I.

Curriculum Map
CURRICULUM MAP TEMPLATE 1

SUBJECT :
GRADE LEVEL :
TEACHER(S ) :
STRAND(S) :
TERM/MONTH :

UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

CONTENT STANDARD STANDARD SKILLS CORE VALUES
(CS) (PS)

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PEAC2021 Page 2
 CURRICULUM MAP TEMPLATE 2
(RECOMMENDED)

SUBJECT :
GRADE LEVEL :
TEACHER(S ) :
STRAND(S) :
TERM/MONTH :

UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT RESOURCES INSTITUTIONAL

CONTENT STANDARD STANDARD SKILLS ACTIVITIES CORE VALUES
ONLINE OFFLINE
ACQUISITION

MAKE-MEANING

TRANSFER

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PEAC MUSIC 2022
(ADD TITLE OF YOUR CHOICE)
EFDT Unit Learning Plan
Unit/Quarter Title

Subject: ______________________________________________ Grade Level: ______________

Unit Topic: ____________________________________________ Quarter: __________________

EXPLORE
CONTENT STANDARD
______________________________

PERFORMANCE STANDARD
_______________________________

This unit is about __________________________________________________________________

________________________________________________________________________________.

Consider this (essential) question: ____________________________________________________

(TITLE: Rename you MAP OF CONCEPTUAL CHANGE to your liking)

Instruction: (Add instruction here)

(Add transition leading to the Pre-test)

PRE-TEST. (Instruction - the type of test should be similar to your post-test)

(provide at least half of the total number of items in your post-test)

(Congratulatory statement. Now, lead them towards Firm Up)

LEARNING FIRM-UP
COMPETENCY

(Introduce the expected things to do under your Firm-up. Ask your EQ again)

(Depending on what type of MCC, add Map of Conceptual Change)

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 (Insert transition towards Activity 1)

LC1: ______________ Activity 1. (Title)

___________________ (Description. You may use the competency being targeted as part of the
description)
___________________
___________________
(Instruction)
___________________

(Link/Resources)
Learning Targets:
I can ______________
(Add process question)
___________________
___________________
(Add transition leading to the next activities)

I can ______________
___________________
___________________

Scaffold for TRANSFER 1

Activity 4: (Title)
LC1: ______________ Instructions: (specific for students to follow even without the teacher)
___________________
___________________
___________________
___________________

Learning Targets: Clickable Links : (website URL)

I can ______________
___________________
___________________

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

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LC1: ______________ Scaffold for TRANSFER 2
___________________ Activity 5: (Title)
___________________ Instructions: (specific for students to follow even without the teacher)
___________________
___________________

Learning Targets:
I can ______________
___________________ Clickable Links : (website URL)
___________________

I can ______________
___________________
___________________

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

Self-assessment:
Instructions:

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LC1: ______________ Formative Assessment 1
___________________
___________________
___________________
___________________

Learning Targets:
I can ______________
___________________
___________________

I can ______________
___________________ (Congratulation statement. Insert transition towards Summative Assessment 1)
___________________

LC1: ______________ Summative Assessment 2

___________________ (Add SELECTED RESPONSE TYPE QUESTIONS. Add instruction)
___________________
___________________
___________________

Learning Targets:
I can ______________
___________________
___________________

I can ______________
___________________
___________________

(Insert transition towards Deepen)

LEARNING DEEPEN
COMPETENCY

(Add introductory statement about DEEPEN. End it with the goal to answer the
EQ)

(Add transition to the next Activity #)

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LC3: ______________ Activity #. (Activity title. Add CER ONE TEXT/PROBLEM Constructed Response
Test)
___________________
(Description)
___________________
Instructions:
___________________
(Add instruction)
___________________

Learning Targets:
I can ______________
___________________
___________________

I can ______________
___________________
___________________

LC4: ______________ Scaffold for TRANSFER 3

___________________ Activity 5: (Title)
___________________ Instructions: (specific for students to follow even without the teacher)
___________________
___________________

Learning Targets:
I can ______________
___________________ Clickable Links : (website URL)
___________________

I can ______________
___________________
___________________

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

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 Self-assessment:
Instructions:

LC5: ______________ Deepen Formative Assessment

___________________ (Description)
___________________ Instructions:
___________________ (Add instruction)
___________________ GUIDED GENERALIZATION TABLE

Essential
Question
Learning Targets: Answer: Answer Answer:
I can ______________ (Add CLAIM
question)
___________________
___________________ Supporting Texts: Supporting Texts: Supporting Texts:
(Add EVIDENCE
question)
I can ______________
___________________
___________________ Reason: Reason: Reason:
(Add REASON
question)

Common Ideas in Reasons:

(Add prompt question to summarize REASONs)

Enduring Understanding/Generalization:
(Add EQ in a form of a fill in the blank)

Holistic Rubric for Guided Generalization:

(Congratulate them again. Transition to Summative Assessment)

LC3: ______________ Deepen Summative Assessment

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___________________ (Add ERROR-CORRECTION. Add description and instruction)
___________________
___________________ (Add transition to MCC)
___________________

Learning Targets:
I can ______________
___________________
___________________

I can ______________
___________________
___________________

Map of Conceptual Change

Instructions:

(Add transition to TRANSFER)

Learning Competency TRANSFER

Performance (Add introductory statement about TRANSFER. End it with EQ relating with the
Standard: Performance Standard of the Unit)
_________________
_________________ Self-Assessment:

_________________ (I CAN table. Add instruction and description)

_________________
Transfer Goal:
_________________

Performance Task:
Learning Targets:
I can _____________
Kind: __________________________________________________
_________________
(One Product, Differentiated Products, Modality-based Products,
_________________ Integrated Subjects)

I can _____________
_________________
_________________
Performance Task Playlist (alternative to scaffolding in Firm Up and Deepen; see

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 below)

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

(Add Instruction or steps here. Add sample Student Work)

Analytic Rubric:

ANALYTIC RUBRIC FOR PERFORMANCE TASK

Reflective Self-Assessment:

Values Integration:

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 (Final congratulatory statement

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 UNIT ASSESSMENT SAMPLES WITH ANSWER KEY
A. ACQUISITION

1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

(Insert here actual sample of your selected-response test item. 1
number/item per row)

B. MAKING MEANING
1. 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:

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 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.
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 students can use to begin his or her
answer.

2. ERROR CORRECTION:

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.
2. Write a correction of the identified error.
3. Then explain why your correction is right.
Sample Question with Erroneous Answer:

Identified Error and Explanation Correction of Error Explanation of Correction

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 ERROR CORRECTION CHECKLIST
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.

C. TRANSFER
1A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

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 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 of 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 is given. (These standards become the
rubric criteria). The STANDARDS are consistent with the Unit Performance Standard.

1B. 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.

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 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 of 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 is given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

1C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

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 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.
6. 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).
7. The Situation informs the student of the AUDIENCE or group of people that will be using or
benefiting from the product.
8. To assess the quality of the product, a set of STANDARDS is given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

1D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT:

PERFORMANCE STANDARD:

SITUATION:

ROLE:

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 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. 5.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
6. The Situation informs the student of 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 is 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.

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 1E. Performance Task Playlist Template
[Replace this title with your topic.]
Directions: Complete the activities on this checklist in order from top to bottom. You will find directions for
each step as well as a place to record any notes or thoughts you want to remember. Record the date you have
completed each step in the last column. You will have some control over how fast you move through these
steps, but be sure to pay attention to the final due date.
Teacher Notes [Delete the teacher notes before sharing with students.]: This template is especially useful for
long, complex tasks, like writing a paper, conducting research, or planning a presentation. You may add more
due dates as you see fit, but be sure to give students some control over their pacing. Also consider building in
checkpoints throughout the process. This will allow you to meet with the students, review their progress, and
provide valuable feedback. If you have examples and other documents, you may link out to those from each
box. Add/delete rows and columns as desired. To quickly add a row, click on the last cell of the table and press
the tab button on your keyboard. To delete, right-click in a table cell and select the desired “Delete…” option.
You may also adjust the number of steps for Learn, Practice, and Show.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN

Step 2: PRACTICE

Step 3: PRACTICE

Step 4: SHOW

Step 5:

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 Step 6:

Step 7:

CHECKLIST FOR PERFORMANCE TASK PLAYLIST:

Review your Performance Task Playlist using the following items: DONE NOT YET
DONE
1. The Performance Standard, Performance Task Scenario, and Performance Task
Output are aligned with each other.
2. The steps in the Activity column clearly indicate the names of the different
scaffold stages.
3. The steps in the Activity column indicate a progression from Learn to Practice
and Show. The steps build on each other and provide the preparation students
need in order to be successful in their output.
4. The Learn step(s) presents a model or example of the desired Performance
Task output. Explanation is provided on why the work is a model or good
example.
5. The Practice step(s) provide students with resources (e.g., graphic organizer,
flow chart, step-by-step procedures) that guide them on how to design, create or
produce the desired Performance Task output in line with the characteristics
shown in the model or example. When needed, templates that students are
expected to use for their final output are already given for students to do their
practice.
6. The Show step(s) describes the required product or performance that is aligned
with the Performance Task output. When needed, templates or a rubric are
provided for students to do and self-assess their work.
7. Checkpoint steps are included at different times for the teacher to give
feedback to students.
8. Directions are specific for each activity.
9. Content of activities is related to the Performance Standard and Performance
Task.
10. Students in the different steps have opportunities to choose activities or
resources.
11. Students in certain Practice steps are instructed to self-evaluate their work
with the Performance Task rubric. A link to the rubric is provided.
12. Students in Show may be asked to self-evaluate their final submission or
presentation with the Performance Task rubric.
13. Resources are accessible through various hyperlinks as indicated by clickable
underlined or highlighted words. Hyperlinks are updated and checked in advance
for their content and are appropriate to the grade level.
14. Specific output for a particular step is listed in the Output column.
15. Due dates are indicated for submission of output stated in Show step(s).
16. Teacher Notes section is deleted in the students’ playlist copy.
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7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-E)

CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

TOTAL:

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 TABLE OF SPECIFICATION

Grade/Subject: MUSIC ___ QUARTER ASSESSMENT

Level of Performance
No. of No. of % of
Topic Objectives/ Learning Competencies Remembering Understanding Analyzing Applying Evaluating Creating
Weeks/Hrs Items Items
(A) (M) (M) (T) (T) (T)

10 10

TOTAL 100 100

Prepared by:

Checked by. Noted by:

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 LEARNING COMPETENCY DELIBERATION

CURRICULUM GUIDE 2016 MELC 2019

(PASTE HERE ALL LC FROM CG OF YOUR CHOSEN QUARTER TOPIC) (PASTE HERE ALL LC FROM CG OF YOUR CHOSEN QUARTER TOPIC)

REMAINING COMPETENCIES

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 AMT LEARNING GOALS

PERFORMANCE STANDARD

The students, in the long run, will be able to

TRANSFER GOAL

CONTENT STANDARD

The students will understand that

EU

EQ

OUTPUT CONTENT CHECKLIST

CHOOSE 1

Curriculum Map Performance Task Designs Scaffold for Transfer Designs Map of Conceptual Change

Template 1 One Product Learn, Practice, Show KWHL

Template 2 (Recommended)
Differentiated Products
Modality-based Products
Subject-Integrated Product
Design Thinking
Tic-Tac-Toe
The Performance Task Playlist
Unit Scaffold for Transfer
Anticipation-Reaction Guide
Initial-Revised-Final (IRF) Table
Background Knowledge
Before & Now
Inside/Outside the Box

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