2021 JHS INSET Template for Modular/Online Learning

Subject FILIPINO Grade

Level: 7
Unit Topic: MGA PILING AKDA MULA/UKOL SA MINDANAO
Quarter: First Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

Ang yunit na ito ay tungkol sa mga Maranao na namuhay ng malayo sa kabihasnan

ng buhay-lungsod. Ang mga Maranao ang pinakamalaking cultural minority sa
Pilipinas.Inaasahan say unit na ito ang pagpapahalaga at pag-unawa ng mga
kabataan sa akdang pampanitikan ng Mindanao.

Consider this question : Ano ang kahalagahan ng mga akdang pampanitikan ng

Mindanao at paano mo ito maiiugnay sa iba pang lugar.

Map of Conceptual Change:

NOON AT NGAYON

ANG ALAM KO TUNGKOL ANG NALAMAN KO SA

SA AKDA SA MINDANAO MGA AKDA SA MINDANAO

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 LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 Naibibigay ang Activity 1: Pagtatasa ng mga Salita
kasingkahulugan at
Panuto: Salungguhitan sa pangungusap sa hanay A ang salita o parirala na
kasalungat na
kasingkahulugan ng mga salitang nasa hanay B. Isulat naman sa patlang sa hanay C
kahulugan ng mga
ang kasalungat na kahulugan ng salitang nasa hanay B.
salita.

A B C
Learning Targets:
1. Ang mga damit na
Ako ay may suot ni Barbara ay
kakayahang mabigyan nagkakahalga ng mamahalin ____________________
ng kasingkahulugan at Malaki.
kasalungat na 2. Hindi na makakapasok
kahulugan ang mga ang sinumang
miyembro ng
salita. Ipininid ____________________
kaniyang pamilya
kapag isinara na niya
ang pinto ng kaniyang
bahay.
3. Hinataw ni Peter sa
balikat si Bart dahil Hinampas ____________________
lagi siyang kinukulit
nito.
4. Mayaman ang
kanyang angkan kaya Maharlika ____________________
siya nakabibili ng
mamahaling bagay.
5. Dahil tambak ang
trabaho, lagi na Nagpupuyos ____________________
lamang nagagalit ang
boss natin.

LC2: Nahihinuha ang Activity 2: Pag-uuhay

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 kaugalian at Panuto: Basahin ng tahimik ang isang kwento mula sa Maranao na may
kalagayang panlipunan pamagat na “Si Pilandok at ang Batingaw” sa muling pagsasalaysay ni Bernie
ng lugar na Santos.
pinagmulan ng
kwentong bayan.
Matapos basahin ang kwento sasagutan ang gawain sa Pag-aani:
Panuto: Isulat sa mga bilog ang katangian ng dalawang pangunahing tauhan sa
kuwento.
Naiuulat ang
kasalukuyang
kalagayan ng mga
Maranao.

Learning Targets:

 Ako ay may
kakayahang
mahinuha ang
mga kaugalian
at kalagayang
PILANDOK SOMUSUN SA ALONGAN
panlipunan ng
lugar na
pinagmulan ng
kwentong
bayan.

 Ako ay may
kakayahang
iulat ang
kasalukuyang
kalagayan ng
mga Maranao.

Scaffold for TRANSFER 1

Activity 3: Pagninilay (Video Reflection)
Panuto: Panunoorin ang isang kwento, ang “Mina ng Ginto” sa Youtube
https://www.youtube.com/watch?v=M4wW2LAQ4hA in-upload ni Alvin Sy noong
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 Hunyo 26, 2013.

Sagutin ang mga gabay na tanong.

1. Saang lugar nagmula ang kwentong bayang ito?
2. Tungkol saan ang kwento? Sinu-sino ang tauhan?
3. Ano-anong detalye sa kwento ang nagpapakita ng tradisyun o kaugalian ng
lugar na pinanggalingan ng kwento?

*Magkaroon ng malayang talakayan.

Activity 4 Tulong ng Grapiko

Panuto: Mula sa kuwentong-bayan na napanuod, tukuyin kung ano sa tradisyon,
paniniwla, atr kaugalian ng mgs tagaroon ang tinutukoy ng mga detalye sa
kuwento. Gamit ang graphic organizer, isulat ang nabuong pag-uugnay.

MINA NG GINTO BUHAY NG IFUGAO

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 Scaffold for TRANSFER 2
Activity 5: PANGKATANG GAWAIN
Panuto: Subukin naman natin ang inyong kaalaman ukol sa mga Maranao. Hahatiin
ang klase sa anim na pangkat. Ang bawat pangkat ay mag-uulat tungkol sa
paglalarawan sa Maranao. Nasa ibaba ang maaaring paksa ng bawat pangkat.

a. Unang Pangkat - Tradisyunal na kasuotan

b. Ikalawang Pangkat - Tradisyunal na instrumenting musical
c. Ikatlong Pangkat - Mga hanapbuhay
d. Ika-apat na Pangkat - Kilalang mga Pagkain
e. Ikalimang Pangkat - Sikat na mga Awitin
f. Ika-anim na Pangkat - Heograpiya

 Tiyaking magsaliksik upang makapagbigay ng impormasyon ukol sa mga

Maranao. Iuulat sa harap ng klase kung paano naisagawa ang pagsasaliksik
at ang mga nakalap na kaalaman.

Self-assessment:
Panuto: Lagyan ng tsek ang mga kahon ayon sa iyong pagninilay sa sarili.

MGA INAASAHAN Kaya ko itong Kailangan ko ng Hindi ko ito

gawin mag-isa at gagabay sakin kayang gawin at
naiintindihan ko ngunit hindi ko ito

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 ito…. naiintindihan ko naiintindihan…
ito…
Ako ay may
kakayahang
mabigyan ng
kasingkahulugan
at kasalungat na
kahulugan ang
mga salita.

Ako ay may
kakayahang
mahinuha ang
mga kaugalian at
kalagayang
panlipunan ng
lugar na
pinagmulan ng
kwentong bayan.

Ako ay may
kakayahang iulat
ang kasalukuyang
kalagayan ng mga
Maranao.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY

LC 3: Instructions:
Naiuugnay ang mga GUIDED GENERALIZATION TABLE
pangyayari sa binasa
Essential Text 1 Text 2 Text 3
sa mga kaganapan sa
Question
iba pang lugar.
Ano ang Halaga ng mga Akdang Kahalagahan ng
kahalagahan ng mga akdang pampanitikan pampanitikan: panitikan sa buhay at
akdang ng Mindanao. Salamin ng sa lipunan.
pampanitikan ng Mindanao
Mindanao at paano
mo ito maiiugnay sa

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 Learning Targets: iba pang lugar?

Ako ay may https:// https://prezi.com/ https://

www.youtube.com/ 5whv8sb49jyc/ philnews.ph/
kakayahang maiugnay
watch? akdang- 2020/10/07/
ang mga pangyayari sa v=fgi2vFqkOCs pampanitikan- kahalagahan-ng-
binasa sa mga salamin-ng- panitikan-sa-buhay-
kaganapan sa iba pang mindanao at-sa...
lugar.

Supporting Texts: Supporting Texts: Supporting Texts:

LC 4: Nasusuri ang mga

traidisyun at akdang
pampanitikan batay sa
napanood na
kuwentong bayan.

Reason: Reason: Reason:

Learning Targets:

Ako ay may
kakayahang masuri
ang mga tradisyun at
akdang pampanitikan
Common Ideas in Reasons:

Enduring Understanding/Generalization:

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 C-E-R Questions:
1.Bakit mahalaga ang panitikan ng Mindanao sa atin at sa lipunan?

2. Ayon sa iyong nabasa/napanood, anong bahagi o nagpapatunay o sumusuporta

Sa iyong sagot?

3. Bakit ito ang sumusuporta sa iyong sagot?

4. EQ: Ano ang kahalagahan ng mga akdang pampanitikan ng Mindanao at paano

mo ito maiiugnay sa iba pang lugar?

Prompt for Generalization:

1. Ang mga akdang pampanitika ng Mindanao ay mahalaga dahil…
2. Maiuugnay ko ito sa iba pang lugar sa pamamagitan ng…

ASYCHRONOUS ONLINE LEARNING MATERIALS

Text 1: Halaga ng mga akdang pampanitikan ng Mindanao.

Link: https://www.youtube.com/watch?v=fgi2vFqkOCs

Text 2: Akdang pampanitikan: Salamin ng Mindanao

Link: https://prezi.com/5whv8sb49jyc/akdang-pampanitikan-salamin-ng-
mindanao

Text 3: Kahalagahan ng panitikan sa buhay at sa lipunan.

Link: https://philnews.ph/2020/10/07/kahalagahan-ng-panitikan-sa-buhay-at-sa...

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 Instructions:

Holistic Rubric for Guided Generalization:

4 Puntos Ang mag-aaral ay nagbigay ng isang komprehensibong

paliwanag at mayroong 3 o 4 na mga halimbawa na mayaman
sa totoong buhay ng pagpapahalaga.
3 Puntos Ang mag-aaral ay nagbigay ng isang komprehensibong
paliwanag at mayroon 1-2 halimbawa na mayaman sa totoong
buhay ng pagpapahalaga.
2 Puntos Ang mag-aaral ay nagbibigay ng pangkalahatan o malawak na
pagpapaliwanag ng konsepto. Ang mga halimbawang ibinigay
ay hindi mayaman sa totoong buhay ng pagpapahalaga.
1 Puntos Ang mag-aaral ay nagbigay ng pangkalahatan o malawak na
pagpapaliwanag ng konsepto. Walang ibinigay na halimbawa.

Scaffold for Transfer 3:

Map of Conceptual Change

NOON AT NGAYON

ANG ALAM KO TUNGKOL ANG NALAMAN KO SA

SA AKDA SA MINDANAO MGA AKDA SA MINDANAO

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 Learning Competency TRANSFER
PERFORMANCE Transfer Goal: Ang mga mag-aaral sa kanilang sariling kakayahan ay sisikapin na
STANDARD: makapag-ambag sa isang Proyekto para sa Byan at Lipunan (PBL).
Naisasagawa ng mag-
aaral ang isang
makatotohanang Performance Task
proyektong
1. Mapanghamong Tanong: Paano higit na maipakikilala at maipatatangkilik
panturismo at
sa kabataan, lalo na sa mga mag-aaral sa elementarya, ang panitikang
proyektong
nagmula sa Mindanao?
magppatangkilik sa
ibang kabataan ng
panitikang nagmula sa
2. Palitang Dunong: Hahatiin ang klase sa apat na pangkat. Ang bawat
Mindanao (PBL)
pangkat ay may layunin maghanap ng mabuting solusyon sa
mapanghamong tanong.

Learning Targets:
Ako ay may 3. Sa pagsagot ng tanong na ito, magkakaroon ng isang partikular na kuwento
kakayahang na ipakikilala. Ang mga susunod na teksto ang maaaring pagpilian:
magsagawa ng isang
Epiko Bantugen ( o kahit na anong epikong galing sa Mindanao)
makatotohanang
Alamat Kung Bakit Magkahiwalay ang Araw at ang Buwan ( o kahit na
proyektong
anong alamat galing sa Mindanao)
panturismo at
Kuwentong Si Pilandok at ang Batingaw (o kahit na anong kuwentong
proyektong Bayan bayan galing sa Mindanao)
mapagpatangkilik sa Pabula Ang Alimangu at ang Usa ( o kahit anong pabula galing sa
ibang kabataan ng Mindanao.
panitikang nagmula sa
Mindanao.
4. Integrated Subjects: History, Values Education

Analytic Rubric:

Ulat na Ipapasa para sa PBL Bahagdan Marka

Pagbabaybay, pagbabantas at balarila 25%
Pagkakasunod sunod ng mga kaisipan 25%
Pagkakatagni-tagni ng mga pahayag 25%
Pagsunod sa panuto 25%
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 KABUUAN 100%

Value Integration: Pagpapahalaga sa mga napupulot na aral sa kwentong binasa.

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

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 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:

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 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.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

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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 support 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…

QUESTION NO. ___:

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 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

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
An article or problem is given to the student to read
and analyze.
Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the board.
The Q5 question is directly related to the competency.
Students have to select 2 other questions to form a

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 straight line either horizontal, vertical or diagonal.
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
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 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

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 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.

6A. 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 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:

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

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 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)

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

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 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

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

SITUATION
ROLE
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

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 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)

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

1 Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
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 TOTAL:

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