2021 JHS INSET Template for Modular/Online Learning

Subject: English Grade Level: 8

Unit Topic: African Literature (Informative Speech) Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own and in the long Composition and Delivery of

run will be able to compose and Informative Speech through a
deliver an informative speech with the recorded video.
proper use of parallel structures and
cohesive devices.

The learners shall be able to…

compose and deliver an informative speech based on

a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive
devices and appropriate prosodic features, stance,
and behavior.

➢ Determine tone, mood, technique, and EU: selection may be influenced by culture,
purpose of the author. history, environment, or other factors
➢ Determine the meaning of words and
expressions that reflect the local
culture by noting context clues. EQ: how the elements specific to a genre
➢ Identify appropriate modals for contribute to the theme of a particular literary
sentences. selection?
The learners demonstrate understanding of…

African literature as a means of exploring forces that human

beings conntend with; variuos reading styles vis – à-vis
purposes of reading; prosodic features that serve as carriers
of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and
cohesive devices in presenting information.

LEARNING PLAN

EXPLORE
This unit is about ____________________________________________
Consider this question ________________________________________
Map of Conceptual Change:

LEARNING
COMPETENCY
LC1 ______________
_________________
_________________
FIRM-UP (ACQUISITION)
Activity 1 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

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LC2 ______________ Activity 3 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 1

Activity 4 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 2

Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Question

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 Answer: Answer: Answer:
LC 4: ________
_____________
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

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

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

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD: Students on their own and in the long run will be able to compose and deliver an informative
speech with the proper use of parallel structures and cohesive devices.
The learner transfers
learning by composing
and delivering an Performance Task
informative speech
based on a specific topic 1. One Product
of interest keeping in
mind the proper and Goal: To compose and deliver an informative speech about depression via a recorded video.
effective use of parallel
Role: You are a mental health advocate who wants to increase awareness about depression.
structures and cohesive

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devices and appropriate Audience: The target audiences are 8th to 10th grade class.
prosodic features,
stance, and behaviour. Situation: As a mental health advocate you got alarmed as the depression rate in your area is
increasing. You need to raise depression awareness to help defeating the stigma of the illness.
Product: Compose and deliver an informative speech to raise depression awareness.
Standards:

Use of Web 2.0 App for Output

Analytic Rubric:

Self-Assessment:

Value Integration:

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

WEEK 3
MON TUE WED THU FRI

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 WEEK 4
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

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3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the
student to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to
answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third art
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT all
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.
ARTICLE 1:

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ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support you
article.
ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make
Meaning competency are given to the
student to read and analyze.
3. Directions ask the student to determine
which selection is the best in line with the
Make Meaning-type of learning
competency. Student is also asked to
support answer by citing important parts of
the selection.
4. Directions also contain permission to the
student to use references and the Internet.
Directions also clearly state persons or
materials the student is not allowed to
consult.
5. The length and readability of the selections
are developmentally appropriate. As much
as possible, the selections are
contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:
The learner transfers learning by composing and delivering an informative speech based on a specific topic of inte
effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behaviour.

SITUATION: As a mental health advocate you got alarmed as the depression rate in your area is increasing. You need to raise
the stigma of the illness.

GOAL: To compose and deliver an informative speech about depression via a recorded video.

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ROLE: You are a mental health advocate who wants to increase awareness about depression.

PRODUCT: Compose and deliver an informative speech to raise depression awareness.

AUDIENCE: The target audiences are 8th to 10th grade class.

STANDARDS: The speech composition should comply with the following criteria:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the Performance
Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from

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the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD: The learners shall be able to…

compose and deliver an informative speech based on a specific topic of interest keeping in mind the proper a
structures and cohesive devices and appropriate prosodic features, stance, and behavior

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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