STREAMLINE:

“Path traced by a massless particle moving with the flow.”

Flow follows a particular direction.

https://www.grc.nasa.gov/WWW/K-12/airplane/stream.html
 PREPARING A Standards Based UNIT
CURRICULUM MAP
1 2 3

STREAMLINING UNPACKING
UNPACKING ALIGNING

9 May 2021

RAPATAN2021
 RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP

FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’
CG S VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2021
Streamlining, in aerodynamics, the contouring of an
object, such as an aircraft body, to reduce its drag, or
resistance to motion through a stream of air.

Fluid particles follow a

smooth path in layers or
laminae with each layer
moving parallel to each
other without mixing;
has visible stream lines

Fluid particles move in a

rough path and there
are cross-currents and
mixing of layers; has
swirling zones

https://www.britannica.com/science/streamlining#ref54495
 TECHNIQUE A. ALIGNING CONTENT
STANDARD AND COMPETENCIES WITH
PERFORMANCE STANDARD

STREAMLINING IS NOT SIMPLY

REDUCING COMPETENCIES;
IT IS ESTABLISHING
ALIGNMENTS BETWEEN
STANDARDS,
COMPETENCIES,
ASSESSMENTS, ACTIVITIES,
AND RESOURCES
 TECHNIQUE B. IDENTIFYING POWER
AND SUPPORTING COMPETENCIES
AND CLUSTERING THESE

BENEFITS OF STREAMLINING:
• CLARITY OF PROCESS
• EFFICIENCY IN TEACHING
• FOCUS ON SKILL
• SCAFFOLDED SKILLS
DEVELOPMENT
• EVIDENCE OF
LEARNING
 SAMPLE DIARY CURRICULUM MAP
Should all competencies in
CG be covered?

FROM DEPED FROM

CURRICULUM GUIDE (CG) FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’
CG S VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2020
 The K to 12 Basic Education Curriculum is standards-based. The
content standards cover a specified scope of sequential topics,
identify and set the essential knowledge and understanding that
must be learned. The performance standards describe the
abilities and skills that the learners are expected to demonstrate in
relation to the content standards.

MELCS: SCIENCE BRIEFER, p. 42

PEAC INSET 2017 9 May 2021

RAPATAN2020
 TECHNIQUE : ALIGNING CONTENT STANDARD AND
COMPETENCIES WITH PERFORMANCE STANDARD

STEPS:
1. Copy the Content and Performance Standards and write Unit Topic.
2. Unpack the Transfer Goal and Performance Task from Performance
Standard. Then write in diagram.
3. Review DepEd CG/School Curriculum Map and take out competencies
that are not directly aligned with Performance Standard. These
competencies may already have been taught or may be taught in
another grade or unit.
4. Classify the remaining unit competencies in terms of AMT Learning
Goals. A & M with Content and T with Performance Standard. Unpack
when needed.
5. Unpack the EQ and EU and with M cluster of competencies, establish
link with Content Standard and Performance Task.
6. Cluster the A competencies and establish link with Content Standard
and Performance Task.
7. Determine assessments for A (QA type) and M (WW type).

RAPATAN2020
TECHNIQUE A. ALIGNING CONTENT STANDARD AND COMPETENCIES WITH PERFORMANCE STANDARD

TRANSFER

PERFORMANC
E STANDARD

TRANSFER GOAL PERFORMANCE

TASK

UNIT TOPIC EQ
:
EU
:

ACQUISITION MAKE MEANING

CONTENT
STANDAR
D

RAPATAN2020
STEP 1: Copy the Content and Performance Standards and write Unit Topic.

Grade 8 Q1 has 36
COMPETENCIES
STEP 1: Copy the Content and Performance Standards and write Unit Topic.

RAPATAN2020
1 2 3
PERFORMANCE STANDARD TRANSFER GOAL PERFORMANCE TASK
The learners should Students on their own GRASPS:
GOAL:
be able to and in the long run will ROLE:
AUDIENCE:
be able to be able to SITUATION:
VERB + PRODUCT + PRODUCT:
STANDARDS
REAL WORLD :
PURPOSE.

STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.
1 2
PERFORMANCE STANDARD
The learners should
be able to
… transfer learning by
composing and delivering
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.
STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.
TRANSFER GOAL
Students on their own
and in the long run will
be able to be able to
produce an effective
informative speech to
address and explore
the human needs and
issues affecting them.
3
PERFORMANCE TASK
GRASPS:
GOAL: Disseminate information
to stop the spread of COVID-19 in
the community
ROLE: Doctor, Nurse, and Local
Health Worker
AUDIENCE: People in community
SITUATION: The Local Health
Center is spearheading an
Information Drive as one of the
responses to the COVID-19
infection rate in the area.
PRODUCT: Informative
Speech,
Blogpost (Scoring), and Infomercial
(Video Recording)
STANDARDS: Relevant,
Engaging, Effective, and
Meaningful
STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.

RAPATAN2020
 ENSURE ENDURANCE OR TRANSFER
OF LEARNING BY DOING ANY OF THE
FF. WITH MELCS:

1. Unpack into sub-competencies/tasks

2. Repeat in another unit or grade level
3. Follow-up in higher grade levels
4. Cluster with other competencies
5. Merge with other competencies and
rephrase
6. Focus on skill rather than on content
7. Align with unit performance
standard

PEAC INSET 2017 9 May 2021

RAPATAN2020
 Grade 8 Q1 has 36
COMPETENCIES

STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
 X X
X

X
STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
 STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.

X X
X

X
X X
 STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.

X
Grade 8 Q1 has 36 23 CORE
COMPETENCIES* (v1)
(other LCs moved to other units or levels)
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.

8
 LEARNING GOALS

A M T
Acquisition Make Meaning Transfer

Performanc
e Product

STANDARDS

STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.

(T)
(T)
(T)
(T)
(T)

(T)
 STEP 5. Unpack the EQ and
STEP 6. Cluster the A
EU and with M cluster of
competencies and establish
competencies, establish
link with Content Standard
link with Content Standard
and Performance Task.
and Performance Task.

RAPATAN2020
 STEP 7. Determine assessments for A (QA type) and M (WW type).

ANALYSIS
VOCABULARY ON CURRENT ISSUES
AND LITERARY DEVICES
(QA) (WW)

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 CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES STEPS 2-4

CLUSTER NO. POWER COMPETENCIES SUPPORTING COMPETENCIES

(NO. OF DAYS)
3 EN8WC-Ic-1.1 Generate ideas and their EN8WC-Ic-1.1.6 Organize
(4 days) relationship ideas in one-step word,
phrase, and sentence
outline forms

EN8WC-Ih-6.2 Arrange notes

in one-step word, phrase,
and sentence outline forms
EN8RC-Ia-7.2: Scan for
logical connectors to
determine the text type
EN8SS-Ic-1.5.1: Skim to
determine key ideas
RAPATAN2021
 Grade 8 Q1 has 36 23 18
CORE COMPETENCIES* (v2)
(other LCs moved to other units or levels)

NOTE: Number and schedule of clusters of competencies may be adjusted depending on term schedule.

RAPATAN2020
 STEPS 2-4
CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES

CLUSTER NO. POWER COMPETENCIES SUPPORTING COMPETENCIES

(NO. OF
DAYS)
1 EN8LT-If-7 Appreciate literature as a means of EN8LT-Ie- 2.2.3 Determine tone, mood,
(4 days) understanding the human being and the forces (i.e., technique, and purpose of the author
issues, problems, contexts) he/she needs to contend with
(i.e., internal, external, moral, social, spiritual, mental,
etc.)
EN8LT-Ic-2.2 Explain how information from
African narratives and texts contribute to
the theme of a particular literary selection
EN8LT-Ig-2.3: Draw similarities and
differences of the featured selections in
MERGE AND REPHRASE
relation to the theme
2 EN8LT-Ih-3 Explain how a selection from African EN8RC-Ie-7 Use the appropriate reading
(4 days) Literature may be influenced by culture, history, style (scanning, skimming, speed reading,
environment, or other factors intensive reading etc.) for one’s purpose

RAPATAN2021
 CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES STEPS 2-4

CLUSTER NO. POWER COMPETENCIES SUPPORTING COMPETENCIES

(NO. OF DAYS)
4 EN8G-Ia-8 Use appropriate cohesive devices in composing an EN8WC-Ia- 1.1.6.1 Present ideas using a
( 12 days) informative speech variety of graphic organizers
EN8WC-Ie-6 Organize notes taken from an
MERGE AND REPHRASE expository text
EN8WC-Ie-6.1 Arrange notes from expository
texts using a variety of graphic organizers
EN8V-Ig-6 Determine the meaning of words
and expressions that reflect the local culture
by noting context clues
Identify and use signals that indicate
coherence (e.g. additive - also, moreover;
MERGE AND causative - as a result, consequently;
REPHRASE conditional/ concessional - otherwise, in
that case, however; sequential - to begin
with, in conclusion; clarifying - for instance,
in fact, in addition) -MELCS
Use conventions in citing sources -MELCS

RAPATAN2021
 SAMPLE DIARY CURRICULUM MAP
1 2 3 4

FROM DEPED
CURRICULUM GUIDE (CG) FROM
DEPED FROM SUBJECT TEACHER FROM
CG SCHOOL’
AND/OR S VISION
AND
DEPED
MISSION
MELCS

RAPATAN2020
UNIT HORIZONTAL ALIGNMENT AND VERTICAL LEARNING PROGRESSION
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
ACQUISITION.

COMPETENCY ASSESSMENT ACTIVITY

List Operate Multiple Choice Frayer Model

Name Sequence Fill in the Blanks Venn Diagram
Enumerate Compute Matching Enumeration 2-Column Comparison
Identify Differentiat True or False Table
Define e Locate Hands-on Vocabulary Exercise
State Describe Operatio Pictionary
Solve Report n Labeling Exercise
Compare Copy Labeling Sequencing or Flow
Classify Chart
Select Poin Sorting and Classifying
t Hands-on Modeling Demo
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKE MEANING
COMPETENCY ASSESSMENT ACTIVITY
Analyze Formulate Short Paragraph Close Reading
Explain Model Essay 5E Inquiry-based Learning
Elaborate Synthesiz Critique Writing Issue Investigation
Discuss e Reflect Concept Mapping Experimentation
Justify Journal Writing Situation Analysis
Prove Text Analysis
Persuade Picture/Video Analysis
Defend Problem Analysis
Predict Debate
Generaliz Jigsaw Puzzle
e Predict-Observe-Explain
Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
 SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR
TRANSFER
COMPETENCY ASSESSMENT ACTIVITY
Show Formulate Performance Task Scaffold for Transfer
Demonstrat Model Portfolio Project Exercises
e Improve Synthesiz
Design e Reflect
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommen
d
 5 Techniques
to Unpack Standards and
Competencies
1. Clarifying ambiguous or reconciling conflicting terms in the standard.
2. Making explicit connections between standards and competencies.
3. Providing for missing competencies in order to achieve the standards.
4. Identifying the budget of time as suggested by the Learning Competency code.
5. Breaking down in explicit terms the coverage or process involved in the standard or competency.
PEAC INSET 2017

RAPATAN2020
TECHNIQUE A. ALIGNING CONTENT STANDARD AND COMPETENCIES WITH PERFORMANCE STANDARD

TRANSFER

PERFORMANC
E STANDARD

TRANSFER GOAL PERFORMANCE

TASK

UNIT TOPIC EQ
:
EU
:

ACQUISITION MAKE MEANING

CONTENT
STANDAR
D

RAPATAN2020
CRITIQUE ALIGNMENT OF STANDARDS AND COMPETENCIES

RAPATAN2020
REVISED UNIT DIAGRAM OF ALIGNMENT OF STANDARDS AND COMPETENCIES

RAPATAN2020
1 2 3
PERFORMANCE STANDARD TRANSFER GOAL PERFORMANCE TASK
The learners should Students on their own GRASPS:
GOAL:
be able to and in the long run will ROLE:
AUDIENCE:
be able to be able to SITUATION:
VERB + PRODUCT + PRODUCT:
STANDARDS
REAL WORLD :
PURPOSE.

STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.
RAPATAN2020
 X X
X

X
STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
 LEARNING GOALS

A M T

Acquisition Make Meaning Transfer

Performance Product

STANDARDS
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.
 STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.
PERFORMANCE STANDARD
 2 UNPACKING OF UNIT LEARNING GOALS DIAGRAM
TRANSFER GOAL 3 4 PERFORMANCE TASK
The students on their own and in the long run
will be able to produce an effective 2 TRANSFER

informative speech to address and explore the Informative Speech

human needs and issues affecting
them.

PERFORMANCE STANDARD

1 The learner transfers learning by composing and delivering 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.

ACQUISITION MAKE MEANING

- Determine the meaning of words and expressions that reflect the EQ: How does one produce an effective informative speech?
local culture by noting context clues
- Determine tone, mood, technique, and purpose of the author
EU: Students will understand that an effective informative speech
-Arrange notes from expository texts using a variety of graphic
depends on one’s knowledge about the issues and topics being
organizers
addressed, the meaning he or she gets from texts, and the use of
-Use conventions in citing sources
devices to disseminate information.

CONTENT STANDARD
The learner demonstrates understanding of: African literature as a
means of exploring forces that human beings contend with; various
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.
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND
PRIORITIZED COMPETENCIES

RAPATAN202
 PEAC CERTIFICATION ASSESSMENT INSTRUMENT

9 May 2021

RAPATAN2021
 SAMPLE DIARY CURRICULUM MAP
DESIGN PROTOCOL

FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’
CG S VISION
AND/OR AND
DEPED MISSION
MELCS

RAPATAN2020
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS, POWER AND SUPPORTING COMPETENCIES

RAPATAN2020
PEAC INSET 2017
RAPATAN2021
 PERFORMANCE TASK WITH DIFFERENTIATED PRODUCTS
DO 31, s.2020

PERFORMANCE STANDARD: The learner transfers learning by composing and delivering 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.

BLOGPOST INFORMATIVE SPEECH INFOMERCIAL

COMMON RUBRIC
PEAC INSET 2017
RAPATAN2021
 PERFORMANCE TASK DESIGNS:

SUBJECT-BASED WITH
DIFFERENTIATED PRODUCTS

RAPATAN2021
 Relevant

Engaging

Effectiv
e

Meaningful
 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.
Performance Task with 21st Century Skills
 Reading Articles/Studies about COVID-19
EMPATHIZE
1 situation in the Philippines

RAPATAN2019
 Weak real-time and frequent information
DEFINE
2 dissemination system

RAPATAN2019
 How to provide accurate, updated, pertinent, and
IDEATE real-time information about COVID-19? In what
3 way can we use informative speech?

RAPATAN2019
 Based on the ideas you have gathered, what
PROTOTYPE prototype involving informative speech can you
4 make in order to provide a solution to the
problem?

RAPATAN2019
 Technical Run of the website and uploading of the videos of
informative speeches and articles
TEST
5 Evaluate the informative speeches using the rubric below.

RAPATAN2019
 Launch the website and promote it on
PUBLISH social media
6

RAPATAN2019