Designing with the

Learning Goal of
Making Meaning in
a Grade 7-10
Learning Unit
SESSION 6
 bjectives::
1. Differentiate between shallow and deep processing, surface and deep
learning
2. Relate deep processing and learning to the goal of Making Meaning
3. Survey strategies for teaching and assessment of Making Meaning
competencies in different modalities
4. Present subject and modality-based examples of activities for teaching
and assessment of Making Meaning competencies
 What you need

• Unit Standards and Competencies Diagram

• Unit Curriculum Map Template Curriculum Guides (2016/2020)
• Sample Unit Learning Module
• Sample Texts for Close Reading and C-E-R
• Unit Learning Plan Template

RAPATAN2021
DESIGN PROTOCOL FOR ALIGNMENT IN CURRICULUM MAP

1 STANDARDS CONTENT STANDARD

2 LEARNING GOALS MAKE MEANING

3 LEARNING COMPETENCIES GENERALIZATION OF EU

4 ASSESSMENT ASSESSMENT OF
UNDERSTANDING
5 ACTIVITY DEEP PROCESSING WITH
GUIDED GENERALIZATION

6 RESOURCES DEEP PROCESSING WITH

GUIDED GENERALIZATION
MAKE MEANING
RAPATAN2020
 SAMPLE ALIGNMENT OF THE COMPETENCY, ASSESSMENT AND ACTIVITY FOR
MAKING MEANING
COMPETENCY ASSESSMENT ACTIVITY
Analyze Formulate Short Paragraph Close Reading
Explain Model 5E Inquiry-based Learning
Essay Issue Investigation
Elaborate Synthesize
Critique Writing Experimentation
Discuss Reflect Situation Analysis
Justify Concept Mapping Text Analysis
Prove Journal Writing Picture/Video Analysis
Persuade Problem Analysis
Debate
Defend Jigsaw Puzzle
Predict Predict-Observe-Explain
Generalize Data Retrieval Chart Analysis
Writing Generalizations
Writing Conclusions
Journal Writing
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND PRIORITIZED COMPETEN
 FOCUS QUESTION:
How do we teach and assess make
meaning to students?
And in line with students’
development of Self-Directed
Learning, how do we help them set
goals for learning this and
remember what they are learning?
RAPATAN2020
 Which situation shows deep learning?
SITUATION A
At the end of the class, the teacher asks
the students: Today, we discussed
about quadratic equations, its definition
and the different ways to solve it.
Before we end the class, I’d like you to
answer the following questions:
1. What is a quadratic equation?
2. What are the steps in solving
quadratic equations?
3. What are the different ways in
solving quadratic equations?
SITUATION B
At the start of the class, the teacher
tells the class that the lesson’s topic is
about Variations. He then instructs
students to do the following: List three
things they want to know about the
Variations. When students are done
writing, the teacher asks students to
share their lists. The teacher
summarizes answers then goes on to
lecture on the topic. At the end of the
class, he asks students to go back to
their list and place a check on items
that were covered by the day’s lecture.
Unchecked items will be taken up next
day.
 CAN WE ASK A LOT OF FACTUAL QUESTIONS?

WHY CAN THERE BE A LIMIT TO ASKING FACTUAL QUESTIONS?

 CAN WE ASK A LOT OF FACTUAL QUESTIONS?

WHY CAN THERE BE A LIMIT TO ASKING FACTUAL QUESTIONS?

 PRIOR KNOWLEDGE NEW KNOWLEDGE

DISCONNECTED INFORMATION PATTERNS IN INFORMATION

MEMORIZATION MNEMONICS
DISCONNECTED INFORMATION PATTERNS IN INFORMATION

MEMORIZATION UNDERSTANDING
 PRIOR KNOWLEDGE NEW KNOWLEDGE

DISCONNECTED INFORMATION PATTERNS IN INFORMATION

SHALLOW PROCESSING DEEP PROCESSING

SURFACE LEARNING DEEP LEARNING

https://www.teaching.unsw.edu.au/sites/default/files/upload-files/deep_and_surface_learning.pdf
 Which situation shows deep learning?
SITUATION A
At the end of the class, the teacher asks
the students: Today, we discussed
about quadratic equations, its definition
and the different ways to solve it.
Before we end the class, I’d like you to
answer the following questions:
1. What is a quadratic equation?
2. What are the steps in solving
quadratic equations?
3. What are the different ways in
solving quadratic equations?
SITUATION B
At the start of the class, the teacher
tells the class that the lesson’s topic is
about Variations. He then instructs
students to do the following: List three
things they want to know about the
Variations. When students are done
writing, the teacher asks students to
share their lists. The teacher
summarizes answers then goes on to
lecture on the topic. At the end of the
class, he asks students to go back to
their list and place a check on items
that were covered by the day’s lecture.
Unchecked items will be taken up next
day.
 REPETITION
SITUATION A
At the end of the class, the teacher asks
the students: Today, we discussed
about quadratic equations, its definition
and the different ways to solve it.
Before we end the class, I’d like you to
answer the following questions:
1. What is a quadratic equation?
2. What are the steps in solving
quadratic equations?
3. What are the different ways in
solving quadratic equations?
COVERAGE
SITUATION B
At the start of the class, the teacher
tells the class that the lesson’s topic is
about Variations. He then instructs
students to do the following: List three
things they want to know about the
Variations. When students are done
writing, the teacher asks students to
share their lists. The teacher
summarizes answers then goes on to
lecture on the topic. At the end of the
class, he asks students to go back to
their list and place a check on items
that were covered by the day’s lecture.
Unchecked items will be taken up next
day.
ANALYZE EXAMINE ELABORATE

PROVE JUSTIFY GENERALIZE

DEEP PROCESSING AND LEARNING STRATEGIES FOR MAKING MEANING

CLOSE READING WITH CLAIM-EVIDENCE-

TEXT ANNOTATION REASONING
 11 May 2022
PEAC INSET 2017
 11 May 2022
PEAC INSET 2017
 CLOSE READING

READ THE
TEXT.

11 May 2022
PEAC INSET 2017
 CLOSE READING

MAKE A
CLAIM.

11 May 2022
PEAC INSET 2017
 CLOSE READING

11 May 2022
PEAC INSET 2017
 CLOSE READING

ANSWER
TEXT-
RELATED
QUESTIONS.

11 May 2022
PEAC INSET 2017
ANSWERS NOT
FOUND IN TEXT;
STUDENTS
CANNOT MARK
THE TEXT TO
SHOW THE
ANSWER

11 May 2022
PEAC INSET 2017
https://www.slideserve.com/yitta/how-in-the-heck-do-i-start
 Text-dependent Questions
• What the Text Says
“What is the main idea?”

• How the Text Says It

“What is the beginning, middle and end
of the text? How was it composed”

• What the Text Means

“What is the author’s purpose for writing
this?”

• What the Text Means to You

“How is this connected to your daily
life?”
11 May 2022
PEAC INSET 2017
 CLOSE READING

MARK THE
TEXT THAT
IS
EVIDENCE
FOR A
CLAIM.

11 May 2022
PEAC INSET 2017
IMPORTANT PART The yellow highlighter is used to show/find
important parts of the text.
The orange highlighter is used for questioning
QUESTIONS I HAVE parts of the text as well as parts that are
confusing.
The pink highlighter is used for unknown and
VOCABULARY words that are important to understanding the
text

CONNECTIONS The blue highlighter is used for connections

made with the text.
The green highlighter is used for students to show
PROOF/ EVIDENCE proof/evidence of what they have read. It is only used
when a question set/ quiz is given over the text
 11 May 2022
PEAC INSET 2017
 CLOSE READING

EXPLAIN
WHY/HOW
MARKED
TEXT
SUPPORT A
CLAIM.

11 May 2022
PEAC INSET 2017
 CLOSE READING

GET
FEEDBACK
ON TEXT
EVIDENCE
AND
REASON.

11 May 2022
PEAC INSET 2017
 CLOSE READING

11 May 2022
PEAC INSET 2017
Process for Close Reading

MAKE A MARK THE EXPLAIN GET

READ THE
CLAIM. TEXT THAT WHY/HOW FEEDBACK
TEXT AND
IS MARKED ON TEXT
ANSWER
EVIDENCE TEXT EVIDENCE
TEXT-
FOR A SUPPORT A AND
RELATED
CLAIM. CLAIM. REASON
QUESTIONS
.

PEAC INSET
2022
 CLOSE READING IN MATH

11 May 2022
PEAC INSET 2017
 TEXT DEPENDENT QUESTIONS

PEAC INSET 2017

FOR CLOSE READING IN MATH

11 May 2022
 11 May 2022
PEAC INSET 2017
 MARK THE
TEXT THAT IS
EVIDENCE
FOR A CLAIM.
Mathematical
Models
 What are models?
• A model is a pattern, plan, representation
(especially in miniature), or description
designed to show the main object or
workings of an object, system, or concept.

PEAC INSET 2020

MODEL

A model need not be concrete

objects. A model may also refer
to abstractions and theories,
such as EQUATIONS!
 MATHEMATICAL
MODELS

NUMERICAL ANALYTICAL GEOMETRIC

MODELS MODELS MODELS
 MATHEMATICAL
MODELS

When a problem’s solution is obtained

through algorithmic processes, the use of
repetitive computations, the process is
NUMERICAL to as the numerical
ANALYTICAL
referred model of
GEOMETRIC
MODELS MODELS
that problem. MODELS
 MATHEMATICAL
MODELS
When a problem’s solution is obtained
through a standard formula or
equation, the process is referred to
as a analytical model of that
problem.

NUMERICAL ANALYTICAL GEOMETRIC

MODELS MODELS MODELS
 MATHEMATICAL
MODELS
When a problem’s solution is obtained
through graphs, charts, diagram,
or some geometric figure the
figure is referred to as geometric
model of that problem.

NUMERICAL ANALYTICAL GEOMETRIC

MODELS MODELS MODELS
 Problem
The total cost for a hotel room varies directly with the
number of nights you stay. At Hotel A, a three-night costs a
total of Php 6,000. At Hotel B, a five-night stay costs a total
of Php 9,000. If you will stay for four nights, which hotel
offers the cheaper cost?
Hotel A Hotel B

PEAC INSET 2020

 Numerical Model Analytical Model
The total cost for a hotel room varies directly with the number of nights you
stay. At Hotel A, a three-night costs a total of Php 6,000. At Hotel B, a five-night
stay costs a total of Php 9,000. If you opted to stay in a cheaper hotel, which
hotel will you choose?
Hotel A Hotel B
Number of nights Cost (y) Number of nights Cost (y)
(x) (x)
3 6000 4 7200
?

4 ?
8000 5 9000

3 6000 4 𝑦
= =
4 𝑦 5 9000
3y = 4(6000) 5y = 4(9000)
3y = 24000 5y = 36000
y = 8000 y = 7200
PEAC INSET 2020 The four-night stay in Hotel A cost 8000 while in hotel B it only costs 7200. Clearly,
hotel B offers a cheaper four-night stay. Therefore, I will choose hotel B.
 Numerical Model Analytical Model
The total cost for a hotel room varies directly with the number of nights you
stay. At Hotel A, a three-night costs a total of Php 6,000. At Hotel B, a five-night
stay costs a total of Php 9,000. If you opted to stay in a cheaper hotel, which
hotel will you choose?
Hotel A Hotel B
Number of nights Cost (y) Number of nights Cost (y)
(x) (x)
3 6000 4 7200
?

4 ?
8000 5 9000

k = y/x k = y/x
k= 6000/3 k= 9000/5
k =2000 k =1800
y = 2000x y = 1800x
y = 8000 y = 7200

PEAC INSET 2020 The four-night stay in Hotel A cost 8000 while in hotel B it only costs 7200. Clearly,
hotel B offers a cheaper four-night stay. Therefore, I will choose hotel B.
 Analytical Model Geometric Model
Using ratio and proportion
3 6000 4 𝑦
= =
4 𝑦 5 9000 Hotel A

Hotel B
Using the equation of direct variation

y = 2000x y = 1800x

Hotel B offers a cheaper cost for a four-night stay.

PEAC INSET 2020
 11 May 2022
PEAC INSET 2017
RAPATAN2020
DEEP PROCESSING AND LEARNING STRATEGIES FOR MAKING MEANING

CLOSE READING WITH CLAIM-EVIDENCE-

TEXT ANNOTATION REASONING
Analysis:
• recognize unstated assumptions,
• recognizes logical fallacies in reasoning,
• distinguish between facts and inferences,
• evaluate the relevancy of data,
• point out the organizational structure of a
work (art, music, writing).
• support claims with evidences and reasons
Can Mesopotamia
be called a
civilization?
Class, pls. analyze
this. Explain why.
Can Mesopotamia
be called a
civilization?
 CLAIM-EVIDENCE-REASONING INSTRUCTIONAL FLOW

1. PRESENT TEXT/PROBLEM/SITUATION

2. ASK QUESTION RELATED TO MAKE MEANING

3. DEFINE WITH STUDENTS KEY TERMS IN QUESTION

4. ASK STUDENTS TO MAKE A CLAIM

5. HAVE STUDENTS SUPPORT CLAIM BY LOCATING

AND MARKING EVIDENCES IN TEXT

6. HAVE STUDENTS GIVE REASONS TO JUSTIFY EVIDENCES

IN LINE WITH DEFINED KEY TERMS
1. PRESENT TEXT/PROBLEM/SITUATION
 1. PRESENT TEXT/PROBLEM/SITUATION

2. ASK QUESTION RELATED TO MAKE MEANING

 Acquisition Making Meaning Transfer

A M T
memorize analyze create or
and recall and reason present

11 May 2022
PEAC INSET 2017
3. DEFINE WITH STUDENTS KEY TERMS IN QUESTION

Before making Claim, define key terms:

Substances are the same when they have
similar properties or characteristics.
4. ASK STUDENTS TO MAKE A CLAIM
5. HAVE STUDENTS SUPPORT
CLAIM BY LOCATING AND
MARKING EVIDENCES IN TEXT
6. HAVE STUDENTS GIVE REASONS
TO JUSTIFY EVIDENCES IN LINE
WITH DEFINED KEY TERMS
 DEFINE AS:
Substances are the same when they have similar
properties or characteristics.
RESTATED CLAIM DEFINED TERM

APPLIED DEFINITION
TO CLAIM
CONCLUSION
My claim or answer to the question is…

The evidences I can cite from the text

that support my claim are the
following:

My claim is… The question is looking

for…. And this means… The evidences I
mentioned are in line with what the
question is looking for because…
Therefore, in answer to the
question…
SAMPLE LOGIC FOR REASONING IN CER EXAMPLE:

My claim is… My claim is liquids 1 and 4 are

the same substance.
The question is looking for…. The question is looking for
and this means… which liquids are the same
substance and this means that
they have the same properties.
The evidences I mentioned are The evidences I mentioned are
in line with what the question is in line with what the question is
looking for because… looking for because liquids 1
and 4 have the same properties
such as melting point, color and
densities.
Therefore, in answer to the Therefore, in answer to the
question… question, liquids 1 and 4 are the
same substance.
 SAMPLE C-E-R

COMPETENCY: solves problems involving variation(M)

 SAMPLE C-E-R
COMPETENCY: solves problems involving variation(M)

1. PRESENT TEXT/PROBLEM/SITUATION

The total cost for a hotel room varies directly with the
number of nights you stay. At Hotel A, three nights cost a
total of Php 6,000. At Hotel B, a five-night stay costs a
total of Php 9,000.
 SAMPLE C-E-R
COMPETENCY: solves problems involving variation(M)

The total cost for a hotel room QUESTION: If you will stay
varies directly with the number of for four nights, which hotel
nights you stay. At Hotel A, a three- offers the cheaper cost?
night costs a total of Php 6,000. At
Hotel B, a five-night stay costs a
total of Php 9,000. If you will stay for 2. ASK QUESTION
four nights, which hotel offers the RELATED TO
cheaper cost? MAKE MEANING
 SAMPLE C-E-R
COMPETENCY: solves problems involving variations (M)

QUESTION: If you will stay

The total cost for a hotel room for four nights, which hotel
varies directly with the number of offers the cheaper cost?
nights you stay. At Hotel A, a three-
night costs a total of Php 6,000. At DEFINE AS:
Hotel B, a five-night stay costs a The cost that is lower when
total of Php 9,000. If you will stay for compared to another.
four nights, which hotel offers the
cheaper cost? 3. DEFINE WITH STUDENTS
KEY TERMS IN QUESTION
4. ASK STUDENTS TO MAKE A
CLAIM
CLAIM-EVIDENCE-REASONING TABLE

Hotel B offers the cheaper cost for a four-night

stay.

Four evidences I can cite to support my answer are the following:

On the negative side, the article in paragraph 1, since 1994, the
participation of women in the labour force has declined by 1.6%. These
5. HAVE STUDENTS SUPPORT
unemployment rates are far lower when compared to the 9.3%
CLAIM BY LOCATING AND
employment of women in the European Union.
On the positive side, the article states there has been a 3.5% increase in
MARKING EVIDENCES IN TEXT
employment of women in the non-agricultural sector. The article goes on
to say that current percentage of women in LSOM jobs (24.8%) has
seen an increase of nearly 3%, not that far behind when compared to an
estimate of 28% of women in other parts of the world having similar
positions.
My evidence supports my claim because the unequal
opportunities to work and earn given to women in Africa
clearly shows how men are being favored in the labor and
employment force as shown in the statistics.
 SAMPLE C-E-R
COMPETENCY: solves problems involving variations (M)

The total cost for a hotel room varies directly with the number of nights
you stay. At Hotel A, three nights cost a total of Php 6,000. At Hotel B,
a five-night stay costs a total of Php 9,000. If you will stay for four
nights, which hotel offers the cheaper cost?
CLAIM-EVIDENCE-REASONING TABLE

Hotel B offers the cheaper cost for a four-night

stay.

• Relationship between variables: The total cost of

stay varies directly as the number of nights of stay
• Hotel A offers 6 000 for a three-night stay
• Hotel B offers 9 000 for a five-night stay.

6. My
HAVE STUDENTS
evidence supports my claimGIVE
becauseREASONS
the unequal
TOopportunities
JUSTIFY to work and earn given to women in Africa
EVIDENCES IN LINE
clearly shows how men are being favored in the labor and
WITH DEFINED
employment KEYin TERMS
force as shown the statistics.
RESTATE CLAIM APPLY DEFINITION TO CLAIM
DEFINE TERM CONCLUSION
CLAIM-EVIDENCE-REASONING TABLE

Hotel B offers the cheaper cost for a four-night

stay.

• Relationship between variables: The total cost

of stay varies directly as the number of nights of
stay
• Hotel A offers 6 000 for a three-night stay
• Hotel B offers 9 000 for a five-night stay.

Hotel B offers the cheaper cost for a four-night stay.

Cheaper means the cost is lower compared to another.
After computing the cost of a four-night stay in the hotel using the
equations: y = 2000x for hotel A and y = 1800x for hotel B, it was
revealed that Hotel A’s four-night stay costs 8000 while hotel B is
lower at 7200. This only means that the four-night stay in Hotel B
is lower than in Hotel A.
Therefore, in answer to the question, hotel B offers the
cheaper cost for a four-night stay.
SAMPLE LOGIC FOR REASONING IN CER
My claim is…
The question is looking for…. and
this means…
The evidences I mentioned are
in line with what the question is
looking for because…
Therefore, in answer to the
question…
EXAMPLE:
My claim is Hotel B offers the cheaper cost for a four-night stay.
The question is looking for a hotel that offers a cheaper cost for a
four-night stay and this means comparing the cost that each hotel
offers for the said stay.
The evidences I mentioned are in line with what the question is
looking for because these tell me to compare the computation for the
rate of each hotel. Then to compute the rate, I need to write the
equation of variation for each.
Hotel B offers the cheaper cost for a four-night stay. Cheaper means
the cost is lower compared to another.After computing the cost of a
four-night stay in the hotel using the equations: y = 2000x for hotel A
and y = 1800x for hotel B, it was revealed that Hotel A’s four-night stay
costs 8000 while hotel B is lower at 7200. This only means that the
four-night stay in Hotel B is lower than in Hotel A. Therefore, in
answer to the question, hotel B offers the cheaper cost for a four-
night stay.
 CLAIM-EVIDENCE-REASONING HOLISTIC RUBRIC
In addition to Level 3 response, student’s reasoning shows in-depth inference
that goes beyond other compelling evidences related to the text.

Claim is correct. Cited evidences from article supports claim. Reasoning is

logical and connected to the evidence.

Claim is partially correct. Some of cited evidences do not support the claim.
Reasoning is partially not logical and not connected to the evidence.

Claim is incorrect. Some of cited evidences do not support the claim.

Reasoning is incomplete.

No claim, evidence or reasoning is found in the answer.

 CLAIM-EVIDENCE-REASONING ANALYTIC RUBRIC

COMPONENT 2 1 0 RATING
ACCEPTABLE PARTIALLY NOT ACCEPTABLE
ACCEPTABLE
CLAIM Gives a correct and Gives a correct but Gives an incorrect answer
A statement that complete answer incomplete answer or does not give any answer
answers the question or at all.
the problem posed
EVIDENCE Provides Provides appropriate but Does not provide any text
Text from article or appropriate and insufficient text from article from article or problem that
problem cited to sufficient text from or problem that supports supports the claim
support the claim article or problem the claim. May also include
that supports the some inappropriate
claim evidence
REASONING Provides Provides partial or Does not provide any
Explanation of how or explanation that incomplete explanation that explanation about how or
why the cited texts shows the shows the connection or why evidences are related
support the claim connection or relationship of evidences to to the claim. Or provides
relationship of the claim. explanation not related to
evidences to the the claim or evidences.
claim.
 CLAIM-EVIDENCE-REASONING TABLE

LEARNING COMPETENCY:

INSTRUCTIONS: Read the given problem. Then answer the following:

QUESTION:
YOUR CLAIM OR ANSWER:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
EVIDENCE 3:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…
ALL MODALITIES
 CLAIM-EVIDENCE-REASONING TABLE

LEARNING COMPETENCY:

INSTRUCTIONS: Read the given problem. Then answer the following:

QUESTION:
YOUR CLAIM OR ANSWER:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
EVIDENCE 3:
Explain how your evidences support your claim.
REASONING: My CAN
chosen evidences
STUDENTS supportON
SEARCH myTHE
claim because…
INTERNET
FOR THE ANSWER TO THIS QUESTION?
 CHECKLIST ITEMS
http://www.history.com/this-day-in-history/mount-etna-erupts

CLAIM-EVIDENCE- 1. An article or problem is given to the student to read and

REASONING analyze.
ACTIVITY SHEET AND 2. Question related to the Make Meaning competency is
ANSWER KEY 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. The required number of evidences students have to cite
is stated.
5. A sample answer key is done to guide the rubric rating of
students’ answers.
6. In the Reasoning part of the answer key, key terms of the
question are defined and serve as the basis of the
reasoning.
 CRITIQUE THE FOLLOWING CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: illustrates situations that involve the following variations: a. direct; b.
inverse; c. joint: d. combined
INSTRUCTIONS: Read and analyze the given problem.
The monthly salary S of Ryan is directly proportional to the number of days d he worked. His daily wage is
₱ 320.

QUESTION: What is the illustration of the given problem?

YOUR CLAIM OR ANSWER:
Cite from the article three evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
EVIDENCE 3:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…
 REVISED CLAIM-EVIDENCE-REASONING TABLE
LEARNING COMPETENCY: (M) solves problems involving variations
INSTRUCTIONS: Read and analyze the given problem?
The total cost for a hotel room varies directly with the number of nights you stay. At Hotel A, three nights
costs a total of Php 6,000. At Hotel B, five nights stay costs a total of Php 9,000.
QUESTION: If you will stay for four nights, which hotel has the cheaper cost? Explain your answer.

YOUR CLAIM OR ANSWER:

Cite from the article three evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
EVIDENCE 3:
Explain how your evidences support your claim.
REASONING: My chosen evidences support my claim because…
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R WITH PEAR DECK (blended/online modality)
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
 C-E-R WITH PEAR DECK

CLAIM
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK

The information that I need to solve the problem

are:
the relationship between the total cost for a hotel
room with the number of nights you stay
the total cost for each hotel with the given number
of nights that you stay.
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
C-E-R WITH PEAR DECK
CONSTRUCTED CHECKLIST ITEMS
RESPONSE TYPE
CLAIM-EVIDENCE- 1. Slides are prepared in advance containing the problem
REASONING ONLINE question, the material for analysis and the CER questions.
ASSESSMENT (WITH There is one slide for Claim, another slide for Evidence and
PEAR DECK) a third for Reasoning.
2. Answer text boxes are added in Pear Deck for students to
write their responses.
3. The address link to the file is obtained and copied and sent
to the students.
4. Access code to the file is given to students.
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R WITH PEAR DECK (blended/online modality)
-C-E-R WITH TIC TAC TOE BOARD (all modalities)
 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD

Due to the increasing cases of covid in the city, hospitals cannot

accommodate all patients. Seeing this problem, the LGU decided to
construct a quarantine facility where the asymptomatic and less severe
patients are isolated. The construction of the said facility must be done
immediately. Mr. Dela Cruz is the head of the engineering team assigned
to this project. He estimated that 7 workers can finish the job in 30 days.
The LGU would like to expedite the job but needs to consider the cost of
the construction. So, Mr. Dela Cruz provided them with different options
and proposed the best one.

RAPATAN2020
 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD

LEARNING COMPETENCY: (M)

ARTICLE:
Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE BOARD

RAPATAN2020
CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD

RAPATAN2020
 CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD
CONSTRUCTED RESPONSE CHECKLIST ITEMS
TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read and analyze.
REASONING 2. Question(s) are given in line with Make Meaning competency for
TIC TAC TOE ASSESSMENT students to answer in the form of a tic tac toe board.
BOARD, ANSWER SHEET 3. Students have to answer Q5 at the center of the board. The Q5
AND ANSWER KEY question is directly related to the competency.
4. Students have to select 2 other questions to form a straight line either
horizontal, vertical or diagonal.
5. In the students’ Answer sheet, a table for the students’ answers to
selected questions is provided. The table contains a part for the
Question No., another for Claim, another for Evidence and a final part
for Reasoning. Each part may have prompts that students can use to
begin their answer. Students have to refer to article to provide
Evidence.
6. In the Answer Key, the Make Meaning type of Learning Competency is
stated. The Evidence or supporting text in the article is stated below
each question.

RAPATAN2020
MAKE MEANING
ACTIVITY/ASSESSMENT
ONE TEXT/PROBLEM:
-C-E-R TABLE (all modalities)
-C-E-R WITH PEAR DECK (blended/online modality)
-C-E-R WITH TIC TAC TOE BOARD (all modalities)

MULTIPLE TEXTS/PROBLEMS:
-C-E-R OPEN BOOKS (all modalities)
-GUIDED GENERALIZATION (all modalities)
ALIGNING MAKE MEANING ACTIVITIES WITH UNIT STANDARDS AND COMPETENCIES

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RAPATAN2020