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Aligned Classroom Instruction Delivery (Acid) Plan: KUD RBT Level Enabling General Strategy Teaching Strategy WW QA PC/PT
Aligned Classroom Instruction Delivery (Acid) Plan: KUD RBT Level Enabling General Strategy Teaching Strategy WW QA PC/PT
Aligned Classroom Instruction Delivery (Acid) Plan: KUD RBT Level Enabling General Strategy Teaching Strategy WW QA PC/PT
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
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: