CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT: INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

GRADE LEVEL: 11
UNIT/STRANDS: GAS
TEACHER: MS. AILEEN C. DULAY
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLAS
LEVEL STRATEGY
MINIMUM SIFIC
ATIO WW QA PC
N

A.DOING The learner The learner reflects a. Define what is K Remembering Assessment Lecture and Discussion
PHILOSOPHY understands the on a concrete Philosophy Question (p6,
meaning and process experience in a p16,p23)
of doing Philosophy. philosophical way. b. Explain the nature Essay Writing
U Understanding Lecture and Discussion
of philosophy as a
mother discipline

c. Explain the
characteristics of a K Understanding Graphic Organizer
philosophic question

d. Differentiate first-
order inquiry and
second-order inquiry K Understanding Think-Pair-Share

e. Formulate a
philosophical question
or problem.
D Creating Essay Writing

f. Describe the Essay (p7)

practice of doing
philosophy from the
Western and Eastern
K Understanding Guided Generalization
tradition.

g. Discuss the ideas or

important
contributions of pre-
Socratic Philosophy to
the disciple of
Philosophy today. U Understanding Guided Generalization
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM
SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
 STANDARD ASSESS
CONTENT CONTENT STANDARD (MINIMUM/BEYOND
MINIMUM)

RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY

KUD
MINIMUM/BEYOND CLAS
LEVEL STRATEGY
MINIMUM SIFIC
ATIO WW QA PC
N

h. Name some of the K Remembering Answer Reasoning and Proof Guided Generalization
most ancient Assessment
Philosophers of the Question (p6,
world with their p16,p23)
influence on
Philosophy

i. Distinguish a holistic
perspective from a Modified True or
partial point of view U Analyzing False Representation Lecture and Discussion

j. Recognize human
activities that
emanated from
deliberate reflection. U Applying Connection Think-Pair-Share and
Visual Poster Gallery Walk

k. Realize the value of

doing Philosophy in
obtaining a broad
perspective on life
U Understanding Communication Small Groups and
Evaluative Plenary Discussion
l. Formulate Discourse
philosophical
reflection on a
concrete situation
from a holistic Cliniquing
perspective. D Creating Problem Solving
Reflection Paper
m. Differentiate
speculative and
analytic approach. Answer
Assessment
Question (p6,
p16,p23)
Group Discussion
K Understanding Communication

n. Differentiate holistic
and reductionist
approach Answer
Assessment
Question (p6,
p16,p23)
o. Interpret a real-life
situation and choose K Understanding Communication Group Discussion
which approach is
more useful, holism,
reductionism, analysis Essay Writing
or speculation.

D Evaluating Reasoning and Proof Reflection Question

 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM
SUBJECT: PERSONAL DEVELOPMENT
GRADE LEVEL:
UNIT/STRANDS:
TEACHER: MS. AILEEN C. DULAY
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT MINIMUM)
STANDARD
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC
UNIT I: SELF
DEVELOPMENT The learners The learners shall be a. Demonstrate a U Understanding
demonstrate an able to: better understanding
A. understanding of: of yourself.
UNDERSTANDING
ONESELF himself/herself b. Share your unique
Conduct self- K Remembering
during middle and exploration and traits and
late adolescence. simple disclosure. characteristics.

c. Realize your
strengths and
U Evaluating
limitations.

d. Show appreciation
of your own beliefs
and value systems. D Understanding

B. DEVELOPING The learners The learners shall be e. Discuss the U Understanding

ONE’S WHOLW demonstrate an able to: relationship among
BEING understanding of: physiological,
cognitive,
The various psychological,
Illustrate the spiritual, and social
aspects of holistic connections between
development; development to
thoughts, feelings understand his/her
physiological, and behaviors in a
cognitive, thoughts, feelings and
person’s holistic behavior.
 psychological, development.
spiritual and social f. Evaluate his/her
development. own thoughts, feelings
and behaviors.

U Evaluating

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES UNIT/ HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD STRANDS: ASSESS
(MINIMUM/BEYOND TEACHER:
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC

g. Show the D Applying

connections between
thoughts, feelings and
behaviors in actual
life.
C. The learners The learners shall be h. Classify various K Understanding
RESPONDING demonstrate an able to: developmental tasks
TO understanding of: according to the
DEVELOPMENT developmental stages
AL TASK IN The skills and tasks of adolescence.
MIDDLE AND Make a list of ways to
appropriate for become responsible
LATE middle and late i. Evaluate
ADOLESCENCE adolescents prepared
adolescence and for adult life. development in
U Evaluating
preparatory to early comparison with
adulthood. persons in the same
age-group.

j. Prepare a list of
ways to become
responsible
adolescents prepared D Creating
for adult life.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC
D. FACING THE The learners The learners shall be k. Demonstrate the U Understanding
CHALLENGES demonstrate an able to: understanding that
OF MIDDLE understanding of: facing the challenges
AND LATE of adolescence will
ADOLESCENCE The developmental help you manage the
Clarify and manage demands of teen
changes in middle the demands of the
and late adolescence years.
teen years (middle
and expectations of and late
and from adolescence) l. Express your feelings
adolescents. about the
expectations of U Understanding
significant people in
your lives relative to
your adolescence
stage.

m. Develop strategies
that can help you
become more
responsible and
lovable as
D Applying
adolescents.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT: GENERAL BIOLOGY 1
GRADE LEVEL: 12
UNIT/STRANDS: STEM
TEACHER: MS. AILEEN C. DULAY
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/
CONTENT CONTENT STANDARD BEYOND
MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLAS
LEVEL STRATEGY
MINIMUM SIFIC
ATIO WW QA PC
N
INTRODUCTORY The learner a. Define Biology K Remembering Representation Lecture and Discussion
CHAPTER: demonstrates an
understanding of: b. Identify and K Remembering Representation Lecture and Discussion
THE STUDY OF describe the
LIFE Biology as a science properties of life.

c. Infer and justify if

something is living or U Understanding Representation Lecture and Discussion
non-living

d. Describe the levels

of organization among
K Remembering Representation Lecture and Discussion
living things

e. Tabulate examples
of different sub-
disciplines in biology K Remembering Representation Lecture and Discussion
with their focus and
contribution to Graphic Organizer
society.

UNIT I:
CHEMISTRY The Learners f. Describe the K Remembering Representation Lecture and Discussion
AND demonstrate an synthesis of
STRUCTURE OF understanding of: macromolecules.
THE CELL

The structures and g. Differentiate

A. BIOLOGICAL functions of Biological dehydration (or K Understanding Connection Think-Pair-Share
MACROMOLEC Molecules: condensation) from
ULES -Carbohydrates hydrolysis reactions.
-Lipids
-Proteins h. Identify and draw
-Enzymes basic building blocks
-Nucleic acid of the four major K Remembering Communication Group Discussion
classes of biological
molecules.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
 HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/
CONTENT CONTENT BEYOND
STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLAS
LEVEL STRATEGY
MINIMUM SIFIC
ATIO WW QA PC
N

i. Categorize biological U Understanding Graphic Connection Think-Pair Share

molecules based on Organizer
their structure.

j. List functions of each

type of biological K Remembering Communication Group Discussion
molecules.

k. Give common
examples of each type of
K Remembering Graphic Representation Lecture and Discussion
the four major biological
Organizer
macromolecules.

l. Enumerate possible
diseases/disorders
caused by lack or excess
of biological molecules. Understanding Reasoning and Proof Reflection
U Essay Writing

B. CELLULAR The Learners The learners m. Explain postulates of U Understanding

STRUCTURE demonstrate an shall be able to: cell theory and the roles
understanding of: of a cell in an organism,
1. Construct a particularly in the levels
1. Cell Theory model of a of organization of an
2. Cell Structures plant/animal/ba organism.
and Functions cterial cell using
3. Prokaryotic vs recyclable n. Describe the structure
Eukaryotic Cells materials. and function of major
4. Plant Cell Vs and subcellular K Remembering
Animal Cell organelles.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

 SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/
CONTENT CONTENT STANDARD BEYOND
MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC

2. Construct a cell o. Distinguish K Understanding

membrane model prokaryotic and
from indigenous or eukaryotic cells
recyclable according to their
materials. distinguishing features.

p. Classify different cell

types (plant/animal
tissues) and specify the
function/s of each. K Understanding

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

 SUBJECT:ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
GRADE LEVEL: 12
UNIT/STRANDS: STEM
TEACHER: MS. AILEEN C. DULAY
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC

I.READING The learner The learner 1. Determines the K Evaluating Answer Refresher Representation Lecture and Discussion
ACADEMIC structure of a specific A (p13)
TEXTBOOKS Acquires knowledge Produces a detailed academic texts.
ACROSS of appropriate abstract of
DISCIPLINES reading strategies for information gathered 2. Differentiates
U Understanding Answer Refresher: Representation Lecture and Discussion
a better from the various language used in B Short Answers
understanding of academic texts read. academic texts from (p13)/ Refresher:
academic texts. various discipline. Short Answers
(p41)
3. Explains the specific
ideas contained in
various academic U Understanding Reasoning and Proof Guided Generalization
texts.

4. Uses knowledge of
text structure to glean
Answer Refresher:
the information
B Short Answers
he/she needs. U Applying Reasoning and Proof Guided Generalization
(p13)

5. Prepares outline
reading texts in a
given discipline.

6. Prepare a D Creating Application Activity

traditional and Answer Refresher
annotated A (p24)
bibliography of
references used in an
academic or D Creating Application Activity
professional text Answer Refresher
according to B and C (p26)
prescribed guidelines.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM
SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC
 7. Uses various U Applying Answer Refresher Application Group Activity
techniques in B (p52) (Scaffolding)
summarizing a variety
of academic text.

Application Group Activity

8. Summarizes the (Scaffolding)
content of an U Applying Answer Refresher
academic text. B (p52)

9. States the thesis

statement of an Lecture and Discussion
academic text K Remembering Representation

10. Paraphrases/
explains a text using
one’s own word. Answer Refresher Think-Pair and Share
U Analyzing Connection/
A (p52) Communication
11. Writes a
precis/abstract/
summary of texts in
the various disciplines. Answer Challenge Application Reflection
D Creating (p52)

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
 PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)

RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY

KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
ASSESS
 STANDARD
CONTENT CONTENT STANDARD (MINIMUM/BEYOND
MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
MINIMUM/BEYOND KUD LEVEL STRATEGY
CLASSIFI
MINIMUM CATION WW QA PC

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP-CIDAM

SUBJECT:
GRADE LEVEL:
UNIT/STRANDS:
TEACHER:
 HIGHEST ENABLING STRATEGY TO USE IN
PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS DEVELOPING THE HIGHEST THINKING SKILLS TO
STANDARD ASSESS
(MINIMUM/BEYOND
CONTENT CONTENT STANDARD MINIMUM)
RBT ASSESSMENT TECHNIQUE ENABLING GENERAL TEACHING STRATEGY
KUD
MINIMUM/BEYOND CLASSIFI
LEVEL STRATEGY
MINIMUM CATION
WW QA PC