CURRICULUM MAPPING

Phase 1
1. REFER TO THE SUBJECT CURRICULUM GUIDE
2. Add column TO THE RIGHT after CODE and label as STUDENT ASSESSMENT ACTIVITIES.
3. Add column TO THE RIGHT AFTER STUDENT ASSESSMENT ACTIVITY AND LABEL AS TEACHING ACTIVITIES

THE CURRICULUM GUIDE WITH THE ADDITIONAL TWO COLUMNS (IN YELLOW) AS SHOWN BELOW NOW BECOMES THE
CURRICULUM MAP.
Content Content Performance Learning Code Student Teaching Learning Equipment
Standards Standards Competency Assessment Activities Materials
Activities
Identify Label at least 1. to
parts of the 6 parts of demonstrate
plant the plant. and use
realia to
point to the
different
parts of a
real plant
that can be
found within
the school
premises;
2. Students
bring small
plants from
their
backyard
and identify
the parts of
the plant.
3. Use of
“the plant
song” found
in youtube
4. students
drawing
individual
parts of the
plant and
posting the
puzzle parts
on the board
to make a
picture of a
whole plant.
5. Individual
recitation
and board
work to
check on
mastery of
the topic.
Phase 2 – Curriculum Mapping – soft copy to be submitted on or before Oct. 18, 2018.
1. Look at the standard/s for the unit / section / period (It is either a content or a performance standard) in your curriculum map.
2. A content standard will either be an “acquisition” competency or a “make meaning competency” --- DETERMINE BY LOOKING AT
THE VERB USED in the curriculum guide. For example to identify the parts of the plant is acquisition of knowledge. This will be the
guide for the student assessment and teaching strategies to be used. A Performance standard refers to a skill or project output or
application and will most likely fall under the “Transfer of Knowledge” category or to some extent the “Make Meaning “ category.
This will be the guide for the student assessment and teaching strategies to be used. You can also refer to the table below:
ACQUISTION MAKE MEANING TRANSFER OF LEARNING
Verbs for Acquisition Verbs for Meaning Making Verbs for Transfer

 Apprehend  Analyze  Adapt (based on feedback)

 Calculate  Compare  Adjust (based on results)
 Define  Contrast  Apply
 Discern  Critique  Create
 Identify  Defend  Design
 Memorize  Evaluate  Innovate
 Notice  Explain  Perform effectively
 Paraphrase  Generalize  Self-assess
 Plug in  Interpret  Solve
 Recall  Justify/Support  Troubleshoot
 Select  Prove
 State  Summarize
 Synthesize
 Test
 Translate
 Verify
3. When you are able to identify what the content or performance standard is according to the verbs used, you will now be able to fill
in the two columns namely student assessment and teaching strategies. The student assessment and teaching strategies are
supposed to be consistent with expected content or performance standards. For example if you are to identify parts of the plant,
your student assessment might be labelling at least 6 important parts of a plant in a worksheet and your teaching strategies might
be 1. to demonstrate and use realia to point to the different parts of a real plant that you can find within the school premises and 2.
Students bring small plants from their backyard and identify the parts of the plant. You cannot use for example, in the student
assessment - have a debate on the importance of the roots and leaves if the standard is only asking students to identify. Perhaps in
a succeeding lesson you might move on to different assessments and strategies. It is expected that you expand on the teaching
strategies list provided. For example you will use as a teaching strategy use of songs and art/puzzle - you can then write as teaching
strategies --- 1. Use of “the plant song” found in youtube and 2. students drawing individual parts of the plant and posting the
puzzle parts on the board to make a picture of a whole plant. 3. Individual recitation and board work to check on mastery of the
topic. When you specify what you intend to do, it will be easier for you to do the lessons rather than you having to guess or recall
what you meant when you wrote in the column as “songs and puzzles”.

Note: Some curriculum guides have a column on learning competency – this is actually very similar to Student Assessment
Activities. You can copy paste from the Learning competency column and add/ enrich / make more specific / or make more
challenging / or make more consistent and state HOW --- with the standards asked in the Students Assessment Activities.
4. FILL IN THE ADDITIONAL TWO COLUMNS (IN YELLOW) AS SHOWN BELOW TO MAKE THE CURRICULUM MAP.
Content Content Performance Learning Code Student Teaching Activities Learning Equipment
Standards Standards Competency Assessment Materials
Activities
Identify parts Label at least 6 1.demonstrate and use
of the plant parts of the realia to point to the
plant as drawn different parts of a real
in individual plant that can be found
worksheets or within the school
on the premises;
blackboard. 2. Students bring small
plants from their backyard
and identify the parts of
the plant.
3. Use of “the plant song”
found in youtube
4. students drawing
individual parts of the
plant and posting the
puzzle parts on the board
to make a picture of a
whole plant.
5. Individual recitation and
board work to check on
mastery of the topic.
 STUDENT ASSESSMENT ACTIVITIES THAT CORRESPOND TO CONTENT AND/OR TEACHING STRATEGIES THAT CORRESPOND TO ASSESSMENT OF CONTENT AND
PERFORMANCE STANDARDS PERFORMANCE STANDARDS

Acquisition

Individual plus Group Quizzes

Academic vocabulary and language
Tests/Quizzes with common preconceptions as distractors Learning centers
Calculate, Define, Identify, Select, Memorize, Recall, Notice, Paraphrase, Lecture
State, Label Adapting to learning styles/multiple intelligences
Mastery learning
Make a list of the main events Analysis of student work
Make a timeline of events Modeling
Make a facts chart Close read
Write a list of any pieces of information you can remember Music and songs
Conferencing
List all the .... in the story
Nonlinguistic representations
Make a chart showing... Cooperative learning
Quote prices or dates from memory Note booking/journaling
Make an acrostic Cues, questions,
Recite a policy or poem activating prior knowledge
Define key quantities form this formula Number talks
Current events
Rewrite the principles Peer teaching/collaboration
Direct instruction
Read-aloud
Discovery/Inquiry-based learning
Reading and writing across the curriculum
Translate into another format
Document-based questions
Realia
Draw pictures to show a particular event Effective questioning
Socratic seminar
Graphic organizers
Structured academic controversy
Guest speakers
Student goal setting
Hands-on learning
Student self-assessment
Homework and practice
Summarizing and note taking
Identifying similarities and differences
Targeted feedback
Integration of content areas
Word wall
Jigsaw
Games
Flashcards

Lectures
Visuals
Video / film showing
Audio
Examples
Illustrations
Analogies
Questions
Discussions
Review
Tests
Assessments
Reports and learner presentations
Writing
 STUDENT ASSESSMENT ACTIVITIES THAT CORRESPOND TO CONTENT AND/OR
PERFORMANCE STANDARDS
Make Meaning
Illustrate what you think the main idea was
Make a cartoon strip showing the sequence of events
Write and perform a play based on the story
Retell the story in your own words
Paint a picture of some aspect you like
Write a summary report of an event
Prepare a flow chart to illustrate the sequence of events
Construct a model to demonstrate how it will work
Make a diorama to illustrate an important event
Make a scrapbook about the areas of study
Make a map to include relevant information about an event
Take a collection of photographs to demonstrate a particular point
Make up a game using the ideas. Represent the element in a model
Paint a mural using the same materials.
Classify these problems into different solution types
Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to support a view.
TEACHING STRATEGIES THAT CORRESPOND TO ASSESSMENT OF CONTENT AND
PERFORMANCE STANDARDS
1. Lecture by teacher (and what else can you do!)
2. Class discussion conducted by teacher (and what else!)
3. Recitation oral questions by teacher answered orally by students
(then what!)
4. Discussion groups conducted by selected student chairpersons
(yes,
and what else!)
5. Lecture-demonstration by teacher (and then what 145 other
techniques!)
6. Lecture-demonstration by another instructor(s) from a special field
(guest speaker)
7. Presentation by a panel of instructors or students
8. Presentations by student panels from the class: class invited to
participate
9. Student reports by individuals
10. Student-group reports by committees from the class
11. Debate (informal) on current issues by students from class
12. Class discussions conducted by a student or student committee
13. Forums
14. Bulletin boards
15. Small groups such as task oriented, discussion, Socratic
16. Choral speaking
17. Collecting
18. Textbook assignments
19. Reading assignments in journals, monographs, etc.
20. Reading assignments in supplementary books
21. Assignment to outline portions of the textbook
Make a flow chart to show the critical stages. 22. Assignment to outline certain supplementary readings
23. Debates (formal)
Construct a graph to illustrate selected information. 24. Crossword puzzles
Make a jigsaw puzzle. 25. Cooking foods of places studied
26. Construction of vocabulary lists
Make a family tree showing relationships. 27. Vocabulary drills
Put on a play about the study area. 28. Diaries
29. Dances of places or periods studied
Write a biography of the study person. 30. Construction of summaries by students
Prepare a report about the area of study.
31. Dressing dolls
32. Required term paper
Arrange a party. Make all the arrangements and record the steps needed. 33. Panel discussion
34. Biographical reports given by students
Review a work of art in terms of form, colour and texture.
35. Reports on published research studies and experiments by
Draw the sub-systems that go into making this system function. students
36. Library research on topics or problems
37. Written book reports by students
Invent a machine to do a specific task. 38. Flags
Design a building to house your study. 39. Jigsaw puzzle maps
40. Hall of Fame by topic or era (military or political leaders, heroes)
Create a new product. Give it a name and plan a marketing campaign. 41. Flannel boards
Write about your feelings in relation to... 42. Use of pretest
43. Gaming and simulation
Write a TV show, play, puppet show, role play, song or pantomime about...? 44. Flash cards
Design a record, book, or magazine cover for...? 45. Flowcharts
46. Interviews
Make up a new language code and write material using it. 47. Maps, transparencies, globes
48. Mobiles
Sell an idea. Devise a way to...
49. Audio-tutorial lessons (individualized instruction)
Compose a rhythm or put new words to a known melody. 50. Models
51. Music
Create a model of your design.
52. Field trips
 53. Drama, role playing
54. Open textbook study
Data Analysis: 55. Committee projects--small groups
56. Notebook
Students manipulate and interpret a data set using tables, graphs, charts, and 57. Murals and montages
other visual displays to draw conclusions, identify patterns, and make 58. Class projects
predictions 59. Individual projects
60. Quizdown gaming
Demonstration: 61. Modeling in various media
62. Pen pals
Students teach a process, concept or problem through the use of models, 63. Photographs
explanations, illustrations, and/or inquiry so the audience understands it 64. Laboratory experiments performed by more than two students
working together
Concrete or Applied Response
65. Use of dramatization, skits, plays
66. Student construction of diagrams, charts, or graphs
 Students provide a reasonable answer/explanation and evidence to
67. Making of posters by students
support their thinking. Requires application of previous knowledge.
68. Students drawing pictures or cartoons vividly portray principles or
facts
69. Problem solving or case studies
70. Puppets
71. Use of chalkboard by instructor as aid in teaching
72. Use of diagrams, tables, graphs, and charts by instructor in
teaching
73. Use of exhibits and displays by instructor
74. Reproductions
75. Construction of exhibits and displays by students
76. Use of slides
77. Use of filmstrips
78. Use of motion pictures, educational films, videotapes
79. Use of theater motion pictures
80. Use of recordings
81. Use of radio programs
82. Use of television
83. Role playing
84. Sand tables
85. School affiliations
86. Verbal illustrations: use of anecdotes and parables to illustrate
87. Service projects
88. Stamps, coins, and other hobbies
89. Use of community or local resources
90. Story telling
91. Surveys
92. Tutorial: students assigned to other students for assistance, peer
teaching
93. Coaching: special assistance provided for students having
difficulty
in the course
94. Oral reports
95. Word association activity
96. Workbooks
97. Using case studies reported in literature to illustrate psychological
principles and facts
98. Construction of scrapbooks
99. Applying simple statistical techniques to class data
100. Time lines
101. "Group dynamics" techniques
102. Units of instruction organized by topics
103. Non directive techniques applied to the classroom
104. Supervised study during class period
105. Use of sociometric text to make sociometric analysis of class
106. Use of technology and instructional resources
107. Open textbook tests, take home tests
108. Put idea into picture
109. Write a caption for chart, picture, or cartoon
110. Reading aloud
111. Differentiated assignment and homework
112. Telling about a trip
113. Mock convention
114. Filling out forms (income tax, checks)
115. Prepare editorial for school paper
116. Attend council meeting, school boar meeting
117. Exchanging "things"
118. Making announcements
119. Taking part (community elections)
120. Playing music from other countries or times
121. Studying local history
122. Compile list of older citizens as resource people
123. Students from abroad (exchange students)
124. Obtain free and low cost materials
125. Collect old magazines
126. Collect colored slides
127. Visit an "ethnic" restaurant
128. Specialize in one country
129. Follow a world leader (in the media)
130. Visit an employment agency
131. Start a campaign
132. Conduct a series
133. Investigate a life
134. Assist an immigrant
135. Volunteer (tutoring, hospital)
136. Prepare an exhibit
137. Detect propaganda
138. Join an organization
139. Collect money for a cause
140. Elect a "Hall of Fame" for males
141. Elect a "Hall of Fame" for females
142. Construct a salt map
143. Construct a drama
144. Prepare presentation for senior citizen group
145. Invite senior citizen(s) to present local history to class including
displaying artifacts (clothing, tools, objects, etc.)
146. Prepare mock newspaper on specific topic or era
147. Draw a giant map on floor of classroom
148. Research local archaeological site
149. Exchange program with schools from different parts of the state
150. In brainstorming small group, students identify a list of
techniques and strategies that best fit their class.

Exercises,
Projects
Sketches
Simulations
Role play
Microteach
Case studies
Discussions
Tests

Reciprocal teaching
Field experience, field trip, or field study
Reinforcing effort and providing recognition
Flexible/strategic grouping
Role play/simulations/drama
Formative assessment process
SIOP strategies
Generating and testing hypotheses

Think-Pair- Share.
Facilitate a whole group discussion.
Quick write
Turn and Talk
Polling
Jigsaws
Sorting strips
Partial Outlines/PPTs provided for lecture
Pausing in lecture
Posters & gallery walk
Fish bowl
Idea line up
Four corners

Games
Competitions
 STUDENT ASSESSMENT ACTIVITIES THAT CORRESPOND TO CONTENT AND/OR TEACHING STRATEGIES THAT CORRESPOND TO ASSESSMENT OF CONTENT AND
PERFORMANCE STANDARDS PERFORMANCE STANDARDS

Transfer Learning/Knowledge
Problem/Solution: Identify and define a problem and generate a possible Case studies
solution(s) (or solution paths), evaluate the viability of each solution, and offer Reflection , application papers
a recommendation. Simulations
Appraisals
Inquiry/Investigation: Develop questions and pursue an explanation/pattern Projects
based on, but not limited to, known information. Implementation
Application to real world
Source/Comparative Analysis: Analyze data, information, artifacts, and/or
textual evidence to develop an explanation, interpretation, and/or determine Debate
impact. Project-based learning
Create vlogs, design online surveys, advocacy campaigns online
Critique/Self-Analysis: Evaluate a given text, performance, or problem based
on established criteria.

Debate, Panel, Role Play: Present and participate in a debate, panel, or role play
to provide information, gain insight and/or promote a particular point of view.

Performance / Product: Generate a performance/product using visual,

multimedia, sound, writing, and /or speech to demonstrate understanding and/or
communicate creative intent.

Modeling/Simulation: Given a model or set of criteria/data/experiences, create

representations to illustrate/predict outcomes or to deepen understanding.

Correspondence/Interviews: Appropriately communicates to an audience and/or

responds to an idea, point of view, concern, request or proposal to achieve a
desired result.
Persuasive statement: Develop an argument/artifact using supporting
information and persuasive techniques to promote a particular point of view
and/or to cause action.

Portfolio/Reflection: Collect work over time to demonstrate mastery in one or

more modes of expression/College, Career & Citizen-Ready Skills, reflect on
growth, and/or set goals.
Design a market strategy for your product using a known strategy as a model
Write a booklet about... for others
Prepare a list of criteria to judge a ... show. Indicate priority and ratings
Conduct a debate about an issue of special interest
Make a booklet about 5 rules you see as important. Convince others
Form a panel to discuss views on a topic
Write a letter to ... advising on changes needed at...
Write a half yearly report
Prepare a case to present your view about...
Write a technical report justifying design decisions