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PAGTUKLAS / EXPLORE
Ang yunit na ito at karamihang bahagi ng buong aklat ay umiikot sa ideyang ang
pag-aaral ng ekonomiks ay mahalaga hindi lamang sa aspektong pormal na
nasasaklaw ng kursong ito, kung hindi dahil nagiging paraan din ito upang
makabuo ng kamalayang may tamang pag-unawa sa lipunan at kung paano ito
gumagalaw. Kapag ang kaisipinag ekonomiko ay isinabuhay nang tama, ito ay
hindi lamang magdudulot ng pag-unlad sa personal na buhay kung hindi
pagmumulan din ng pambansang kaunlaran.
Consider this question: Paano naisasabuhay ang pag - unawa sa mga pangunahing
konsepto ng ekonomiks bilang batayan ng matalino at maunlad na pang - araw – araw na
pamumuhay?
Gawain 1: Isip Isip
Panuto: Suriin ang larawan. Bigyan ito ng sariling interpretasyon
Pamprosesong Tanong:
1. Ano ang ipinapakita sa larawan?
2. Nakaranas ka na ba ng kahalintulad na sitwasyon?
Ipaliwanag.
3. Paano ka gumagawa ng desisyon sa isang sitwasyon na
kailangan mong pumili?
LEARNING
COMPETENCY
LC1
Nailalahad ang
kahulugan at
kahalagahan ng
ekonomiks sa pang
-araw - araw na
pamumuhay bilang
isang mag -aaral, at
kasapi ng pamilya at
lipunan
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PAGLINANG / FIRM-UP
Gawain 1: 2 Column Comparison
Panuto: Suriin ang bawat item sa una at ikalawang kolum. Pagpasyahan kung ano
ang pipiliin mo sa Option A at B. Isulat sa ikatlong kolom ang iyong desisyon at sa
ikaapat na kolum ang dahilan ng iyong nagging pasya.
Option A
Paglalakad
papuntang
paaralan
Option B
Pagsakay sa jeep
o
tricycle
papuntang
Desisyon
Dahilan
Paglalaro ng
mobile legends
tuwing gabi.
Gumamit ng aklat
sa pagsagot ng
takdang aralin.
Learning Targets:
I can _____________
_________________
I can _____________
_________________
Panonood ng
Kdrama
paaralan.
Mag-aral tuwing
gabi.
Gumamit ng
google sa
pagsasagot ng
takdang aralin.
Paggawa ng
takdang aralin.
Pamprosesong Tanong
1. Bakit kailangan isaalang-alang ang mga pagpipilian sa paggawa ng
desisyon?
2. Ano ang nagging batayan mo sa iyong ginawang desisyon? Naging
makatuwiran ka ba sa iyong pasya?
A2 (Title)
Instructions: (specific for students to follow even without the teacher)
Clickable Links : ()
Screenshot of Online Resource:
LC2: EN7LC-IIIb3.3/3.3.1:
Recognize main points
and supporting ideas
in the text listened to
A3: Classify Me!
Instructions: Classify the main idea and the supporting details of the text “Of ”
by through an online web game “Wordwall”. Just click the first link below.
Clickable Links : https://wordwall.net/resource/31723157
Learning Targets:
I can identify the main
idea in a text.
Citing Evidences Video Lesson - Grade 7
I can classify the
supporting details to
support the main idea
in a text.
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Screenshot of Online Resource:
Activity 5: Scavenger Hunt
Instructions: Hunt through the internet to find:
●
●
●
3 paragraphs that inform. Take screenshots of it to complete step
1.
2 stories that entertain. Copy its link to complete step 2.
1 short article that persuades. Take a screenshot or get a copy of
the entire article to complete step 3.
Clickable Links :
https://classroom.google.com/u/0/w/NTM3NzI5MjQyODI0/t/all
(insert LC 3-4 here)
Screenshot of Online Resource:
Activity 1 Multiple Choice (10 items)
Instructions: Identify the tone or mood of the following lines.
1. Minggay was known as a witch even beyond Libas, in five outlying sitios,
and considering that not uncommonly a man’s nearest neighbor was two
or three hills away, her notoriety was wide.
a. happiness
b. fear
c. gladness
d. euphoric
2. Seeing the three small shrimps hanging at my side the lady said, “You have
a poor catch.
a. anger
b. concern
c. ency
d. courage
LC4: EN7LT-III-f2.2.3
Determine tone,
mood, technique,
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Clickable Links : (the activity was taken from the students book, page 218)
and purpose of
the author
Screenshot of Online Resource: (to make sure that students are on the right
page)
Learning Targets
I can identify the tone
and mood of the given
lines..
I can identify the purpose
and technique of the
author in the given
paragraphs or selections.
Activity 2 Identification (10 items)
Instructions: Identify the purpose of the author for the following lines.
1. A witch is a woman with evil magic powers. She is normally an ugly old
woman and sometimes a charming or alluring lady. She has different
paraphernalia in her house that she uses to cast an evil spell. Because of
this power, many people are afraid of witches.
2. Witch: Take me to a faraway place! Now!
Broom stick: But where is your ticket?
Witch: What ticket are you talking about?
Broom: Got to go! There are many passengers from the other towns who
are waiting for me.
Clickable Links : (the activity was taken from the students book, page 221)
LC5: EN7RC-III-g9:
Identify the
author’s
intentions for
writing
Learning Targets:
I can recognize
words that relate
to a specific
purpose of writing
(inform, entertain,
persuade).
I can identify the
author’s purpose
for writing.
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Activity 6: KNOW SHOW
Instruction: List all the things you know about Narrative writing. Write your
answers inside the box.
KNOW SHOW (MODULAR/ONLINE FORMATIVE ASSESSMENT)
LEARNING TARGETS: Students are able to describe the features of Narrative
Writing and its elements.
KNOW
SHOW
List all the things that you know based What I can write to show what I know
on the success criteria.
about the items on the left?
Definition of Narrative Writing:
Characteristics of Narrative writing:
Types of Narrative Writing:
Elements of Narrative Writing:
● Plot
● Setting
● Character
● Conflict
● Theme
Activity 7: Follow Procedure
Instruction: Access the link given below, and learn about steps in narrative writing.
Highlight the key points of what you have learned by accomplishing the graphic
organizer given below. A sample chart is given as your reference.
(Clickable Links):
https://www.vml.k12.la.us/klemaine/Writing/steps_to_narrative_writing.htm
Sample Chart:
NARRATIVE
LC6: EN7WC-IIIa.2.2.12
Create a basic plot:
(Make something happen to someone.
Identify the features
of Narrative Writing
Learning Targets:
I can identify the
different features
of Narrative
writing.
Hook & satisfy readers:
(Start & end the story intentionally)
Sequence time and events:
(Connect action with transactions)
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Describe the action:
(Use sensory details to develop key moments
“Show” close-up details:
( Describe main character(S) & settings
Set the right mood:
(Reveal character feelings & setting tone)
Questions to answer:
1. Name at least 3 significant learning who had in the activity.
2. relate how the steps in narrative writing similar with the steps (Pre-read,
Outline, Write, Edit, Revise, Publish) in the writing Process?
3. What is the significant in following the steps provided?
4. Are the steps in writing narratives different with other modes of
development?
Scaffold for TRANSFER 1
S1 - Writing a Journal Entry
In this unit’s performance task, you are tasked to write a journal entry
about your most unforgettable experience / experiences when you
were younger.
1. In writing a journal entry, it is important to recollect certain
memories you would like to add in the journal.
2. Compose the journal entry with vivid experiences you recall.
Since the task only calls for the most unforgettable experience,
you may choose to only include one event or you could include
more.
3. What did you feel from this experience? What identity of a
Filipino do you think you have shown from this memory?
4. Make sure to connect your sentences together using logical
connectors.
5. You may also put in the journal entry direct and reported
speech. This may be done so by recalling conversations you have
had with the people around you.
6. You may use any word-processing application for your work.
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7. Re-read your entry and make sure to check errors in terms of
grammar.
8. Once submitted, wait for the feedback coming from your
teacher.
Online, Hybrid : Non-print submission, students may use a blogsite, the
link will be submitted to the teacher.
Modular : A printed journal entry
Scaffold for TRANSFER 2
S2 - Writing a Letter
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
LC 3: ________
_____________
Learning Targets:
I can ___________
I can ___________
LC 4: ________
_____________
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DEEPEN
Instructions:
Essential
Question
GUIDED GENERALIZATION TABLE
Text 1
Text 2
Text 3
Answer:
Answer:
Answer:
Supporting Texts:
Supporting Texts:
Supporting Texts:
Reason:
Reason:
Reason:
Learning Targets:
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
LC 5:
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
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TRANSFER
Use of Web 2.0 App for Output (Ex. InShot, etc)
Analytic Rubric:
Self-Assessment:
Value Integration:
CALENDAR OF ACTIVITIES
MON
MON
MON
MON
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TUE
WEEK 1
WED
THU
FRI
TUE
WEEK 2
WED
THU
FRI
TUE
WEEK 3
WED
THU
FRI
TUE
WEEK 4
WED
THU
FRI
UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW (Constructed-Response Type)
Learning Competency:Students are able to describe the features of Narrative Writing and its elements.
KNOW
SHOW
Definition of Narrative Writing:
Narrative writing is writing that has a story, characters, conflict, and other
essential parts of a story. Narrative writing is often synonymous with a
story. And this differs greatly compared to other forms of writing, like in
textbooks and certain nonfiction books.
Characteristics of Narrative Writing:
Types of Narrative Writing:
Elements of Narrative Writing:
● Plot
● Setting
● Character
● Conflict
● Theme
LEARNING COMPETENCY:
KNOW
Direction:List all the things that you know
based on the success criteria.
FORMATIVE
CONSTRUCTED
RESPONSE TYPE
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SHOW
Direction: What can you write to show what you
know about the items on the left.
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.
KNOW-SHOW
2. SELECTED RESPONSE TEST ITEMS:
LEARNING COMPETENCY
LC1:
TEST ITEMS
LC2:
LC3:
LC4:
LC5:
LC6:
ANSWER KEY:
3. CLAIM-EVIDENCE-REASONING TABLE:
LEARNING COMPETENCY: (M)
INSTRUCTIONS: Read the given article. Then answer the questions that follow:
ARTICLE/PROBLEM:
QUESTION:
YOUR CLAIM:
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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- 1. An article or problem is given to the student to read and analyze.
REASONING TABLE 2. 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 a 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 CLAIMEVIDENCE-REASONING for each question. For evidence, you have to refer to the article.
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QUESTION NO. 5:
CLAIM: My answer to the question is
EVIDENCE: The statement in the article that supports 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 supports 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-EVIDENCEREASONING
TIC TAC TOE
ASSESSMENT BOARD,
ANSWER SHEET AND
ANSWER KEY
CHECKLIST ITEMS
1. An article or problem is given to the student to read and analyze.
2. Question(s) are given in line with Make Meaning competency for
students to answer in the form of a tic tac toe board.
3. Students have to answer Q5 at the center of the board. The Q5
question is directly related to the competency.
4. 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
the 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 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
RESPONSE TYPE
OPEN BOOKS
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CHECKLIST ITEMS
1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning competency are given to
the student to read and analyze.
3. Directions ask the student to determine which selection is the best in
line with the Make Meaning-type of learning competency. The student
is also asked to support his/her answer by citing important parts of the
selection.
4. 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.
5. 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.
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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:
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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 LEVEL:
SUBJECT
QUARTER PERFORMANCE STANDARD
SUBJECT 1
SUBJECT 2
COMMON THEME IN SUBJECT STANDARDS:
COMMON OUTPUT:
PERFORMANCE STANDARDS:
Subject 1:
Subject 2:
Subject 3:
SITUATION:
ROLE: Community Health Worker
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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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