SESSION 6:

Designing with the Learning Goal of

Making Meaning in a Grade 7-10
Learning Unit
What you need:
• Unit Standards and Competencies Diagram
• Unit Curriculum Map Template Curriculum
Guides (2016/2020)
• Sample Unit Learning Module
• Sample Texts for Close Reading and C-E-R
• C-E-R Table, Tic Tac Toe Board and Open Notes
• Unit Learning Plan Template
 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
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
5 ACTIVITY DEEP PROCESSING WITH MAP
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 Short Paragraph Close Reading
Explain Model Essay 5E Inquiry-based Learning
Elaborate Synthesize Critique Writing Issue Investigation
Experimentation
Discuss Reflect Concept Mapping Situation Analysis
Justify Journal Writing Text Analysis
Prove Picture/Video Analysis
Persuade Problem Analysis
Defend Debate
Predict Jigsaw Puzzle
Generalize Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND PRIORITIZED
COMPETENCIES

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 FOCUS QUESTION:
Upang mabuo ang Performance Task kailangan ang pang-unawa sa
aktibong pakikilahok sa mga gawaing pansibiko at politika , paano natin
maituturo at matataya ang pang-unawang ito sa iba’t-ibang
pamamaraan ng pagtuturo?
RAPATAN2020
 WEAKNESS IN CONSTRUCTED RESPONSE
2 May 2021
PEAC INSET 2017
RAPATAN2021
RAPATAN2
 TO TEST OR NOT TO TEST…

CONSTRUCTED RESPONSE:

• NON-SEARCHABLE
• INDIVIDUAL
REASONING

OPTION 2: TIMED RANDOMIZED

SELECTED RESPONSE TEST

OTHER ALTERNATIVES?

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.

RAPATAN2021 S6_AP_ADV_Handout_1_ErrorCorrection Test Answer Sheet

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.

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 Shallow processing
Natutukoy ang mga katangian
na dapat taglayin ng isang
aktibong mamamayan.

LONGER RETENTION
Deep processing
Nasusuri ang bahaging
ginampananan ng mga karapatang
pantao upang matugunan ang iba’t-
ibang mga isyu at hamong
panlipunan.
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 DEEP PROCESSING STRATEGIES FOR MAKING MEANING

CLOSE READING WITH

CLAIM-EVIDENCE
TEXT ANNOTATION
-REASONING

PRINTED MODULAR MODALITY

RAPATAN2020
 How can we do DEEP PROCESSING?

2 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
 READ THE
TEXT AND
TEXT-
RELATED
QUESTIONS.
 Text-dependent Questions

• Answered through close

reading
• Evidence comes from text,
not from information from
READ THE outside sources
TEXT AND
TEXT- • Understanding beyond
RELATED basic facts
QUESTIONS. • Not recall
ANSWERS NOT
FOUND IN TEXT;
STUDENTS
CANNOT MARK
THE TEXT TO
SHOW THE
ANSWER
 Progression of Questions Text-Dependent questions
(informational Text)

What does the General Understanding Tungkol saan ang artikulo?

text say?
Key Details Bakit mahalaga ang pagtutulungan sa gitna ng
kahirapan?

How does the Vocabulary Paano ipinaliwanag ng tagapaglathala ang konsepto

ng “community pantry”?
text say it?
READ THE Text Structure Ano ang ginamit na mga salita ng manunulat upang
maipaliwanag ang tunay na layunin ng community
TEXT AND pantry?
TEXT- Author’s Purpose Bakit nasabi ng may-akda na nalungkot ang mga
RELATED What does the /Message organizer ?

QUESTIONS. text mean?

Inferences Ano ang kahulugan ng mga pahayag na "desperado"
na ang taumbayan at "wake up call" ?

Opinion/Argument Sang-ayon ka ba sa sinabi ng ilang mga senador na

kaya may community pantry dahil ito raw ay bunga
ng kapalpakan ng pamahalaan sa pagtugon sa
pandemya?
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
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How can we do DEEP PROCESSING?

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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
 CLAIM-EVIDENCE-
REASONING
CONSTRUCTED
RESPONSE TEST
ITEM

RAPATAN202 S6_APADV_Handout_3_ErrorCorrection Test Answer Sheet

 CLAIM-EVIDENCE-
REASONING TABLE

RAPATAN202 S6_APADV_Handout_4_ErrorCorrection Test Answer Sheet

 CLAIM-
EVIDENCE-
REASONING
CHECKLIST

RAPATAN2020 S6_APADV_HANDOUT 5_CLAIM- EVIDENCE- REASONING CHECKLIST

 CER STUDENT
GRAPHIC
ORGANIZER

RAPATAN2020 S6_APADV_HANDOUT 6_CER GRAPHIC ORGANIZER

 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.
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 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 or
A statement that answers complete answer incomplete answer does not give any answer at
the question or the all.
problem posed
EVIDENCE Provides appropriate Provides appropriate but Does not provide any text
Text from article or and sufficient text insufficient text from article from article or problem that
problem cited to support from article or or problem that supports the supports the claim
the claim problem that claim. May also include some
supports the claim inappropriate evidence

REASONING Provides explanation Provides partial or Does not provide any

Explanation of how or that shows the incomplete explanation that explanation about how or
why the cited texts connection or shows the connection or why evidences are related to
support the claim relationship of relationship of evidences to the claim. Or provides
evidences to the the claim. explanation not related to the
claim. claim or evidences.

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 CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY:

INSTRUCTIONS: Basahin ang ibinigay na artikulo. Sagutin ang mga sumusunod na

katanungan:
QUESTION:
YOUR CLAIM OR ANSWER:
Banggitin ang 2 ebidensya mula sa artikulo na sumusuporta sa sagot (claim) mo:
EVIDENCE 1:
EVIDENCE 2:
Ipaliwanag kung paano nasusuportahan ng mga ebidensya ang sagot mo.
REASONING: Ang mga ebidensyang nakalap ay sumusuporta sa sagot ko dahil..

ALL MODALITIES
RAPATAN2020 S6_APADV_HANDOUT_7_CER REASONING TABLE
 CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: Naipaliliwanag ang kahalagahan ng aktibong pagkamamamayan
INSTRUCTIONS: Basahin ang ibinigay na artikulo. Sagutin ang mga sumusunod na
katanungan:
QUESTION: Bakit mahalaga ang maging isang aktibong mamamayan?
YOUR CLAIM OR ANSWER:

Banggitin ang 2 ebidensya mula sa artikulo na sumusuporta sa sagot (claim) mo:

EVIDENCE 1:
EVIDENCE 2:
Ipaliwanag kung paano nasusuportahan ng mga ebidensya ang sagot mo.
REASONING: Ang mga ebidensyang nakalap ay sumusuporta sa sagot ko dahil..

CAN STUDENTS SEARCH ON THE INTERNET

FOR THE ANSWER TO THIS QUESTION?
RAPATAN2020
CONSTRUCTED RESPONSE CHECKLIST ITEMS
TYPE http://www.history.com/this-day-in-history/mount-etna-erupts

CLAIM-EVIDENCE- 1. An article or problem is given to the student to

REASONING TABLE 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.

RAPATAN202
 CRITIQUE THE FOLLOWING CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: Natutukoy ang mga katangian na dapat taglayin ng isang aktibong
mamamayan

INSTRUCTIONS: Read the given article entitled: 12 Little Things Every Filipino Can Do to Help
our Country. Then answer the following:
QUESTION:Ano ang mga katangian ng isang aktibong mamamayan?
YOUR CLAIM OR ANSWER:
Banggitin ang ma ebidensya mula sa artikulo na sumusuporta sa sagot (claim) mo:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…

RAPATAN2020
 REVISED CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: (M) Naipaliliwanag ang kahalagahan ng aktibong
pagkamamamayan
INSTRUCTIONS: Basahin ang artikulong may pamagat na:'Kahit grocery, bigas na lang': Gov't
health workers nagmamakaawa ng allowance. Sagutin ang mga sumunod:
QUESTION: Paano makakatulong sa pagkamit ang isang pamayanang maunlad,mapayapa at
may pagkakaisa?
YOUR CLAIM OR ANSWER:
Banggitin ang mga ebidensya sa artikulo na sumusuporta sa sagot (claim)mo.:
EVIDENCE 1:
EVIDENCE 2:
Ipaliwanag kung paano nasusuportahan ng mga napiling ebidensya ang sagot(claim)mo?
REASONING: Nasusuportahan ng mga napiling ebidensya ang sagot (claim)ko dahil...

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
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT
BOARD

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LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3 CLAIM-EVIDENCE-
REASONING
TIC TAC TOE
ASSESSMENT
Q4 Q5 Q6 BOARD

Q7 Q8 Q9

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 CLAIM-EVIDENCE-
REASONING TIC TAC TOE
ASSESSMENT BOARD

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 CLAIM-EVIDENCE-
REASONING
TIC TAC TOE
ASSESSMENT BOARD
(ANSWER SHEET)

S6_APADV_HANDOUT_8_TIC TAC TOE ANSWER SHEET

RAPATAN2020
 CLAIM-EVIDENCE-
REASONING
P5-S3
P3-S2
P5-S1 TIC TAC TOE
ASSESSMENT
BOARD

P1-S1
P5-S3
P5-S3

P4-S3 P5-S2
P6-S3
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
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
BLENDED/ONLINE MODALITIES
RAPATAN2020
https://www.youtube.com/watch?v=McH-
e0m86D8 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
INSERTLEARNING) 1. There are boxes for C-E-R questions at different
parts of article. Points are selected for each box.
1. A Lesson title related to Website is done in
InsertLearning Teacher dashboard.
1. Lesson is assigned to a Class created in
InsertLearning Teacher dashboard.
1. Access code to the Lesson is given to students.
RAPATAN2020
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R WITH TIC TACT 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
OPEN BOOKS CONSTRUCTED RESPONSE TEST

RAPATAN202
OPEN BOOKS CONSTRUCTED RESPONSE TEST

RAPATAN202
OPEN BOOKS CONSTRUCTED RESPONSE TEST

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
 C-E-R OPEN BOOKS
NAME______________ GRADE __________ SUBJECT:
PANUTO:
Makikita mo sa pangalawang pahina (p.1) ng iyong module ang mga artikulo na naglalarawan ng aktibong
pakikilahok sa lipunan. Basahin mo ang tatlong artikulo at piliin kung alin rito ang pinaka-angkop na nagpapakita ng
aktibong pakikilahok. Pagkatapos ng ikatlong artikulo isulat mo ang iyong sagot sa espasyong nakalaan.
Maaari mong buksan ang iyong module at iba pang sanggunian tulad ng textbook o di kaya ay magsaliksik sa
internet upang masagutan ang mga katanungan. Ngunit, mahigpit na ipagbabawal na ikaw ay humingi ng tulong sa
iyong mga kaklase, magulang o di kaya ay sa iba pang nakatatandang miyembro ng pamilya . Siguraduhing nasunod
mo ng tama ang ibinigay na panuto sa pagsagot bago mo isumite ang iyong sagutang papel (answer sheet) .
LEARNING COMPETENCY:
ARTICLE 1:
ARTICLE 2:
ARTICLE 3:
DIRECTIONS: Pagkatapos ng ikatlong artikulo, piliin kung alin rito ang pinaka-angkop na nagpapakita ng
aktibong pakikilahok. Ipaliwanag kung bakit ito ang iyong napili na sumusuporta sa iyong kasagutan mula sa
napiling artikulo. isulat mo ang iyong sagot sa espasyong nakalaan.
ANSWER:
Artikulo bilang. ______ tungkol sa _________________ ay pinakaangkop sapagka…….
ALL MODALITIES RAPATAN202
 C-E-R OPEN BOOKS
NAME______________ GRADE __________ SUBJECT:
PANUTO:
Makikita mo sa pangalawang pahina (p.1) ng iyong module ang mga artikulo tungkol sa pagsusulong at pangngalaga sa karapatang panto.
Basahin mo ang tatlong artikulo at piliin kung alin rito ang pinaka-angkop na nagpapakita ng aktibong pakikilahok. Pagkatapos ng ikatlong artikulo
isulat mo ang iyong sagot sa espasyong nakalaan.
Maaari mong buksan ang iyong module at iba pang sanggunian tulad ng textbook o di kaya ay magsaliksik sa internet upang masagutan ang
mga katanungan. Ngunit, mahigpit na ipagbabawal na ikaw ay humingi ng tulong sa iyong mga kaklase, magulang o di kaya ay sa iba pang
nakatatandang miyembro ng pamilya . Siguraduhing nasunod mo ng tama ang ibinigay na panuto sa pagsagot bago mo isumite ang iyong sagutang
papel (answer sheet).

LEARNING COMPETENCY: Nasusuri ang kahalagahan ng pagsulong at pangangalaga sa karapatang pantao sa pagtugon sa mga isyu at
hamong panlipunan
ARTICLE 1:
ARTICLE 2:
ARTICLE 3:
PANUTO: Pagkatapos ng ikatlong artikulo, piliin kung alin rito ang pinaka-angkop na nagpapakita ng pagsusulong at pangngalaga
sa karapatang panto. Ipaliwanag kung bakit ito ang iyong napili na sumusuporta sa iyong kasagutan mula sa napiling artikulo.
isulat mo ang iyong sagot sa espasyong nakalaan.
ANSWER:
Artikulo bilang. ______ tungkol sa _________________ ay ang pinakaangkop sapagkat…….
CAN STUDENTS SEARCH ON THE INTERNET
FOR THE ANSWER TO THIS QUESTION?
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 10 SUBJECT: ARALING PANLIPUNAN

PANUTO: Makikita mo sa artikulo ang paliwanag tungkol sa pagsusulong ng karapatang pantao
.Basahin ito at alamin kung paano nalalabag ang karapatang pantao. Pagkatapos ng ikatlong artikulo
ay isulat mo ang iyong sagot sa table.
LEARNING COMPETENCY: Ang mga pagtugon sa mga isyu at hamong panlipunan
ARTICLE 1:Kahit grocery, bigas na lang': Gov't health workers nagmamakaawa ng allowance
ARTICLE 2: Community pantry sa Pilipinas, muling bumuhay sa bayanihan sa gitna ng pandemya
ARTICLE 3: Metro Manila Development Authority (MMDA) Recommendations
DIRECTIONS: Matapos basahin ang tatlong artikulo, piliin alin rito ang pinaka gusto mo..
ANSWER:
Artikulo bilang ______ tungkol sa _________________ ang pinaka maayos dahil…..…

RAPATAN202
 REVISED SAMPLE C-E-R OPEN BOOKS
NAME______________ GRADE 10 SUBJECT: ARALING PANLIPUNAN
PANUTO: Makikita mo ang mga artikulo tungkol sa epekto ng pakikilahok ng mamamayan sa mga gawaing pansibiko
sa kabuhayan, politika, at lipunan. sa mga isyu at hamong panlipunann. Basahin mo ang tatlong artikulo at piliin kung
alin rito ang pinaka-angkop na nagpapakita ng epekto ng pakikilahok ng mamamayan sa mga gawaing pansibiko sa
kabuhayan, politika, at lipunan.. Pagkatapos ng ikatlong artikulo isulat mo ang iyong sagot sa espasyong nakalaan.
Maaari mong buksan ang iyong module at iba pang sanggunian tulad ng textbook o di kaya ay magsaliksik sa
internet upang masagutan ang mga katanungan. Ngunit, mahigpit na ipagbabawal na ikaw ay humingi ng tulong sa
iyong mga kaklase, magulang o di kaya ay sa iba pang nakatatandang miyembro ng pamilya . Siguraduhing nasunod
mo ng tama ang ibinigay na panuto sa pagsagot bago mo isumite ang iyong sagutang papel (answer sheet).
LEARNING COMPETENCY: Natatalakay ang mga epekto ng pakikilahok ng mamamayan sa mga gawaing pansibiko sa
kabuhayan, politika, at lipunan.

ARTICLE 1: 'Kahit grocery, bigas na lang': Gov't health workers nagmamakaawa ng allowance
ARTICLE 2: Community pantry sa Pilipinas, muling bumuhay sa bayanihan sa gitna ng pandemya
ARTICLE 3: Environment group ipinanawagan ang paggamit ng reusable face mask
PANUTO: Pagkatapos ng ikatlong artikulo, piliin kung alin rito ang pinaka-angkop na nagpapakita ng aktibong
pakikilahok. Ipaliwanag kung bakit ito ang iyong napili na sumusuporta sa iyong kasagutan mula sa napiling artikulo.
isulat mo ang iyong sagot sa espasyong nakalaan.
SAGOT:
Artikulo bilang________ tungkol sa...__________ang pinakaangkop nagpapakita ng pakikilahok ng mamamyan sa
mga gawaing pansibiko sa kabuhayan, politika at lipunan dahil..…__________________.
RAPATAN202
 TO TEST OR NOT TO TEST…

CONSTRUCTED RESPONSE:
• NON-SEARCHABLE
• INDIVIDUAL
REASONING
OPTION 2: TIMED RANDOMIZED
SELECTED RESPONSE TEST

OTHER ALTERNATIVES?
RAPATAN2
How can we do DEEP PROCESSING?

RAPATAN2020
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R WITH 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
● Update Make Meaning part of Curriculum Map
● Sample Error Correction Test.
● Sample C-E-R Table Activity/Assessment
● Sample C-E-R Tic Tac Toe Board
● Sample C-E-R with Insert Learning
● Sample C-E-R Open Books

WRITESHOP
 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 the EXPLANATION CORRECTION

identified error.
3. Then explain why your
correction is right.

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 CLAIM-EVIDENCE-REASONING TABLE

LEARNING COMPETENCY:
PANUTO: Basahin ang ibinigay na artikulo. Sagutin ang sumusunod:
QUESTION:
YOUR CLAIM OR ANSWER:
Banggitin ang mga ebidensya na nakalap mula sa artikulo na sumusuporta sa sagot
mo:
EVIDENCE 1:
EVIDENCE 2:
Ipaliwanag kung paano nasusuportahan ng mga nakalap na ebidensya ang sagot
mo
REASONING: Nasusuportahan ng mga napiling ebidensya ang sagot ko dahil..
ALL MODALITIES
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 CLAIM-EVIDENCE-REASONING TABLE-
CONSTRUCTED RESPONSE CHECKLIST
CONSTRUCTED CHECKLIST ITEMS
RESPONSE TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read
REASONING TABLE and analyze.

1. 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.
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 CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD

LEARNING COMPETENCY: (M)

ARTICLE:
Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

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 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD
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 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 question
AND ANSWER KEY 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.

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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
INSERTLEARNING) 1. There are boxes for C-E-R questions at different
parts of article. Points are selected for each box.
1. A Lesson title related to Website is done in
InsertLearning Teacher dashboard.
1. Lesson is assigned to a Class created in
InsertLearning Teacher dashboard.
1. Access code to the Lesson is given to students.
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 C-E-R OPEN BOOKS
NAME______________ GRADE __________ SUBJECT:
PANUTO:
Makikita mo sa pangalawang pahina (p.1) ng iyong module ang mga artikulo na naglalarawan ng aktibong
pakikilahok sa lipunan. Basahin mo ang tatlong artikulo at piliin kung alin rito ang pinaka-angkop na nagpapakita ng
aktibong pakikilahok. Pagkatapos ng ikatlong artikulo isulat mo ang iyong sagot sa espasyong nakalaan.
Maaari mong buksan ang iyong module at iba pang sanggunian tulad ng textbook o di kaya ay magsaliksik sa
internet upang masagutan ang mga katanungan. Ngunit, mahigpit na ipagbabawal na ikaw ay humingi ng tulong sa
iyong mga kaklase, magulang o di kaya ay sa iba pang nakatatandang miyembro ng pamilya . Siguraduhing nasunod
mo ng tama ang ibinigay na panuto sa pagsagot bago mo isumite ang iyong sagutang papel (answer sheet) .
LEARNING COMPETENCY:
ARTICLE 1:
ARTICLE 2:
ARTICLE 3:
DIRECTIONS: Pagkatapos ng ikatlong artikulo, piliin kung alin rito ang pinaka-angkop na nagpapakita ng
aktibong pakikilahok. Ipaliwanag kung bakit ito ang iyong napili na sumusuporta sa iyong kasagutan mula sa
napiling artikulo. isulat mo ang iyong sagot sa espasyong nakalaan.
ANSWER:
Artikulo bilang. ______ tungkol sa _________________ ay pinakaangkop sapagka…….
ALL MODALITIES RAPATAN202
 C-E-R OPEN BOOKS CHECKLIST
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. 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.

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