2021 JHS INSET Template for Modular/Online Learning

Subject:s English Grade Level: 7

Unit Topic: Building Relationships Quarter: 2nd

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE
This unit is about Building Relationships
Consider this question: How did the Americans influence the literature of the Philippines?
Map of Conceptual Change: Background knowledge

Answer RIGHT NOW, THIS IS MY IDEA

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 How did the Americans
influence the literature
of the Philippines?

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1 Identify the Activity 1 Book Activity pg. 118
distinguishing Instructions: Identify the genre of viewing materials.
features of
literature during
the Period of Clickable Links : (website URL)
Apprenticeship
Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 2 Quizziz
Instructions: Identify the genre, purpose, intended audience and features of various viewed

Clickable Links : (website URL) www.quizziz.com

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

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 Activity 3 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : file:///C:/Users/SADPCS/Downloads/ENG7%20(PIVOT).pdf

LC2 Identify the

words or
expressions that
complete an
analogy

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

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3: Instructions:
Understanding the GUIDED GENERALIZATION TABLE
literature of the
Essential Text 1 Text 2 Text 3
past
Question Discover the Why Study Literature? English 105: Why is
Importance of Literature Literature Important to
and Why Everyone Us?
Needs It

https://
https:// www.youtube.com/ https://
www.youtube.com/ watch?v=dsNW2ui_yIo www.youtube.com/
watch?v=aXUjXohai-U watch?v=Yv7pbdkq3g8

Why is it Answer: Answer: Answer: By reading

important Literature reminds us Literature tells us about the literature, we are able to
to show of stories, epics, stories that went beyond a gain knowledge with the
appreciati sacred scriptures, and person’s experience. topics that we are not
on and classical works of the familiar with.
understan old and modern times.

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 ding for
the Supporting Texts: Supporting Texts: Stories Supporting Texts: Reading
literature Literature enriches the demonstrates common human literature allows a person
of the necessary competencies experience. to think more in depth
past? that daily life requires. topics.

Reason: Literature is a Reason: Literature helps us Reason: Literature helps us

reflection of life. understand essential parts of understand the culture of a
our lives. country through the stories.

Common Ideas in Reasons:

Studying literature is important for it is mirror of one’s life, culture and history.
Enduring Understanding/Generalization:
Literature allows a person to step back in time and learn about life on Earth from the ones who
walked before us.
C-E-R Questions:
1. What is being discussed in the article?
2. What is literature?
3. How can it affect your life?
4. Why is it important to understand and show appreciation for the literature of the past?
Prompt for Generalization:
1. Why is it important to understand and show appreciation for the literature of the past?
2. What line in the situation supports your answer?
3. Why do you say that line supports your answer?

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insert learning, kami, wizer.me)
https://app.wizer.me/editor/kmIFmu6MJarZ

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 Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)
https://www.youtube.com/watch?v=aXUjXohai-U

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
https://www.youtube.com/watch?v=dsNW2ui_yIo

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)
https://www.youtube.com/watch?v=Yv7pbdkq3g8

Instructions: Click and watch the link. Then answer the questions following the CLAIM,
EVIDENCE and REASON.

Holistic Rubric for Guided Generalization:

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 Scaffold for Transfer 3:

Map of Conceptual Change

Answer the question and write your answer in AFTER THE SESSION

Why is it important
to understand and
show appreciation
for the literature of
the past?

Learning TRANSFER
Competency
PERFORMANCE Transfer Goal: The students on their own in the long run will be able to understand and show
STANDARD: appreciation for the literature through using the prosodic features of speech effectively in various
situations and observing correct subject-verb agreement
Write a reflection
paper about the
importance of
understanding and
showing Performance Task
appreciation for the
literature through 1. One Product
using the prosodic In GRASPS (Authentic)
features of speech
effectively in G- Write a reflection paper
various situations R- a student
and observing
correct subject- A- community
verb agreement. S-
P- The output should use the following:
prosodic features of speech
subject-verb agreement

2. Differentiated Products

3. Modality-based Products

4. Integrated Subjects (REG only)

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

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 Analytic Rubric:

Self-Assessment:

Value Integration: Social responsibility

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 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

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

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FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
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 (A) TEST ITEM

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 RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the student
to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to answer.
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 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.

4. 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 art
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT all
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support you
article.
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

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.

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 5A. 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.

5B. 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).

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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.

5C: 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
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.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

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 TOTAL:

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