2021 JHS INSET Template for Modular/Online Learning

Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

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 LEARNING PLAN

EXPLORE

Ang yunit na ito at karamihang bahagi ng buong aklat ay umiikot sa ideyang ang
pag-aaral ng ekonomiks ay mahalaga hindi lamang sa aspektong pormal na
nasasaklaw ng kursong ito, kung hindi dahil nagiging paraan din ito upang
makabuo ng kamalayang may tamang pag-unawa sa lipunan at kung paano ito
gumagalaw. Kapag ang kaisipinag ekonomiko ay isinabuhay nang tama, ito ay
hindi lamang magdudulot ng pag-unlad sa personal na buhay kung hindi
pagmumulan din ng pambansang kaunlaran.

Consider this question: Paano naisasabuhay ang pag - unawa sa mga

pangunahing konsepto ng ekonomiks bilang batayan ng matalino at
maunlad na pang - araw – araw na pamumuhay?

Gawain 1: Isip-Isip
Panuto: Suriin ang larawan. Bigyan ito ng sariling interpretasyon

Pamprosesong Tanong:
1. Ano ang ipinapakita sa larawan?
2. Nakaranas ka na ba ng kahalintulad na sitwasyon?

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 Ipaliwanag.
3. Paano ka gumagawa ng desisyon sa isang sitwasyon na
kailangan mong pumili?

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1 Gawain 1: 2 Column Comparison
Nailalahad ang
kahulugan at Panuto: Suriin ang bawat item sa una at ikalawang kolum. Pagpasyahan kung ano
kahalagahan ng ang pipiliin mo sa Option A at B. Isulat sa ikatlong kolom ang iyong desisyon at sa
ekonomiks sa pang ikaapat na kolum ang dahilan ng iyong nagging pasya.
-araw - araw na
pamumuhay bilang Option A Option B Desisyon Dahilan
Paglalakad Pagsakay sa jeep o
isang mag -aaral, at
papuntang tricycle papuntang
kasapi ng pamilya at paaralan paaralan.
Paglalaro ng Mag-aral tuwing
lipunan. mobile legends gabi.
tuwing gabi.
Gumamit ng aklat Gumamit ng
sa pagsagot ng google sa
takdang aralin. pagsasagot ng
takdang aralin.
Panonood ng Paggawa ng
Kdrama. takdang aralin.

Pamprosesong Tanong
1. Bakit kailangan isaalang-alang ang mga pagpipilian sa paggawa ng
desisyon?
2. Ano ang nagging batayan mo sa iyong ginawang desisyon? Naging
makatuwiran ka ba sa iyong pasya?

Gawain 2: Word Web

Panuto: Isa-isahin ang kahalagahan ng pag-aaral ng ekonomiks batay sa gampanin

ng isang tao. Punan ang sagot ang talahanayan sa ibaba.

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 Gawain 2: Gamitin mo!
Panuto: Pag-isipan ang sitwasyon: Ikaw ay sinabihan ng iyong mga magulang na
hindi ka nila kayang pag-aralin pa sa kolehiyo. Ano ang gagawin mo? Titigil ka
nalang bas a pag-aaral sa kolehiyo? Ipaliwanag ang iyong sagot sa isang sanaysay
gamit ang iyong kaalaman sa konsepto ng, kahulugan at kahalagahan ekonomiks.

Rubriks sa Pagbibigay ng Marka

KRAYTERYA 4 3 2 1
KAALAMAN Ang Ang mga Hindi lahat Ang
SA pangunahing pangunahing ng pangunahin
PAKSA kaalaman ay kaalaman at pangunahin g kaalaman
nailalahad at nailahad g kaalaman ay hindi
naibigay ang subalit hindi ay nailahad. nailahad at
kahalagahan wasto ang natalakay.
ilan.
ORGANISASYO Organisado Organisado Hindi Hindi or
N ang ang paksa Masyadong Ganisado ang
mga paksa at subalit hindi organisado paksa
maayos ang maayos ang ang paksa at
presentasyon. presentasyon at presentasyo
presentasyo n
n

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 LC2 Nasusuri ang Gawain 1: Iguhit mo
ugnayan ng personal Panuto: Tignan mo ang iyong paligid sa inyong bahay, iguhit ang bagay na sa tingin
na
mo ay tila walang katapusang pangangailangan mo at ng inyong pamilya.
kagustuhan at
pangangailangan sa
suliranin ng kakapusan

Gawain 2: Pagbuo ng Katha

Panuto: Bumo ng maikling tula na naglalarawan sa kagustuhan at
pangangailangan.

LEARNING DEEPEN (MAKE MEANING)

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 COMPETENCY

LC 3: Natatalakay ang Gawain 1: Concept Map

iba’t -ibang sistemang Panuto: Piliin at ilagay ang mga salita o kataga kung sila ba ay nabibilang sa

pang –ekonomiya at pagiging Konsyumer (Namimili) o Prodyuser (Nagbebenta).

mga salik na
nakaaapekto sa
pagkonsumo.

LC 4: ________
_____________

Gawain 2: Writing Generalizations (Online)

Panuto: Panoorin ang video sa link na ito https://www.youtube.com/watch?
v=ZYnlAnEsJmY at sagutan ang mga sumusunod na katanungan sa ibaba.
Pamprosesong Tanong:
1. Anu-ano ang mga salik na nakaaapekto sa pagkonsumo?
2. Paano nakaaapekto sa mga konsyumer ang mga “salik na nakaapekto sa
pagkonsumo”?
3. Bakit mahalagang malaman ang mga “salik na nakaapekto sa pagkonsumo”

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 (tatlo hanggang limang pangungusap)

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD:
___________________
Performance Task
___________________
1. One Product

2. Differentiated Products

3. Modality-based Products

4. Integrated Subjects

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

Analytic Rubric:

Self-Assessment:

Value Integration:

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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

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

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

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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
An article or problem is given to the student to read
and analyze.
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.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

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 DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
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 yo
article.

ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
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.
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.
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:

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 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).
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

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 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

TOTAL:

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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