Archdiocesan Notre Dame Schools of Cotabato (ANDSC)

NOTRE DAME OF PARANG, INC.

Parang, Maguindanao del Norte
A.Y. 2023 -2024

CURRICULUM MAP IN TLE 7

Quarter 1
Unit Number 1
Unit Title Information and Communication Technology (OFFICE PRODUCTIVITY)
Time Frame 6 meetings
Designer CRISTY MAY T. PARTOLAN
Content Standard Performance Standard
The learner understands the functions of the word processing tools The learner demonstrates responsible practices in producing relevant information

PRIORITIZED
COMPETENCIES
CONTENT OR SKILLS/AMT ASSESSMENT ACTIVITIES INSTITUTIONAL
LEARNING RESOURCES CORE VALUES
GOALS
Lesson 3: WORKING ACQUISITION
WITH OBJECTS A1. Identify the different A1. Multiple Choice A1. Pictures A1. Textbook A1-4. RESPONSIBLE
objects in Word. Computer for Digital
Learners Office Productivity
pages 30-36

A2. Insert and format A.2 Multiple Choice A2. Labeling Exercise A2. Textbook
objects in Word. Computer for Digital
Learners Office Productivity
pages 30-36

A3. Arrange objects in a A3. Multiple Choice A3. Labeling Exercise A3. Textbook
document according to Computer for Digital
the guidelines. Learners Office Productivity
pages 30-36
 MAKE-MEANING
A4. Analyze the A4. Short Paragraph A4. Video Viewing and Analysis A4. Web 2.0
importance of inserting https://www.youtube.com/
objects in word. watch?v=gD7n8zP-dsg

TRANSFER
A5. Develop creativity in A5. Scaffold for Transfer 3 A5. Textbook
producing outputs. Computer for Digital
 Make a Menu Learners Office Productivity
page 38

Transfer Goal:
Students on their own
and in the long run will
be able to apply their
understanding and skills
of word processing as
productivity software to
collaborate and produce
information efficiently.

Excellent Good Fair Poor

CCRITERIA
4 pts 3 pts 2 pts 1 pt

Menu Excellent Good Fair Poor

Components
Student included all menu components
(introduction to captivate someone to want
to eat from the menu, appetizer, side dishes,
salads, main meals, kids' meals, drinks and
desserts section
Correct and precise spelling of all terms.
Student included most menu components Student included only one menu Student did not include any menu
(introduction to captivate someone to want component components. Many terms are
to eat from the menu, appetizer, side dishes, Some difficulty with spelling misspelled.
salads, main meals, kids' meals, drinks and
desserts section
Most spelling of all terms
Layout of Excellent
Menu
The shape of the front cover of the menu is
reflective of what a menu in space would
look like. It is legible and easy to follow
Good
The shape of the front cover of the menu is
generally reflective of what a menu in space
would look like. It is legible and easy to
follow
Fair
The shape of the front cover of the
menu is somewhat reflective of
what a menu in space would look
like. It is somewhat legible and
easy to follow
Poor
The shape of the front cover of the
menu is not reflective of what a
menu in space would look like. It
is not very legible or easy to
follow

Creativity Excellent Good Fair Poor

The menu is interesting and captivating to The menu is interesting to look at. The menu is somewhat interesting The menu lacks creativity.
look at. The student drew some interesting and to look at. The pictures are irrelevant to the
The student drew many interesting and creative pictures. The student drew some pictures. menu and minimal in their
creative pictures. amount.