FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11/12 Semester: 1

Core Subject Title:
Core Subject Description:
Introduction to the Philosophy of the Human Person No. of Hours/Semester: 80
Pre-requisite: None
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 learner demonstrates a capacity for a critical and analytical reflection
from the perspective of a holistic and profound vision of life.

Performance Task: You are a concerned citizen who will write a LETTER TO THE EDITOR of a newspaper about your reflection on
a current social issue in the Philippines (e.g. War on Drugs, Mining Effects on the Environment, etc.).
In this reflection, you demonstrate the meaningfulness of human life in its various aspects to reverse the seemingly
diminishing regard for the meaning of human life in our country. The LETTER TO THE EDITOR will be assessed based on
comprehensiveness, depth of insight, logic, and manner of presentation.

Rubric: Exemplar (4) Satisfactory (3) Developing (2) Beginning (1)

Comprehensiveness (30%) Reflection rises Reflection rises Reflection only Reflection is
Depth of Insight (30%) above allare
Insights partial
based above some
Insights partial adds
are based up different
Insights are based partial.
Insights are not
Logic (30%) on life's
Insights are on reasons intrinsic on reasons
Insights are validly Insights are based onare
Insights anynot

Manner of Presentation (10%) derived

Letter isfrom well- derived
Letter isfrom invalidly
Letter hasderived derived
Letter isfrom any
grammatically grammatically grammatical errors. grammatically
Quarter: FIRST
Performance Standard: The learner reflects in a philosophical way on the human person as an embodied being in the world and the environment.
WHAT TO TEACH WHY TEACH HOW TO ASSESS HOW TO TEACH
Learning Competencies Highest Thinking Skill to Assess (HTSA) Highest Enabling Strategy to Use in Developing HTSA
Most Essential Performance Formative Assessments Flexible Learning Strategies
Content Content Standard KUD KUD
Topics Standard Complete Most Essential RBT Level Online Online
Classification Classification Distance Blended Distance Blended
Asynchronous Synchronous Hybrid Asynchronous Synchronous Hybrid
1. Doing The learner Philosophizing The learner 1.1 Distinguish a 1.1 Distinguish a Miserables
Philosophy understands the as Holistic reflects on a holistic holistic https://www.youtube.c
meaning and Seeing concrete perspective from perspective from om/watch?
process of doing experience in a a partial point of K a partial point of K v=vJ7ODztohVg
philosophy. philosophical way. view. view. (Downloadable/Uploa
Evaluating ded via Google Problem and Solution.Problem
Social Issue
and Solution.
Analysis/Social
VideoIssue
Clip Analysis/
with guideV
Classroom, attach MS
1.2 Recognize U 1.2 Realize the Word file to Fb
human activities value of doing U group/Messenger and
1.3 Realize the U
that emanated
value ofa doing philosophy in downloadable offline
1.4
fromDo deliberate D 1.3 Do a a
obtaining D pre-recorded
Cave) lecture
https://www.youtu
2. Methods of The learner From Opinion to The learner philosophical
2.1 Distinguish
reflection. K philosophical
2.1
broadDistinguish U be.com/watch?
Philosophizing demonstrates Truth via evaluates opinion from opinion fromthat
perspective on v=1RWOpQXTltA&ab_c
2.2 Analyze U 2.2 Realize
various ways of Philosophy opinions. life.methods of U Evaluating hannel=TED- The Allegory of the Cave
Flip-Classroom
https://web.stanford.edu/class/ihum40/cave.pd
with https://web.stanford.edu/clas
situations
2.3 Realizethat that U the Ed(Philosophical
doing the methods
philosophy leadof
philosophy. the
2.4 methods
Evaluate of D philosophizing. D Reasoning)https://www.
opinions. youtube.com/watch?
3. The human The learner Limits, The learner 3.1 Recognize K 3.1 Recognize U
person as an understands the Possibilities for distinguishes ownEvaluate
limitations how the human
3.2 Evaluate own
3.2 own U
embodied spirit human person as Transcendence, his/her own limitations and limitations and Applying
an embodied and the Human limitations and the 3.3 Recognize U U
the possibilities
spirit. Body possibilities for howDistinguish
3.4 the human D for their
4. The human The learner Environmental his/her
The learner is able the limitations
4.1 Notice K transcendence.
4.1 Notice things
person in their understands the Care, Health, to demonstrate the disorder in things
an that are not in U
4.2 Notice U
environment interplay Well-being, and virtues of thatShow
are notthatin their proper place
between humans Sustainable prudence and 4.3 U 4.2 Show that U
and their Development frugality towards care for the
4.4 Demonstrate care for the
4.3 Demonstrate
environments. his/her the virtues of the virtues of
prudence and prudence and Analyzing
environment.
frugality towards frugality towards
D D
environments. environments.

Performance Task: You are a concerned citizen who will write a LETTER TO THE EDITOR of a newspaper about your reflection on
a current social issue in the Philippines (e.g. War on Drugs, Mining Effects on the Environment, etc.).
In this reflection, you demonstrate the meaningfulness of human life in its various aspects to reverse the seemingly
diminishing regard for the meaning of human life in our country. The LETTER TO THE EDITOR will be assessed based on
comprehensiveness, depth of insight, logic, and manner of presentation.

Rubric: Exemplar (4) Satisfactory (3) Developing (2) Beginning (1)

Comprehensiveness (30%) Reflection rises Reflection rises Reflection only Reflection is
above all partial above some partial adds up different partial.
perspectives. perspectives. partial
perspectives.
Depth of Insight (30%) Insights are based Insights are based on Insights are based Insights are not
on life's reasons intrinsic to on reasons based on any
fundamental the issue. extrinsic to the reason.
meaning. issue.

Logic (30%) Insights are Insights are validly Insights are Insights are not
derived from well- derived from invalidly derived derived from any
established premises. from premises. premise.
premises.
Manner of Presentation (10%) Letter is Letter is Letter has Letter is
grammatically grammatically grammatical errors. grammatically
correct and fluent. correct. poor.
Quarter: SECOND
Performance Standard: The learner reflects in a philosophical way on the human person as free, intersubjective, immersed in society and oriented towards death.
WHAT TO TEACH WHY TEACH HOW TO ASSESS HOW TO TEACH
Learning Competencies HIghest Thinking Skill to Assess (HTSA) Highest Enabling Strategy to Use in Developing HTSA
Formative Assessments Flexible Learning Strategies
Online Online
Most Essential Performance
Content Content Standard KUD KUD
Topics Standard Complete Most Essential RBT Level
Classification Classification Distance Blended Distance Blended
Asynchronous Synchronous Hybrid Asynchronous Synchronous Hybrid

5. Freedom of the The learner Choices, The learner shows 5.1 Realize that 5.1 Evaluate and
Human Person understands the Consequences, and situations that “all actions have exercise prudence
human person's Tradeoffs demonstrate consequences.” in choices.
freedom. freedom of choice
and the
consequences of
choices. K

5.2 Evaluate and

exercise prudence
in choices.
EVALUATING
5.3 Realize that: 5.2 Realize that:
a. choices have a. choices have
consequences consequences
b. some things are b. some things are
given up while given up while
others are obtained others are
in making choices. U obtained in U
making choices.

5.4 Show 5.3 Show

situations that situations that
demonstrate demonstrate
freedom of choice freedom of choice
and the and the
consequences of consequences of
their choices. D their choices.

U
6. Intersubjectivity The learner Intersubjectivity as The learner 6.1 Realize that K 6.1 Realize that
understand Acceptance of performs intersubjectivity intersubjectivity
intersubjective Differences activities that requires accepting requires
human relations. demonstrate an differences and not accepting
appreciation for the to imposing on differences and
talents of persons others. not imposing on
with disabilities others.
and those from the
underprivileged
sectors of society.

6.2 Appreciate the 6.2 Explain that

talents of persons authentic dialogue
with disabilities means accepting
and those from the others even if they
underprivileged are different from
sectors of society themselves.
and their
contributions to
society.

U
UNDERSTANDING
 means accepting
others even if they
are different from
themselves.

UNDERSTANDING
6.3 Explain that U
authentic dialogue
means accepting
others even if they
are different from
themselves.

6.4 Perform D 6.3 Perform D

activities that activities that
demonstrate the demonstrate the
talents of persons talents of persons
with disabilities with disabilities
and those from the and those from the
underprivileged underprivileged
sectors of society. sectors of society.

7. The Human The learner Social The learner 7.1 Recognize how 7.1 Recognize how
Person in Society. understands the Transformation of evaluates the individuals form individuals form
interplay between Human Relations formation of societies and how societies and how
the individuality of human individuals are K individuals are K understanding
human beings and relationships and transformed by transformed by
their social how individuals societies. societies.
contexts. are shaped by their
social contexts.
7.2 Compare 7.2 Compare
different forms of different forms of
societies and societies and
individualities (e.g. individualities (e.g.
U U evaluating
agrarian, industrial agrarian, industrial
and virtual). and virtual).

7.3 Explain how 7.3 Explain how

human relations human relations
are transformed by U are transformed U analyzing
social systems. by social systems.

D
8. Human persons The learner The learner writes 7.4 Recognize
8.1 Evaluate thethe 8.1 Enumerate the
as oriented towards understands human a philosophical transformation
meaning of
of his/her K objectives he/she
their impending beings as oriented reflection on the human
own life. really wants to
death. towards their meaning of his/her relationships by achieve and to
8.2 Enumerate
social the
systems and
impending death own objectives he/she define the projects
. life how societies he/she really wants
really wants to
transform
. achieve andhuman
to to do in his/ her
individual life.
define the projects
beings.
he/she really wants U
to do in his/ her U
life.
The Meaning of
Human Life
CREATING

8.3 Explain the

meaning of life
(where will all U
these lead to).
8.4 Reflect on the 8.2 Reflect on the
meaning of his/her meaning of
own life. D his/her own life. D

Performance Task: You are a concerned citizen who will write a LETTER TO THE EDITOR of a newspaper about your reflection on
a current social issue in the Philippines (e.g. War on Drugs, Mining Effects on the Environment, etc.).
In this reflection, you demonstrate the meaningfulness of human life in its various aspects to reverse the seemingly
diminishing regard for the meaning of human life in our country. The LETTER TO THE EDITOR will be assessed based on
comprehensiveness, depth of insight, logic, and manner of presentation.

Rubric: Exemplar (4) Satisfactory (3) Developing (2) Beginning (1)

Comprehensiveness (30%) Reflection rises Reflection rises Reflection only Reflection is
above all partial above some partial adds up different partial.
perspectives. perspectives. partial
perspectives.
Depth of Insight (30%) Insights are based Insights are based Insights are based Insights are not
on life's on reasons intrinsic on reasons based on any
fundamental to the issue. extrinsic to the reason.
meaning. issue.
Logic (30%) Insights are Insights are validly Insights are Insights are not
derived from well- derived from invalidly derived derived from any
established premises. from premises. premise.
premises.
Manner of Presentation (10%) Letter is Letter is Letter has Letter is
grammatically grammatically grammatical errors. grammatically
correct and fluent. correct. poor.