Quarter: 1st and 2nd Quarters

ALIGNED CLASSROOM INSTRUCTION DELIVERY (ACID) PLAN

Grade: Grade 11 – St. Matthew Semester: 1st Semester

Core Subject Title: INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON No. of Hours/Semester: 80 hours/4,600 minutes
Prerequisites (if needed):
Core Subject Description: 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.

Highest Enabling Strategy to

Learning Competencies Highest Thinking Skill to Assess Use in Developing the Highest
Thinking Skill to Assess
Content Performance
Content Assessment Technique Enabling Teaching
Standard Standard
KUD RBT Level General Strategy
WW QA PC/PT
Strategy
Doing The learner The learner a. Distinguish a Knowing Remembering Moving Exam Identification: Representation Deductive
Philosophy understands the reflects on a holistic perspective Partial vs. discussion
meaning and concrete from a partial point Holistic
process of doing experience in a of view
philosophy philosophical Understanding Evaluating Situational Essay: Role Playing Reasoning and Demonstrative
way. b. Recognize human questions Subjective Proof Learning
activities that
emanated from
deliberate
reflection. Understanding Analyzing Essay: Reasoning and Video Showing
c. Realize the value Subjective Proof with
of doing collaborative
philosophy in learning
obtaining a broad
perspective on life. Understanding Analyzing Reflection Reasoning and Video analysis
Paper Proof and discussion
d. Do philosophical
reflection on a
concrete situation
from a holistic
perspective.
Methods of The learner The learner a. Distinguish opinion Knowing Remembering Situational Reflection Representation Input Discussion
Philosophizing demonstrates evaluate from truth. Questions Identification
various ways of opinions Think-Pair-
doing b. Analyze situations Understanding Analyzing Essay: Reasoning and Share
philosophy. that shows the Subjective Proof
difference
between opinion
and truth.
Group
c. Realize that the
Understanding Analyzing Bubble Maps Explanation: Group Reasoning and Reporting
methods of
Essay Reporting proof
philosophy lead to
wisdom and truth.

The Human The learner The learner is a. Notice disorder in Knowing Remembering Picture analysis Representation Collaborative
Person and the understands the able to an environment learning
Environment interplay demonstrate
b. Notice things that
between humans the virtues of Knowing Remembering Produce Picture analysis Representation Input Discussion
are not in their
and their prudence and images
proper place and
environments frugality
organize them in
towards
an aesthetic way.
environment. Activity by pair
c. Show that care for Doing Creating Explanation: Feasibility Plan Problem Solving
the environment Essay
contributes to
health, well-being
and sustainable
development.
Demonstrative
d. Demonstrate the
Doing Creating Reflection Essay: Role Playing Problem Solving learning
virtues of
Paper Subjective
prudence and
frugality towards
environments.

Freedom of the The learner The learner a. Realize that all Understanding Analyzing Write a Essay: Reasoning and Think-Pair-
Human Person understands the shows situations actions have Personal Subjective proof share
human person`s that consequences. experience
freedom. demonstrate
freedom of b. Evaluate the Understanding Analyzing Essay: Reasoning and Input Discussion
 choice and the exercise prudence Subjective proof
consequences of in choices.
choices. Collaborative
c. Show situations Doing Creating Philosophical Essay: Create a video Problem Solving learning
that demonstrate reflection Subjective
freedom of choice paper
and the
consequence of
their choices.
Intersubjectivity The learner The learner a. Realize that Understanding Analyzing Write a Essay: Reasoning and Input discussion
understands performs intersubjectivity personal Subjective proof
intersubjective activities that requires accepting experience
human relations. demonstrate an differences and
appreciation for not imposing
the talents of others.
persons with
b. Explain authentic
disabilities and Understanding Analyzing Explanation Reasoning and Inductive
dialogue means
those from the proof learning
accepting others
underprivileged
even if they are
sectors of
different
society.
themselves.
c. Perform activities
that demonstrate Doing Creating Group Role Problem Solving Collaborative
the talents of Playing learning
persons with
disabilities and
those from the
underprivileged
sectors of the
society.
The Human The learner The learner a. Recognize how Knowing Remembering Explanation Survey/research Representation Self-paced
Person in the understands the evaluates the individuals form activity learning
Society interplay formation of societies and how
between the human individuals are
individuality of relationships transformed by
human beings and how societies.
and their social individuals are
contexts. shaped by their b. Compare different Understanding Analyzing Modified true Reasoning and Input Discussion
social contexts. forms of societies or false proof with oral
 and individualities. participation

c. Explain how Pair learning

human relations Understanding Analyzing Explanation Reasoning and
are transformed proof
by social systems.

d. Evaluate the Collaborative

transformation of Understanding Analyzing Critical Paper Reasoning and group
human proof discussion and
relationships by reporting
social systems and
how societies
transform
individual human
beings.

Human persons The learner The learner a. Recognize the Knowing Remembering Subjective Representation Input Discussion
as oriented understands writes a meaning of his/her Essay
towards their human beings as philosophical own life.
impending oriented towards reflection on the Self-paced
death their impending meaning of b. Enumerate the Knowing Remembering Subjective Collage Representation learning and
death his/her own life. objectives he/she Essay reflection
really wants to
achieve and to
define the projects
he/she really wants
to do in his/her life.
Pair and class
c. Reflect on the Understanding Analyzing Philosophical Reasoning and sharing
 meaning his/her reflection Proof
own life. paper

PERFORMANCE TASK:
Students will be disposed to integrate all their lessons in Philosophy course in real life situation. Through a groupings of five students, each group will be tasked to create a video entitled
“Living in a Philosophical Life”. This is to measure how far learners applies the lessons in an actual life setting.
Instructions:

 Video must not exceed 30 minutes and should not be less than 10 minutes.
 It should be burned in a CD.
 A given deadline shall be imposed and failure to pass on the said day connotes a deduction of 5 points per day.
Criteria for Scoring:

 Philosophical Impact 40%

 Choreography 30%
 Video Quality 20%
 Props 10%
_____________________________________
Total perfect rating 100%