ST. PETER’S COLLEGE OF MISAMIS ORIENTAL, INC.

15 de Septiembre St., Barangay 2, Balingasag, Misamis Oriental

JUNIOR HIGH SCHOOL DEPARTMENT

S.Y. 2020-2021

Teaching Learning Plan

Subject _________________ Grade Level: ________
Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The students in the long run will The learners can write a
be able to: precis or a summary out
from the information they
Extract information and noting
details from text and or non-text extract.
modalities to distinguished literal
between figurative language.

The learner transfers learning by:

resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts
to write a précis, summary, or
paraphrase; distinguishing between and
using literal and figurative language and
verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and
appropriately.

Recognize the use of phrases,

EU: the learner
clauses and sentences
expressively and correctly in
condensing information
based on print and non-print
media resources.

The learner demonstrates understanding of:

Philippine literature during the Period of
Apprenticeship as a means of examining
conflicts; various purposeful listening and
viewing strategies; difference between
literal and figurative language; ways to
extract and condense information based on
library sources; verbal and non-verbal cues
in oral communication; and types of
phrases, clauses, and sentences.

EXPLORE
 This unit is about Expressing ideas, opinions, and feelings through various formats.
Consider this question:
Map of Conceptual Change:

LEARNING
COMPETENC FIRM-UP
Y
Activity 1
Instructions:

Clickable Links
Screenshot of Online Resource:

Activity 3

Instructions:

Clickable Links :
Screenshot of Online Resource:

Scaffold for TRANSFER 1

Activity 4
Instructions

Clickable Links :

Screenshot of Online Resource:

Activity 5

Instructions:

Clickable Links :
Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6
Instructions:

Clickable Links :
Screenshot of Online Resource:

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:
LEARNING DEEPEN
COMPETENCY
Instructions:
GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Question
Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.

4. EQ:
Prompt for Generalization:
1.

2.

3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

Text 1:

Link:

Text 2:
Link:

Text 3: Active and Passive Voice

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

Learning TRANSFER
Competency
Construct Transfer Goal:
sentences using
Past Tense and
Performance Task
Past Perfect
Tenses. 1. In GRASPS (authentic)
G- the goal of the students is to construct a sentence using Past tense and perfect
tense.
 R- learners role is to be independent in doing the task.
A- The target audience are their parents so that they will be guided in making the
task.
S-you need to construct a sentence depending on the things you done a while ago
or the things that you need to do.
P-in creating this task you will master the lesson.
S- your output will contain at least 10 sentences in each tenses.

2. Differentiated /Interdisciplinary
In this activity the students will appreciate the value of tenses and they will
use it in the day to day living.

Analytic Rubric:

Value Integration:

Self- Reliance

Integrity

Efficient