Saint Anthony College Technology

A Member of the SACT-STM Education System

San Francisco, Mabalacat, Pampanga
BASIC EDUCATION LEVEL

QUARTERLY INSTRUCTIONAL AND EVALUATION PLAN

Subject Area: Religion 7

Evaluation Period: Quarter

Quarterly Content Standard:

The learners should demonstrate understanding of God saving action in different ways and the Journey towards Salvation.

Quarterly Performance Standard:

The learners shall be able to understand the God’s plan of Salvation, Identify and discuss how God saves us through different ways, the learners shall be able to feel and
understand the meaning behind the God’s Plan of salvation.

Subject Matter:
Academic Book (Enjoying our Journey of Faith)
Main Topic:
Journey towards Salvation

Time Frame: 10 weeks

Integration/Advancement
1. The significant role of learning about Salvation helps to have an awareness of our beliefs, to have knowledge about the different experiences of other people and relate to
those experiences.
2. Learning Salvation helps you understand yourself and have an awareness of God’s Plan.
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 3. Salvation allows you to identify and appreciate important events and the emotional feelings of other people. Knowing about God’s salvation helps you understand the
importance of being saved.

How the Integration and Enrichment will be Implemented: (how will you integrate?)

Each lesson provides the learners with synchronous discussions and asynchronous activities that allow the students express, analyze, and synthesize their ideas/thoughts. The
students’ output (s) will serve as their integrated requirement at the end of each grading period

N.B.: The subject teacher shall adopt the following phases of instruction guided and reviewed by the Principal and the Program Head of the Education Department.

Phases and Guide for Instruction:

● Engagement
The teacher captures the student's attention, stimulates their thinking and helps them access prior knowledge.
● Exploration the teacher gives the students time to think, plan, investigate, and organize collected information

● Clarification/Justification
Students are now involved in an analysis of their exploration. Their understanding is clarified and modified as their teacher explains the new concept.

● Development/Extension
This the phase that gives students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real world situation.

● Assessment/Evaluation
This is the phase that provides opportunity for students to assess themselves and for the teachers to evaluate their students.

Institutional Learning Outcomes (ILOs): (do not change the ILO, our ILO is the school’s learning outcomes)

The SACT sees its graduates to be a learner equipped with the necessary tools to make him a productive and morally upright citizen; relates to the learner’s ability in using
language established by language knowledge, skills, and attitude including grammatical, Sociolinguistic, discourse, and strategic competence; thus, he/she become an Anthonian’s
who possesses the following attributes:

1. Listening skill is the first and the most basic skill developed by the learner in learning the first
Language, English as second language (ESL)
2. Speaking is oral productive skill. Brown (2001) defined speaking as activity that involves two or more people in which the participants are both listeners and speakers
having to act what they listen and make contribution meaningfully. It means that speaking involves two people or more in participating and contributing as the listener
and speaker.(SOPS)
3. Reading is a receptive skill in formulating meaningful information delivered in a text. Reading is a process of absorbing information from written text and associating,
information with prior knowledge to establish a meaningful text. Reading is a skill to get messages, written symbols, understanding meaningful text, and teaching
pronunciation. Reading relates to processes. They are identifying and comprehending the text. Identifying the text refers to the process to identify the written symbols
related to oral language. While, comprehending the text refers to give the meaningful word, sentence, and text. (RRMT)
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 4. Writing is a productive skill required by the learner in acquiring the target language. Harmer (2004) stated that writing is an important skill required by ESL or EFL
learner and writing is a tool of communication because it expresses people’s thought and feeling. (WPLAL)
5. Grammar is the system of rules governing the conventional arrangement and relationship of words in sentences. The words in sentences means the grammar unit
contains of words, phrases, clauses, and sentences.(GSCARWS)
6. Pronunciation is a language component related to sounds and how to pronounce the sounds accurately, so the listener can receive the message. (PLSP)

Program Learning Outcomes (PLOs): (do not change the PLO)

The SACT Basic Education believes that every learner shall be given an opportunity and access to quality secondary education. It recognizes and adopts the Institutional
Learning Outcomes (ILO) that characterizes Anthonian’s Graduates who are equipped with knowledge and skills essential for total human development as its Program Learning
Outcomes (PLO)

1. The educational level is quite, high. As a result, their spoken English is generally good. Emphasis, therefore, must be placed in the area of, instruction in written
English.
2. The study English has, as its chief goal, the improvement of communication. Since students in grades seven display wide differences in the ability to
communicate effectively, the individualization of instruction is desirable wherever possible.
3. Grades seven serve as a liaison between elementary school and the high school. As such, emphasis must be placed on the continued development of basic
skills in the communication, process. However, while basic skills demand prominence, opportunity for individual growth must also be present through the
development of the child's own interests and abilities.
4. Heterogeneous grouping is preferable to homogeneous grouping if we have the means to individualize our instructions:
5. Performance objectives have been written in ten basic skill areas. Units or modules which lead to the fulfillment of these objectives are available in the English
office. All English teachers share these modules, contribute to-the unit file, and participate in the creation and revision of materials on a’ continuing basis.

Subject Learning Outcomes (SLOs):

The course is designed to develop the learner’s understanding in Geography of Asia, to familiarize with the different regions and countries in Asia and to be able to use these
knowledge in their life.

1. Define Geography.
2. Familiarize with the five regions of Asia.
3. Familiarize with every country of each region.
4. Identify the physical characteristics of Asia
5. Write an Essay about the topic/s discussed in the class.
6. Write a reflective essay about the topic/s.

Content/Lesson Subject Area Subject Matter Time Learning Learning Critical Thinking or Type of Assessment
and Learning Learning Learning Frame Materials and Activities/Inquiry Motivating Guide
Competencies Outcomes Outcomes Educational Questions
Technology

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 Integration
Lesson1: Discussions with The learners are expected Motivation Formative
SLO-1 presenting a to: ( Recite, Quiz, Essay,
A. From our discussion
Discuss God’s PLO- 1, PLO- 2 SLO-2 PowerPoint. Reflection Paper,
(cite your opinions by
saving actions, PLO-3, PLO-4 SLO-3 6 hours 1. The students will have a Homework)
answering these
relate PLO- 5 SLO-4 (2 weeks) deeper understanding
questions:
experiences in SLO-5 Enjoying our God’s Saving Action in
the discussion. SLO-6 Journey of Faith Creation 1. Who is God?
SLO-7 (Book)
2. Why it’s important Know
2. The learner will be able about God’s saving
to familiarize about our life action?
Laptop/desktop and faith.
3. How can you show the
3. Learner will be able to care for God’s creation?
explain the relationship
between Creation and B. Sharing insights and
Salvation give your assessment:
4. Learner will be able to 1. What are the Saving
express commitment to actions of God?
care for God’s creation 2. Explain the relationship
between Creation and
5. The learner shall be able Salvation?
to express and thank God
for creating human person
in His image and likeness. Clarifying and
Deepening
1. Why God created
humans?
a). To make it easier
b). to create and gather
information of areas that
has similar or share
common features.

2. Summarize of what you

have learned about Asia’s

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 Geography.

Assignment/Home
Activities
Write an Essay about
what did you learned
about the five regions of
the Continent of Asia.
Lesson 2: The learners are expected Motivation Formative
to:
Discussions with A. Express your insights ( Recite, Quiz, Essay,
The Natural
presenting a by answer the following Reflection Paper,
Resources of PLO- 1, PLO- 2 SLO-1 6 hours 1. The learners will learn
PowerPoint questions: Homework)
Asia. PLO-3, PLO-4 SLO-2 (2 weeks) about the natural resources
.
PLO- 5 SLO-3 of Asia.
Aralin
1. Discuss the SLO-4 1. What do you know
Panglipunan 7
different natural SLO-5 2. The learners will be able about the Natural
resources found SLO-6 to discuss the uses of the resources of Asia?
Smartphone/
in each country of SLO-7 natural resources of Asia. 2. How do you understand
Laptop
Asia. its uses to the daily life of
3. The learners will be able the people?
to have a deeper
understanding about the
Natural resources of Asia. B. Sharing insights and
opinions.
4. Relate or compare the 1. What are the natural
different natural resources resources that usually
found in each found in the Philippines?
region/country.
2. How can we use these
natural resources
efficiently?

Clarifying and
Deepening
1. What is the importance
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 of the natural resources?

2. What can be the effect

of the following
actions/situations to the
natural resources of Asia.

I. Excessive
production and use
of vehicles.

II. Clearing and

Burning the forest.

III. Illegal logging and

Deforestation.

IV. There are too

many people in the
City.

Assignment/Home
Activities
Write an essay about what
you/we can do to prevent
these actions or
movements that would
harm the riches of our
country?
Lesson 3: Discussions with The learners should: Motivation Formative
presenting a
A. Express your insights
The Human PLO- 1, PLO- 2 SLO-1 PowerPoint 1. Know what is human
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resources of Asia PLO-3, PLO-4 SLO-2 . resources. by answer the following
PLO- 5 SLO-3 6 hours Aralin questions:
1. Define the SLO-4 (2 weeks) Panglipunan 7 2. Familiarize the human
Human SLO-5 resources in Asia.
resources. SLO-6 Smartphone/ 1. What do you know
SLO-7 Laptop 3. Identify the main human about the human
2. Discuss the resources in the resources of Asia?
main human Philippines.
resources in Asia
and in a particular 4. To do a research about 2. What human resources
country. the main human resources of the Philippines do you
in Philippines, both past know?
and present.

5. Compare the human B. Sharing insights and

resources of the Philippines opinions.
in the past and the current.
. 1. In your own
understanding, what is the
importance of the human
resources in our lives?

Clarifying and
Deepening
1. In your own opinion, is
the current human
resources that we have is
better than the past
human resources? Explain
your answer why.

Assignment/Home
Activities
Write a reflective essay
about your own
experience about Human
resources in the

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 Philippines.

Lesson 4: PLO- 1, PLO- 2 SLO-1 Discussions with The learners should: Motivation Summative
PLO-3, PLO-4 SLO-2 presenting a
A. Express your insights
The Composition PLO- 5 SLO-3 PowerPoint 1. Be able to define the
by answer the following
of ethnolinguistic SLO-4 . ethnolinguistic.
questions
of the Regions of SLO-5 Aralin
Asia SLO-6 Panglipunan 7 2. be able to define ethnic. 1. What is Ethnolinguistic?
SLO-7 2. Why is it important to
1. Define 6 hours Smartphone/ 3. The learners will be able study and have knowledge
Ethnolinguistic. (2 weeks) Laptop to recognize the different about the different ethnic
ethnic groups in Asia. groups in Asia?
2. Define and
discuss the 4. The learners will be able
different ethnic to develop their knowledge B. Sharing insights and
groups in Asia. about the history of these opinions.
ethnic groups.

5. The learners should be 1. In your own opinion, do

able to familiarize with the you think ethnic groups
different ethnic groups and are important? Why?
the languages they use.

Clarifying and
Deepening
1. In your understanding,
explain why the rights of
the ethnic groups are
important?

Assignment/Home
Activities
Research about the
different ethnic groups in
the Philippines, write their
traditions, beliefs, and

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 characteristics.

Prepared by: Reviewed by: Approved by:

CHRIZZA MAY A. SABARRE

Faculty Member Officer In-Charge, Basic Education Program Head