03 - Unit Learning Plan

2021 JHS INSET Template for Modular/Online Learning
Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________
UNIT STANDARDS AND COMPETENCIES DIAGRAM
PEAC2020Page 1
LEARNING PLAN
EXPLORE
This unit is about ____________________________________________

Consider this question ________________________________________
Provide Hook activity
Introduce the EQ
Elicit prior knowledge through a specific map of conceptual change .
LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
Provide activities and assessment related to acquiring knowledge and process
skills and competencies
Follow-up on EQ
LC1 ______________ Activity 1 (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 2 (Title)
Instructions: (specific for students to follow even without the teacher)

PEAC2020Page 2
LC2 ______________ Activity 3 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________

Scaffold for TRANSFER 1

Activity 4 (Title)

Activity 5 (Title)

Scaffold for TRANSFER 2

Activity 6 (Title)

PEAC2020Page 3
Self-assessment:
Instructions:
Interactive Quiz1
Instructions:
Link :
Screenshot:
Interactive Quiz2
Instructions:
Link :
Screenshot:
LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
Have students analyze different texts or problems with C-E-R and close reading
Follow up on EQ and have students develop EU in a Guided Generalization
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3

Question
Answer: Answer: Answer:
LC 4: ________
_____________
Supporting Texts: Supporting Texts: Supporting Texts:
Reason: Reason: Reason:
Common Ideas in Reasons:
Enduring Understanding/Generalization:
PEAC2020Page 4
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:
Text 3:
Instructions:
Holistic Rubric for Guided Generalization:
Scaffold for Transfer 3:
Map of Conceptual Change (same in Explore but with specific instruction)
Learning Competency TRANSFER
PEAC2020Page 5
Provide GRASPS Performance Task, scaffolds to accomplish it and rubric
Show again map of conceptual change and ask students to answer next parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation
of learning.
PERFORMANCE Transfer Goal:

STANDARD:
___________________
Performance Task
___________________
1. One Product
2. Differentiated Products
3. Modality-based Products
4. Integrated Subjects (REG only)
Use of Web 2.0 App for Output (Ex. InShot, etc)
Analytic Rubric:
Self-Assessment:
Value Integration:
PEAC2020Page 6
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
PEAC2020Page 7
UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW
LEARNING COMPETENCY:
KNOW SHOW
Direction: Direction:
FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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…
4. A minimum number of answers under each
column is stated.
2. SELECTED RESPONSE TEST ITEMS:
LEARNING COMPETENCY (A) TEST ITEM
PEAC2020Page 8
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 RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
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.
4. OPEN BOOKS TEST ITEM:
LEARNING COMPETENCY: (M)
PEAC2020Page 9
NAME______________ GRADE __________ SUBJECT:
DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
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 yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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.
5A. PERFORMANCE TASK (1 PRODUCT)
PERFORMANCE STANDARD:
PEAC2020Page 10
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.
5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

PEAC2020Page 11
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.
the product.
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.
5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

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).
the product.
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.
6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)
PEAC2020Page 12
CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING
TOTAL:
1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
PEAC2020Page 13

03 - Unit Learning Plan

Uploaded by

Copyright:

Available Formats

03 - Unit Learning Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

03 - Unit Learning Plan

Uploaded by

Copyright:

Available Formats

2021 JHS INSET Template for Modular/Online Learning

Subject _________________ Grade Level: ________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

This unit is about ____________________________________________

Provide Hook activity

Elicit prior knowledge through a specific map of conceptual change .

LC1 ______________ Activity 1 (Title)

Clickable Links : (website URL)

Clickable Links : (website URL)

Clickable Links : (website URL)

Scaffold for TRANSFER 1

Clickable Links : (website URL)

Clickable Links : (website URL)

Scaffold for TRANSFER 2

Clickable Links : (website URL)

LEARNING DEEPEN (MAKE MEANING)

Essential Text 1 Text 2 Text 3

Reason: Reason: Reason:

Common Ideas in Reasons:

ASYCHRONOUS ONLINE LEARNING MATERIALS

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:

4. Integrated Subjects (REG only)

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

MON TUE WED THU FRI

MON TUE WED THU FRI

MON TUE WED THU FRI

MON TUE WED THU FRI

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

LEARNING COMPETENCY: (M)

Explain how your evidences support your claim.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

You might also like

Subject _________ Grade Level: