Activity: Curriculum Mapping (Quarterly Format)
Subject: ENGLISH
Grade Level: 9
Quarter: 3
Teacher / Student Name: Sir John Arjel A. Manlabao
Date: October 27, 2025
Instructions:
Using the table provided below, develop a Curriculum Map for the assigned subject and quarter. Make sure to align the Most Essential Learning
Competencies (MELCs) with the corresponding content, objectives, learning activities, assessments, and resources for each week.
Part I. Curriculum Map Table
Week
Week 1
Learning
Competencies
(MELCs)
Differentiate
biases from
prejudices
EN9LC-lVf13.3
Contents/
Topics
Biases and
Prejudices.
Learning Objectives/
Outcomes
At the end of the lesson, the
learners are expected to;
a. Distinguish bias from prejudice
through examples;
b. Analyze the given situations to
identify biases and prejudices;
Learning Activities/
Teaching Strategies
Assessment Tools/
Outputs
Activity: Show me your Flag!
Directions: Raise the Green flag if
you agree with statement and if you
disagree, raise the Red flag.
Assessment A: True or
False.
Direction: Write True if
the statement is correct
and False if otherwise.
Discussion: Interactive discussion
about the topic and attaching real-life
examples that students knows best.
Resources/
Materials
Text excerpts, news
articles and short
videos on bias and
prejudice, scenario
cards, journal prompts.
Laptop, white board
marker/chalk, TV.
c. React or respond to a situation
eliminating biases or prejudices;
and
Group Activity: “Sorting
Scenarios”
Direction: Each group will receive 510 short scenario cards. Then,
d. Appreciate the value or empathy identify, discuss and decide whether
by using appropriate words and
each example shows bias or
praises and by being sensitive to
prejudice. Write the answers on the
the feeling of others.
chart paper and explain.
Assessment B: Answer
the scenario.
Direction: How would
you respond or react to the
following situations
without being biased or
prejudiced?
Reflection Sharing: Students will
reflect through their experiences and
try to locate when they have
encountered bias and prejudice and
how they managed to do so. “When
have I encountered bias?”.
Week 2
Determine the
relevance and
truthfulness of
the ideas
presented in
the material
viewed
EN9VC-lVa10
Lesson 1:
Revisiting
Genres or
Viewing
Materials.
At the end of lesson, the learners
are expected to;
a. Determine the key ideas in a
material viewed.
b. Judge the relevance and worth
of ideas presented in the material
viewed; and
c. Evaluate the truthfulness of
assertions in a text.
Activity: Bias Detection.
Directions: The class will be divided
into 2. Write A in the cardboard
provided if the statement is neutral
and B if it is biased. Afterwards, in
the count of 3, the final answer will
be raised. Then justify the answer by
identifying the word/s that make it
neutral or biased.
Discussion Proper: Interactive
discussion about the topic and
attaching real-life examples that
students knows best. Discussing the
genres of viewing materials and how
purpose shapes truthfulness.
Assessment: 1-5 short
quiz. Identify genre,
relevance, and biased
language.
Assignment: Analyze
Me!
Directions: Watch your
favorite video and write
down your thoughts about
it in the graphic organizer
given. Be guided by the
question in each frame.
Multimedia clips and
presented materials
(news papers,
textbooks,
encyclopedias etc.
Laptop, white board
marker/chalk, TV.
Activity: In My Eyes!
Directions: Answer the questions
given to assess your viewing habits
and preferences. Write your answers
in the provided sheet.
Activity: Why I Belong.
Direction: Each group will justify
why the underlined statements should
be included in the synopses below.
Then present it in front. Begin your
one-sentence answer with this
statement:
Sentence number ______ should be
in the synopses because it states the
______ of the movie.
Activity 4: Relevant or Irrelevant
Directions: Read the synopsis of the
given movie in each number and then
identify if the movie is relevant or
irrelevant to each individual’s
purpose of coming to the theater. Be
guided by the situation in column A.
Week 3
Determine the
relevance and
truthfulness of
the ideas
presented in
the material
Lesson 2:
At the end of lesson, the learners
Determining
are expected to;
Themes and
Details of
a. Determine the key ideas in a
Materials Viewed material viewed.
Activity: In the Right Category
Directions: The teacher will mention
the different types of viewing
materials, and what the students will
do is to identify under which category
the mentioned viewing material falls
Assessment: Together as
One
Directions: Match the
main ideas in Column A
with the details in Column
B. (main ideas—details;
Untitled short film,
comic strips, graphic
organizer.
Laptop, white board
marker/chalk, TV.
viewed
EN9VC-lVa10
b. Judge the relevance and worth
of ideas presented in the material
viewed; and
c. Evaluate the truthfulness of
assertions in a text.
by lining up whether it is recorded,
real-time, or both.
Discussion Proper: Interactive
discussion about the topic and
attaching real-life examples that
students knows best. How themes
conveyed through details.
Activity 2: Text and Theme
Directions: Complete the graphic
organizer given by putting each word
or phrase in the box into its right
group whether it belongs to Text or
Theme. Write it on a separate sheet of
paper.
Activity 3: Video-Based
Directions: Each group will analyze
the title of the video and determine
and classify its main purpose. Is it to
persuade, entertain, explain, or
describe? Then present and explain it
in front.
Activity 5: Show me your Title!
Direction: Think of the comic strips
below as storyboards for video
production. In each set, write a title
that best describes the actions of the
characters. Explain the relevance of
your chosen title in 150-200 words.
e.g., “theme”—“central
message”.
Week 4
Determine the
relevance and
truthfulness of
the ideas
presented in
the material
viewed
EN9VC-lVa10
Lesson 3:
Determining
Truthfulness of
Materials
Viewed.
At the end of lesson, the learners
are expected to;
a. Determine the key ideas in a
material viewed.
b. Judge the relevance and worth
of ideas presented in the material
viewed; and
c. Evaluate the truthfulness of
assertions in a text.
Activity: Source Check
Directions: The teacher will give a
short scenario to the students then
analyze and identify the sources and
assess its credibility.
Discussion Proper: Interactive
discussion about the topic and
attaching real-life examples that
students knows best. The truthfulness
in the material viewed.
Activity 2: Finding similarities.
Directions: Choose the word that
does not belong in each set of words.
Write only the letter of the correct
answer in a separate sheet of paper.
Activity 3: Labeling of Evidence
Directions: Each group will analyze
and label the kind of evidence used to
support the underlined claim in the
news (provided through text). Write
D for direct evidence and R for
indirect evidence. Write it on the
given manila paper and present.
.
Performance Task:
Emphasize the importance
of evaluating the
truthfulness of the
sources.
Week 5
Judge the
validity of the
evidence
listened to
EN9LC-lVh2.15
Lesson 1:
Judging the
validity of the
evidence listened
to.
At the end of the lesson, the
learners are expected to;
a. Determine factual from literary
text;
b. Differentiate persuasive text
from discussion text
c. Gather information presented in
a text; and
d. Judge the validity of the
evidence listened to.
Activity: Compare and Contrast.
Directions: Interview two persons
about their definition of love.
Compare their definitions using the
venn diagram. Write the difference/s
under person A and B and the
similarity/ies at the middle. Use a
separate piece of paper for your
answers. Afterwards, answer the
following questions.
1. For you, which of the two
definition is convincing?
2. Do you agree with the given
definition of love? Justify
your answer.
Discussion Proper: Interactive
discussion about the topic and
attaching real-life examples that
students knows best. The different
types of texts.
Group Task: Factual or Literary?
Directions: Each group analyzes a
short speech and identify if it is
Factual or Literary
Interactive Listening: All ears!
Directions: Students will listen to a
short debate and note strong vs. weak
arguments.
Short Quiz:
Directions: Identify
fallacies in the given
statements.
Performance Task:
Written critique of a
spoken arguments.
Peer Evaluation: Use the
rubric provided to rate
clarity and evidence in
classmates’ analyses.
Audio clips, short
speeches, debate
recordings, laptop,
white board marker,
and manila paper.
Week 6
Judge the
validity of the
evidence
listened to
EN9LC-lVh2.15
Lesson 2:
Synthesizing
Information from
Various Sources.
At the end of the lesson, the
learners are expected to;
a. Synthesize information from
multiple oral/listening sources;
b. Differentiate reliable from
unreliable sources; and
c. Present reasoned conclusion
based on evidence heard.
Activity: What did I hear?
Directions: The teacher will play a
two audio clips with different
perspectives and the students will
identify differences they have heard.
Discussion Proper: Interactive
discussion about the topic and
attaching real-life examples that
students knows best. Compare
evidence, discuss credibility and
reasoning.
Activity: Group
Presentation of synthesis.
Rubric:
 Clarity---5%
 Validity---5%
 Logical
conclusion---10%
Audio/video clips,
laptops/TV, graphic
organizer, markers,
manila paper.
Group Task: Prove it!
Directions: Analyze 3 audio/video
clips, synthesize the findings and
create short group presentation.
Activity: Individual Reflection.
Directions: Write what made some
evidence more valid and explain why.
Week 7
Judge the
validity of the
evidence
listened to
EN9LC-lVh2.15
Culminating
Task: OralListening
Evidence
Evaluation
Project
At the end of the lesson, the
learners are expected to;
a. Conduct oral/listening source
reviewer;
b. Evaluate validity of evidence
listened to; and
c. Present findings and justify
recommendations.
Brainstorming:
Direction: Discuss why some voices
are some trusted; shared examples.
Workshop:
Directions: In pairs, choose a topic,
find audio/podcast, evaluate
evidence, synthesize findings,
propose action.
Presentation:
Activity: Pair
presentation
Rubric:
 Source selection--10%
 Evidence
evaluation---20%
 Conclusion---20%
 Recommendation--30%
Audio/podcast clips,
internet/laptop,
TV/projector, rubric
handout, note sheets,
markers.
Directions: Present evaluation and
recommendation to class.
Whole class Debrief:
Directions: Discuss and reflect on
different findings.
Part II. Reflection Questions
Answer briefly.
1. What did you learn from doing this curriculum mapping activity?
By doing this curriculum mapping, I have learned that it has a significant contribution to the teaching and learning process in which it helps to make
sure that every lesson as well as the activities are aligned with the learning competency. This curriculum mapping is the spinal cord and the foudation of
promoting a clear and meaningful instruction. For me as future teacher, it serves as my guide in order for me to make sure that I am still on the line and core
of the teaching process.
2. How does curriculum mapping help teachers plan effective instruction?
Curriculum mapping helps teachers plan effective instruction due to the fact that it organizes the teaching flow as well as connects each and every
activity to the objectives. By doing so, it makes ensures that every learning task enhance not just the cognitive development of the students but also for essential
skills or practical skills.
3. In what ways can this process improve student learning outcomes?
Through this process it improves the students learning outcomes by promoting consistency in instruction, guiding students to deeper understanding as
well as for students to develop and enhance the skill mastery.
4. What challenges might a teacher face when mapping the curriculum?
I believe that challenges that a teacher might face when mapping the curriculum is balancing of time and integrating meaningful assessments. For
balancing of time, it is a challenge because teachers often have limited instructional time to cover all competencies within the perimeter of a quarter.
Unpredictable school events can also disrupt the planned pacing, making the managing of time difficult. Moreover, for integrating meaningful assessments is
a challenge also because crafting assessments that truly measure understanding not just for recalling takes time. Every activities or quiz must directly reflect
the MELCs as well as the intended learning outcomes.
🧩 Analytic Rubric for Curriculum Mapping
Criteria
4 – Exemplary
3 – Proficient
2 – Developing
1 – Beginning
1. Alignment and
Coherence
All learning competencies, objectives, content,
Most components are aligned, with clear
activities, and assessments are fully aligned. Logical weekly connections between learning
progression from week to week shows strong
competencies and activities. Minor
curriculum coherence.
inconsistencies present.
Partial alignment; some
competencies do not clearly
connect with objectives or
assessments.
Weak alignment;
components appear
disconnected or random.
2. Content and Learning
Depth
Demonstrates deep understanding of the subject
matter; topics and activities reflect higher-order
thinking aligned with Bloom’s taxonomy.
Covers key content areas adequately with
some inclusion of higher-order thinking
activities.
Focuses mostly on lower-order
Limited or inaccurate
skills (recall, understanding); lacks content coverage; minimal
depth in content development.
learning depth.
3. Learning Activities and
Strategies
Learning activities are innovative, varied, and
learner-centered; effectively promote engagement,
collaboration, and application.
Activities are appropriate and engaging;
some learner-centered methods are evident.
Activities are somewhat limited or Activities are repetitive,
teacher-centered; minimal
inappropriate, or not aligned
engagement strategies.
with learner needs.
Criteria
4 – Exemplary
3 – Proficient
2 – Developing
4. Assessment and
Performance Tasks
Assessment tools are authentic, valid, and wellaligned with competencies; clear rubrics or criteria
for evaluation are provided.
Assessments are mostly aligned and
appropriate; criteria or rubrics are partially
detailed.
Assessments are unclear,
Assessments are basic or generic;
missing, or not linked to
partial connection to competencies.
learning outcomes.
5. Integration (Values, 21st- Excellent integration of values, 21st-century skills,
Most integrations are present and relevant;
Century Skills, ICT, Cross- ICT, and cross-curricular links; all are meaningfully
minor gaps in consistency or depth.
embedded in the plan.
Curricular Links)
6. Organization and
Presentation
Map is highly organized, complete, and visually
clear; uses consistent formatting, correct grammar,
and professional presentation.
7. Reflection and
Professional Insight
Reflection is insightful and analytical; demonstrates
Reflection shows understanding with some
deep understanding of curriculum mapping’s role in
thoughtful insights.
teaching and learning.
Well-organized with few formatting or
grammatical errors.
Scoring Guide

28–24 points: Excellent understanding and application of curriculum mapping

23–19 points: Good and acceptable output; meets expectations

18–14 points: Needs improvement; partial understanding shown

13–7 points: Incomplete or weak comprehension of curriculum mapping
1 – Beginning
Some integrations are mentioned
but lack clarity or purpose.
Little to no integration
evident.
Organization is inconsistent;
several missing or unclear parts.
Disorganized or incomplete;
difficult to interpret.
Reflection is brief or descriptive
with limited analysis.
Reflection is incomplete or
lacks understanding of
curriculum mapping.