ADAPTIVE TEACHING GUIDE

MET # 1 Understanding and Exercising Freedom of Choice

Lesson # 5 The Consequences of Choices and the Exercise of Prudence

Prerequisite Content-knowledge:

- holistic and partial perspective.

- truth from opinion.
- possibility for transcendence
- environment

Prerequisite Skill:

- Identify the characteristics of holistic and partial thinking.

- distinguishing truth from opinion.
- identifying one’s limitation and possibilities
- demonstrate the virtue of prudence

Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and Use a
separate sheet for the copy of a full-blown assessment.)
Content-Knowledge:

1. TLR Assessment (Sentence Completion) synchronous/printed) (Understanding)

● The TOPIC/S that we discussed in the previous quarter was ____________

● I LEARN that _______________
● In life it is RELEVANT because _____________________

2. TLR Assessment (Sentence Completion) (online-synchronous) (Understanding)

● The TOPIC/S that we discussed in the previous quarter was ____________

● I LEARN that _______________
● In life it is RELEVANT because _____________________

Skills:
1. Socratic Method (Q&A) (Asynchronous) (Understanding)
- What is the difference between partial and holistic perspective?
- What is the difference between truth and opinion?
- How does a limitation of man open for the possibilities of transcendence?
- How do you demonstrate prudence towards the environment?
 2. Short Response Test (Online/Offline) (Understanding)
- What is the difference between partial and holistic perspective?
- What is the difference between truth and opinion?
- How does a limitation of man open for the possibilities of transcendence?
- How do you demonstrate prudence towards the environment?

Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the
copy of a full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
Processing and feedbacking on the Results of the Prerequisite Assessments through
giving individual remarks or Synchronous interactive discussion [K] Clarification of
terms and concepts. Using concrete examples. U
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
Processing or feedbacking on the Results of the Prerequisite Assessments through
giving individual remarks or Synchronous interactive discussion [K] Clarification of
terms and concepts. Using concrete examples. U

Introduction: Must include the following parts:

1. time frame a student is expected to finish learning the lesson (and where to contact the
teacher when concerns arise)
This lesson is good for 90 minutes. If you have any concerns/clarifications, you may
contact the teacher through email ________ and/or through mobile phone _____.
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
At the end of the lesson, students are expected to:
1. Define what freedom is according to philosophical theory/ies;
2. Enumerate significant situation/s that demonstrate/s their freedom of choice and its
consequences;
3. Write a reflective essay that demonstrates prudence in choices
3. Context where the student is going to apply their learning (In what PAA/EFAA and
personal use?)
EFAA #3: Based on the given topic revolving around freedom and its consequences, the
students will create an Editorial Cartooning and will provide a short explanation of their
illustration.
 The lesson is directly applied in the Performance Task (Letter to the Editor) and in their
personal lives.
4. Overview of the Lesson
In this lesson, the concept of the human person as freedom refers to the intrinsic ability
and right of individuals to make choices and act according to their own will. At the end
of the lesson the student must be able to understand what freedom is and show prudence
in realizing freedom of choice and its possible consequences.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching
Strategy. Number of chunking of topics will be dependent on
the teacher’s plan.)
Motivational Questions:
1. Have you experienced being free? How does it feel to set someone free? Naranasan
mo na bang maging malaya? Naranasan mo na bang magpalaya? (Share your
insights with the class.)
2. Have you experienced being unfree? How does it feel? Malaya ba talaga tayo? (Share
your insights with the class.)
3. How can you say that you are really free? Ano ang tunay na kahulugan ng pagiging
malaya? (Share your insights with the class.)
Chunk 1: Freedom of the Human Person
Formative question:
● What is freedom according to philosophical theory?
Interactive Discussion:
Types of Freedom
Let's start by discussing freedom. When speaking philosophically, there are two types of
freedom, circumstantial and metaphysical.

Circumstantial freedom is the liberty to accomplish an action without interference from

obstacles. In short, it means you have the physical ability to get something done. (Cite
examples)
Differing from this, metaphysical freedom is the power to choose between opportunities.
Usually being linked to intellect and ethics, it's the power to choose. It's the power of the self
to select one opportunity or possibility over another.

Cite specific situations illustrating circumstantial and metaphysical freedom.

Chunk 2: Consequences of Choices and Freedom
Storytelling:
● Oedipus Rex
● Story of Adam and Eve in the Garden of Eden
● Maganda Ka, Gwapo Ako from Boiling Waters Podcast
Processing Questions:
● If you are the main character of the story, what will be your decision/choice?
● What will be the consequence/s of your decision?
Discussion:
The consequences of choices and the implications of freedom are intertwined threads in the
fabric of human existence. Every decision we make, from the mundane to the momentous,
ripples outward, creating a chain reaction of effects that shape our lives and the world around
us.
Our freedom, the ability to choose our own path, comes with a responsibility to consider the
potential outcomes of our actions. Each choice, whether conscious or unconscious, carries
with it a potential for both positive and negative consequences. While we are empowered by
the ability to shape our destinies, we must also be mindful of the impact our choices have on
others.
The butterfly effect, the idea that even the smallest actions can have far-reaching
consequences, serves as a constant reminder of the interconnectedness of our choices. From
the choices we make in our personal lives, like pursuing a particular career or choosing a
partner, to the choices we make as a society, such as enacting laws or engaging in political
discourse, every decision carries weight.
[Insert pictures of denuded forests, extinct animals, and other examples of a chaotic
environment.This connects the freedom of choices and its consequences to the previous
lesson about the environment.]
The freedom to make choices, therefore, is not a license to act recklessly, but rather an
opportunity to exercise discernment, compassion, and a sense of responsibility.
Understanding the consequences of our choices is crucial for navigating the complexities of
life, fostering personal growth, and building a more just and equitable society.
Chunk 3: Prudence in Choices
Painting Analysis:
Roman Charity
● What can you see in the painting?
● Why did the woman breastfeed the elderly man?
 ● Is her choice right or wrong? Why?
The apparently bizarre image of a young woman breastfeeding an elderly man actually
illustrates the highest devotion, or 'charity' – she is saving his life! The story comes from the
Roman writer, Valerius Maximus, and relates how Pero secretly nourished her father, Cimon,
who was starving in prison.
Discussion:
Freedom and prudence are two essential virtues for a well-lived life. Freedom is the ability
to think and act independently, without being constrained by external forces. It is the power to
choose our own path in life, to make our own decisions, and to live according to our own
values. Prudence, on the other hand, is the ability to make wise decisions, to weigh the pros
and cons of different courses of action, and to choose the one that is most likely to lead to a
positive outcome. It is the virtue of being cautious, thoughtful, and calculating.
Both freedom and prudence are necessary for a fulfilling life. Without freedom, we would be
nothing more than slaves to our desires or to the whims of others. We would be unable to
pursue our own goals or to live according to our own values. Without prudence, we would be
likely to make foolish decisions that would lead to negative consequences. We would be
unable to plan for the future or to avoid danger.
Processing Questions:
● How do you apply the virtue of prudence in your choices?
○ in your words
○ in your actions
○ in the social media
● What are the things you consider in making choices?
● How do you exercise your freedom of choice while considering its consequences?
Activity
REFLECTION: Prudence in Decision Making
Senior high school graduation is nearing. It is just about time that you should make a decision
about what you need to do after senior high school graduation. From several choices, state
one choice that you favor and are inclined to do. Then, state four possible immediate (about
4-5 years from now) consequences with their corresponding long-term (5-10 years from now)
consequences of your choice. Evaluate your choice by applying prudence to each possible
consequence. After which, could you say that your choice is correct or otherwise? Explain
your answer.
Synthesis
Freedom is a fundamental aspect of the human condition, deeply rooted in our existence and
identity. It signifies the inherent ability and right of individuals to make choices and act
according to their own will. This intrinsic nature of freedom is evident across various
 philosophical, ethical, and social dimensions, highlighting its centrality to human life.
While freedom is a cherished right, it is not absolute. The exercise of freedom must consider
the impact on others and the community. The human person as freedom encapsulates the
profound interplay between autonomy, responsibility, and societal context. It underscores the
dignity and potential of individuals to shape their lives while recognizing the ethical and
communal dimensions of freedom. By embracing this concept, we deepen our understanding
of what it means to be human and affirm the principles that underpin a free and just society.

RUA of Student’s Learning:

To assess the student’s learning, the students will write a reflective essay about their personal
experience/s and how they demonstrate prudence in their actions and choices.

Post-lesson Remediation Activity:

1. For Students with Insufficient Level on Pre-requisite Content-knowledge and/or
skill(s): Explaining and/or concepts clarification. Provide supplementary assessment
activities.
- Provide detailed explanation handouts, visual aids, and real-life scenario examples to
clarify concepts.

2. For Students with Fairly Sufficient Level on Pre-requisite Content-knowledge and or

skill(s): Provide feedback on the results of the assessments so that they can improve
their content-knowledge and skills about the topic.
- Organize a follow-up discussion or workshop where students can ask questions and
discuss their insights and challenges. Share additional resources such as articles,
videos, and recommended readings that delve deeper into the concepts of choice,
consequences, and prudence.

Contributors:
● Bonn Arvin Q. Balonzo
● Joshua S. Villones
● Eduardo T. Quinto Jr.
● Jhon Joshua D. Saniel
● Wilfredo P. Paglinawan Jr.
● Dennis G. Maleon
● Kyle S. Villanueva
● Jayvee a. Reyes
● Hendricks D. Villocillo
● Joshua C. Vidal
● Mark Jericho E. Vidal