Designing with the

Learning Goal of
Making Meaning in
a Grade 7-10
Learning Unit
SESSION 6
 bjectives::
1. Design Making Meaning section of Curriculum Map
2. Differentiate between shallow and deep processing
3. Relate deep processing to goal of Making Meaning
4. Survey strategies for teaching and assessment of Making Meaning
competencies in different modalities
5. Present subject and modality-based examples of activities for teaching
and assessment of Making Meaning competencies

RAPATAN202
RAPATAN2
DESIGN PROTOCOL FOR ALIGNMENT IN CURRICULUM MAP

1 STANDARDS CONTENT STANDARD

2 LEARNING GOALS MAKE MEANING

3 LEARNING COMPETENCIES GENERALIZATION OF EU

4 ASSESSMENT ASSESSMENT OF
UNDERSTANDING CURRICULUM
MAP
5 ACTIVITY DEEP PROCESSING WITH
GUIDED GENERALIZATION

6 RESOURCES DEEP PROCESSING WITH

GUIDED GENERALIZATION
 SAMPLE ALIGNMENT OF THE COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKING MEANING

COMPETENCY ASSESSMENT ACTIVITY

Analyze Formulate Guided Generalization Mathematical modeling
Explain Model Close Reading
Problem solving with close Situation Analysis
Elaborate Synthesize reading Picture/Video Analysis
Discuss Reflect Problem Analysis
Justify Problem solving with error Jigsaw Puzzle
Prove correction Predict-Observe-Explain
Persuade Writing Generalizations
Problem solving with CER Writing Conclusions
Defend Journal Writing
Predict
Generalize
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND PRIORITIZED
COMPETENCIES

RAPATAN2020
 FOCUS QUESTION:
Since the accomplishment of the Performance Task
requires understanding of the concepts of
trigonometric ratios and oblique triangles, how will
Making Meaning be taught and assessed in the
different modalities?
RAPATAN2020
RAPATAN2
RAPATAN2
RAPATAN2
RAPATAN2
RAPATAN2020
 TO TEST OR NOT TO TEST… N
MO S T
O M TE
C SE
E D N
IM SP O
T
1: RE
ON D
CONSTRUCTED RESPONSE: T I T E
• NON-SEARCHABLE OP LEC
SE
• INDIVIDUAL
REASONING
OPTION 2: TIMED RANDOMIZED
SELECTED RESPONSE TEST

OP
T
SEL ION 3
ECT : TIM
ED ED
R ES A N D
PO
NSE LOCK
TES ED
OTHER ALTERNATIVES? T

RAPATAN2
ERROR CORRECTION (STRUCTURED CONSTRUCTED RESPONSE TEST)

RAPATAN2
ERROR CORRECTION (STRUCTURED CONSTRUCTED RESPONSE TEST)

RAPATAN2
 ERROR CORRECTION (STRUCTURED CONSTRUCTED RESPONSE TEST)

DIRECTIONS:
The entire test has
been answered for you.
Your job is to check the
answers for errors.
If there are errors,
do the following in the
given table:
1. Copy the error and
explain why this is
wrong. IDENTIFIED ERROR AND CORRECTION OF ERROR EXPLANATION OF
2. Write a correction of EXPLANATION CORRECTION
the identified error.
3. Then explain why
your correction is right.

RAPATAN2
CONSTRUCTED CHECKLIST ITEMS
RESPONSE TYPE
ERROR CORRECTION 1. A problem or question(s) is shown with sample student
answer(s). The problem or question is related to a
Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for
students to identify.
3. Instruction is given to the student to identify errors in a
sample answer, explain why errors are wrong, make
the needed corrections, and provide explanations for
corrections.
4. A table is provided for students to write the errors,
corrections and explanations.

RAPATAN2
 Shallow processing
Illustrates the six
trigonometric ratios

LONGER RETENTION
Deep processing
Solves problems involving
oblique triangles

RAPATAN2017
 DEEP PROCESSING STRATEGIES FOR MAKING MEANING

CLOSE READING WITH CLAIM-EVIDENCE-

TEXT ANNOTATION REASONING

PRINTED MODULAR MODALITY

RAPATAN2020
 How can we do DEEP PROCESSING?

9 May 2021
PEAC INSET 2017
RAPATAN2021
Process for Close Reading

MAKE A MARK THE EXPLAIN GET

READ THE
CLAIM. TEXT THAT WHY/HOW FEEDBACK
TEXT AND
IS MARKED ON TEXT
TEXT-
EVIDENCE TEXT EVIDENCE
RELATED
FOR A SUPPORT A AND
QUESTIONS
CLAIM. CLAIM. REASON
.

PEAC INSET
2020
 CLOSE READING IN MATH

9 May 2021
PEAC INSET 2017
RAPATAN2021
 TEXT DEPENDENT QUESTIONS
FOR CLOSE READING IN MATH

PEAC INSET 2017

9 May 2021

RAPATAN2021
 9 May 2021
PEAC INSET 2017
RAPATAN2021
MAKE A
CLAIM.
MARK THE
TEXT THAT
IS
EVIDENCE
FOR A
CLAIM.
IMPORTANT PART The yellow highlighter is used to show/find
important parts of the text.
The orange highlighter is used for questioning
QUESTIONS I HAVE parts of the text as well as parts that are
confusing.
The pink highlighter is used for unknown and
VOCABULARY words that are important to understanding the
text

CONNECTIONS The blue highlighter is used for connections

made with the text.
The green highlighter is used for students to show
PROOF/ EVIDENCE proof/evidence of what they have read. It is only used
when a question set/ quiz is given over the text
BLENDED/ONLINE MODALITIES
RAPATAN2020
 EXPLAIN GET
WHY/HOW FEEDBACK
MARKED ON TEXT
TEXT EVIDENCE
SUPPORT A AND
CLAIM. REASON
Mathematical
Models
 What are models?
•A model is a pattern, plan, representation
(especially in miniature), or description
designed to show the main object or
workings of an object, system, or concept.

PEAC INSET 2020

 MATHEMATICAL
MODELS

When a problem’s solution is obtained

through algorithmic processes, the use of
repetitive computations, the process is
NUMERICAL ANALYTICAL
referred GEOMETRIC
to as the numerical model of
MODELS MODELS
that problem. MODELS
 MATHEMATICAL
MODELS
When a problem’s solution is obtained
through a standard formula or
equation, the process is referred to
as a analytical model of that
problem.

NUMERICAL ANALYTICAL GEOMETRIC

MODELS MODELS MODELS
 MATHEMATICAL
MODELS
When a problem’s solution is obtained
through graphs, charts, diagram,
or some geometric figure the
figure is referred to as geometric
model of that problem.

NUMERICAL ANALYTICAL GEOMETRIC

MODELS MODELS MODELS
 Situation

A truck parked on the street is 56 m from the

base of the apartment building on the right.
The angle of elevation from the truck to the
top of the building is 40°. The parked truck is
49 m from the base of the apartment
building on the left. The angle of elevation
from the truck to the top of that building is
50°. Which building is taller?
PEAC INSET 2020
 GEOMETRIC ANALYTICAL
MODELS MODELS

Left apartment is taller than the right apartment

How can we do DEEP PROCESSING?

RAPATAN2020
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R TIC TAC TOE BOARD (all modalities)
-C-E-R WITH INSERT LEARNING (blended/online
modality

MULTIPLE TEXTS/PROBLEMS:
-C-E-R OPEN BOOKS (all modalities)
-GUIDED GENERALIZATION (all modalities)
RAPATAN2020
Sample C-E-R
CLAIM-EVIDENCE-REASONING TABLE

The left apart is taller the right apartment.

h1 h2

500 400
49 m 56 m

The trigonometric used

in looking for the height
of the apartment.

RAPATAN202
RAPATAN2020
 CLAIM-EVIDENCE-REASONING HOLISTIC RUBRIC
In addition to Level 3 response, student’s reasoning shows in-depth inference
that goes beyond other compelling evidences related to the text.

Claim is correct. Cited evidences from article supports claim. Reasoning is

logical and connected to the evidence.

Claim is partially correct. Some of cited evidences do not support the claim.
Reasoning is partially not logical and not connected to the evidence.

Claim is incorrect. Some of cited evidences do not support the claim.

Reasoning is incomplete.

No claim, evidence or reasoning is found in the

answer.
RAPATAN202
 CLAIM-EVIDENCE-REASONING ANALYTIC RUBRIC

COMPONENT 2 1 0 RATING
ACCEPTABLE PARTIALLY NOT ACCEPTABLE
ACCEPTABLE
CLAIM Gives a correct and Gives a correct but Gives an incorrect answer
A statement that complete answer incomplete answer or does not give any answer
answers the question or at all.
the problem posed
EVIDENCE Provides Provides appropriate but Does not provide any text
Text from article or appropriate and insufficient text from article from article or problem
problem cited to sufficient text from or problem that supports that supports the claim
support the claim article or problem the claim. May also include
that supports the some inappropriate
claim evidence
REASONING Provides Provides partial or Does not provide any
Explanation of how or explanation that incomplete explanation explanation about how or
why the cited texts shows the that shows the connection why evidences are related
support the claim connection or or relationship of evidences to the claim. Or provides
relationship of to the claim. explanation not related to
evidences to the the claim or evidences.
claim.

RAPATAN2020
 CLAIM-EVIDENCE-REASONING TABLE

LEARNING COMPETENCY:

INSTRUCTIONS: Read the given article. Then answer the following:

QUESTION:
YOUR CLAIM OR ANSWER:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…
CAN STUDENTS SEARCH ON THE INTERNET
FOR THE ANSWER TO THIS QUESTION?

RAPATAN2020
CONSTRUCTED CHECKLIST ITEMS
http://www.history.com/this-day-in-history/mount-etna-erupts

RESPONSE TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read
REASONING TABLE 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.

RAPATAN202
 REVISED CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: (M) Uses trigonometric ratios to solve real-life problems
involving right triangles.
INSTRUCTIONS: Read and analyze the given problem. An internet pole snapped into two
pieces, one vertical and the other inclined at an angle of 56o to the vertical, so that the top
of the pole rested 15m on the ground from the base of the pole. Then answer the
following:
QUESTION: How will you use trigonometric ratio to find the length of the pole before it
snapped?
YOUR CLAIM OR ANSWER:
Cite from the article three evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…
RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

RAPATAN2020 Back to checklist

 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

LEARNING COMPETENCY: (M)

ARTICLE:
Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

RAPATAN2020 Back to checklist

CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

RAPATAN2020
 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD
CONSTRUCTED RESPONSE CHECKLIST ITEMS
TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read and analyze.
REASONING 2. Question(s) are given in line with Make Meaning competency for
TIC TAC TOE ASSESSMENT students to answer in the form of a tic tac toe board.
BOARD, ANSWER SHEET 3. Students have to answer Q5 at the center of the board. The Q5
AND ANSWER KEY question is directly related to the competency.
4. Students have to select 2 other questions to form a straight line either
horizontal, vertical or diagonal.
5. 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.

RAPATAN2020
BLENDED/ONLINE MODALITIES
RAPATAN2020
RAPATAN2020
BUILT-IN QUESTIONS FOR CLOSE READING AND C-E-R

RAPATAN2020
ASKING STUDENTS TO GIVE REASON

RAPATAN2020
RAPATAN2020
CONSTRUCTED CHECKLIST ITEMS
RESPONSE TYPE
CLAIM-EVIDENCE- 1. A Website article is selected for students to analyze.
REASONING ONLINE Website related to a Make Meaning competency.
ASSESSMENT (WITH 2. There are boxes for C-E-R questions at different parts of
INSERTLEARNING) article. Points are selected for each box.
3. A Lesson title related to Website is done in InsertLearning
Teacher dashboard.
4. Lesson is assigned to a Class created in InsertLearning
Teacher dashboard.
5. Access code to the Lesson is given to students.

RAPATAN2020
 OPEN BOOKS CONSTRUCTED RESPONSE TEST

NAME______________ GRADE __________ SUBJECT:

Directions: Let us put together what you have learned about the six trigonometric ratios. You are given 3 problems
with solutions to analyze and decide which of the three problems presents the best solution.
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT
allowed to ask help from your classmates, parents, guardians, relatives or any other adult. Before submitting, make
sure you have followed the instructions on how to answer.

LEARNING COMPETENCY: Represents problems involving trigonometric ratios and oblique triangles using mathematical models:
geometric, analytical and numerical.

ALL MODALITIES
RAPATAN202
 OPEN BOOKS CONSTRUCTED RESPONSE TEST
Problem 2: A boat is 448 ft away from a lighthouse and the angle of depression to boat is 15°. How tall is the lighthouse.

The lighthouse is 120 ft tall.

DIRECTIONS: After analyzing the three PROBLEMS above, decide which of the three has the most important and
convincing solution. Discuss your choice and support your answer with statements from the chosen problem.
ANSWER:
Problem no. _______ has the best solutions because _________________________________
_____________________________________________________________________________.

ALL MODALITIES
RAPATAN202
 OPEN BOOKS CONSTRUCTED RESPONSE TEST EXAMPLES

SUBJECT SELECTIONS QUESTION

English/Fil Three paragraphs/mini- Which paragraph has the best…?
narratives Why?
Math Three number lines Which number line has the best…?
Why?
AP Three maps Alin sa tatlo ang pinaka…? Bakit?
Science Three ecosystems Which ecosystem is the most…?
Why?

RAPATAN202
 OPEN BOOKS CONSTRUCTED RESPONSE TEST HOLISTIC RUBRIC

In addition to Level 3 response, student is able to point out the weaknesses of

or limitations of other articles.

Student’s reasoning or explanation of his or her choice is coherent. Student is

able to support his or her answer with specific texts from the article.

Student’s reasoning or explanation explanation of his or her choice is

coherent. However, student is not able to support his or her answer with
appropriate texts from the article.
Student’s reasoning or explanation explanation of his or her choice is
confusing. However, in line with the learning competency, student is
able to mention important parts of the chosen article.

No article is selected. If an article is selected, there is no discussion.

RAPATAN202
 OPEN BOOKS CONSTRUCTED RESPONSE TEST CHECKLIST
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.

RAPATAN202
 CRITIQUE THIS SAMPLE C-E-R OPEN BOOKS
NAME______________ GRADE 8 SUBJECT: MATH
Directions: Let us put together what you have learned about linear function. You are given a problem with 3 solutions
to analyze. After analyzing the 3 solutions, you are to choose which is the best .
Problem:
Andrea, a fresh graduate was offered a work from home set up by two computer stores. She will be assigned in
selling laptops on-line and off-line. The first store offered a daily rate of 500 pesos and a commission of 70 pesos for
every laptop sold. The second store offered her a daily rate of 400 and a commission of 80 per laptop sold. If both
companies sell an average of 5; 10 ; 20; laptops per day, which company will give her the best salary ?

LEARNING COMPETENCY: Generalize the importance of using mathematical models to solve problems involving linear functions
Solution 1:

RAPATAN202
 OPEN BOOKS CONSTRUCTED RESPONSE TEST
CRITIQUE THIS SAMPLE C-E-R OPEN BOOKS
Solution 2:

Solution 3:

DIRECTIONS: After analyzing the three solutions above, Which is the best solution?
ANSWER:
Solution no. _______ is the best because ___________________________________________
_____________________________________________________________________________.

ALL MODALITIES
RAPATAN202
 REVISED SAMPLE C-E-R OPEN BOOKS
NAME______________ GRADE 8 SUBJECT: MATH
Directions: Let us put together what you have learned about the linear function. You are given a problem with 3
solutions to analyze. After analyzing the 3 solutions, decide which presents the most important and convincing
solution?
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT
allowed to ask help from your classmates, parents, guardians, relatives or any other adult. Before submitting, make
sure you have followed the instructions on how to answer.
Problem:
Andrea, a fresh graduate was offered a work from home set up by two computer stores. She will be assigned in
selling laptops on-line and off-line. The first store offered a daily rate of 500 pesos and a commission of 70 pesos for
every laptop sold. The second store offered her a daily rate of 400 and a commission of 80 per laptop sold. If both
companies sell an average of 5; 10 ; 20; laptops per day, which company will give her the best salary ?
LEARNING COMPETENCY: Generalize the importance of using mathematical models to solve problems involving linear functions
Solution 1:

RAPATAN202
 REVISED
CRITIQUE SAMPLE
THIS C-E-R
SAMPLE OPEN
C-E-R BOOKS
OPEN BOOKS
Solution 2:

Solution 3:

DIRECTIONS: After analyzing the three solutions above, decide which of the three has the most important and
convincing solution. Discuss your choice and support your answer with statements from the chosen solution.
ANSWER:
Solution no. _______ is the best because ___________________________________________
_____________________________________________________________________________.

ALL MODALITIES
RAPATAN202