Classroom Instruction Delivery Alignment Plan

Grade: 11 ABM, HUMSS, TVL Quarter: First

Subject: English for Academic and Professional Purposes Weeks: 1-3

Subject Description: The development of communication skills in English for academic and professional purposes.

Highest Enabling
Learning Competencies Strategy to Use
Performance Highest Thinking Assessment in Developing
Content Content Standards
Standards Re-grouped Skill to Assess Technique the Highest
Learning
KUD Learning Thinking Skill to
Competencies
Competency Assess
Reading The Learner The Learner The learner LC1 Remembering Lecture
Academic
Texts* 1. determines the K Paper & Pencil
acquires knowledge of produces a detailed structure of a Test
Weeks 1-3 appropriate reading abstract of information specific academic
strategies for a better gathered from the text LC2 Understanding Venn Diagram
understanding of various academic texts
academic texts. read 2. differentiates U Activity
language used in
academic texts
from various
disciplines. LC3 Applying Reporting

3. explains the D Group Work

specific ideas
contained in
various academic
texts.
 4. uses knowledge D
of text structure to
glean the
information
he/she needs.

5. uses various D
techniques in
summarizing a
variety of
academic texts

6. states the thesis K

statement of an
academic texts

7. paraphrases/exp
lains a text using D
one’s own words

8. outlines reading
texts in various
disciplines D

2. Diversity of 2. investigate Paper and pencil

Materials in the properties of K LC2 Remembering Lecture
test
Environment unsaturated or
prepare different saturated U LC2 Understanding Oral Recitation Q&A
2.1 Solutions some important concentrations of solutions;
properties of mixtures according to 3. express
solutions uses and availability of concentrations of
materials solutions
D LC3 Applying Group Work Project making
quantitatively by
preparing
different
 concentrations of
mixtures
according to uses
and availability of
materials;
investigate the
properties of mixtures 4. distinguish K LC4 Remembering Lecture Quiz
the properties of
of varying mixtures from
2.2 Substances substances that
concentrations using substances based
and Mixtures distinguish them from
available materials in on a set of
mixtures U LC4 Analyzing Experiment Reporting
the community for properties;
specific purposes
make a chart, poster,
5. recognize that
or multimedia K LC5 Remembering Lecture Paper and pencil
classifying substances substances are
2.3 Elements and presentation of
as elements or classified into
Compounds common elements
compounds elements and
showing their names, U LC5 Analyzing Oral recitation Q&A
compounds
symbols, and uses
properly interpret
product labels of acidic K LC6 Remembering Lecture Paper and Pencil
6. investigate
and basic mixture, and
the common properties of
2.4 Acids and practice safe ways of
properties of acidic acidic and basic U LC6 Understanding Q&A
Bases handling acids and
and basic mixtures mixtures using
bases using protective Experiment
natural indicators
clothing and safety D LC6 Applying Reporting
gear
7. describe some
properties of
metals and non-
2.5 Metals and properties of metals metals such as
K LC7 Remembering Lecture Paper and pencil
Non-metals and nonmetals luster,
malleability,
ductility, and
conductivity.
 Classroom Instruction Delivery Alignment Plan
Grade: 7 John Quarter: Second
Subject: Science Weeks: 8

Subject Description:
After studying how organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing very small organisms
and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations
and communities, which interact with non-living things in ecosystems.

Highest Thinking Skill to Assess Highest Enabling

Strategy to Use in
Performance Highest Thinking Assessment
Content Content Standards Re-grouped Developing the
Standards Skill to Assess Technique
Highest Thinking
Learning Competencies KUD Learning
Skill to Assess
Competency
I. Parts and The Learners The Learners should The Learners should be able
Functions demonstrate an be able to: to…
understanding of:
K LC1 Remembering Lecture Paper and pencil
employ appropriate 1. Identify parts of the
the parts and techniques using the microscope and their
1. Microscopy functions of the compound functions;
compound microscope to
2. focus specimens using the Microscope
microscope gather data about D LC2 Applying Practical test
compound microscope manipulation
very small objects
2. Levels of the different levels 3. describe the different
Biological of biological levels of biological
K LC3 Remembering Lecture Paper and pencil
Organization organization organization from cell to
biosphere
3. Animal and the difference 4. differentiate plant and
Plant Cells between animal animal cells according to Compare and
U LC4 Analyzing Games
and plant cells presence or absence of contrast
certain organelles
4. Fungi, Protists, organisms that can 5. identify beneficial and K LC5 Remembering Lecture Paper and pencil
and Bacteria only be seen harmful microorganisms
through the
 microscope, many
of which consist of
only one cell

Classroom Instruction Delivery Alignment Plan

Grade: 7 John Quarter: Third
Subject: Science Weeks: 8

Subject Description:
Grade 7 learners are taught that asexual reproduction results in genetically identical offspring whereas sexual reproduction gives rise to variation. Learners study the process of cell division by mitosis and
meiosis. They understand that meiosis is an early step in sexual reproduction that leads to variation.

Highest Thinking Skill to Assess Highest Enabling

Strategy to Use in
Performance Highest Thinking Assessment
Content Content Standards Re-grouped Developing the
Standards Skill to Assess Technique
Highest Thinking
Learning Competencies KUD Learning
Skill to Assess
Competency
Heredity: The Learners The Learners should The Learners should be able
Inheritance and demonstrate an be able to: to…
Variation
understanding of:
Label parts 1. differentiate asexual from
1. Asexual reproduction being responsible for sexual reproduction in terms of:
Reproduction both asexual or sexual sexual and asexual K LC1 Remembering Lecture Paper and pencil
1. 1 number of individuals
reproduction in an
involved;
organism.
1. 2 similarities of offspring to
parents;

2. Sexual 2. describe the process of

Reproduction fertilization U LC2 Analyzing Lecture Practical Test
 Classroom Instruction Delivery Alignment Plan
Grade: 7 John Quarter: Fourth
Subject: Science Weeks: 8

Subject Description:

Learners learn that interactions occur among the different levels of organization in ecosystems. Organisms of the same kind interact with each other to form
populations; populations interact with other populations to form communities.

Highest Thinking Skill to Assess Highest Enabling

Strategy to Use in
Performance Highest Thinking Assessment
Content Content Standards Re-grouped Developing the
Standards Skill to Assess Technique
Highest Thinking
Learning Competencies KUD Learning
Skill to Assess
Competency
Ecosystems The Learners The Learners should The Learners should be able
demonstrate an be able to: to…
understanding of:
1. Components of 1. differentiate biotic from K LC1 Remembering Lecture Paper and pencil
an ecosystem abiotic components of an
ecosystem;
conduct a
organisms collaborative action 2. describe the different
interacting with to preserve the ecological relationships found K LC2 Remembering Group Activity Practical test
each other and with ecosystem in the in an ecosystem;
2. Ecological their environment locality
relationships to survive
3. predict the effect of
2.1 Symbiotic changes in one population on Compare and
U LC3 Analyzing Games
relationships other populations in the contrast
ecosystem; and
2.2 Non symbiotic
relationships
4. predict the effect of U LC4 Applying Lecture Paper and pencil
3. Transfer of
changes in abiotic factors on
energy through
the ecosystem.
trophic levels