Template for Online Asynchronous Learning (consolidated)
Subject: English Grade Level: 7
Unit Topic: Communication, Comprehension, and Culture Quarter: I
UNIT STANDARDS AND COMPETENCIES DIAGRAM
EXPLORE
This unit is about ____________________________________________
Consider this question ________________________________________
Map of Conceptual Change:
LEARNING
COMPETENCY FIRM-UP
LC1 ______________ Activity 1 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________
Learning Targets: Clickable Links : (website URL)
I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
LC2 ______________ Activity 3 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
PEAC2021 Page 1
_________________
Learning Targets: Clickable Links : (website URL)
I can _____________ Screenshot of Online Resource: (to make sure that students are on the right page)
_________________
I can _____________
_________________ Scaffold for TRANSFER 1
Activity 4 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
Scaffold for TRANSFER 2
Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
Self-assessment:
Instructions:
Interactive Quiz1
Instructions:
Link :
Screenshot:
Interactive Quiz2
Instructions:
Link :
Screenshot:
LEARNING DEEPEN
COMPETENCY
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Learning Targets: Question
I can ___________ Answer: Answer: Answer:
I can ___________
Supporting Texts: Supporting Texts: Supporting Texts:
LC 4: ________
_____________
Reason: Reason: Reason:
PEAC2021 Page 2
Learning Targets:
I can ____________ Common Ideas in Reasons:
I can ____________
Enduring Understanding/Generalization:
C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.
ASYCHRONOUS ONLINE LEARNING MATERIALS
(examples: [Link], insertlearning, kami, [Link])
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)
Instructions:
Holistic Rubric for Guided Generalization:
Scaffold for Transfer 3:
Map of Conceptual Change (same in Explore but with specific instruction)
Learning Competency TRANSFER
LC 5: Transfer Goal:
___________________
___________________ Performance Task
1. One Product
Learning Targets:
I can _____________ 2. Differentiated Products
I can _____________
3. Modality-based Products
4. Integrated Subjects
5. Design Thinking
Use of Web 2.0 App for Output (Ex. InShot, etc)
Analytic Rubric:
PEAC2021 Page 3
Self-Assessment:
Value Integration:
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 (Constructed-Response Type)
PEAC2021 Page 4
Learning Competency:
KNOW SHOW
LEARNING COMPETENCY:
KNOW SHOW
Direction:List all the things that you know based Direction: What can you write to show what you know
on the success criteria. about the items on the left.
FORMATIVE CHECKLIST ITEMS
CONSTRUCTED
RESPONSE TYPE
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 TEST ITEMS
LC1:
LC2:
LC3:
LC4:
LC5:
PEAC2021 Page 5
LC6:
ANSWER KEY:
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 CHECKLIST ITEMS
RESPONSE TYPE
CLAIM-EVIDENCE- An article or problem is given to the student to read and analyze.
REASONING TABLE 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 a student can use to begin his or her answer.
4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:
LEARNING COMPETENCY: (M)
ARTICLE:
Q1 Q2 Q3
Q4 Q5 Q6
Q7 Q8 Q9
PEAC2021 Page 6
4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:
NAME_____________________________ GRADE ____________ SUBJECT ____________
DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.
QUESTION NO. 5:
CLAIM: My answer to the question is
EVIDENCE: The statement in the article that supports my answer is…
REASONING: The evidence I chose supports my answer because…
QUESTION NO. ___:
CLAIM: My answer to the question is
EVIDENCE: The statement in the article that supports my answer is…
REASONING: The evidence I chose supports my answer because…
QUESTION NO. ___:
CLAIM: My answer to the question is
EVIDENCE: The statement in the article that support my answer is…
REASONING: The evidence I chose supports my answer because…
4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:
LEARNING COMPETENCY: (M)
ARTICLE:
Q1 Q2 Q3
Q4 Q5 Q6
PEAC2021 Page 7
Q7 Q8 Q9
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 students to answer in the form of a tic tac toe board.
ASSESSMENT BOARD, 3. Students have to answer Q5 at the center of the board. The Q5
ANSWER SHEET AND question is directly related to the competency.
ANSWER KEY 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 the 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.
5. 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 article, write your answer in the given table.
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You
are NOT allowed to ask help from your classmates, parents, guardians, 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 your answer with quotations or statements from the chosen article.
ANSWER:
Article no. ______ about the _________________ is the best because…
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. The student is also
asked to support his/her answer by citing important parts of the selection.
4. Directions also contain permission to the student to use references and the
PEAC2021 Page 8
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.
6A. PERFORMANCE TASK (1 PRODUCT)
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT:
AUDIENCE:
STANDARDS:.
PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)
[Link] 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.
6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES
AUDIENCE:
STANDARDS:
PEAC2021 Page 9
PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)
[Link] 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 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.
6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES
AUDIENCE:
STANDARDS:
PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)
[Link] 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.
6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS
GRADE LEVEL: QUARTER PERFORMANCE STANDARD
SUBJECT
SUBJECT 1
PEAC2021 Page 10
SUBJECT 2
COMMON THEME IN SUBJECT STANDARDS:
COMMON OUTPUT:
PERFORMANCE STANDARDS:
Subject 1:
Subject 2:
Subject 3:
SITUATION:
ROLE: Community Health Worker
GOAL:
INTEGRATED PRODUCT: (1 output with requirements from another subject area)
AUDIENCE:
STANDARDS: (criteria from each subject area)
PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)
[Link] 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.. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
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). There are STANDARDS that are applicable to each subject. The STANDARDS are consistent with
the Unit Performance Standard.
7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)
PEAC2021 Page 11
PEAC2021 Page 12
