that:
Level
a. Choices have
consequences b. Group
b. Some things Level
are given up while c. Social
others are
obtained in
Level
making choices
Gapped
lecture on
freedom
Situation
debate: An
army
commander
in a
concentration
camp
20-item quiz
about
freedom and
choices
6. The learner understands The learner performs 6.1. Realize that Knowing Remembering Reflective Pen and Dramat Communic Picture
Intersubjectivit intersubjective human activities that demonstrate intersubjectivity journal paper ization ation analysis
y relations an appreciation for the requires accepting Understanding Analysing Test
talents of persons with differences and Quiz Group
disabilities and those from not to imposing
Understanding Reasoning discussion
the underprivileged sectors on others
of society 6.2. Appreciate Doing Film proof
the talents of review Film viewing:
persons with Evaluating Inside Out

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 disabilities and 20-item Gapped
those from the exam lecture in
underprivileged about intersubjectiv
sectors of society emotions, ity
and their
subjectivi Narrative
contributions to
society ty and sharing of
inter- human
6.3. Explain that subjectivi suffering,
authentic dialogue ty pain and
means accepting despair
others even if Dramatization
they are different of narratives
from themselves
Performance
6.4. Perform Task: Video
activities that Log
demonstrate the
talents of persons
with disabilities
and those from
the under-
privileged sectors
of society
7. The Human The learner understands The learner evaluates the 7.1. Recognize Understanding Understanding Social Pen and Group Communic Game: Win as
Person in the interplay between formation of human how individuals Map paper present ation much as you
Society the individuality of relationships and how form societies and 20-item test ation can!
human beings and their individuals are shaped by how individuals Analysing quiz Social
social contexts their social contexts are transformed Debate Connections mapping of
by societies
Evaluating Reflective the different
journal Video groups within
7.2. Compare Log
different forms of the class
societies and Gapped
individualities (eg. lecture on
Agrarian, groups and
societies
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 industrial and Case analysis:
virtual) a. Polygamy
b. Hara-kiri
7.3. Explain how
c. Work
human relations
are transformed Ethics
by social systems d. Patron-
Client
7.4. Evaluate the
Systems
transformation of
human
Debate:
relationships by
social systems Should
and how societies morality be
transform limited in the
individual human context of
beings. culture and
reality?
20-item quiz
on the
philosophy of
groups and
society
8. Human The learner understands The learner writes a 8.1. Recognize Knowing Understanding Pen and Communic Eulogy of
persons as human beings as philosophical reflection on the meaning of Con-cept Paper Eulogy ation students
oriented oriented towards their the meaning of his/her own his/her own life Understanding mapping test Gapped
towards their impending death life Analysing lecture death,
impending 8.2. Enumerate Reflect- Reasoning living, being,
death the objectives ive proof becoming
he/she really
Evaluating journal and
wants to achieve
and to define the nothingness
projects he/she 20-item 20-item quiz
really wants to do quiz on the
in his/her life philosophy
of death
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 8.3. Explain the
meaning of life
(where will all
these lead to)

8.4. Reflect on
the meaning of
his/her own life.

PERFORMANCE TASK # 1…Interview - Unleashing the Creative Spirit in You

Name: ________________________________________________________________________
Date:_______________________________________
Persons Interviewed What makes a person a human person? What is the meaning of Life? What makes your life meaningful?
Name________________________________
Elementary Student
Name________________________________
Junior High School Student
Name________________________________
Teacher
Name________________________________
Non-Teaching Staff
Name________________________________
Relative
Name________________________________
Others (please indicate her/his
status in life)

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Instructions:

In this task, let us find out how students, teacher, non-teaching staff, neighbourhood and relative define the three questions from their point of view.
Interview the following persons and record their answers and present the definition in a matrix like the one above. After analysing their answers, what are your realizations? Compare each definition. Are they similar? Different?
Make your own answers from the aforesaid three questions in a paragraph from. Simplify your answers into a concise statement (preferably two to three sentences) to be posted on your social media particularly on Facebook. Try to make
a statement or status that will invite other people- your friends on Facebook to share their own perspective by giving comments on your post. After one week, follow up your post on Facebook and make your final conclusion. This will be
your focus in making your printed out Philosophical Reflection Paper.

Format: Font Style: Times New Roman or Calibri Line and Paragraph Spacing: 1.5 Font Size: 12 Margin: 1 inch

PERFORMANCE TASK # 2. REFLECTION PAPER

(1) With this manner, you are expecting to make a REACTION PAPER about the proposition, “MADALING MAGING TAO, MAHIRAP MAGPAKATAO,” as your modest attempt to lay philosophical understanding. You are
going to consult the ideas of your chosen philosopher about the latter. The aim of this REACTION PAPER is to expose a philosophical line of thought of the philosophers given. In the contemporary society, we have been wandering a lot
of questions that forms different perspectives in understanding the question, “what is man” to “who is man?”

(2) In line to this, looking at the perspective of your fellow students, and young generations of today, how will you enlighten their minds?

RUBRICS: Philosophical Essay

10-9 8-7 6-5 4-2 total

MASTERY Explained accurately in giving information and
comprehension of the subject matter is
remarkable
ARGUMENT Clearly articulates a position or argument
STRUCTURE There is logic in the progress of ideas
ANALYSIS Shows analytical skill in his/her treatment of the
problem/issue. Use effective method or
approach in his/her analysis is evident.
Explained accurately in giving information but
comprehension of the subject matter is less
remarkable
Articulates a position or argument that is
incomplete or limited in scope
There are few areas of disjointedness or
intermitted lack of logical proposition of ideas
Shows analytical skill in his/her treatment of
the problem/issue but the method or approach
is quite graspable.
Explained in giving information and data are Explain incomprehensively and
less accurate. Comprehension is quite fine. information is less accurate. No
comprehension of the subject matter.
Articulate a position or argument but too Does not articulate a position or argument.
ambiguous and unfocused .
Ideas are somewhat disjointed but tries to Ideas are disjointed and/ or do not follow
make logical flow in effect not so easy to follow. logically, hence argument is very difficult
to follow.
Less analytic but the method or approach is No analytical skill and the method or
quite less evident. approach is non-evident.

PREPARED BY:
ERLINDA DELOS REYES-PALOMERA, Ed. D. CHECKED BY:
Instructor I PONCIANO S. ABDON
Principal, LHS Department

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