Unpacking of Curriculum Guides

Course Code:
Course Description:
Course Facilitator:
Subject:
Name:

Content Learning Objective/s Learning Activities Assessment Task

Competencies
a. Visual- verbal EN8SS-IIf-1.2: a. Describe the Teacher Managed- to be able to perform a lecture- discussion Think, Write and Share!
relationships Describe visual- importance of regarding the importance of visual- verbal relationships Instructions: Students should make
that found in verbal relationships visual- verbal - To be able to act as a facilitator of learning at least five sentences about the
expository illustrated in tables, relationships. Student Managed- importance of visual- verbal
texts. graphs, and b. Interpret data Activity 1: Let’s Investigate! relationships. Students should write
information maps presented in graph, it in a ¼ sheet of paper.
found in expository table, and
texts information maps.
c. Presents
Basic Human Needs
information using a
diagram.

Food Air Water Internet

Processed Questions:
1.What kind of chart is presented above?
2. What would most likely happen if the chart had no labels on it?
3. What are the things you consider in interpreting the chart?
4. Based on the chart, what do partitions represent?

Activity 2: Name my priorities in life!

Directions: Present your priorities in life using this chart and write at least 2
activities to make it happen.

My
Priorities
Activity 3: Test your knowledge!
Instructions: Read and understand the scenario below. Then, make a cause- effect
diagram.

Brad woke up late today. The electricity went out the night before, which caused
his alarm to not go off at the right time. As Brad was getting dressed, his belt
broke. He also noticed there was a small stain on the front of his shirt. He didn’t
have time to fix either of the problems. Since Brad had slept through his alarm, the
bus had left without him and he was forced to ride his bike to school. Luckily, he
was able to jump into his first period seat right when the bell rang. As he began to
ask the girl in the desk next to him for a pencil, his teacher reprimanded him for
not having the warm-up for that day’s class finished. She then noticed that his
shirt was untucked. The teacher began to fill out a referral for Brad not following
dress-code. Seeing this, Brad pushed back his chair and stormed out of the
classroom.

Source: Cause and Effect: Using Expository writing to Problem-Solve, accessed

September 14,2020, https://digitalcommons.trinity.edu/cgi/viewcontent.cgi?
article=1166&context=educ_under standings
 Content Learning Objective/s Learning Activities Assessment Task
Competencies
Linear and Non EN8RC-IIe-11: A. Define and Teacher Managed- to be able to perform a lecture- Write it in sequence!
Linear Texts Transcoding differentiate the discussion about linear and non linear texts Directions: Using a sequence chart. Write
information from meaning of linear - To be able to act as a facilitator of learning the correct step on how to cook to a
linear to non- and non- linear Student Managed- pinakbet. This activity should be encoded
linear texts and texts. in a short bond paper.
vice versa B. Interpret the data Activity 1: Differentiate it!
presented in linear Instructions: Using venn diagram, differentiate the linear
and non- linear and non- linear texts. Make at least five sentences each.
texts.
C. Construct a texts
and paragraphs
using a graphic Linear Non-
organizers. Linear
Activity 2: Analyze it!
Rizal, the Teacher and His Students
(An Excerpt) Ambeth R. Ocampo
My good friend Horacio Cabilin has retired as curator of the
Rizal Shrine, but he took time out as member of the Dapitan

that the children may learn and not that they may waste their
time as generally happens.
Apart from both Spanish and French, they were given lessons
in algebra, geometry, and arithmetic. They had swimming,
gymnastics, and other sports. They had time for work:
cleaning the estate, harvesting fruits, or helping in Rizal’s
 Guide Questions:
1.) Who is Horacio Cabilin?
2.) How many students did Rizal have and how did the
students pay him?
3.) What did Rizal teach to his students?
4.) Describe and interpret the important scenario in the
given text?

Learning Learning
Content Competencies Objective/s Learning Activities Assessment Task
 Utilize a. Define the Teacher Managed- to be able to execute efficiently the Assess Me!
Listening Skills appropriate meaning of discussion about the descriptive and narrative texts Instructions: The teacher would narrate the
and Strategies listening skills descriptive and Student Managed- story entitled “A Little Incident” written by
suited to long and strategies narrative texts Activity 1: Picture it out! Lu Hsun. After narrating the story, the
descriptive and suited to long b. Employ the Instructions: Students should make a descriptive paragraph teacher will provide assessment checklist if
narrative texts descriptive and active use of about the story entitled “K’uang-jenjih-chi” (The Diary of they really pay attention to the story.
narrative texts listening skills a Madman). The teacher would provide a short video clip Guide Questions:
and strategies with regards to the story. After watching the video clip, the 1. What is the setting of the story?
c. Utilize the students should know how to employ the efficient listening 2. Looking at the incident that happened,
appropriate strategies among his students. (Paraphrase, Empathize, whom would you blame? Why?
listening skills Clarify, Summarize). 3. What message does the story give? 4.
and strategies What could have influenced the author to
with regards to write about such issues considering the
descriptive and setting of the story?
narrative texts
Self- Assessment Checklist
Directions: Put (√ ) if you agree, (
׿ ,if you disagree, (-), if you are
not sure.
1. I watch the speakers body language
and gestures to understand what I
am hearing ( )
2. I concentrate on what’s being said
by the teacher ( )
3. I ask the information be repeated or
written on the board ( )
4. I work at not being distracted by a
speakers personal habits ( )
5. I listen to empathize and make
connection to others ( )
6. I listen to analyze what the person
is saying ( )
7. I regularly summarize mentally
 what I am hearing ( )
8. I am able to make effective notes
from an oral presentation ( )
9. I ask for clarification when I don’t
understand some concepts.
10. I recognize and recall important
details in the story.

Content Learning Learning Objectives Learning Activities Assessment Task

Competencies
Theme of the
text listened
to