2021 JHS INSET Template for Modular/Online Learning

Subject: PHYSICAL EDUCATION Grade Level: 10

Unit Topic: CHEER DANCE Quarter: 4th QUARTER

UNIT STANDARDS ANDCOMPETENCIES DIAGRAM

The students on their own and in the long run will Product:
be able to live an active lifestyle by participating in
community cheer dance activity.

Maintains an active lifestyle to influence the

physical activities participation of the community
and society.
Practices healthful eating habits that support an
active lifestyle

1. assesses physical activities, exercises and eating Essential Question (EQ):

habits
2. determines risk factors related to lifestyle UNIT TOPIC: CHEER DANCE
diseases (obesity, diabetes, heart disease)
The student demonstrates understanding of
lifestyle and weight management to promote
societal fitness.
How can one consistently maintain and develop an
active and healthy lifestyle?
Enduring Understanding (EU):
Participation in Cheer Dance activities can
consistently maintain and develop an active and
healthy lifestyle.

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 CURRICULUM MAP
Subject:
Grade Level:
Quarter:

Unit Topic Content Performance Learning Assessment Activity / Material Institutional

Standard Standard Competencies Offline Online Values
Acquisition
1. assesses
physical
activities,
exercises and
eating habits

2. determines
risk factors
related to
lifestyle
diseases
(obesity,
diabetes, heart
disease)

3.

4.

5.

Make – Meaning
6.

Transfer
7.

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)

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 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)

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)
_________________

Clickable Links : (website URL)

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

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:

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 Link :
Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
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:

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 Transfer Goal:

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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:

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

WEEK 3
MON TUE WED THU FRI

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 WEEK 4
MON TUE WED THU FRI

WEEK 5
MON TUE WED THU FRI

WEEK 6
MON TUE WED THU FRI

WEEK 7
MON TUE WED THU FRI

WEEK 8
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

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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

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

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 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.

4A. 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.

4B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

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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.

4C: 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.

5. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 4A-C)

CRITERIA 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

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 TOTAL:

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