THE SEVEN Cs—

21ST CENTURY
LIFELONG SKILLS
 Seven Cs
1. Critical Thinking-and-Doing
2.Creativity
3. Collaboration
4. Cross-cultural understanding
5. Communication
6. Computing/ ICT Literacy
7.Career and learning self-
Component Skills
Problem-solving, Research,
Analysis, Project Management
New knowledge creation; design
solutions; artful
storytelling
Cooperation, compromise,
consensus, community-building
Across diverse ethnic,
knowledge, and organizational
structures
Crafting messages and using
media effectively
Effective use of electronic
information and knowledge tools
Managing change, lifelong
GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTS
Problem-Solver

Effective
Communicator and
Inventive
Multi-Literate Thinker
Ganap na
Pilipino na May Responsableng
Kapaki-
mamamayan
pakinabang na
Literasi
 THE BACKWARD DESIGN PROCESS
Identify  What I want the students to
understand and know and be
desired
able to do?
results
Determine
 How do I check they have
assessment learned?
evidence
Plan learning  Which learning activities
experiences and will lead students to
instruction
the desired results?
 CONTENT STANDARD
•Whatdo the students want to know, be able
to do, and understand?

•Studentsare not just expected to

understand, but they should be able to
demonstrate or provide evidence of that
understanding.
The learner demonstrates understanding
of pre-colonial Philippine literature as
a means of connecting to the past;
various reading styles; ways of
determining word meaning; the sounds of
English and the prosodic features of
speech; and correct subject-verb
agreement.
PERFORMANCE STANDARD
• Studentsshould be able to use their learning
or understanding in real-life situations

• They should be able to do a skill on their own

• “What do we want students to do with their
learning or understanding?”
• “How do we want them to use their learning or
understanding?”
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using
the prosodic features of speech effectively in
various situations; and observing correct
subject-verb agreement.
LEARNING COMPETENCIES

•ACQUISITION:Knowledge,
Process, Skills
LEVELS OF ASSESSMENT
• Knowledge– the substantive content of the curriculum,
the facts and information that the student acquires.

• Process– skills or cognitive that the student

performs on facts and information for the purpose of
constructing meanings or understandings.
STEP 1: IDENTIFY BIG IDEAS IN THE FORM OF
CONCEPTUAL NOUN
• pre- • appreciation
colonial for the
Philippine literature of
the past
literature • appropriate
• reading reading
styles styles
• word • appropriate
meaning context-
• sounds of dependent
English expressions
• prosodic • English sounds
features of and prosodic
speech features of
• subject- speech
verb • subject-verb
agreemen agreement
t. Big Ideas
STEP 2: SELECT MOST IMPORTANT OR RELEVANT BIG IDEAS
IN RELATION TO COMPETENCIES

• pre- • appreciation
colonial for the
Philippine literature of
the past
literature • appropriate
• reading reading styles
styles • appropriate
• word context-
meaning dependent
• sounds of expressions
English • English sounds
• prosodic and prosodic
features of features of
speech speech
• verb
subject- • subject-
.
verb agreement Big Ideas
a
Conceptual Conceptual
Noun 1 Ver Noun 2 EU
b
Step 3: Show which conceptual noun
influences the other and the manner
of influence
 STARTING THE EU
If Big Idea 1 controls Big Idea 2 then…
Big Idea 1 (Content Standard) Influences Big Idea 2 (performance standard)
Determines
Pre-colonial Philippine Literature Shapes Appreciation of the past
Produces Context-dependent expressions
Affects

Example:

Students will understand that pre-colonial Philippine Literature shapes one’s

appreciation and awareness toward the past and use of the era’s language as context-
dependent expressions in modern times.
 STARTING THE EU
If Big Idea 2 controls Big Idea 1 then…
Big Idea 2 (Performance Standard) is influenced by Big Idea 1 (Content standard)
Is determined by
Appreciation of the past Is shaped by Pre-colonial Philippine Literature
Context-dependent expressions Is produced
Is affected by
Depends on
Example:

Students will understand that context-dependent expressions in modern times and

appreciation of the past are greatly shaped by understanding, knowledge, and
recognition of pre-colonial Philippine Literature.
 STEP 5: CREATE AN ESSENTIAL QUESTION

ESSENTIAL QUESTION
OPEN-ENDED AND STIMULATE INVESTIGATION
ARGUABLE, MEANT TO BE INVESTIGATED AND
CONTINUOUSLY EXPLORED
TRANSLATING BIG IDEAS TO EQS
How noun + verb + noun?
Why noun + verb + noun?
When noun + verb + noun?
What noun + verb + noun?
STEP 6: TAKE OUT THE CLAUSE THAT HAS A CONTROLLING BIG IDEA

Students will understand that

pre-colonial Philippine literature shapes
one’s appreciation and awareness toward
the past and use of the era’s language as
context-dependent expressions in modern
times.
 STEP 7: CHANGE REMAINING CLAUSE TO QUESTION
BEGINNING WITH HOW OR WHY

Students will understand that

pre-colonial Philippine literature shapes
one’s appreciation and awareness toward the
past and use of the era’s language as
context-dependent expressions in modern
times.
 STEP 7: CHANGE REMAINING CLAUSE TO QUESTION
BEGINNING WITH HOW OR WHY

How can a person be able to shape his

appreciation and awareness toward the
past and use another period’s language
in various context in modern times?
 STEP 1: IDENTIFY THE HIGHEST ORDER VERB
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using the
prosodic features of speech effectively in
various situations; and observing correct
subject-verb agreement.
 STEP 2: IDENTIFY THE PRODUCT
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using the
prosodic features of speech effectively in
various situations; and observing correct
subject-verb agreement.
 STAGE 3: STATE THE REAL WORLD PURPOSE
The learner transfers learning by: showing
appreciation for the literature of the past;
comprehending texts using appropriate reading
styles; participating in conversations using
appropriate context-dependent expressions;
producing English sounds correctly and using the
prosodic features of speech effectively in
various situations; and observing correct
subject-verb agreement.
 STEP 4: COMBINE
Students, on their own and in the long
run will be able to participate and share
ideas employing the prosodic features of
speech properly to promote the use and
application of context-dependent
expressions in various situations.
 COMPONENTS OF PERFORMANCE TASK
• G-oal: problem, challenge
• R- ole: job of the student
• A- udience: target audience in the context of the
scenario
• S-ituation: context of the scenario (beyond school
situation)

• P-roduct/ Performance: what will students create or do

• S- tandards and Criteria: indicators of success

You are part of the production team GOAL
who has been commissioned by United
Nations to produce a one-act play
ROLE
and write a synopsis which would be
staged during its Annual World AUDIENCE: PARTICIPANTS
Congress. The play should reflect OF THE ANNUAL
CONGRESS
the theme, “Connecting with the
World” to promote unity despite
SITUATION
diversity. Your production should be
relevant, engaging and effective.
The synopsis must be appealing, PRODUCT
proficient, and well-organized to
perk the interest of the STANDARD
intended audience.
LEVELS OF SCAFFOLDING
Level Ter
m
1 (Show me) Directed Prompt
2 (Help me) Open Prompt
3 (Watch me) Guided Transfer
4 (Let me) Independent Transfer
GRADUAL RELEASE OF RESPONSIBILITY
 LEVEL 1
SCAFFOLDING FOR TRANSFER
LEVEL 2 LEVEL 3 LEVEL
4
Students will read a Students will watch Students are assigned to You are invited to attend the Annual Awarding of
foltktale and they a Philippine legend become a contributor in a Filipino National Artist and asked to create a brochure
will identify the video/movie and special school magazine that celebrates the richness of pre-colonial Philippine
title as well as the make a summary issue for the Celebration of Literature. The brochure should be organized, has
different elements about it. Linggo ng Wika and they are relevance to the topic, has covered broad content and
of a short story: asked to write an essay creative in terms of lay-out and design. Students
a. Setting about the similarities and choose the role and they have to produce the required
b. Characters differences of legends and output:
c. Plot folktales. a. As a member of Commission on Cultural Heritage
d. Point of view and Preservation, you are asked to create a
e. Conflict brochure featuring a folktale that has a movie
f. Theme adaptaion or television program.
b. As a historian, you are asked to create a brochure
featuring Philippine legend that tackles the
beginning of the earth/world.
c. As a Filipino artist, you are asked to create a
brochure featuring the notable legends and
folktales’ characters.
 PERFORMANCE TASK FOR
DIFFERENTIATED INSTUCTION WITH GRASPS
G - to create a brochure
R - member of commisssion on cultural heritage and preservation/ a historian/ an
artist
A - delegates/participants
S - annual awarding of national filipino artist
P - brochure featuring a folktale that has a movie adaptaion or television program/
brochure featuring philippine legend that tackles the beginning of the earth or world/
brochure featuring the notable legend and folktale characters.
S - the brochure should be organized, has relevance to the topic, has covered broad
content and creative in terms of lay-out and design.
 Criteria Satisfactory Developing Beginning Poor
4 points 3 points 2 points 1 point

The series of
The series of event
event and level of The series of event and There is no organization on the
and level of
Organization importance are level of importance series of event and level of
importance are
partially are less likely importance.
arranged properly.
arranged. arranged.

The brochure is
The brochure is very The brochure is less
partially related
related to the pre- likely related to the pre- The brochure is not related to
Relevance to the topic to the pre-
colonial Philippne colonial Philippne pre-colonial Philippne literature
colonial Philippne
literature literature
literature

The brochure covers

There is one or Three or more mistakes
an exact content of The content of the brochure is
Content two mistakes in are committed in the
the chosen literary very misleading.
the content. content.
piece.

The brochure’s
The brochure’s lay- lay-out and design The brochure’s lay-out
The brochure’s lay-out and design
Creativity out and design is very is partially and design is less
is not at all appealing nor
appealing and unique. appealing and likely appealing and
unique.
partially unique unique.
Explor Firm up Deepen Transfer
e

Revising prior knowledge Applying new

and developing and knowledge with
Eliciting
deepening new knowledge product or
Prior
with knowledge, process performance
Knowledge
and understanding