Knowledge Categories Behavioral Verbs

The fact or Remembering Identify, retrieve, recognize,

condition of The learner can recall information and retrieve duplicate, list, memorize, repeat,
knowing something relevant knowledge from long-term memory describe, reproduce
with familiarity Understanding Interpret, exemplify, classify,
gained through The learner can construct meaning from oral, summarize, infer, compare, explain,
experience or written and graphic messages paraphrase, discuss
association
Skills Applying Execute, implement, demonstrate,
The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate,
systematic, and Analyzing Differentiate, distinguish, compare,
sustained effort to The learner can distinguish between parts and contrast, organize, outline,
smoothly and determine how they relate to one another, and attribute, deconstruct
adaptively carryout to the overall structure and purpose
complex activities or Evaluating Coordinate, measure, detect,
the ability, coming The learner can make judgments and justify defend, judge, argue, debate,
from one’s decisions describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do Creating Generate, hypothesize, plan,
something The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point construct, formulate, assemble,
of view devise
Attitude 1. Receiving Phenomena – Awareness, List of Attitudes:
Growth in feelings willingness to hear, selected attention Self-esteem, self-confidence,
or emotional areas Behavioral Verbs: ask, choose, describe erect, wellness, respect, honesty, personal
A settled way of follow, give, hold, identify, locate, name, point discipline, perseverance, sincerity,
thinking or feeling to, reply, select, sit, study, use patience, critical thinking, open-
about someone or mindedness, interest, courteous,
something, typically obedience, hope, charity, fortitude,
one that is reflected resiliency, positive vision,
in a person’s acceptance, determined,
behavior. independent, gratitude, , tolerant,
cautious, decisive, self-control,
calmness, responsibility,
accountability, industriousness,
industry, cooperation, optimism,
satisfaction, persistent, cheerful,
reliable, gentle, appreciation of
one’s culture, globalism,
compassion, work ethics, creativity,
entrepreneurial spirit, financial
literacy, global, solidarity, making a
stand for the good, voluntariness of
human act, appreciation of one’s
rights, inclusiveness, thoughtful,
seriousness, generous, happiness,
modest, authority, hardworking,
realistic, flexible, considerate,
sympathetic, frankness
Values 2. Responding to Phenomena – Active List of Values:
A learner’s participation on the part of the learners. Attends 1. Maka-Diyos
principles or and reacts to a particular phenomenon. Learning Love of God, Faith, Trusting,
standards of outcomes may emphasize compliance in Spirituality, Inner Peace, Love of
behavior; one’s responding, willingness to respond, or truth,Kindness, Humble
judgment of what is satisfaction in responding (motivation).
important in life. Behavioral Verbs: aid, answer, assist, comply,
Go beyond learner’s conform, discuss, greet, help, label, perform,
life on earth, include practice, present, read, recite, report, select, tell,
more than wealth write
and fame, and
would affect the
eternal destiny of
millions.
(Intentionally add
value to people
every day.)
3. Valuing – Attaches to a particular object, 2. Makatao
phenomenon, or behavior. This ranges from Concern for others, Respect for
simple acceptance to the more complex state of human rights, Gender equality,
commitment. Valuing is based on the Family Solidarity, Generosity,
internalization of a set of specified values, while Helping, Oneness
clues to these values are expressed in the
learner’s overt behavior and are often
identifiable.
Behavioral Verbs: work, complete, demonstrate,
differentiate, explain, follow, form, initiate,
invite, join, justify, propose, read, report, select,
share, study
4. Organization-Organizes values into priorities 3. Makakalikasan
by contrasting different values, resolving conflicts Care of the environment, Disaster
between them, and creating a unique value Risk Reduction Management,
system. The emphasis is on comparing, relating, Protection of the environment,
and synthesizing values. Responsible Consumerism,
Behavioral Verbs: adhere, alter, arrange, Cleanliness, Orderliness, Saving the
combine, compare, complete, defend, explain, ecosystem, Environmental
formulate, generalize, identify, integrate, modify, sustainability
order, organize, prepare, relate, synthesize
5. Internalizing Values – (Characterization): Has a 4. Makabansa
value system that controls their behavior. The Peace and order, Heroism and
behavior is pervasive, consistent, predictable, Appreciation of Heroes, National
and most importantly, characteristic of the Unity, Civic Consciousness, Social
learner. Instructional objectives are concerned responsibility, Harmony, Patriotism,
with the student’s general patterns of Productivity
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
Session 12 – GAD-based iC CEBU LESSON EXEMPLAR EVALUATION

Instructions: Put a check mark (✓) or mark (x) in the column for your response to each item below.

(✓) (x) Remarks

I. Lesson Exemplar Information
a. Grade Level/Year Level/Learning Area/Quarter
b. Duration/Learning Area/s Integrated
c. Integration Approach Used
Multidisciplinary/Interdisciplinary/Transdisciplinary
d. 21st Century skills to be developed
Communication
Critical Thinking
Learning and Innovation
Information Media and Technology
Problem Solving
Life and Career
e. Focused Learning Competencies
Integrated Learning Competencies
f. Focused GAD principles to be integrated
g. Intended Learning Outcomes
Knowledge
Skills
Attitudes
Values
h. Learning Content
Concept
DRRE
GAD
Reference/s
IM’s
i. Learning Experiences (5 E’s)
j. Learning Enablement
II. Content
a. Describes the key concepts
b. Has realistic number of objectives (1-4 usually)
c. Follows the SMART objectives
d. Selected and listed from the K to 12 BEC
III. Learning Context
a. Identifies learner’s prior knowledge related to expectations
b. Includes differentiated instructions
c. Varied and enough activities were utilized
d. Appropriately aligned and congruent to the objectives
e. Generates questions using HOTS
IV. Teaching Learning Strategies