Subject: Araling Panlipunan Grade Level:

7
Unit Topic: KONSEPTO NG KABIHASNAN AT NG MGA KATANGIAN NITO
Quarter: 4th Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

to ay dinisenyo at isinulat upang iyong pag-aralan ang

kontribusyon ng Timog at Kanlurang Asya sa kulturang Asyano batay sa
mga
kontribusyong ito. Ang nakapaloob na aralin at teksto ay nakadesinyo
alinsunod sa decongestion of curriculum at spiral approach. Hangad ng
modyul na ito na kayo ay may matutunan upang makamit ng Kagawaran ng
Edukasyon ang kalidad ng Edukasyon.

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 Naipaliliwanag ang Panuto: Piliin ang titik ng tamang sagot. Isulat ang sagot sa sagutang papel.
mga kontribusyon ng
Timog at Kanlurang ___1. Ito ay pamamaraan at produkto ng pagpaplano, pagdidisenyo at
Asya sa
pagtatayo ng mga gusali o ng ibang mga pisikal na istraktura.

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 Kulturang Asyano.
A. arkitektura

B. panitikan
Learning Targets:
Ako ay may C. musika
kakayahang
D. pampalakasan
maipaliliwanag ang
mga kontribusyon ng
Timog at Kanlurang
Asya sa ___2. Alin sa mga sumusunod na relihiyon ang hindi kabilang sa Timog Asya?
Kulturang Asyano.
A. Kristiyanismo

B. Budismo
pagbuo ng mga bansa
sa Timog at Kanlurang C. Jainismo
Asya. 2.
D. Hinduismo

___3. Ang arkitekturang ito ay itinuturing na pinakamahalagang pagpapahayag

ng sining Islamik. A. Taj Mahal

B. Borobudur

C. Angkor Wat

D. Mosque

___4. Sino ang nagpatayo ng Taj Mahal?

A. Shah Jahan

B. Muntaz Mahal

C. Kalidasa

D. Shmuel Yosef Agnon

___5. Ang mga sumusunod ay palamuti ng Mosque maliban sa;

A. Marmol

B. Mosaic

C. Gawang kahoy

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 LC2: Nakalilikha ng Gawain 6: Sagutin Mo Ako!
awitin na may
kaugnayan sa mga Panuto: Sagutin ang sumusunod na tanong. Isulat ang iyong sagot sa
kontribusyon ng
sagutang papel.
Timog at Kanlurang
Asya sa Kulturang 1. Anu-ano ang mga kontribusyong Asyano?
Asyano.
____________________________________________________________

___________________________________________________________
Learning Targets:
____________________________________________________________

Ako ay may 2. Ikaw, bilang Asyano paano mo mabibigyang halaga ang mga
kakayahang kontribusyon ng Timog at Kanlurang Asya?
makalilikha ng awitin
____________________________________________________________
na may kaugnayan sa
mga kontribusyon ng ___________________________________________________________
______________________________________________________________sa
Timog at Kanlurang
Italy noong 1295
Asya sa Kulturang
Asyano.

Scaffold for TRANSFER 1

Gawain 7: Likha-Awit!

Panuto: Lumikha ng isang awitin na may kaugnayan sa mga

kontribusyon ng

Timog at Kanlurang Asya sa Kulturang Asyano. Isulat ang sagot sa

sagutang

papel.

PAMANATAYAN SA PAGMAMARKA NG LIKHA-AWIT

Nilalaman maayos na pagkakalikha. 10

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 Kaangkopan angkop sa temang ibinigay. 10

Kahusayan malinaw na nakapaghatid ng mensahe sa

mambabasa. 5
Kabuuan 25

GAWAIN 4 : Gawain 3: “Punan Mo Ako!” Panuto: Isulat ang salitang

tinutukoy ng bawat aytem sa ibaba. Piliin ang sagot
sa mga salita sa loob ng kahon. Isulat ang sagot sa sagutang papel.
sasa mga salita sa loob ng kahon. Isulat ang sagot sa sagutang papel.

1. Ang ____________ ay ang sistematiko at malawakang pagpatay ng

mga
German Nazi sa mga Jew o Israelite. 2. Naisilang ang Republika ng
Turkey sa pamamagitan ng
__________________. 3. Ang unang pag-aalsa ng mga Indian laban sa
mga Ingles ay tumutukoy sa
___________________. 4. Ang _________________ay ang hindi
pagsunod sa pamahalaan
5. Paniniwala sa paglabas ng kaotohanan ay tumutukoy
sa_________________. 6. Ang______________ ay isang kulturang
India kung saan isasakripisyo ng
biyudang babae ang sarili sa pamamagitan ng pagsama sa “funeral
pyre” sa
labi ng asawang namatay. 7. Ang ______________ ay ang pag-uwi sa
Palestine ng mga Jew mula sa iba’t
ibang panig ng daigdig. 8. Ang hindi pantay na pagtingin sa lahi ng
mga Indian at pagtrato sa sundalong
Indian o mga Sepoy ay tumtukoy sa _______________. 9. Ang
_________________ nangangahulugan na ang isang bansa na
naghahanda upang maging isang malaya at isang nagsasariling bansa
ay

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 ipasasailalim muna sa patnubay ng isang bansang Europeo. 10.Ang
pagpatay sa mga batang babae ay tumutukoy sa
___________________.
Holocaust Satyagraha Amritsar Massacre
Zionism Civil Disobedience Rebelyong Sepoy
Racial Discrimination Sistemang Mandato Sutee o Sati
Kasunduang Luasanne Female Infanticide

Self-assessment:

Tayahin

Panuto: Piliin ang titik ng tamang sagot. Isulat ang sagot sa sagutang papel.
___1. Ano ang pamamaraang ginamit ng mga Hindu sa pamumuno ni
Mohanda
Karamchad Ghandi upang ipakita ang kanilang pagtutol sa mga Ingles?
A. Active nationalism
B. Civic nationalism
C. Ethnic nationalism
D. Passive nationalism

___2. Naghangad din ng kaniyang kalayaan ang India. Anong pamamaraan

ang

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 isinagawa nito upang matamo ang kaniyang hangarin. A. nakig-alyansa sa
mga Kanluranin
B. Binoycot ang mga produktong Ingless
C. Itinatag ang Indian National Congress
D. Tinulungan ang mga Ingles sa panahon ng digmaan
___3. Sa ilalim ng Ingles, nagkaroon ng mga pagbabago sa India na hindi
katanggap-tanggap sa mga Indian. Alin ang isang pagbabagong hindi
matanggap ng mga Indian?
A. Pagpapalaganap ng isang sistema ng edukasyon na ayon sa
pamantayang Ingles
B. Paglilipat ng mga sentro ng gawaing pangkabuhayan sa mga
baybaying-dagat
C. Pagkakaroon ng racial discrimination sa pagbibigay posisyon sa
pamahalaan
D. Pagpapahusay ng mga transportasyon at komunikasyon.

___4. Sa pakikipagsapalaran, nakamtan ng India ang kasarinlan. Anong uri

ng
nasyonalismo ang isinagawa ni Gandhi laban sa pananakop ng Great
Britain?
A. Active
B. Aggressive
C. Defensive

D. Radical ___5. Aling pangyayari ang pumukaw sa damdaming

nasyonalismo ng bansang
India?
A. Pagpapatupad ne economic embargo ng mga Ingles
B. Pagbagsak ng kolonyalismo ng mga Turko
C. Pagkakaroon ng diskriminasyon sa mga India

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 D. Pagkakapatay kay Mohandas Ghandi _____
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY

LC 3: Nakagagawa ng Instructions:
timeline na
nagpapakita ng mga . Gawain 5: “Pagmamahal Ko, Iguhit Mo!” Panuto: Gumuhit ng isang
salik, pangyayari at simbolo na nagpapakita ng nasyonalismo. Bakit mo ito

kahalagahan ng pinili? Ipaliwanag ang iyong sagot sa sagutang papel.

nasyonalismo sa
pagbuo ng mga bansa PAMANTAYAN SA PAGMAMARKA SA IGINUHIT
sa Timog at
Disenyo mahusay na pagkaguhit at maayos ang pagkakakulay nito-10
Kanlurang Asya.
Kaangkupan angkop sa temang ibinigay, kaaya-aya at nakakaingganyo -10

Kalinisan malinis ang pagkakagawa 5

Kabuuan 25
Learning Targets:
Ako ay may
kakayahang makagawa
ng timeline na
nagpapakita ng mga
salik, pangyayari at
kahalagahan ng
nasyonalismo sa
pagbuo ng mga bansa
sa Timog at
Kanlurang Asya.

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 Scaffold for Transfer 3:

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 Map of Conceptual Change

NOON AT NGAYON

ANG ALAM KO TUNGKOL ANG NALAMAN KO SA

SA AKDA SA MINDANAO MGA AKDA SA MINDANAO

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
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 panturismo at anong alamat galing sa Mindanao)
proyektong Kuwentong Si Pilandok at ang Batingaw (o kahit na anong kuwentong
mapagpatangkilik sa Bayan bayan galing sa Mindanao)
ibang kabataan ng Pabula Ang Alimangu at ang Usa ( o kahit anong pabula galing sa
panitikang nagmula sa Mindanao.
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%
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:

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 FORMATIVE CONSTRUCTED RESPONSE TYPE
KNOW-SHOW
CHECKLIST ITEMS
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.

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

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

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 Q4 Q5 Q6

Q7 Q8 Q9

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. ___:

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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…

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

Q7 Q8 Q9

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 CONSTRUCTED RESPONSE TYPE
CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
CHECKLIST ITEMS
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
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:

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 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.

6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

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 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.

6B. 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.

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.

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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 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

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARDS:

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 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
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)

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 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. 6A-D.
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