Template for Online Asynchronous Learning (consolidated)

Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

EXPLORE
This unit is about understanding how world literature and other text types serve as
vehicles of expressing and resolving conflicts and delivering an argumentative
speech emphasizing how to resolve conflicts among individuals or groups.

Consider this question: How can an argumentative Speech be effective in resolving

interpersonal conflicts or issues?

Map of Conceptual Change: KWHL Chart

What do you know?
What do you want to know?
How will you deliver an argumentative speech?
What did you learn?

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

Learning Targets: Clickable Links : (website URL)

I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)

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

LC2 ______________ Activity 3 (Title)

_________________ Instructions: (specific for students to follow even without the teacher)
_________________

Learning Targets: Clickable Links : (website URL)

I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ 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
COMPETENCY
LC 3: ________ Instructions:

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 _____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Learning Targets: Question
I can ___________ Answer: Answer: Answer:
I can ___________
Supporting Texts: Supporting Texts: Supporting Texts:

LC 4: ________
_____________ Reason: Reason: Reason:

Learning Targets:
Common Ideas in Reasons:
I can ____________
I can ____________ 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

LC 5: Transfer Goal:
___________________
___________________ Performance Task
1. One Product

Learning Targets:
I can _____________ 2. Differentiated Products
I can _____________
3. Modality-based Products

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 4. Integrated Subjects

5. Design Thinking

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

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

WEEK 4
MON TUE WED THU FRI

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW (Constructed-Response Type)

Learning Competency:

KNOW SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction:List all the things that you know based Direction: What can you write to show what you know
on the success criteria. about the items on the left.

FORMATIVE CHECKLIST ITEMS

CONSTRUCTED
RESPONSE TYPE
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 TEST ITEMS

LC1:

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 LC2:

LC3:

LC4:

LC5:

LC6:

ANSWER KEY:

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 CHECKLIST ITEMS

RESPONSE TYPE
CLAIM-EVIDENCE- An article or problem is given to the student to read and analyze.
REASONING TABLE 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 a student can use to begin his or her answer.

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

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 LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

  

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

NAME_____________________________   GRADE ____________  SUBJECT ____________

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 supports 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 supports 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…

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 REASONING: The evidence I chose supports my answer because…

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

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED CHECKLIST ITEMS

RESPONSE 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 students to answer in the form of a tic tac toe board.
ASSESSMENT BOARD, 3. Students have to answer Q5 at the center of the board. The Q5
ANSWER SHEET AND question is directly related to the competency.
ANSWER KEY 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 the 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.

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 article, write your answer in the given table.
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.

ARTICLE 1:
ARTICLE 2:

ARTICLE 3:

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 DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice
and support your answer with quotations or statements from the chosen article.
ANSWER:
Article no. ______  about the _________________ is the best because…

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
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. The student is also
asked to support his/her 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.

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

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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.
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
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

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 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:
Subject 1:

Subject 2:

Subject 3:  

SITUATION:
ROLE: Community Health Worker 
GOAL:
INTEGRATED PRODUCT: (1 output with requirements from another subject area)

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.

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 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)

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