St. Michael’s School,Inc.

Las Piñas City UbdTemplate

Grade 8
Big Idea: Valuing Nature
2nd Grading

Stage 1- Desired Results

ESTABLISHED Transfer
GOAL G Students will be able to independently use their learning in…
T
 The learner  Creating an expository essay
demonstrates  Presenting a Film Review
understanding of  Conducting a blog from the film viewed
East Asian
literature as an
Meaning
art form inspired
UNDERSTANDINGS ESSENTIAL QUESTIONS
and influenced by
nature Students will understand that… U Q
relationship of
visual, sensory  The wonders in the environment becomes source of  How does nature influence art forms and the
and verbal signals inspiration for most of the authors in coming up with content of a literary text?
in both literary stories, poems, quotes, or plays. They allow these  How can one deliver an effective entertainment
and expository literary pieces to become avenues in expressing speech?
texts; strategies their amusement or sentiments. It allows them to
in listening to forward their desire in making the society aware of
long descriptive the wonders and importance of nature and its status
and narrative as development continues.
texts, value of  One can deliver an effective entertainment speech
literal and by composing a creative entertainment speech
figurative featuring a variety of effective paragraphs,
language and appropriate grammatical signals or expressions in
appropriate topic development, and appropriate prosodic
grammatical features, stance, and behavior
Acquisition
signals or Students will know… Students will be skilled at…
expressions K
suitable to  Graphic Organizers  Using visual-verbal relationships in expository
patterns of idea  Visual-Verbal relationships texts
development.  Types of texts  Writing an expository text
 Expository texts  Sharing ideas using opinion-marking signals
 Fact or Reality  Comparing and contrast the presentation of the
 Opinion same topic in different viewing genres
 Opinion marking signals  Expressing appreciation to the different
 Viewing genres viewing/literary genres.
 Beliefs  Creating a reflection about a topic with the use of
 Convictions different viewing genres.
 Film review  Identifying beliefs and conviction.
 Positive and negative messages conveyed in a  Comparing and contrast one’s beliefs/convictions
material viewed with those presented in a material viewed
 Explaining beliefs and conviction based on
materials viewed.
 Creating a film review about the film viewed.
 Discerning positive and negative messages
conveyed in a material viewed
 Explaining positive and negative messages
conveyed in a material viewed
 Writing the positive and negative messages
conveyed in a material viewed.
St. Michael’s School,Inc.
Las Piñas City UbD Template
Grade 8
Big Idea: Valuing Nature
2nd Grading

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
TRANSFER TASK(S):
 Rubrics TT
 Worksheets
GRASPS 1

Goal: Your goal is to be able to write or create an expository essay

Role: Essayist
Audience: Readers
Situation: You are tasked to write an entertainment column about the famous happenings in
your society for the past 5 years
Product: Your product will be the essay
Standards: You will be graded using a product/written rubric.

GRASPS 2

Goal: Your goal is to be able to present a Film Review

Role: Famous film critic
Audience: Viewers
Situation: You are famous film critic. You will publish the review after the Film opening.
Product: Your product will be the Film Review
Standards: You will be graded using a performance rubric.

GRASPS 3
Goal: Your goal is to conduct a blog about the film viewed.
Role: Your role is you are a professional blogger.
Audience: Viewers
Situation: As a professional blogger, you need to inform your audience about the film.
Product: Your product and performance is your shared blog about the film.
 Standards: Your work will be graded according to Written and Performance rubrics

OTHER EVIDENCES:
OE
 Written and oral response to group and individual tasks (online class or homework)
 Quizzes
 Accomplishment of worksheets
 Participation in class discussion
 Performance rubrics

St. Michael’s School Inc.

Las Piñas City UbdTemplate
Grade 8
Big Idea: Valuing Nature
2nd Grading

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

 Corrective Teaching (First Periodical Test)

LC: - Recognize different graphic organizers.

- Identify graphic organizers.

LT: - I can recognize different graphic organizers.

- I can identify graphic organizers.

ENGAGE:(5 minutes)
Picture Analysis

EXPLORE:(5 minutes)
Questioning
 Students will be asked some questions about the previous task from PREZI.
Process Questions
1. What are the following pictures?
2. What are their differences?
3. When do you use these organizers?

EXPLAIN: (15 minutes)

Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
  Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
Genyo Quiz
Identification

REMARKS:

LC: - Determine visual-verbal relationships

 Explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts

LT: - I can determine visual-verbal relationships

 I can explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts

ENGAGE:(5 minutes)
Flash cards

 Students will have a review about the previous topic.

EXPLORE:(5 minutes)
Questioning
 Students will be asked some questions about the previous task.
Questions:
1. What are graphic organizers?
2. Why do we need to use these organizers?
EXPLAIN: (15 minutes)
Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
Question and answer, if none, proceed to evaluation
EVALUATE(5 minutes)
Genyo Quiz
Essay type
REMARKS:
LC: - Distinguish expository texts.
LT: - I can distinguish expository texts.

ENGAGE:(5 minutes)
Short Task
 Students will have a short recap about the previous topic.

EXPLORE:(5 minutes)
Questioning
 Students will answer some True or False questions through Flash cards.
EXPLAIN: (15 minutes)
Video Lesson
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
Seatwork: 5 items (Flashdoc)
 Question and answer, if none, proceed to evaluation.

EVALUATE(5 minutes)
Genyo Quiz
 True or False
REMARKS:
SRA Reading
Quiz day
1. Visual-Verbal Relationship
2. Graphic organizers

 Setting of rules (5 minutes)

 Checking if everyone has logged in and prepared. (5 minutes)

 Genyo Quiz – (20 minutes)

 Identification (5 items)
  Multiple Choice (15 items)

 Checking - Item analysis(10 minutes)

REMARKS:

LC:
- Use visual-verbal relationships in expository texts
- Write an expository text.

LT:
- I can use visual-verbal relationships in expository texts
- I can write an expository text.

ENGAGE:(5 minutes)
Short Activity
 Students will have a review about the previous lesson.

EXPLORE:(5 minutes)
Process Questions:
1. What is expository text?
2. What are visual-verbal relationships?
EXPLAIN: (15 minutes)
Video Lesson
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
Writing Activity
 Draft for expository essay

REMARKS:
GRASPS 1

Goal: Your goal is to be able to write or create an expository essay

Role: Essayist
Audience: Readers
Situation: You are tasked to write an entertainment column about the famous happenings in your
society for the past 5 years
Product: Your product will be the essay
Standards: You will be graded using a product/written rubric.

LC:
- Distinguish fact/reality from opinion.

LT:
- I can distinguish fact/reality from opinion.

ENGAGE:(5 minutes)
Short Recap
 Students will have a short review about the previous topic.

EXPLORE(5 minutes)
Flashcards
 Students will give an idea about the sentences presented.
1. The Earth is round
2. I like the orange flavor.
3. Color yellow is the best color for me.
4. Trump is the president of America.
EXPLAIN: (15 minutes)
Video Lesson - Interactive Discussion
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
Seatwork: 5 items (Genyo)

REMARKS:
LC:
- Identify the opinion-marking signals.
LT:
- I can identify the opinion-marking signals.
ENGAGE:(5 minutes)
Review
 Students will have a recap about the previous lesson.

EXPLORE(5 minutes)
Flashcards
 Students will give their idea about the following phrases:
- Personally, I prefer…
- I think…
- I feel that...
- Maybe you should…
EXPLAIN: (15 minutes)
Video Lesson - Interactive Discussion
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
Identification

REMARKS:
LC:
- Understand the importance of learning opinion-marking signals.
- Explain opinion and opinion-marking signals.

LT:
-I can understand the importance of learning opinion-marking signals.
- I can explain opinion and opinion-marking signals.

ENGAGE:(5 minutes)
Review
 Students will have a short recap about the topic.
EXPLORE(5 minutes)
Flashcards
 Students will give examples of opinion-marking signals.
EXPLAIN: (15 minutes)
Video Lesson - Interactive Discussion
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
  Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
 Book activity

SRA Reading
Quiz day
1. Opinion marking signals - Identification
2. Essay type

 Setting of rules (5 minutes)

 Checking if everyone has logged in and prepared. (5 minutes)

 Genyo Quiz – (20 minutes)

 Identification (5 items)

 Essay type (15 items)

 Checking - Item analysis(10 minutes)

REMARKS:

LC:
- Share ideas using opinion-marking signals
LT:
- I can share ideas using opinion-marking signals
ENGAGE:(5 minutes)
Review
 Students will have a short recap about the topic.
EXPLORE(5 minutes)
 Students will give examples of opinion-marking signals.
EXPLAIN: (15 minutes)
Video Lesson - Interactive Discussion
 Run the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
 Students will share their ideas using opinion-marking signals
LC:
- Distinguish the different viewing genres.

LT:
-I can distinguish the different viewing genres.

ENGAGE:(5 minutes)
Short Recap
 Students will have a review about the previous lesson.

EXPLORE:(5 minutes)
Video Analysis
 Guide Questions
1. What are the following genres?
2. What do you think will be our lesson for today?
EXPLAIN: (15 minutes)
Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
Seatwork: 5 items (Flashdoc)

REMARKS:
LC:
- Compare and contrast the presentation of the same topic in different viewing genres
LT:
-I can compare and contrast the presentation of the same topic in different viewing genres

ENGAGE:(5 minutes)
Short Recap (Flash card)
 Students will have a recap about the previous lesson.
EXPLORE:(5 minutes)
Questioning
1. What are the following viewing genres?
2. What are their difference?
3. What do you think will be our lesson for today?
EXPLAIN: (15 minutes)
Video Lesson
 Play the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students may ask questions, if none proceed to evaluation.
EVALUATE(5 minutes)
 Seatwork: Venn Diagram

Remarks
LC:
- Explain the presentation of the same topic in different viewing genres.

LT:
-I can explain the presentation of the same topic in different viewing genres.

ENGAGE:(5 minutes)
Short Recap (Flash doc)
 Students will have a recap about the previous lesson.

EXPLORE:(5 minutes)
Questioning:
 Students will be asked the following questions:
1. What are the different viewing genres?
2. What are their differences?
EXPLAIN: (15 minutes)
Video Lesson
 Play the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
 Multiple Choice
Remarks:
SRA Reading
Quiz day
1. Viewing genres
 Setting of rules (5 minutes)

 Checking if everyone has logged in and prepared. (5 minutes)

 Genyo Quiz – (20 minutes)

 Identification (10 items)

 Multiple Choice (10 items)

 Checking - Item analysis(10 minutes)

REMARKS:

LC:
- Express appreciation to the different viewing/literary genres.
- Create a reflection about a topic with the use of different viewing genres.
LT:
- I can express appreciation to the different viewing/literary genres.
- I can create a reflection about a topic with the use of different viewing genres.

ENGAGE:(5 minutes)
Short Recap (Flash doc)
 Students will have a recap about the previous lesson.

EXPLORE:(5 minutes)
Questioning:
 Students will be asked the following questions:
1. What are the different viewing genres?
2. What are its importance?
EXPLAIN: (15 minutes)
Video Lesson
 Play the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
  Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
Seatwork: Essay type (5 sentences)
Students will create a reflection with the use of different viewing genres.
LC:
- Identify beliefs and conviction.

LT:
-I can identify beliefs and conviction.
ENGAGE:(5 minutes)
Short Recap
 Students will have a review about the previous lesson.

EXPLORE:(5 minutes)
Questioning:(Flash doc)
 Students will be asked about the following statements:
1. I believe in superstitions.
2. I conclude that the research doesn’t have errors.

EXPLAIN: (15 minutes)

Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
Seatwork: Multiple choice (5 items)

LC:
- Compare and contrast one’s beliefs/convictions with those presented in a material viewed.
LT:
-I can compare and contrast one’s beliefs/convictions with those presented in a material viewed.
ENGAGE:(5 minutes)
Short Recap
 Students will have a review about the previous lesson.
EXPLORE:(5 minutes)
Questioning:(Flash doc)
 Students will be asked to differentiate the given sentences in Flash doc.
EXPLAIN: (15 minutes)
Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
Seatwork: True or False (5 items)

LC:
- Explain beliefs and conviction based on materials viewed.
LT:
-I can explain beliefs and conviction based on materials viewed.
ENGAGE:(5 minutes)
Short Recap
 Students will have a review about the previous lesson.

EXPLORE:(5 minutes)
Questioning:(Flash doc)
 Students will be asked to differentiate the given sentences in Flash doc.

EXPLAIN: (15 minutes)

Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Question and answer, if none, proceed to evaluation.
EVALUATE(5 minutes)
 Essay Type

SRA Reading
Quiz day
1. Beliefs
2. Conviction
 Setting of rules (5 minutes)

 Checking if everyone has logged in and prepared. (5 minutes)

 Genyo Quiz – (20 minutes)

  Identification (10 items)

 Multiple Choice (10 items)

 Checking - Item analysis(10 minutes)

REMARKS:

LC:
- Create a Film Review about the film viewed.
LT:
- I can create a Film Review about the film viewed.

GRASPS 2

Goal: Your goal is to be able to present a Film Review

Role: Famous film critic
Audience: Viewers
Situation: You are famous film critic. You will publish the review after the Film opening.
Product: Your product will be the Film Review
Standards: You will be graded using a performance rubric.

REMARKS:
LC:
- Discern positive and negative messages conveyed in a material viewed

LT:
-I can discern positive and negative messages conveyed in a material viewed
ENGAGE:(5 minutes)
Review
 Students will have a recap about the previous lesson.

EXPLORE:(5 minutes)
Questioning:(Flash card)
 Students will be given some words and will be asked about the following questions using
flash cards.
EXPLAIN: (15 minutes)
Video Lesson
 Run the self-made video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students will ask some questions, if none, proceed to evaluation.
EVALUATE(5 minutes)
 Identification

REMARKS:
LC:
- Explain positive and negative messages conveyed in a material viewed

LT:
-I can explain positive and negative messages conveyed in a material viewed
ENGAGE:(5 minutes)
Review
 Students will have a short review about the previous lesson.

EXPLORE:(5 minutes)
Questioning:(Flash card)
 Students will be given some examples and will be asked about the following questions shared
in Genyo.
EXPLAIN: (15 minutes)
Video Lesson
 Play the personalized video lesson in Genyo for 15 minutes.
EXTEND (10 minutes)
 Students will ask some questions, if none, proceed to evaluation.
EVALUATE(5 minutes)
 Essay type

REMARKS:

LC:
- Write the positive and negative messages conveyed in a material viewed.
LT:
-I can write the positive and negative messages conveyed in a material viewed.
REMARKS:
SRA Reading
Quiz day
1. Positive and negative message conveyed
 Setting of rules (5 minutes)

 Checking if everyone has logged in and prepared. (5 minutes)

 Genyo Quiz – (20 minutes)

 Identification (10 items)

 Essay Type (10 items)

 Checking - Item analysis(10 minutes)

REMARKS:

GRASPS 3

Goal- Your goal is to conduct a blog about the film viewed.

Role- Your role is you are a professional blogger.

Audience- Viewers.

Situation- As a professional blogger, you need to inform your audience about the film.

Product-Your product and performance is your shared blog about the film.

Standards-Your work will be graded according to Written and Performance rubrics

REMARKS:

Review for the 2nd Periodical Test

2nd Periodical Test