This document provides a Classroom Instruction Delivery Alignment Map (CIDAM) for a Grade 11 Contemporary Philippine Arts from the Regions course. The 80-hour course aims to provide students with an appreciation of contemporary art styles from the region where their school is located. Students will broaden their creative tools and acquire skills to pursue career goals. The culminating standard is for students to create avenues to advocate for the arts from different Philippine regions. The map outlines topics, standards, learning competencies, assessment techniques, and teaching strategies for various content areas like contemporary art forms, regional artists, and performing an advocacy campaign. It also includes a performance task requiring students to develop a multicultural contemporary artwork for a themed exhibit.

1. NOTRE DAME OF MASIAG INC.
MASIAG BAGUMBAYAN SULTAN KUDARAT
Classroom Instruction Delivery Alignment Map (CIDAM)
Grade: Grade 11 Semester: First Semester
Core Subject Title: Contemporary Philippine Arts from the Regions No. of hours/Semester: 80 hours
Prerequisites (If needed): None
Core Subject Description: The subject covers various contemporary arts practices of the region where the school is located. It aims to provide students with an appreciation of a
broad range of styles in the various disciplines with consideration on their elements and principles and engage them to an integrative approach in studying arts. Through this
subject, students will broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and aspirations.
Culminating Performance Standard:Creates avenues to advocate the arts from the different regions of the Philippines.
Power Standard: Implement an advocacy campaign to promote the arts from the different regions of the Philippines.
_
Content Content
Standards
Performance Standards Learning Competencies Highest Thinking Skills to Assess Highest Enabling Strategy
to Use in Developing the
Highest Thinking Skills to
Assess
Minimum Beyond
Minimu
m
Minimum KUD
Classif
ication
Beyond
Minimum
KU
D
Clas
sific
ation
RBT Level Assessment Technique Enabling
General
Strategy
Teaching
Strategy
WW QA PC
Contempor
ary Arts:
Meaning,
Characteri
stics,
Subject
Matter,
Styles and
The Learners
demonstrates
an
understandin
g of:
appreciation
of
contemporar
The learner:
presents a
form of
integrated
contemporar
y art based
on the
The
learners:
Produce a
multicultu
ral
contempo
rary art
based on
The learner:
Identifies
various
contemporary
art forms and
their
practices
K The Learners will
be able to:
Interpret various
contemporary art
forms and their
practices from
various regions.
K Rememberi
ng
Identification Sentence
Completion
FW Representati
on
Numbered
Heads
Together

2. Techniques y art forms,
found in the
various
regions by
understandin
g the
elements and
principles
region of his
/ her choice.
e.g.
choreograph
y, musical
instrument,
literary and
music
composition
, visual
design,
and/or
theatrical
performance
the
different
regions of
the
Philippine
s.
from the
various
regions
Philippine
Art
The Learners
demonstrates
an
understandin
g of:
Understandi
ng of the
Significant
roles of
artists from
the region
The learner:
Creates
avenues to
advocate the
arts from the
different
regions
The
learners:
Develop
avenues to
advocate
the arts
from the
different
regions
The learner:
Defines
contemporary
arts in the
Philippines
K The Learners will
be able to:
Appreciate deeply
contemporary arts
in the Philippines
K Rememberi
ng
Identification Essay FW Representati
on
Create, Pair,
Share
The
National
Artist of
the
Philippines
The Learners
demonstrates
an
understandin
g of:the
significant
roles of
artists from
the regions
The learner:
Creates
avenues to
advocate the
arts from the
different
regions
The
learners:
Foster
avenues to
advocate
the arts
from the
different
regions
The learner:
Defines
contemporary
arts in the
Philippines
K The Learners will
be able to:
Appreciate deeply
contemporary arts
in the Philippines
K Rememberi
ng
True or False Essay FW Representati
on
Create, Pair,
Share

3. Significant
Contempor
ary artists
from the
regions
(emphasizi
ng the
region
where the
school is
based)
a. Music
b. Dance
c. Theater
d. Visual
Arts
e.
Literature
f. Film and
Broadcast
Arts
g.
Architectu
re, Design
and Allied
Arts
The Learners
demonstrates
an
understandin
g of:the
significant
roles of
artists from
the regions
The learner:
Creates
avenues to
advocate the
arts from the
different
regions
The
learners:
Foster
avenues to
advocate
the arts
from the
different
regions
The learner:
Defines
contemporary
arts in the
Philippines
K The Learners will
be able to:
Appreciate deeply
contemporary arts
in the Philippines
K Rememberi
ng
True or False Essay FW Representati
on
Create, Pair,
Share
Performance Task: You are a contemporary artist in an exhibit that has the theme “Multicultural Artworks, A Filipino Pride”. The exhibit aims to showcase how local artist have
adapted the techniques of contemporary arts. As a delegate, you will need to create your own contemporary art using one type of material available in your community. It will be
evaluated trough the e following: Originality, Visual Representation and Interpretation.
Literal Transfer Task: Learners should be able to relate the contemporary art forms in different regions of the Philippines.
PREPARED BY: CHECKED: CHECKED:

4. ABNER A. PAREDES JENNYLYN A. DIAZ
THELMA S. LANADO
SUBJECT TEACHER DEPARTMENT HEAD ACCADEMEC COORDINATOR
APPROVED BY:
DANILO B. MONTOY MAEM
SCHOOL PRINCIPAL

5. Flexible Instruction Delivery Plan (FIDP)
Grade: ELEVEN and TWELVE Semester: SECOND SEMESTER
Core Subject Title: UNDERSTANDING, CULTURE, SOCIETY AND POLITICS No. of Hours/Semester: 80 HOURS/ SEMESTER
Prerequisites (If Needed): NONE
Core Subject Description: This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and political dynamics, and
sensitivity to cultural diversity; provide them with an understanding of how culture, human agency, society and politics work; and engage them in the examination of the country’s current
human development goals. At the end of the course, students should acquire ideas about human cultures, human agency, society and politics; recognize cultural relativism and social
inclusiveness to overcome prejudices; and develop social and cultural competence to guide their interactions with groups, communities, networks, and institutions.
Culminating Performance Standard: Advocate how human societies should adapt to such changes
What to Teach?(From CG) Why Teach? How to Assess? How to Teach?
Conten
t
Content
Standards
Most
Essentia
l Topics
Performanc
e Standards
Learning Competencies
Highest Thinking Skill to
Assess
Highest Enabling Strategy to Use
in developing the Highest Thinking
Skill to Assess
Complete
(cg)
KUD
Classification
Most Essential
(melcs)
KUD
Classificatio
n RBT
Level
Flexible
Assessment
Activities (FAA)
Enabling
General
Strategy
Flexible
Learning
Strategies (FLS)
Performance
Checks
Quarter
2nd cultural,
social, and
political
institutions
as sets of
norms and
patterns of
behavior
that relate
to major
social
interests
Cultural,
Social,
and
Political
Institutio
ns
1. analyze
aspects of
social
organization
1.describe
the
organized
nature of
social life
and rules
governing
behavior
U 1.Explain the
forms and
functions of
state and non-
state institutions
U Analyzin
g
Paper Analysis
( Descriptive)
For Online and
Synchronous :
They can access
the given link(
https://www.t
andfonline.com
/doi/full/10.10
80/00472336.2
017.1416423
Communication 1.Article
Reading
Students will
read the article
Entitled: Who
Governs and
How? Non-
State Actors
and
Transnational
Governance in

6. and for the
synchronous
session Zoom
breakout
rooms
Asynchronous:
We can post
the Article in
the Learning
Management
System.
Distance
learning:
Printed
materials
Face to face/
Blended: Group
dynamics
Southeast Asia
https://www.t
andfonline.com
/doi/full/10.10
80/00472336.2
017.1416423
For Online and
Synchronous :
They can
access the
given link
Synchronous
Zoom:Breakout
rooms.
For
Asynchronous:
We can post
the Article in
the Learning
Management
System.
Distance
learning:
Printed
materials
Face to face/
Blended: Group
dynamics

7. Cultural,
Social,
and
Political
Institutio
ns
2. identify
one’s role in
social groups
and
institutions
describe the
organized
nature of
social life
and rules
governing
behavior
K
Examine the
functions and
importance of
education in the
society
U
Analyzin
g
Conduct
Interview with
teachers
For Online and
Synchronous
Zoom breakout
rooms
Asynchronous:
INSTRUCTIONS
will be
uploaded to
the Learning
Management
System.
face to face/
Blended: Group
dynamics
Communication
Brainstorming
and Planning
with their
teammates on
how to do an
effective
interview
Synchronous
Zoom:Breakout
rooms
discussion
For
Asynchronous:
students will
engage in
google
classrooms
discussion
Distance
learning:
Printed
materials
Face to face/
Blended: Group
dynamics

8. social
stratificati
on as the
ranking of
individual
s
according
to wealth,
power,
and
prestige
SOCIAL
AND
POLITIC
AL
STRATIF
ICATION
1.recognize
other forms
of economic
transaction
such as
sharing, gift
exchange,
and
redistribution
in his/her
own society
1.examine
stratification
from the
functionalist
and conflict
perspectives
U 1. Examine the
concept,
characteristics
and forms of
stratification
systems using
sociological
perspectives
U Analyzin
g
Concept Map Communication Video Analysis
The students
will watch the
video about
social
Stratification
https://www.y
outube.com/re
sults?
search_query=s
ocial+stratifica
tion
Synchronous
Zoom:Breakout
rooms.
For
Asynchronous:
We can post
the Article in
the Learning
Management
System.
Distance
learning:
Printed
materials
Face to face/
Blended: Group

9. social and
political
inequalitie
s as
features of
societies
and the
global
communit
y
SOCIAL
AND
POLITIC
AL
STRATIF
ICATION
2.Identify
characteristic
s of the
systems of
stratification
K
2.Explain
government
programs and
initiatives in
addressing social
inequalities e.g.
local, national,
global
U
Underst
anding
Question and
Answer
Communication
dynamics
Brainstorming
and Planning
with their
teammates on
how to do an
effective
interview
Synchronous
Zoom:
They can
access this link:
www. gov. ph
http://unp.edu
.ph/10-
governance-
initiatives/
https://www.n
eda.gov.ph/pro
grams-and-

10. projects/
For
Asynchronous:
We can post
the Article in
the Learning
Management
System.
Face to face/
Blended: Group
dynamics
Distance
learning:
News Paper,
Brochure and
Magazine
Reading

11. Watch
television:
NEWS and
listen to Radio
Broadcast
News
forms and
functions
of state
and non-
state
institutio
ns the
agents/
institutio
ns,
processes
, and
outcomes
of
cultural,
political,
and social
change
CULTUR
AL,
SOCIAL,
POLITIC
AL
CHANGE
AND
RESPON
SES TO
CHANGE
1. Evaluates
factors
causing social,
political, and
cultural
change
2. advocate
how human
societies
should adapt
to such
changes
1.Develop a
plan of
action for
community-
based
response to
change
D 1.Suggest ways
to address social
inequalities
(local, national
and global)
U Evaluati
ng
Think-Pair-
Share
Reasoning and
Proof
Open
Discussion or
Peer Discussion
Synchronous
Video Call in
Messenger
:
Facebook/Mes
senger
For
Asynchronous:
They can
message each
other through
text or
chatSocial
Media
Platforms(Face
book/Messeng
er)
Distance
learning:
Printed

12. materials
Face to face/
Blended: Group
dynamics(By
pair)
Performance Task:

13. The 21st century is booming with diverse matters like perceptions, human choices, human standards and even human dignity has its own classification (which should not
be). Part of being a member of the society is to be a good influence in the community wherein the points of view of other people are not invalidated because of some reasons rather
we should consider respect and accept these differences.
In connection to this, you as an advocate analyst find a partner agency or any organization in your area and be commissioned to create an advocacy video or audio** (3-5
minutes) which is aligned to your partner’s advocacies and platforms that promotes respect and acceptance of human dignity, rights, and differences. The output will be uploaded
in different media platforms( Facebook, Twitter, Instagram and Youtube ) to reach people in the community. In making the video Health Protocols must be followed. Put into
consideration the KIRI:
1. Knowledge (CONTENT) (found in the video)
2. Instrumentality of the video
3. Relevance of the video to the situation
4.Impact of the video
GOAL - PROMOTES RESPECT and acceptance
ROLE - ADVOCACY ANALYST
AUDIENCE - PEOPLE IN THE COMMUNITY
SITUATION -YUNG INTRO
PRODUCT/PERFORMANCE - ADVOCACY VIDEO / AUDIO
STANDARD - KIRI
**Please note that the output may vary depending on the modality being applied by a school
Synchronous - Video Output
Asynchronous - Video Output
Face to face / blended - Video output
Distance learning - Audio / Video Output
PREPARED BY: CHECKED: CHECKED:
ABNER A. PAREDES JENNYLYN A.DIAZ
THELMA S.LANADO
SUJECT TEACHER DEPARTMENT HEAD DEPARTMENT COOR.

14. APPROVED BY:
DANILO B. MONTOY MAEM.
SCHOOL PRINCIPAL