Subject _________________  

                                                              Grade Level: ________  

Unit Topic: _______________                                                                Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER

PERFORMANCE
STANDARD

PERFORMANCE
TRANSFER GOAL
TASK

UNIT TOPIC

ACQUISITION MAKING MEANING

CONTENT
STANDARD
           
LEARNING PLAN 

EXPLORE

This unit is about ____________________________________________

Consider this question ________________________________________
Map of Conceptual Change:

LEARNING COMPETENCY                                               

                                   FIRM-UP (ACQUISITION)
LC1 ______________ Activity 1 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________
Clickable Links: (website URL)
Learning Targets:
Screenshot of Online Resource: (to make sure that students are on the
I can _____________ right page)
_________________
I can _____________
_________________ Activity 2 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links: (website URL)

Screenshot of Online Resource: (to make sure that students are on the
right page)

LC2 ______________ Activity 3 (Title)

_________________ Instructions: (specific for students to follow even without the teacher)
_________________

Learning Targets: Clickable Links : (website URL)

I can _____________ Screenshot of Online Resource: (to make sure that students are on the
_________________ right page)
I can _____________
_________________
Scaffold for TRANSFER 1
Activity 4 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the
right page)

Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the
 right page)

Scaffold for TRANSFER 2

Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the
right page)

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link : 
Screenshot:

Interactive Quiz2
Instructions:
Link : 
Screenshot:

LEARNING COMPETENCY DEEPEN (MAKE MEANING)

LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Learning Targets: Question
I can ___________ Answer: Answer: Answer: 
I can ___________

Supporting Supporting Supporting

LC 4: ________ Texts: Texts: Texts:
_____________

Learning Targets: Reason: Reason: Reason:

I can ____________
I can ____________
Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.    
2.   
3.
4. EQ:
Prompt for Generalization:
1.    
2.   
3.  

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3: 
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:
 Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3: 

Map of Conceptual Change (same in Explore but with specific

instruction)

Learning Competency TRANSFER

PERFORMANCE STANDARD: Transfer Goal:
___________________
___________________ Performance Task 
1. One Product

Learning Targets:
I can _____________
I can _____________
2. Differentiated Products

3. Modality-based Products

4. Integrated Subjects 

5. Design thinking

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

Self-Assessment:

Value Integration: 

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

WEEK 3
 MON TUE WED THU FRI

WEEK 4
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction Direction
: :

FORMATIVE CHECKLIST ITEMS

CONSTRUCTED
RESPONSE TYPE
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 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…
    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:

EVIDENCE 2:
 Explain how your evidences support your claim.

REASONING:

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
CLAIM-EVIDENCE- An article or problem is given to the student to read and analyze.
REASONING TABLE 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

  

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. ___:

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 CHECKLIST ITEMS

TYPE
CLAIM-EVIDENCE- An article or problem is given to the student to read and analyze.
REASONING Question(s) are given in line with Make Meaning competency for students
TIC TAC TOE ASSESSMENT to answer in the form of a tic tac toe board.
BOARD, ANSWER SHEET Students have to answer Q5 at the center of the board. The Q5 question is
AND ANSWER KEY directly related to the competency.
Students have to select 2 other questions to form a straight line either
horizontal, vertical or diagonal. 
5. 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.
5. 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
article, write your answer in the given table.
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT
allowed to ask help from your classmates, parents, guardians, 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 your answer with quotations or statements from the chosen article.
ANSWER:
Article no. ______  about the _________________ is the best because…
 
 
 
 

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
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:

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:
              
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.
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 QUARTER ____ PERFORMANCE STANDARD

LEVEL
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 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)

CRITERI 4 3 2 1 0 RATING
A OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSIN
G
TOTAL: