2021 JHS INSET Template for Modular/Online Learning

Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

UNIT INTRODUCTION: During the early times, when men lived without using
circles, admiring circles and drawing circles accurately were two different stories.
To draw an accurate circle was a great accomplishment of the early man, but no
one knows for sure how it was first done, for there was no record of this. An
imaginative guess can be made as to how it might have happened. It is possible
that the first true circle was traced on the ground by an animal tied to a stake. The
animal might have run again and again to the limit of its freedom and might have
stamped a circle on the ground. The true circle was formed by overlapping
footprints with the same distance from the stake, which was at the center. It is for
this reason that we defined a circle as a set of points equidistant to a given point.

The applications of the circle can be seen almost everywhere. It appears that it has
become indispensable , for without the circle, life would practically come to a
standstill. The complex machines used in industry would cease, automobiles that
transport people and goods would be unheard of, and the generation of electricity
for power and light would not be possible.

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 In this unit, we will explore more closely the key concepts of circles and other
related terms in creating models of real-life problems that will serve as basis in
making decisions.

Consider this question: How can challenging situations involving the concepts of
circles be solved?

Map of Conceptual Change:

Answer the question: How can challenging situations involving the concepts of
circles be solved?

You will go back to this later.

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1: Activity 1 Draw me!!!
Illustrates secants, Instructions: Draw the secant, tangents, segments and sector of a circle.
tangents, segments, and
sectors of a circle.

Learning Targets: Clickable Links : https://www.google.com/search?q=activity+about+secants

%2C+tangents%2C+segments
I can Illustrates secants,
tangents, segments, and
%2C+and+sectors+of+a+circle.&ei=W2DuYI3ZN5OK0wSJ06uICA&oq=activity+about+secan
sectors of a circle. ts%2C+tangents%2C+segments
%2C+and+sectors+of+a+circle.&gs_lcp=Cgdnd3Mtd2l6EAM6BwgAEEcQsAM6BQgAEJECOg
gILhCxAxCDAToICAAQsQMQgwE6BQgAELEDOgQIABBDOgIIADoLCC4QsQMQxwEQowI6Bw
gAELEDEENKBAhBGABQklZY6nhg_n9oBHACeAGAAaQCiAHTEZIBBjAuMTYuMZgBAKABAaA
BAqoBB2d3cy13aXrIAQjAAQE&sclient=gws-
wiz&ved=0ahUKEwjN8smu1eHxAhUTxZQKHYnpCoEQ4dUDCA4&uact=5

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 Activity 2 Name me!!!
Instructions: Label the secants, tangents, segments and sector of a circle.

Clickable Links : https://www.google.com/search?q=Label+the+secants,+tangents,

+segments+and+sector+of+a+circle&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKr8-
T8uHxAhXFC94KHaQ3CrUQ_AUoAXoECAEQAw&biw=1366&bih=657#imgrc=q0OX_4bVZh
7ddM

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 LC2: Activity 3 On the road to learning
Illustrates the center- Instructions: Determines the center and radius of a circle given its equation and
radius form of the
vice versa.
equation of a circle.

Learning Targets:
I can Illustrates the Clickable Links : https://www.nagwa.com/en/worksheets/174172720354/
center-radius form of the
equation of a circle.

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 Scaffold for TRANSFER 1
Activity 4 Distance and Midpoint Exploration.
Instructions: Read and perform the given problem.

Clickable Links : https://www.radford.edu/rumath-smpdc/Performance/src/Nowlin%20-

%20Mall%20Distance%20Task.pdf

Activity 5 How do I Prepare this Piece of Floor Tile to Lay on the Bottom of my Kitchen
Sink Cabinet?

Instructions:
The student will use angles, arcs, chords, tangents, and secants to solve real-world
problems involving a) properties of circles. The student will use constructions and
coordinate methods to investigate and solve problems involving formulas for a)
finding distance or midpoint.
Measurement - NCTM - Students will use visualization, spatial reasoning, and
geometric modeling to solve problems; Students will analyze characteristics and
properties of two dimensional geometric shapes and develop mathematical
arguments about geometric relationships. Students will apply and adapt a variety
of appropriate strategies to solve problems. Students will communicate
mathematical thinking coherently and clearly to peers, teachers, and others.

Clickable Links : https://www.radford.edu/rumath-smpdc/Performance/src/Abernethy

%20-%20Kitchen%20Cabinet%20Task.pdf

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 Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

Interactive Quiz2
Instructions:
Link :
Screenshot:

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 3: Instructions:
Determines the center GUIDED GENERALIZATION TABLE
and radius of a circle
given its equation and Essential Text 1 Text 2 Text 3
vice versa. Question
Answer: Answer: Answer:

Learning Targets:
I can ___________
Supporting Texts: Supporting Texts: Supporting Texts:
I can ___________

Reason: Reason: Reason:

LC 4:
Derives inductively the
relations among chords, Common Ideas in Reasons:
arcs, central angles, and
inscribed angles.
Enduring Understanding/Generalization:

Learning Targets:
C-E-R Questions:
I can ____________
1.
I can ____________
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:

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 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:
The learner is able to
Performance Task
formulate and find
solutions to challenging 1. One Product
situations involving
circles and other related
terms in different
disciplines through
appropriate and accurate 2. Differentiated Products
representations.

3. Modality-based Products
Learning Targets:
I can _____________

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 I can _____________
4. Integrated Subjects

5. Design thinking

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

Self-Assessment:
Given the pictures below. How are you feeling after doing the performance task? Explain
why.

Value Integration:

2 TIMOTHY 1:7

“For God has not given us a spirit of fear and timidity, but of power, love, and self-
discipline.”

Show willingness in doing the activities through active participation.

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 CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

WEEK 3
MON TUE WED THU FRI

WEEK 4
MON TUE WED THU FRI

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 TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT

Grade/Subject: ____________________________
Topic Objectives/Learning Competencies No. of No. of Levels of Performance % of
Days/ Items Items
Hours
Remem- Under- Analy- Applying Evalua- Creating
bering standing zing ting

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

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 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

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

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

ARTICLE/PROBLEM:

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 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 An article or problem is given to the student to read
and analyze.
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.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

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 Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

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DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:
CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

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4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

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 ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING An article or problem is given to the student to read
and analyze.
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the
board. The Q5 question is directly related to the
competency.
Students have to select 2 other questions to form a
straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the
students’ answers to selected questions is provided.
The table contains a part for the Question No., another
for Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that students
can use to begin their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The Evidence or
supporting text in the article is stated below each
question.

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5. 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 ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

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

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
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.
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.
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.

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 6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

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

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 criteria). The STANDARDS are consistent with the Unit Performance Standard.

6B. 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.

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 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.

6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

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

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 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.

6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____ PERFORMANCE STANDARD

SUBJECT:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

SITUATION:

ROLE:

GOAL:

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

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 AUDIENCE:

STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1.The unit Performance Standards from the different subjects or learning areas are stated. The Performance
Task is aligned with these Performance Standards.
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 ROLE in answering the need or goal or solving the
problem.
5.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
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). There are STANDARDS that are applicable to each subject. The STANDARDS are consistent with
the Unit Performance Standard.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

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

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
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 TOTAL:

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