2021 JHS INSET Template for Modular/Online Learning

Subject: English
Grade Level: 8
Unit Topic: African Literature (Informative Speech)
Quarter: 1st

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own and in the long

Composition and Delivery of
run will be able to compose and
Informative Speech through a
deliver an informative speech with the
recorded video.
proper use of parallel structures and
cohesive devices.

The learners shall be able to…

compose and deliver an

informative speech based on
a specific topic of interest
keeping in mind the proper
and effective use of parallel
structures and cohesive
devices and appropriate prosodic
features, stance,
and behavior.

➢ Determine tone, mood, technique, and

EU: selection may be influenced by culture,
purpose of the author.
history, environment, or other factors
➢ Determine the meaning of words and
expressions that reflect the local
culture by noting context clues.
EQ: how the elements specific to a genre
➢ Identify appropriate modals for
contribute to the theme of a particular literary
sentences.
selection?
The learners demonstrate
understanding of…

African literature as a means of

exploring forces that human
beings conntend with; variuos
reading styles vis – à-vis
purposes of reading; prosodic
features that serve as carriers
of meaning; ways by which
information may be organized,
related, and delivered orally;
and parallel structures and
cohesive devices in presenting
information.
 LEARNING PLAN

EXPLORE
This unit is about
____________________________________________
Consider this question
________________________________________
Map of Conceptual Change:

LEARNING
COMPETENCY FIRM-UP
(ACQUISITION)
LC1 ______________ Activity 1 (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 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)

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LC2 ______________ Activity 3 (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 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 (MAKE MEANING)

COMPETENCY
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2
Text 3
Question

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 Answer: Answer:
Answer:
LC 4: ________
_____________
Supporting Texts: Supporting
Texts: Supporting Texts:

Reason: Reason:
Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
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

PERFORMANCE Transfer Goal:
STANDARD: Students on their own and in the long run will be able to
compose and deliver an informative
speech with the proper use of parallel structures and
cohesive devices.
The learner transfers
learning by composing
and delivering an Performance Task
informative speech
based on a specific topic 1. One Product
of interest keeping in
mind the proper and Goal: To compose and deliver an informative speech about
depression via a recorded video.
effective use of parallel
Role: You are a mental health advocate who wants to
increase awareness about depression.
structures and cohesive

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devices and appropriate Audience: The target audiences are 8th to 10th grade class.
prosodic features,
stance, and behaviour. Situation: As a mental health advocate you got alarmed as
the depression rate in your area is
increasing. You need to raise depression awareness to
help defeating the stigma of the illness.
Product: Compose and deliver an informative speech to
raise depression awareness.
Standards:

Use of Web 2.0 App for Output

Analytic Rubric:

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

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 WEEK 4
MON TUE WED THU FRI

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 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
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:

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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.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:
The learner transfers learning by composing and delivering an informative speech
based on a specific topic of inte
effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance, and behaviour.

SITUATION: As a mental health advocate you got alarmed as the depression rate in
your area is increasing. You need to raise
the stigma of the illness.

GOAL: To compose and deliver an informative speech about depression via a recorded
video.

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ROLE: You are a mental health advocate who wants to increase awareness about
depression.

PRODUCT: Compose and deliver an informative speech to raise depression awareness.

AUDIENCE: The target audiences are 8th to 10th grade class.

STANDARDS: The speech composition should comply with the following criteria:

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).
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

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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: The learners shall be able to…

compose and deliver an informative speech based on a specific topic of interest
keeping in mind the proper a
structures and cohesive devices and appropriate prosodic features, stance, and
behavior

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

TOTAL:

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