Department of Education

Region XI

Panabo City Division

Northern Paramedical and Technological College of Panabo, Inc.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 7 (MWSP) Teacher: Gerald Sumalo Hibaya

Quarter Topic: Filipino Identity and Gift of Nationhood No. Of Hours: 1

Subject Matter: Recognizing Differences in Speech Patterns

Performance Standards: The students transfer learning by producing English sounds correctly and using the prosodic features of speech effectively in various

situation.

Power Standards: The learners imitate the recorded speech after listening the sounds on how these speech patterns differ to each other.

Quarter: First

Highest Enabling Strategy to Use in

Developing the Highest Thinking skills
Performance Learning Competency Highest Thinking Skills to Assess
to Assess
Standard

Content Content K K RBT level Assessment Techniques

U U
Beyond Minimum QA WW PC General Enabling Teaching Strategy
Standard D D
Minimum Beyond Minimum Strategy
Minimum

1.1
Recognize
Speech The learners The The to the K 1.1 Recognize to the K Remembering Essay Chants Showing prosodic Asking ideas coming
demonstrate students learners prosodic
Patterns understandi transfer imitate features. prosodic features. Identification writing features in speech from the students
ng of the learning the
sounds in by recorded
producin speech
English and
g English after
the prosodic sounds listening 1.2 Listen for 1.2 Interpret the
features of correctly the important important points of
speech. and using sounds points and prosodic features:
rate the
U volume, pitch,
U Evaluating Reflection Smart Conducting classroom Allowing students to
the on how paper speech orientation and
speech. projection, intonation. talking talk individually
prosodic these Illustration procedures
features speech
of speech patterns
1.3 Note the 1.3 Jot down the Preparing an Encouraging students to
effectivel differ to
prosodic changes in prosodic speak in front of the class
y in each individual speech
features. features. using the prosodic features
various other. D D Creating Enumeration Speech Public
writing speaking
situation.
1.4 imitate the 1.4 Perform the
prosodic prosodic features:
features: volume, pitch,
volume, pitch,
D projection, and
D Applying True or Speech Discourse Competing learners in Exposing students in
writing
projection. intonation. False delivering discourse the school ground

Performance Task: The learners video tape / record their output by producing English sounds and using prosodic features of speech in different situation.

Transfer Task: The learners efficiently and effectively understand the different English sounds and the correct use of prosodic features of speech.

Department of Education

Region XI

Panabo City Division

Northern Paramedical and Technological College of Panabo, Inc.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 7 (MWSP) Teacher: Gerald Sumalo Hibaya

Quarter Topic: Loving Others and Becoming Human No. Of Hours: 1

Subject Matter: Two Faces of America

Performance Standards: The learners transfer learning by resolving conflicts presented in literary selections.

Power Standards: The learners demonstrate understanding of Philippine during the Period of Apprenticeship as means of examining conflicts.

Quarter: Second

Highest Enabling Strategy to Use in

Developing the Highest Thinking skills to
Performance Learning Competency Highest Thinking Skills to Assess
Assess
Standard

Content Content K K RBT level Assessment Techniques

U U
Beyond Minimum QA WW PC General Enabling Teaching Strategy
Standard D D
Minimum Beyond Minimum Strategy
Minimum

1.1 Identify 1.1 know the

the features of
Philippine The The The features of K literature. K Remembering Reflection
Visual aids Brainstorming
Literature learners learners learner literature. paper
Enumeration
demonstrat transfer s
e learning resolve
understand by conflict
ing of resolvin s 1.2 Discover 1.2 Find out the
Philippine g presen the conflicts
conflicts presented
presented in
during the conflict ted in
literary
U in literary U Evaluating Explanation
Essay Multimedia Brainstorming
Period of s various selections. selections. Presentation
Apprentice present literary
ship as ed in selecti Dramatization
means of literary ons.
examining selectio 1.3 1.3 Discern the
Distinguish
conflicts. ns. features of short
the features of
short stories.
D stories. D Creating Enumeration
Essay Visual aids Group activity

1.4 Resolve 1.4 Name the

the conflicts
conflicts in non-
in non-violent
ways.
D violent ways in the D Applying Matching Essay Interpretative
dance
Film Viewing Role Playing
type
selection.

Performance Task: The learners perform a live presentation on how to resolving conflicts in various literary selections.
Transfer Task: The learners realize the conflict in literary selections through their presentation.
 Department of Education

Region XI

Panabo City Division

Northern Paramedical and Technological College of Panabo, Inc.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 7 (MWSP) Teacher: Gerald Sumalo Hibaya

Quarter Topic: Overcoming Struggles and Celebrating Triumphs No. Of Hours: 1

Subject Matter: Modals

Performance Standards: The learners transfer learning by enriching written and spoken communication connectors correctly and appropriately.

Power Standards: The learners demonstrates understanding of use sentence connectors.

Quarter: Third

Highest Enabling Strategy to Use in

Developing the Highest Thinking skills to
Performance Learning Competency Highest Thinking Skills to Assess
Assess
Standard

Content Content K K RBT level Assessment Techniques

U U
Beyond Minimum QA WW PC General Enabling Teaching Strategy
Standard D D
Minimum Beyond Minimum Strategy
Minimum

1.1 Identify 1.1 pinpoint the

the sentence sentence
Grammar The The The connectors. K connectors. K Remembering Identification Reflection
Images during Brainstorming
paper
learners learners learner motivation
demonstrat transfer s
 e learning improv
understand by e their
ing of use enrichin written 1.2 Realize 1.2 Get wind of
sentence g and the the sentence
connectors written spoken sentence U U Evaluating Explanation
Essay Board Relating the topics Brainstorming
. and commu connectors.
connectors work in real-life
spoken nicatio . situations
commu n with
nication the use 1.3 Recognize 1.3 Notice the
connect of the sentence
sentence
connectors.
ors senten D connectors. D Creating Enumeration
Essay Recognizing the Group activity
correctl ce sentence connectors
y and connec
appropr tors. 1.4 Use the 1.4 Apply the Letting them to
iately sentence sentence memorize the
connectors D D Applying Answera Essay Applying the
connectors. ble by connectors (modals) sentence connectors
.
Yes or
No

Performance Task: The learners apply the right sentence connectors in written and spoken communication.

Transfer Task: The learners identify the sentence modals in written and spoken communication.

Department of Education

Region XI

Panabo City Division

Northern Paramedical and Technological College of Panabo, Inc.

CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 7 (MWSP) Teacher: Gerald Sumalo Hibaya

Quarter Topic: Filipino Diaspora and Search for Home No. Of Hours: 1

Subject Matter: Bibliography

Performance Standards: The learners transfer learning by using lexical and contextual clues to understand unfamiliar words and expressions.

Power Standards: The learners demonstrates understanding of lexical and contextual cues.

Quarter: Fourth

Highest Enabling Strategy to Use in

Developing the Highest Thinking skills to
Performance Learning Competency Highest Thinking Skills to Assess
Assess
Standard

Content Content K K RBT level Assessment Techniques

U U
Beyond Minimum QA WW PC General Enabling Teaching Strategy
Standard D D
Minimum Beyond Minimum Strategy
Minimum

1.1 Identify 1.1 pinpoint the

the lexical lexical and
Study The The The and K contextual cues. K Remembering Identification Reflection
paper
Images during Brainstorming
learners learners learners contextual
Skills transfer compre cues.
motivation
demonstrat
learning hend
e
by using the
understand
lexical lexical
ing of and and
lexical and 1.2 Realize 1.2 Get wind of
contextu context
contextual the lexical the lexical and
al clues ual
and U U Evaluating Explanation
Essay Board Relating the topics Pre-assessment test
cues. to clues to contextual
understa underst contextual work in real-life
cues. cues.
nd and situations
unfamili unfamili
ar words ar 1.3 Recognize 1.3 Notice the
and words the lexical and
lexical and
expressi and contextual
cues.
D contextual cues. D Creating Enumeration
Essay Reporting Recognizing the lexical Group activity
ons. express and contextual cues.
ions.
1.4 Use the 1.4 Apply the Letting them to
lexical and lexical and familiarize the lexical
contextual D D Applying Answera Essay Oral Applying the
contextual ble by recitation
connectors (modals)
 cues. cues. Yes or and contextual cues.
No

Performance Task: The learners use the lexical and contextual cues to understand unfamiliar words and expressions.

Transfer Task: The learners comprehend easily the lexical and contextual cues to understand words and expressions.