St.

Paul School of San Antonio

Day 2 of Teachers’ Orientation
Opening Prayer
Gospel Reading
Matthew 14:22–36
Distribution of Teaching
Loads
Curriculum Mapping
CURRICULUM GUIDE

CURRICULUM
 How will you differentiate
curriculum guide and
curriculum of a school?

Curriculum Guide ≠ Curriculum

Curriculum Guide
A curriculum guide is a
structured document that
delineates the philosophy, goals,
objectives, learning experiences,
instructional resources and
assessments that comprise a
specific educational program.
Curriculum Curriculum is a
standards-based
sequence of planned
experiences where
students practice and
achieve proficiency in
content and applied
learning skills. It is
the formal outlining
of what is to be
taught and how it is
to be taught.
Do schools produce the same kind of students?
How can we compare the
curriculum to these buildings?
Steps
in
Curriculum
Mapping
1. Look at the Curriculum
Guide
 MELCs
• The MELCs is part of the
department's response to
develop resilient education
systems, especially during
emergencies and will enable
DepEd to focus instruction
on the “most essential and
indispensable”
competencies.
• June 15, 2020
 2. Classify/group the
Learning Competencies
according to the Unit Topic.
UNIT TOPIC: TRIANGLE CONGRUENCE
3. Categorize the Learning
Competencies by
A-M-T Classification.
 Learning goals
Acquisition Make Meaning Transfer

Principles and
Facts
Generalizations Performance/
Vocabulary
Big Ideas of the Product
Definitions
Discipline
STANDARDS

List Compare Differentiate Analyze Defend Show Demonstrate Plan

Name Classify Locate Explain Predict Campaign Revise Prepare
Enumerate Select Describe Elaborate Generalize Improve Convert Promote
Identify Operate Report Discuss Formulate Design Compose Remedy
Define Sequence Copy Justify Model Create Devise Portray
State Compute Point Prove Synthesize Invent Propose Interpret
Solve Persuade Reflect Simulate Recommend Innovate
Acquisition
FACTS, VOCABULARY, DEFINITIONS
List Compare Differentiate
Name Classify Locate
Enumerate Select Describe
Identify Operate Report
Define Sequence Copy
State Compute Point
Solve
Making Meaning
PRINCIPLES AND GENERALIZATIONS
Analyze Defend
Explain Predict
Elaborate Generalize
Discuss Formulate
Justify Model
Prove Synthesize
Persuade Reflect
Transfer
PERFORMANCE, PRODUCT

Show Demonstrate Plan

Campaign Revise Prepare
Improve Convert Promote
Design Compose Remedy
Create Devise Portray
Invent Propose Interpret
Simulate Recommend Innovate
Acquisition

Acquisition

Acquisition

Acquisition

Acquisition

Make Meaning
Make Meaning
Make Meaning
4. Arrange the Learning
Competencies in A-M-T
Sequence
 Acquisition

Acquisition

Acquisition

There’s no learning competency for

TRANSFER. Acquisition

Acquisition

Make Meaning
Make Meaning
Make Meaning
5. Add Learning
Competencies if
necessary.
Acquisition

Acquisition

Acquisition

Acquisition

Acquisition

Make Meaning
Make Meaning
Make Meaning
 Acquisition Make Meaning Transfer
Additional Competencies:

1. Solves real-life
problems involving
congruent triangles.
2. Formulates questions
to elicit mathematical
Additional Competencies: thinking
3. Investigates real-life
1. Generalizes the structures using
importance of triangle triangle congruence
Additional Competencies: congruence in real-life 4. Communicate
structures. mathematical thinking
1. Draws congruent with coherence and
figures clarity.
2. Defines and give
examples of congruent Learning Goals Before Unpacking After Unpacking
triangles Acquisition 5 8
3. Identifies
Make Meaning 3 4
corresponding parts of
congruent triangles Transfer 0 4
6. Align the assessment and activities
in the arranged Learning
competencies(A-M-T)
 Sample alignment for acquisition
Competency Assessment Activity
List, name, Multiple choice, fill Frayer Model, Venn
enumerate, identify, in the blanks, Diagram, 2-column
define, state, solve, matching, comparison table,
compare, classify, enumeration, true or vocabulary exercise,
select, operate, false, hands-on Pictionary, labeling
sequence, compute, operation, labeling exercise, sequencing
differentiate, locate, or flow chart,
describe, report, sorting and
copy, point classifying, hands-
on modeling demo,
Selected Response Test map reading
 Sample alignment for make meaning
Competency Assessment Activity
Analyze, explain, Short paragraph, Close reading, Issue
elaborate, discuss, essay, critique writing, investigation,
justify, prove, concept mapping, experimentation,
persuade, defend, journal writing, guided situation analysis, text
predict, generalize, generalization analysis, picture
formulate, model, analysis, video
synthesize, reflect analysis, problem
analysis, debate,
jigsaw, guided
generalization,
Constructed Response Test Pinwheel,
Philosophical Chairs,
Socratic Seminar
 Formulating
the
Enduring Understanding
and
Essential Questions
Step 1: Unpack the EU from the
standards
Step1.1: Identify the Big Ideas in the
form of conceptual nouns.
Content Standard Performance Standard:

The learner The learner

demonstrates 1. is able to formulate an
understanding of key organized plan to handle a
concepts of axiomatic real-life situation.
structure of geometry 2. is able to communicate
and triangle congruence. mathematical thinking with
coherence and clarity in
formulating, investigating,
analyzing, and solving real-life
problems involving congruent
triangles using appropriate and
accurate representations.
Step1.2: Select the most important or
relevant Big Ideas in relation to
competencies
Content Standards: Performance Standards:

Triangle Congruence Real-Life Situations

Stability of Structures
 STANDARDS
Triangle Congruence Stability of Structures

Big Ideas

ENDURING UNDERSTANDING
Step1.3: Establish relationship of Big
Ideas
Big Idea 1 Big Idea 2

Triangle
Congruence ? Stability of
Structures
Step1.4: Supply the needed words
necessary to complete the
generalization.
Big Idea 2 verb Big Idea 1
is influenced by
is determined by
Stability of is shaped by Triangle
Structures is produced by Congruence
is affected by
is predicted by
Enduring Understanding:

Students will understand that the stability of some real-life

structures is determined by the appropriate use of triangle
congruence postulates/theorems.

Essential Question:

How can you use the Mathematics to determine the stability of

structures?
Formulating a Transfer Goal
Performance Standard:

The learner
1. is able to formulate an organized plan to handle a
real-life situation.
2. is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving
congruent triangles using appropriate and accurate
representations.
Transfer Goal:

Students on their own and in the long run will be

able to…

verb + product + Real world purpose

Students on their own and in the long run will be able to

communicate mathematical thinking in an investigative report to
justify the stability of a certain structure.
TRANSFER GOAL:
Students on their own will be able to communicate mathematical thinking in an
investigative report to justify the stability of a certain structure.
Goal:
To make a report based on the investigation of the stability of existing and
forthcoming structures found in the city to ensure safety.
ROLE: ROLE: ROLE:
Safety and Quality Multimedia Artist Researcher
Assurance Officer
AUDIENCE: AUDIENCE: AUDIENCE:
People in the community Netizens Local Officials
SITUATION:
Due to the calamities that beset the city and the anticipation of the BIG ONE, the
government needs to assess the existing and forthcoming structures found in the
city to ensure safety of everyone.
PRODUCT: PRODUCT: PRODUCT:
Brochure/Manual Multimedia Presentation Investigative Report
STANDARDS:
Organization of the report, authenticity of the data, and communication of the
mathematical concepts and presentation.
 Rubric for the Performance Task
CRITERIA 4 OUTSTANDING 3 SATISFACTORY 2 DEVELOPING 1 BEGINNING
4 - Satisfactory +
Organization of
the Report Extra Work
Authenticity of
Data
3 - START HERE

Communication of
Mathematical
2 - Take out from
Concept Satisfactory

Presentation
1–opposite of
Satisfactory
 Rubric for the Performance Task
CRITERIA 4 OUTSTANDING 3 SATISFACTORY 2 DEVELOPING 1 BEGINNING
The report follows a There are parts of the
The report follows a The report is difficult
Organization of logical and coherent report are not correctly
logical sequence. It is to follow. Ideas are
the Report sequence. It is detailed sequenced thus causing
clearly written. vague.
and clear. confusion of the reader.
The data used are The data used are
There are items in the Data are
Authenticity of authentic and updated. authentic. Data are
data which are not hypothetical and are
Data Data are taken from taken from a reliable
authentic. not reliable.
reliable sources. sources.
The report provides an The report does not
The report provides an
accurate, complete, and The report provides an provide an
accurate and complete
Communication of comprehensive explanation of the explanation of the
explanation of the
explanation of the application of triangle application of
Mathematical application of triangle
application of triangle
congruence in ensuring triangle congruence
Concept congruence in ensuring
congruence in ensuring the stability of a in ensuring the
the stability of a
the stability of a structure. stability of a
structure.
structure. structure.
The presentation made The presentation made The presentation
The presentation is
use of an effective, use of an appropriate, failed to use
Presentation detailed, and clear detailed, and clear
detailed but
appropriate and
inappropriate
multimedia multimedia clear multimedia.
CURRICULUM MAP
SCHOOL YEAR 2022-2023
ASSESSMENT:
These are types of test we are going to
administer to measure students’ learning
especially during LF2F classes. It can be
selected/constructed response test.

EXAMPLE:
Multiple Choice Test
Illustration
Fill in the Blanks
Matching Type
Morse Type
Identification
ACTIVITIES:
These are tasks that the students will
perform inside/outside the classroom
especially during LF2F classes. They
may vary depending on the teachers’
strategy and must be doable.

EXAMPLE:
Frayer Model
Video Analysis
Article Reading
Think-Pair-Share
 RESOURCES:
These are references you used in every
competency.

EXAMPLE:
Internet sources
Video links
Textbooks
Note: It is better to use the books to be the
references especially in the following
subjects: Math, Science, English, CL,
Filipino, ArPan
INSTITUTIONAL CORE VALUES:
These refer to the integration of the
school’s CORE VALUES to every
lesson/ competencies.

EXAMPLE:
Christ-Centeredness Humility
Service Solidarity
Integrity Justice
Discipline Charity
Sharing Excellence
 ATTAINMENT OF THE SCHOOL’S PHILOSOPHY
VISION AND MISSION:
The students’ product/performance aims to achieve the following goals extracted
from the schools PVMGO:
1. Act as competent and Catholic leaders and responsible individuals and become
productive members of society by providing the community the proper knowledge
and discussion/orientation on how to become prepared during natural
catastrophe like earthquake, tsunamis, or volcanic eruption.
2. Help the community become more engage in rendering compassionate services
following the examples of Jesus Christ like informing the people to take care of
their lives and be a big help to others especially during the times of natural
disaster.
3. Resolve community problems by applying the 21st century skills like critical thinking,
communication, creativity, and the collaboration.