Understanding by Design

WHAT IS UbD?
1. UbD is a way of thinking purposefully about curricular
planning and school reform, a set of helpful design tools,
and design standards – not a program or recipe.

2. The end goal of UbD is understanding and the ability to

transfer learning – to appropriately connect, make sense
of, and use discrete knowledge and skills in context.
3. Evidence of understanding is revealed through
performance.

4. Educators are coaches of understanding, not mere

purveyors of content or activity.

5. Planning is best done “backward” from the desired

results and the transfer tasks that embody the goals.
6. UbD transforms Content Standards and other goals into
focused learning targets based on “big ideas” and
transfer tasks.

7. UbD reflects a “continous improvement” approach to

design and learning. The results of our curriculum
designs (e.g., assessment results, quality of student
work, degree of learner engagement) may lead to
needed adjustments.
 Traditional Learning Plan
I. Objectives
III. Procedure:
a. A. Pre-Activity
b.
Mood setting
c.
d. B. Main Activity

II. Subject Matter: C. Post Activity

D. Assessment / Evaluation

III. Materials:
V. Agreement / Assignment
UbD Template
 Stage 1 Identify Desired Results

G
Established TG
Goals Transfer Goals

U
Enduring
Understandings

K
Q Knowledge and
Essential Skills
S
Questions
 Backward Design: Stage 1

G Established Goals
U Enduring Understandings
Q Essential Questions
TG Transfer Goals
K S Knowledge and Skill
 Stage 1 – Key Design Elements
English, High School

Stage 1 – Identify Desired Results

Established Goals:
MA Standard 8 – Understanding a Text: Students will G
identify the basic facts and main ideas in a text and use
them as the bases for interpretation.
MA Standard 19 – Writing: Students will write with a clear
focus, coherent organization, and sufficient detail.
MA Standard 20 – Writing: Students will write for
different audiences and purposes.
What understandings are desired?

Students will understand that…

 Novelists often provide insights about human experience
and inner life through fictional stories. U

 Writers persuade and engage their readers through the use

of a variety of stylistic techniques.
 Novels reflect common adolescent experiences and deep-
seated personal problems about growing up and relating to
others.
What essential questions will be considered?

 What is the relationship between fiction and Q

truth? What truths can best be rendered
fictionally?
 Does the author represent adolescence? Is he
abnormal, or are all adolescents “abnormal”?
Who is genuine and who is “phony”?
 How do authors hook and hold readers? How do
they engage you?
 How do writers persuade their readers?
What key knowledge and skills will students acquire
as a result of this unit?

Students will know… K Students will be able to… S

 the plot and characters of  apply strategies for interpretive
Catcher in the Rye. reading.

  develop a well-reasoned hypothesis

various stylistic techniques that
through a close reading of a text.
J.D. Salinger employed.
 apply the writing process to produce
 the steps in the writing process. a draft and a revision of a persuasive
 persuasive writing techniques written product.
 reflect on their comprehension of a
text, and consider their own
misunderstandings.
 Drafting a Design from Big Ideas
Reading
Established Goals:
Established Goals:
Students will read and respond in individual , literal and critical, and evaluative ways to literary,
informational, and persuasive texts; describe the text by giving an initial reaction to the text
Students will read and respond in individual , literal and
and explaining its general content and purpose; and generate questions before, during and
critical,
after reading, andwriting,evaluative
listening, and viewing. ways to literary,
-CT Language Arts Standard 1 –Reading and Responding
informational, and persuasive texts; describe the text
Understandings:
by giving an initial reaction
Understandings: Essentialto the
Essential Questions:
text and explaining
Questions:
•Reading involves making sense of the text, not just
decodingits
••Sometimes
Reading general
the
involves
words. content
making and
sense purpose;
•
of What
the
•Whytext,
do
do
and
•What do good readers do?
good
writers
generate
readers
and speakers mean do?
something other
authors convey their ideas indirectly and
than what they write or say?
not questions
justmust
the learner infer their before,
decoding the words.
meanings. during and
•Why •Howdo after
do writers
we reading,
and
read between lines? writing,
thespeakers mean
Sometimes authors convey
listening, and Big
•Friends are trusted people who look out for our
•interests.
viewing. theirIdeas:
•True friendship is often revealed in times of trouble.
indirectly and the learner must infer
ideas
something other than what they write
•Who are my true friends, and how do I know?

or their
say?
meanings. -CT Language Arts •How Standard
do we read between 1 –Reading and
the lines?
•Friends are trusted people •Reading who Biglook•for
Who
Ideas: meaning
out formy true friends, and how
are
Responding
our interests. •Reading do I know?
•True friendship is often revealed
• Indirect •Indirectin
expression
for meaning
times of
expression

trouble. •True friends •True friends vs. acquaintances

vs. friends
•Fair-weather acquaintances
•Fair-weather friends
 Drafting a Design from a Big ideas
Statistics
Established Goals:
Established Goals:
All students will connect mathematics to other learning by understanding the interrelationships of
mathematical ideas and the roles that mathematics and mathematical modeling play in other
All students will connect mathematics to other
disciplines and in life.

learning by understanding the -NJ Mathematics Standard 3

Understandings:
interrelationships of mathematical ideas and
Essential Questions:
Understandings: Essential Questions:
the roles
•Statistics that mathematics
can represent or and mathematical
•What are the limits of
•Statistics can represent or model complex phenomena •What are the limits of mathematical representation and
model complex play
modeling phenomena
•Statistics can be manipulated to obscure the truth.
in other disciplines and in life.and
modeling?

•Statistics can be
“fair” decisions. Big Ideas:
mathematical representation
•There are various mathematical means for reaching

modeling?
•What mathematical methods provide the “fairest” rankings?
•What is “average”?
•How can mathematics help us decide (e.g., in grading,

manipulated to obscure the •What mathematical methods voting, ranking)?

truth. •Central Tendency provide the “fairest” rankings?

•There are various -NJ
•Mathematical representation •
Mathematics
What is and
“average”?
Standard 3
Big Ideas:
mathematical means for • modeling •How can mathematics help us
•Fairness
reaching “fair” decisions.
•
Central Tendency
Mathematical (Mathematical)
decide
representation (e.g., in grading, voting,
and modeling
•Judging •Fairness (Mathematical)
and
•Judging ranking)?
and ranking
ranking
 Concept Attainment for Framing Enduring
Understandings
Part 1 – Examine the following examples to determine the common characteristics of
effectively framed enduring understandings.
Improperly Framed
Properly Framed
Properly Framed
The student will understand that…
The student will understand that...
Improperly Framed
6. That the price of long-distance phone calls has declined
1.In a free-market economy, price is a function of supply and
The student will understand that… The studentduring
demand. 7. will
the past decade.
understand that...
True friendship.
2.True friendship is revealed during difficult times, not happy
8. How to calculate mean, median, and mode.
times.
9. That the should not cup their hands when swimming the
1.In a free-market
3.Statistical economy,
analysis and data display often revealprice
patternsis a
that function of of long-distance phone calls has
6. That the freestyle.
price
may not be obvious.
supply
4.The and demand.
most effective 10. DNA
declined during the past decade.
stroke mechanics swimming involve pushing
the maximum amount of water directly backward.
2.True friendship is revealed during7. difficult times,
True friendship.
5.The interaction of heredity and experience influences behaviour
not happy times. 8. How to calculate mean, median, and mode.
List common characteristics of the properly framed examples:
3.Statistical analysis and data display often reveal
9. That the should not cup their hands when
List common characteristics of the properly framed examples:
patterns that may not be obvious. swimming the freestyle.
4.The most effective stroke mechanics 10. swimming
DNA
involve pushing the maximum amount of water
directly backward.
5.The interaction of heredity and experience
influences behaviour
 Part 2 – Use your list of characteristics as criteria to determine
which of the following examples are effectively framed as Enduring
Understandings. Check “yes” or “no” after each example.
YES NO

1. The concept of estivation.

1. The USDA Food Pyramid presents relative, not

absolute, guidelines for a balanced diet

2. Mathematical models simplify reality to enable

useful solutions.

3. How to tell time

4. The cause and effects of the Civil War.

5. That the Magna Carta was assigned on June 15,

1215.
 Enduring Understandings
Samples Assigned By Subject
Literature
Literature
• Novelists often provide insights about human experience through fiction.
• An effective story engages the reader by setting up questions – tensions, mystery, dilemmas, or
• Novelists
uncertainty.
often provide insights about human experience
• through
Everybody is fiction.
entitled to an opinion about what the next supports some interpretations more
that others.
•Foreign
An effective
Language story engages the reader by setting up questions –
• tensions,
ForeignThe mystery,climate,
topography,
Language
dilemmas, andor uncertainty.
natural resources of a region
•• Everybody
influence
The topography,the is entitled
culture,
climate, toeconomy
an
and natural opinion
resources and
of about what
lifestyle
a region influence thethe
of lists next
inhabitants.
culture, economy and
Artlifestyle
supports of lists inhabitants.
some interpretations more that
•
• AlAl maps
maps distortdistort Earth’s representation
Earth’s representation of others.
of area, shape, distance, area, shape, distance,
and direction.
• Theand greatest
direction.artists often break with established traditions and
techniques to better express what they see and feel.
Art
•• TheAvailable tools,
greatest artists oftentechniques, and traditions
break with established resources influence
and techniques artistic
to better express
what they see and feel.
expression.
• Available tools, techniques, and resources influence artistic expression.
•• Great
Great art addresses
art addresses universal
universal themes of humanthemes
existence.of human existence.
 Enduring Understandings
Samples Assigned By Subject
Reading/ Language Arts
Reading/ Language Arts
• • Effective readersreaders
use specificuse
strategies to helpstrategies
them better understand the text e.g., using
Effective specific to help them better
context clues, questioning the author, predicting what will come next, rereading, summarizing).
understand
• Writing
Different the(e.g.,
types of texts text e.g., mystery,
narrative, using biography,
contextexpository,
clues, questioning
persuasive) have the
author,
different predicting what will come next, rereading,
structures.
• • Understanding
Audiencea text’s and structure
purpose (e.g.,
helps a readertobetter
inform, persuade,
understand entertain)
its meaning.
summarizing).
influence the use of literary techniques (e.g., style, tone, word
• Different types of texts (e.g., narrative, mystery, biography,
choice)
Writing
expository, persuasive) have different structures.
• Writers do not always say what they mean. Indirect forms of
• Understanding a text’s structure helps a reader better
expression
• Audience (e.g.,
and purpose satire,
(e.g., irony)
to inform, require
persuade, entertain)readers touse
influence the read between
of literary
understand
techniques (e.g., its tone,
meaning.
the lines tostyle,
find the word choice)
intended meaning.
• Writers do not always say what they mean. Indirect forms of expression (e.g., satire, irony)
• require
Punctuation marks
readers to read between andthe grammar
lines to find therules
intendedare like highway signs
meaning.
• Punctuation
and traffic markssignals.
and grammar Theyrulesguide readers
are like highway through
signs and traffic the text
signals. Theyto help
guide
readers through the text to help avoid confusion.
avoid confusion.
 An Enduring Understanding….
(description)
 Involves the Big Ideas that give meaning and importance to
facts.
 Can transfer to other topics, fields, and adult life.
 Is usually not obvious, often counterintuitive, and easily
misunderstood.
 May provide a conceptual foundation for basic skills.
 Is deliberately framed as a generalization-the “moral of the
story.”
 Tips on Framing Understandings

• Avoid the phrase, “Students will understand

how to…”
 Concept Attainment Essential Questions
Part 1 – Examine the following examples and non examples to determine the common
characteristics Essential Questions. List these in the box below.

Essential Questions Nonessential Questions

1.How are “form” and “function” related in
biology?
2.How do effective writers hook and hold
their readers?
3.Who “wins “ and who “loses” when
technologies change?
4.Should it be axiom if it is not obvious?
5.What distinguishes fluent foreigners from
native speakers?
6.How would life be different if we couldn’t
measure time?
7. How many legs does a spider have? How does
an elephant use its trunk?
8. What is the foreshadowing? Can you find an
example of forshadowing in the story?
9. What is the original meaning of the term
“technology” (from its Greek root, techne) ?
10. By what axioms are we able to prove the
Pythagorean theorem?
11. What are some French colloquialisms?
12. How many minutes are in an hour? How many
hours are in a day?

List common characteristics Essential questions:

 Part 2 – Use your list of characteristics as criteria to determine
which of the following are Essential Questions. Check “yes” or “no”
alter each example. YES NO

13. What is the relationship between popularity and

greatness in literature?

14. When was the Magna Carta signed?

15. Crustaceans – what’s up with that?

16. When president of the United States has the most

disappointing legacy?

17. When is an equation linear?

18. To what extent are common sense and science related?

Refine your list of key characteristics of Essential Questions?

 Essential Questions -Samples
Arts (visual and performing)
• Where do artists get their ideas?
• How does art reflect, as well as shape, culture?

Culinary Arts
• When is it ok to deviate from the recipe?
• What makes a safe kitchen?

Foreign Language
• What distinguishes a fluent foreigner from a native speaker?
• What can we learn about our own language and culture from studying another?

Health
• What is healthful living?
• How can a diet be healthy for one person and not another?
 Essential Questions -Samples
Literature
• What makes a great book?
• Can fiction reveal truth? Should a story teach you something?

Reading
• What makes a great story?
• How do you read between the lines?
• Why do we punctuate? What if we didn’t punctuation marks?

Writing
• Why write?
• How do effective writers hook and hold their readers?
• What is a complete thought?
 Essential questions
(description)

 Have no simple ‘right” answer; they are meant to be argued.

 Are designed to provoke and sustain student inquiry, while

focusing learning and final performance.

 Often address the conceptual or philosophical foundations of a

discipline.

 Raise other important questions.

 Naturally and appropriately recur.

 Stimulate vital, ongoing rethinking of big ideas, assumptions, and

prior lessons
 Tips for Using Essential Questions
1. Organize programs , courses, units of study, and lessons around the
questions. Make the “content” answer the questions.
2. Select or design assessment tasks (up front) that are explicitly linked to
the questions. The task and performance standards should clarify what
acceptable pursuit of, and answers to, the questions actually looks like.

3. Use a reasonable number of questions per unit (two to five). Make less
be more. Prioritize content for students to make the work clearly focus
on a few key questions.

4. Frame the questions in “kid language” as needed to make them more

accessible. Edit the questions to make them as engaging and provocative
as possible for the age group.
 Tips cont..
5. Ensure that every student understands the questions and sees their
value. Conduct a survey or informational check, as necessary, to
ensure this understanding and recognition.
6. Derive and design specific concrete exploratory activities and
inquiries for each questions.
7. Sequence the questions so that they naturally lead from one to
another.
8. Post the essential questions in the classroom and encourage
students to organize notebooks around them to make clear their
importance for study and note taking.
9. Help students to personalize the questions. Have them share
examples, personal stories, and hunches. Encourage them to bring
in clippings and artifacts to make the questions come alive.
10. Allot sufficient time for “unpacking” the questions – examining
subquestions and probing implications- mindful of student age,
experience, and other instructional obligations.
Use questions and concept maps to show relatedness of
questions.

11. Share your questions with other faculty to make planning and
teaching for cross-subject matter coherence more likely.
Encourage ideas to promote overarching questions schoolwide –
ask teachers to post their questions in the faculty room and in
department meeting and planning areas.

Type and circulate questions in the faculty bulletin. Present and

discuss questions at faculty and P.T.S.A. meetings.
UbD Template
Stage 2 Determine Acceptable Evidence

T OE
Performance
Tasks Other Evidence

R SA

Rubrics Self-
Assessment
 Stage 2 – Assessment Evidence

1. The focus in STAGE 2 is “valid evidence” – making sure that what

we assess follows logically from or (aligns with) with all decisions
made in STAGE 1.

2. Assessing for understanding requires evidence of the students’

ability to insightfully explain or interpret thier learning – to “show
thier work” and to “justify” or “support” their performance/
product with commentary.
3. Assessing for understanding also requires evidence of the
students’ ability to apply their learning in new, varied, and realistic
situations – “doing’ the subject in a situation (transfer) as opposed
to merely answering pat questions out of context.
 Stage 2
Performance Task(s): Other Evidence -
 provide evidence of understanding because  is non-performance-based
we have to see if the learners can apply and evidence collected to assess
adapt their learning to various problems, various Desired Results of Stage
situations, and contexts. 1
 should be as faithful as possible to real-world  is the place to identify
contexts, demands, messiness, audiences, conventional tests, quizzes, and
and purposes assignments that round out the

assessment picture od Stage 1.
should be written in the GRASPS format to
make assessment tasks more authentic and  can overlap the performance-
engaging based evidence, thereby

increasing the reliability of the
must be assessed using valid criteria and
overall assessment (especially if
indicators, reflective of not only quality
the performance task was done
performance but related to the Desired
as agroup)
Results of Stage 1.
 reflect the 6 Facets of understanding:
explanation, interpretation, application,
perspective, empathy, and self-understanding
Facet 1 - EXPLANATION

Facet 2 - INTERPRETATION

Facet 3 - APPLICATION

Facet 4 - PERSPECTIVE

Facet 5 – EMPATHY

Facet 6 – SELF- KNOWLEDGE

 Explanation:

 Facet 1 involves the kind of

understanding that emerges from a well
developed and supported theory, an
explanation that makes sense of puzzling
or opaque phenomena, data, feelings, or
ideas.
 It is understanding revealed through
performance and products that
clearly, thoroughly, and instructively
explain how things work, what they
imply, where they connect, and why
they happen.

Understanding is thus not mere

knowledge of facts but knowledge of
why and how.
For example:
We know that the Civil War happened, and
we can perhaps cite a full chronology. But
why did it happen?

We may know that different objects fall to

the ground with apparent uniformity of
acceleration. But how is that so? Why does
mass not make a difference in
acceleration?
To understand in this sense is to connect facts and ideas-
often seemingly odd, counterintuitive, or contradictory
facts and ideas-into a theory that works.

As Dewey (1933) explained, to understand something “is

to see it in its relations to other things: to note how it
operates or functions, what consequences follow from it,
and what causes it”.

Understandings in this sense thus go beyond true or

borrowed opinions (mere right answers) to warranted
opinions – a student’ s ability to explain an answer so that
he/she can justify how he/she arrives at that answer and
why it is right.
• We call upon such students to reveal their
understanding by using such verbs as explain,
justify, generalize, predict, support, verify, prove ,
and substantiate.

• Thus, a student who can explain why steam, water,

and ice though superficially different, are the same
chemical substance has a better understanding of
water (H20) than someone who cannot.

• Regardless of the subject matter/content or the age

or the sophistication of the student, when the
student understands in the sense of FACET 1, that
student has the ability to “show his/her work:
explain why an answer is right or wrong, give valid
evidence and argument for a view, and defend that
view against other views, if needed
The implications for assessment are
straightforward-use of assessments
(e.g., performance tasks, projects, prompts,
and tests)

that ask students to explain, not simply

recall, to link facts with larger ideas and
justify the connections, to show their work,
not just give an answer, and to support their
conclusions.
 Interpretation: interpretations, narratives/stories, and
translations that provide meaning

 The object of interpretation is understanding, not

explanation, hence, an interpretation could be relative.

 Understanding occurs when we organize essentially

contestable but “incompletely verifiable propositions in
a disciplined way” (Bruner, 1996).
Meaning Transforms Understanding

The meanings we ascribe to all events, big

and small, transform our understanding and
perception of particular facts.

The student possessing this understanding

can show an event’s significance, reveal an
idea’s importance, or provide an
interpretation that strikes a deep chord of
significance and resonance.
“Meaning is in the eye of
the beholder.”
Consider how differently a mother, a
police officer, or an adolescent in a foster
home might perceive the same newspaper
account of severe child abuse.

Social workers and psychologists might

well have an accepted theory of child
abuse in the sense of FACET 1.
But the meaning of the event, hence an
understanding of it may have little to do
with the theory; the theory may be only a
scientific account with no bearing, for
example, on the abused person’s view of the
event.

How do you interpret Pacquiao’s victory over

Hatton?
Explanation and interpretation are thus related
but different.
A jury trying to understand a case of child abuse
seeks significance and intent, not generalizations
from theoretical science.

Thetheorist builds objective and general

knowledge about the phenomenon called abuse.
Butthe novelist or journalist may offer as much or
more insight into the “why”.
We may know the relevant facts
and theoretical principles, but
we can and must still always
ask:
What does it all mean to me, to
us?
When we say that students must make their
own meaning, we mean that it is
counterproductive to hand students
prepackaged “significance” or
“interpretations” without letting them work
through the problem to where they see the
explanations and interpretations as valid.
Application: ability to use knowledge
effectively in new situations

Understanding involves matching one’s idea or

action to context.

We show our understanding of something by

using it, adapting it, and customizing it.
Application of understanding is thus context-
dependent skill, requiring the use of new problems
and diverse situations.

As Bloom (1956) and his colleagues long ago

argued:
If the situations... are to involve application as we
are defining it here, then they must either be
situations new to the student or situations containing
new elements as compared to previous situations....
 As Gardner (1991) argued:

 The test of understanding involves neither

repetition nor information learned nor
performance of practices mastered. Rather it
involves the appropriate application of
concepts and principles to questions or
problems that are newly posted.
Whereas short-answer tests and oral
responses in classes can provide clues to
student understanding, it is generally
necessary to look more deeply... For these
purposes, new and unfamiliar problems,
followed by open-ended clinical interviews or
careful observations, provide the best way of
establishing the degree of understanding....
Perspective: critical and rightful points of
view
An important symptom of an emerging
understanding is the capacity to represent a
problem in a number of ways and to
approach its solution from varied vantage
points; a single, rigid representation is
unlikely to suffice.
We ask questions like...
From whose point of view?
From which vantage point?
What is assumed or tacit that needs to be
made explicit and considered?
What is justified and warranted?
Is there adequate evidence?
Is it resonable?
What are the strengths and weaknesses of the
idea? Is it plausible? What are its limits?
So what?
Perspective involves making tacit
assumptions and implications explicit.
It is often revealed through an ability to ask,
“What of it?” –and to see an answer or even
a teacher’s or textbook’s answer- as a
point of view.
This type of perspective is a powerful form
of insight, because by shifting perspectives
and casting familiar ideas in a new light, one
can create new theories, stories, and
applications.
Empathy: the ability to get inside another
person’s feelings and worldview.
It is the ability to walk in another’s shoes,
to escape one’s emotional reactions to
grasp another’s.
When we try to understand another
person, people or culture we strive for
empathy. It is simply an affective
response or sympathy.
We can ask questions like...
How does it seem to you?
What do they see that I don’t?
What do I need to expereince if I am to
understand?
What was the artist or performer feeling,
seeing, and trying to make me feel and
see?
Empathy is a learned ability to grasp the
world from someone else’s point of view.
It is the discipline of using one’s
imagination to see and feel as others see
and feel.
With empathy, we see from inside the
person’s worldview; we embrace the
insights that can be found in the
subjective or aesthetic realm.
Self-knowledge is the wisdom to know one’s
patterns of thought and action.
We can ask questions like:

- How does who I am shape my views?

- What are the limits of my
understanding?
- What are my blindspots?
- What am I prone to misunderstand
because of prejudice, habit, or style?
In our daily life, our capacity to
accurately self-assess and self-regulate
reflects understanding.
Metacognition refers to self-knowledge
about how we think and why, and the
relation between our preferred methods of
learning and our understanding (or lack of
it).
The immature mind is thus not merely
ignorant or unskilled but unreflective.
What is the key idea in _____________________________?
What are the examples of ____________________________?
What are the characteristics and parts of ______________?
What caused _________? What are the effects of ________?
How might we prove, confirm, justify __________________?
How is ___________, connected to ____________________?
What might happen if _______________________________?
What are common misconceptions about ______________?
How is this come about? Why is this so?
What is the meaning of __________________________?

What are the implications of _________________________?

What does ______________reveal about _______________?

How is ______________like _____________(analogy or metaphor)?

How does _________________________ relate to me or us?

So what? Why does it matter?

How is ____________________ applied in the larger world?

How might ______________ help us to _______________?

How could we use ____________ to overcome __________?

How when can we use this (knowledge or process)?

What are different points of view about ________________?

How might this look from _____________’s perspective?

How is ____________ similar t or different from ________?

What are other possible reactions to _______________?

What are the strengths and weaknesses of _____________?

What are the limits of _____________________?

What is the evidence for _________________________?

Is the evidence reliable? sufficient?

What would it be like to walk’s shoes?

How might ____________ feel about ________?

How might we reach an understanding about _____________?

What was ________________ trying to make us feel and see?

How do I know _________________________?

What are the limits of my knowledge about _____?

What are my “blind spots” about ____________?

How can I best show _________________________?

How are my views about ___________ shaped by _______

(experiences, habits prejudices, style)?

What are my strengths and weaknesses in ______?

Samples by Subject
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
“Who are your Interpret Place an order How do others Write an Respond to
true friends? “Spring” in for a “true view me as a essay or writing
Who are your
fair-weather
Explain
Self-Knowledge
Empathy
Apply
Perspective
Interpret
Frog and
Toad are
friend” from an
imaginary
friend? journal entry prompts: “Do I
on why some know who my
friends?” Friends. What mail-order kids always true friends
Write
“Who anare
essay
your ortrue
journal
does this entry
friends? on Who
friendship why some
are
get picked are?”

HowPlace
Respondan
Interpretorder
to for
writing
“Spring”
do others view ain
episode “true
prompts:
Frog
me friend”
“Do
and
as I
a know
store. from
Toad
friend?an
who my on and what
kids always get picked on
reveal about
true friendsand what
are?” it feels like to it feels like to
yourWhat
imaginary
Friends. fair-weather
mail-order
does
friendship?
this
be those kids. friends?”
friendship
episode store.
reveal be those
kids.

about friendship?
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Develop a Assume the Build a AC or DC? Create an
troubleshoot- role of an working set of Argue the imaginary

Empathy
Perspective
ing guide for
an electric
circuit system.Apply
electrical
subcontractor:
Interpret
interpret and
switches for a
model railroad
layout.
merits of each
type of current
for various
diary entry:
“A day in the
life of an
Explain
Create an imaginary diary
analyze the users. electron.”

AC or
AssumeDC? theArgue
role the
of an merits of
electrical
writing

Build a working set of switches

drawings for
building a

entry:
each “A
type
Develop day
subcontractor: in the
current life
aoftroubleshooting
for
interpret
house.

for a model railroad layout. of an

various
and guide
analyze for
an electric
the writing circuit
users.
drawings
electron.” forsystem.
building a
house.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Study a
common Empathy
Perspective
Self-Knowledge
Do a trend
Explain
Apply
Interpret
analysis of a
Develop a
new statistic
Examine the
differences
Read Flatland
and a set of
letters
Develop a
mathematical
phenomenon finite data set. for evaluating when using resume with a
Read Flatland and a set of letters between
between

Examine
Develop a the differences
mathematical when
resume
(e.g., weather the value of a various brief
Study a common phenomenon
mathematician

Develop aexplaining
new statistic forfear
data). Reveal baseball measures (e.g., s explaining description of

mathematicians
Do aweather
subtle and
trend analysis why they
ofof ayour
finite
player in key mean, median) why they fear your

with
using
(e.g., a
easily

evaluating
overlooked
publishing
brief
various
theirthe
description
measures
data). Reveal
valuewrite
findings; (e.g.,
subtle
situations.

of aa baseball
reflective
for calculating publishing their
grades. findings; write
a reflective
intellectual
strengths and

data set.
patterns in the weaknesses.

and intellectual
mean, easily
data.
median)
essay player strengths
overlooked
on the difficulty for
of and
in key situations. newin
patterns
calculating
explaining
essay on the
difficulty of
explaining new

ideas,weaknesses.
ideas, even

theabstract
data. ones.
grades.
even abstract ones.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Describe why “What’s wrong What makes a Read and Work is a Attach s self-
a particular with Holden?” great book? discuss The soup kitchen, assessment to
rhetorical
technique is Empathy
Make sense of

Perspective
the main
Make an
audiotape
Real STORY
OF THE Three
and write an
essay on the
each paper
you write

Self-Knowledge
effective in a
Apply
character in
Interpret
Explain
review of a

Work is a soup kitchen, and write an

speech. Catcher in the favorite book
Rye. for the school
Little Pigs by A.
Wolf.
experiences
of the
homeless
reflecting on
your writing
process.

Attach
What son
self-assessment
makes aexperiences
great book?toof each
Make
library. after reading
“What’s
Read and
essay wrong
discuss
the withThe Real
Holden?” STORY
Describe why a particular rhetorical
Make
the Charles
Dickens.

paper
OF you
anhomeless
sense write
audiotape
THE Three
of the
afterreflecting
review
Little
main of
Pigsaon
character
reading by
Charles
technique is effective in a speech. your
favorite
in
A.
bookCatcher
writing
for the in
Wolf. the Rye.
process.
school
Dickens. library.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Explain the Represent Write and Critique three Imagine you Keep log of
role of silence fear and hope perform a different are Juliet the drama
in music
Empathy
Self-Knowledge
Perspective
in a visual
collage or
one-act play
Apply
Interpret
Explain
on a school
versions of the
same Shake-
from Romeo
and Juliet,
class
exercises that
dance. issue. speare play and consider demand the
Imagine
Keep
Critique
you
three
are
log ofJuliet
the
different
from
drama
versions
Romeo
of class
the same
and
(focus on a key
scene)
your terrible,
final act.
most from you
emotionally.
Explain
Write and
Represent
Juliet, and the role
perform
fear
consider of
a
and silence
one-act
hope
your inin
play
a music
terrible, on a
visual
final What are

exercises
Shakespeare thatschool
demand
play (focus
issue.thea key
on most from
scene)
you thinking

collage or dance.
and feeling.
act. What are you thinking and feeling.
you emotionally.
 Explain Interpret Apply Perspective Empathy Self-
Knowledge
Link everyday Take readings Perform a Conduct Read and Propose
actions and of pond water chemical thought discuss pre- solutions to an
facts to the Empathy
Explain
to determine
Self-Knowledge
Apply
Interpret
analysis of experiments modern or ineffective
laws of Perspective
whether the local stream (e.g., Einstien’s- discredited cooperative

Read and discuss

physics,
pre-modern
algae problem water to
ortodiscredited
What would the scientific learning
Perform
Link
Take Propose
athought
everyday
readings
concentrating
Conduct chemical
solutions
actions
of analysis
pond
is serious.
towater
and an (e.g.,
facts ineffective
oftolocal
monitor EPA
experiments the stream
laws
determine of
world be like if I
Einstien’s-
writings to activity based
scientific
on easily
physics, writings to
concentrating identify plausible
compliance ,
onlike
easily or “logical”
were traveling
misunderstood
identify on what didn’t

cooperative
water
misunderstoo
What would
whether
d aspectsto monitor
learning
the world
the algae
theories (given EPA
activity
be compliance
if I based
and present
were
problemavailable
the information
findings. on
, atand
traveling
is serious.
light?what
on a beam of
the on
plausible or
“logical”
work in your
group.
aspects
(e.g., mass
(e.g.,
didn’t amass
present
work
beam compared
in
findings.
your
of to weight).
group.
light?
theories
compared to
weight).
time). (given the
information
available at
the time).
Consider the following verbs when planning possible
ways in which students may demonstrate their
understanding.
explain interpret apply
demonstrate analogies (create) adapt
derive critique build
describe document create
design evaluate debug
exhibit illustrate decide
express judge design
induce make meaning of exhibit
instruct make sense of invent
justify metaphors (provide) perform
model read between the lines produce
predict represent propose
prove tell a story of solve
show translate test
synthesize use
teach
perspective empathy self-knowledge
analyze assume role of be aware of
argue believe realize
compare be like recognize
contrast be open to reflect
criticize consider self-assess
infer imagine
relate
role-play
 Explanation Ap
•Explain to the class how
pl
n
tio a battery causes a light ic
bulb to glow. at
ta

io
re

•Design an electrical n
rp

•Interpret a schematic circuit to accomplish a

te

specific task.
In

diagram and predict the

•Troubleshoot a faulty
outcome
electrical circuit.

Electricity
•Describe an electron’s •Why does the United
States use AC instead of
experience as it passes
DC current? (historical
through a simple
perspective)
current. ••Give •What are the strengths of
Give aa pre-test
pre-test and
and aa post-
post-
test to assess common
test to assess common each type?

Em
misconceptions
misconceptions (e.g.,
(e.g., force-
force- e
concept
concept inventory) and have
inventory) and have
tiv
pa students
students reflect
reflect on
on their
their
e c
th deepening
deepening understanding.
understanding.
sp
y r
Self-Knowledge Pe
G
Goal
oal
The
The goal (within the
goal (within the scenario)
scenario) is
is to
to
minimize costs for
minimize costs for shipping
shipping bulk
bulk
quantities of M&M’S.
quantities of M&M’S. Production
roduction Performance
Performance and
and Purpose:
Purpose:
You need to design a shipping container from given
R
Role
ole materials for the safe and cost-effective shipping of the
You are in
You are in engineer
engineer in
in the
the packaging
packaging M&M’S. Then you will prepare a written proposal in
department
department ofof the
the M&M’S
M&M’S candy
candy which you include a diagram and show mathematically
company..
company how your container design provides effective use of
the given materials and maximizes the shipping
A
Audience
udience volume of the M&M’S.
The
The target audience is
is non-
non- engineer
engineer
target audience
company executives.
company executives.
Standards
tandards and
and Criteia
Criteia for
for Success:
Success:
Your container proposal should...
SSituation:
ituation: Provide cost-effective use of the given materials.
You need to
You need to convince
convince penny-pinching
penny-pinching Maximize shipping volume of bulk quantities of
company officers that
company officers that your
your container
container M&M’S.
design
design will
will provide cost-effective use
provide cost-effective use of
of
the Be safe to transport.
the given materials, maximize
given materials, maximize shipping
shipping
volume
volume ofof bulk
bulk quantities
quantities of
of M&M’S,
M&M’S, Your models must make the mathematical case.
and
and be
be safe to transport.
safe to transport.
Goal
The goal (within the scenario) is to minimize costs for shipping bulk
quantities of M&M’S.
Role
You are in engineer in the packaging department of the M&M’S candy
company.
Audience
The target audience is non- engineer company executives.
Situation:
You need to convince penny-pinching company officers that your container
design will provide cost-effective use of the given materials, maximize
shipping volume of bulk quantities of M&M’S, and be safe to transport.
Production Performance and Purpose:
You need to design a shipping container from given materials for
the safe and cost-effective shipping of the M&M’S. Then you will
prepare a written proposal in which you include a diagram and
show mathematically how your container design provides
effective use of the given materials and maximizes the shipping
volume of the M&M’S.
Standards and Criteia for Success:
Your container proposal should...
Provide cost-effective use of the given materials.
Maximize shipping volume of bulk quantities of M&M’S.
Be safe to transport.
Your models must make the mathematical case.
Stage 3 Plan Learning Experiences and
Instruction

W L
H Learning Plan
E Engaging
and Effective
R Activities
E
T
O
1. The focus in STAGE 3 is “aligned” learning activities – making sure
that what you teach and how you teach follows logically from the
STAGE1 goals (instead of from comfort or habit).
2. Teaching for understanding requires that students be given
numerous carefully-designed opportunities to draw inferences and
make generalizations themselves. Understandings cannot be
handed over, like facts; they have to be realized by the learner or
they have no meaning and are easily forgotten or misunderstood.
3. WHERETO is an acronym for considering and self-assessing the key
elements and logic of a learning plan:
 WHERE: ensuring that the students see the big
picture, has answers to the Why questions, and
know the final performance demands as soon as
possible
 HOOK: getting the students interested immediately
in the idea and issues of the unit, engaging the
student in thought-provoking experiences/
challenges/ questions at the heart of the unit
 EQUIP& EXPERIENCE: providing the students with
the tools, resources, skills, and information needed
to achieve the desired understanding; experiencing
the big ideas as real important
 RETHINK: taking the unit deeper by shifting perspective,
considering different theories, challenging prior
assumptions, introducing new evidence and ideas, etc. Also:
providing the impetus for and opportunity to revise prior
work or to polish it
 EVALUATE: ensuring that students get diagnostic and
formative feedback, and opportunities to self-assess and
self-adjust
 TAILOR: Personalize the learning through differentiated
assignments and assessments, as appropriate, without
sacrificing rigor/validity
 ORGANIZE: Sequence the work to suit the understanding
goals (thus, often questioning the flow provided by the
textbook, which is typically organized around discrete
topics)
 Alignment: The Logic of Backward Design
(What do the understandings imply for assessment?)
Friendship – Elementary School

Stage 1 Stage 2
If the desired result is for Then, you need evidence of So, the assessments need to
learners to … the student’s ability include some things like…
to …
Understand that U APPLY: T OE
• Friendship demands What applications would • Order a friend: Order a
honesty and enable us to infer students’ “true” friend over the
openness. understanding of what they phone from a friendship
• True friendship is have learned? catalog. What qualities
often revealed during should your friend
hard times, not apply What kinds of have?
times. performances and • Dear Abby: Give advice
• It is sometimes hard products, if done well, in case where a child
to know who your true would provide valid ways of told a white a lie to
friends really are. distinguishing between avoid embarrassing his
understanding and mere friend.
recall?
 Stage 1 Stage 2
If the desired result is Then, you need evidence of So, the assessments need to
for learners to … the student’s ability include some things like…
to …
And thoughtfully • Develop an informative
consider the Q brochure for younger
questions... students to help them
• Who is a true friend? know who their true
• What make s a friends are.
EXPLAIN: • Create a comic strip or
friendship last?
What must students be book to illustrate
able to explain, justify, friendship actions.
support, or answer • Tell or draw a story
about their work for us showing what happens
to infer genuine when two friends don’t
understanding? How see eye-to-eye.
can we test their ideas
• Explain your choices to
and applications to find
out if they really the salesperson (for the
understand what they order-a-friend task)
have said and done?
 Stage 1 Stage 2
If the desired result is Then, you need evidence of So, the assessments need to
for learners to … the student’s ability include some things like…
to …
• Explain who your friends
are and why they are
your friends.

• Describe the qualities of

a true friend. Justify the
qualities you selected.

• Respond to quotes
about friendship, e.g.,
“A friend in need is a
friend indeed.” “The
enemy of my enemy is
my friend.”
 WHERETO--Sequencing the Learning
Nutrition
What sequence of teaching and learning experiences will equip students to
engage with, develop, and demonstrate the desired understandings/ use the
following sheet to list the key teaching and learning activities in sequence.
Code each entry which the appropriate initials of the WHERETO elements.

1. Begin with an entry question (Can the foods you eat cause zits?) to hook
students into considering the effects of nutrition on their lives. H
2. Introduce the Essential Questions and discuss the culminating unit
performance tasks (Chow Down and Eating Action Plan). W
3. Note: Key vocabulary terms are introduced as needed by the various
learning activities and performance tasks. Students read and discuss
relevant selections from the Health textbook to support the learning
activities and tasks. As an ongoing activity, students keep a chart of their
daily eating and drinking for later review and Evaluation. E
 WHERETO--Sequencing the Learning
Nutrition
4. Present concepts attainment lesson on the on the food groups. Then have
students practice categorizing pictures of foods accordingly. E
5. Introduce the Food Pyramid and identify foods in each groups. Students
work in groups to develop a poster of the Food Pyramid containing cut-
out-pictures of foods in each group. Display the posters in the classroom
or hallway.

6. Give quiz on the food groups and Food Pyramid (matching format). E

7. Review and discuss the nutrition brochure from the USDA. Discussion
question: Must everyone follow the same diet to be healthy? R
8. Working in cooperative groups, students analyze a hypothetical family’s
diet (deliberately unbalanced) and make recommendations for improve
nutrition. Teacher observes and coaches students as they work. E-2
 WHERETO--Sequencing the Learning
Nutrition
9. Have groups share their diet analyses and discuss as a class. E,E-2
(Note: Teacher collects and reviews the diet analyses to look for
misunderstanding needing instructional attention.)
10. Each student designs an illustrated nutrition brochure to teach younger
children about the importance of good nutrition for healthy living and the
problems associated with poor eating. This activity is completed outside of
the class. E, T
11.Students exchange brochures with members of their group for a peer
assessment based on criteria list. Allow students to make revisions based
on feedback. R, E-2
12.Show and discuss the video, “Nutrition and You.” Discuss the health
problems linked to poor eating. E
13. Students listen to, and question, a guest speaker (nutritionist from the
local hospital) about health problems caused by poor nutrition. E
 WHERETO--Sequencing the Learning
Nutrition
14. Students respond to written prompt: Describe two health problems that
could arise as a result of poor nutrition and explain what changes in
eating could help to avoid them (These are collected and graded by
teacher.) E-2
15. Teacher models how to read and interpret food label information on
nutritional values. The have the students practice using donated boxes,
can, and bottles (empty!). E
16. Students work independently to develop the three-day camp menu.
Evaluate and give feedback on the camp menu project. Students self-and
peer-assess their projects using rubrics. E-2, T
17. At the conclusion of the unit, students review their completed daily eating
chart and self-assess the healthfulness of their eating. Have they noticed
changes? Improvements? Do they notice changes in how they feel and
their appearance? E-2
 WHERETO--Sequencing the Learning
Nutrition
18. Students develop a personal “eating action plan” for healthful eating.
These are saved and presented at upcoming student-involved parent
conferences. E-2, T
19. Conclude the unit with student self-evaluation regarding their personal
eating habits. Have each student develop a personal action plan for their
“healthful eating” goal. E-2, T
 Conceptual Framework in English

Functional Literacy for All

Communi- Literary
cative Competence/
Competence Appreciation

Valuing

CBI Context
CALLA Text Based
PTCBL Genre Based
Based

Theory of Learning
Constructivism
Theory of Language Learning by doing (D) Theory of Language
Linguistics Reflective learning (P) Learning
Philosophy Social learning Process - Oriented
Psychology Condition - Oriented
Learning strategies
Transformative Learning
• The overall goal of the 2010 Secondary Education Program is to
develop a functionally literate Filipino who can effectively
function in various communication situations.

• A functionally literate individual demonstrates the following

critical competencies:
− to express clearly one’s ideas and feelings orally, in writing,
and non-verbally;
− the ability to learn on his own; the ability to read,
comprehend and respond in turn to ideas presented;
− the ability to write clearly ones ideas and feelings and the
ability to access, process, and utilize available basic and
multimedia information.

• These competencies comprised the expected outcomes of 2010

Secondary English Curriculum.
 As indicated in the schematic diagram, the two-fold goal of this
Program is to develop the communicative and the literary
competence/appreciation of the Filipino youth.

 The purpose is to develop the four competencies: linguistic,

sociolinguistic, discourse and strategic with emphasis on
cognitive academic language proficiency (CALP).

 On the other hand, literary competence is concerned with

general skills needed to meet the communicative and linguistic
demands of the different types of literature.

 Values underscore the significant insights and universal truths

presented in the varied literary texts.
• In addition to the macro-language skills of listening,
speaking, reading and writing the model highlights the
paramount importance of viewing of multimedia and
Internet sources of information as the means to
develop creativity in transcoding concepts from one
medium to another.

• The said language skills do not occur as separate units

but rather as integrated units.
• In the 2010 Secondary Education English Curriculum (2010 SEC),
other inputs have been considered in response to the paradigm
shifts that have taken place.

• These additional inputs mark the difference between the 2010

SEC and what preceded it.

• The model shows that as far as communicative competence is

concerned, the learning program in the curriculum focuses on
content–based instruction (CBI) which integrates the learning of
language and the learning of some other content such as Science
and Mathematics where English is used as the medium of
instruction.

• The model, likewise underscores the use of cognitive academic

language learning approach (CALLA) which takes into
consideration the various contexts in which language is used in
the classroom and other academic settings.
• In addition, the model uses the problem-based, task-based, and
competency-based learning (PTCBL) approaches in which
students collaboratively solve problems and reflect on their
experiences.

• The teachers take on the role as facilitators of learning.

• The use of text analysis, text-based, context–based and

genre-based approaches to reading literature and literary
appreciation ensures literary competence and appreciation.
• The underlying theoretical bases of the 2010 SEC include the
theory of language, theory of learning and theory of language
learning.

• The theories of language and language learning are in keeping

with the current pedagogical practice highlighting
constructivism.
 2010 Secondary Education Curriculum

CONCEPT MATRIX Curriculum

Document in English

Year Level FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR

Concept Philippine Afro-Asian British- World Literature

Literature Literature American and (including
(including Philippine Philippine
Philippine Literature Literature)
Quarter Literature)

1 Narrative Narrative Narrative Narrative

2 Drama Drama Drama Drama

3 Poetry Poetry Poetry Poetry

4 Essay Essay Essay Essay

 2010 Secondary Education Curriculum

Curriculum

PERFORMANCE MATRIX
Document in English

Year Level FIRST YEAR SECOND THIRD YEAR FOURTH

Quarter
YEAR YEAR

1 Storytelling Interactive Short Story One-Minute

Storytelling/ Writing Film/ Movie
Reading Poster
Presentation
2 Drama Playlet Theatrical Presentation
Presentation Presentation Presentation of of Modern
from an an Existing Adaptation of a
Original Script Drama Classic Play

3 Choral Reading Writing a Poetry Slam/ Writing Lyrics

Haiku/Tanka Performance to a Given
Poetry Melody
4 Writing a Descriptive Writing a Writing Critical
Personal/ Essay Writing Persuasive Analysis of a
Reflective Essay Essay Film
Quarter 1 -
NARRATIVE
 2010 Secondary Education Curriculum

English I
General Standard: The learner demonstrates literary and communicative
competence through his/her understanding of the different genres of Philippine
Literature and other text types for a deeper appreciation of Philippine culture.

Quarter 1 - NARRATIVE
Stage 1: Results/Outcomes
Standard Essential
Content Performance Understanding Question
Content Performance Understanding
Question
The learner The learner tells a story Narratives are the Why do we study
The learner demonstrates
demonstrates The learner tells aNarratives
creatively and story Why
are the do interesting
we study
interesting accounts of narratives?
understanding of the proficiently. people’s ideas, feelings,
understanding
distinctive features,
of the distinctive
creatively and proficiently.
accounts ofnarratives?
and values pertinentpeople’s
to ideas,
features,
aesthetic aesthetic
elements and elements and the development of their
feelings, and values pertinent to
underlying objectives of culture and society.
underlying objectives of varied
varied types of the development of their culture
Philippineof
types Philippine narratives using
narratives
using the most and society.
the most appropriate language
appropriate language
forms
forms andand functions.
functions.
 Stage 2 : Assessment
Product/ At the level of
Performance Understanding Performance
Understanding
Performance
Creative Explanation
Explanation assessment of storytelling Performance
Performance
Explain the development of events and assessmentbased on
Storytelling Explainofthe
progress development
ideas in a story. of events and of
the following criteria: storytelling based on
progress of ideas in a story.
Criteria:
 Focus
Accuracy /
Criteria:Theme the following criteria:
Coherence •Focus / Theme
 Accuracy
Accuracy
Use of appropriate language forms and
•Accuracy
Coherence
Audience Contact
functions:
Simple past Tense •Audience Contact
Use of appropriate
Sequence
•Time markers/ Developmentlanguage forms and
of action
•Sequence /
functions:
•WH Questions
Dialogue Development of
•Simple past Tense
S-V Agreement
action
Language
•Direct Discourse
Time markers
•Reported Speech •Dialogue
Delivery•WH Questions
•Language
Voice •S-V Agreement •Delivery
•Direct Discourse
•Voice
•Reported Speech
 Stage 2 : Assessment
Product/ At the level of
Performance
Understanding Performance
Creative Interpretation
Share a story showing one’s
Storytelling
understanding and appreciation of
an effective and meaningful literary
piece
Criteria:
significance
with insights
with emotional response
Interpretation
Gather, analyze and present folk
narratives with ease
Criteria:
significance
with insights
with meaning
 Stage 2 : Assessment
Product/ At the level of
Performance
Understanding Performance
Creative Application
Use appropriate sources of
Storytelling
information, multimedia and
technology to create a story
Criteria:
adaptation
variation
receptivity
Perspective
Analyze interdependence of plot
characters, theme and other
narrative elements
Criteria:
critical in an analytical sense
with Insights
with usefulness
 Stage 2 : Assessment
Product/ At the level of
Performance
Understanding Performance
Creative Empathy
Relate ideas discovered from the
Storytelling
narrative to real life experiences
Criteria:
with insights
openness

Self- knowledge
Self asses one’s strengths and
weaknesses in telling a story
effectively
Criteria:
meta- cognition
reflection
self-adjustment
 Stage 3 : Learning Plan
Suggested
Suggested instructional instructional
Activities ResourcesActivities
Resources

Reading-Speaking
Required:
Reading-Speaking Required:
Abstracting the distinctive features, - Wedding Dance, by Amador Daguio
Abstracting- Wedding
the distinctive
Dance,features,
by Amador
elements
Daguio
and
elements and objectives of sample - How My Brother Leon Brought
objectives
folk narratives-of sample
How folk narratives
My Brother
(Interpretation) Leon a(Interpretation)
HomeBrought
Wife, by Home a Arguilla
Manuel E. Wife,
Language Focus:E. Arguilla
by Manuel - The Monkey and the Turtle, by Jose
Simple
Language Focus:past tense P. Rizal
 - The Monkey and the Turtle, by Jose P. Rizal
Time Markers
•Simple past tense Suggested:
Markers
•Time Suggested:
WH Questions -My Brother’s Peculiar Chicken, by
•WH Questions Alejandro R. Roces
-My
Reading-Writing Brother’s Peculiar Chicken, by Alejandro R.
Reading-Writing
Gathering Roces
and presenting (explaining) sample folk
Gathering and presenting (explaining)
narratives from different
sample folk narratives (Explanation)
from different
(Explanation)
 Stage 3 : Learning Plan
Suggested Instructional Activities
Suggested Resources
Instructional Activities
Resources
Language Focus:
Language
Philippine Folk Narrative Philippine Folk Narrative
Focus:
•S-V
Agreement
S-V Agreement - The Creation, An Igorot Folktale
- The Creation, An Igorot- Folktale
Reading-Writing Malakas and Maganda, a creation
Reading-Writing
- Malakas
Classifying samples ofandfolkMaganda,
narrative a creation myth
myth
Classifying samples of folk narrative
(Interpretation) (Interpretation)
- Sampaguita, a legend
- Sampaguita, a legend
Reading-Speaking - The Dog and the Lion, a Maranaw
Reading-Speaking
- The
Focusing in theDog andfeatures
structure, the Lion, aFable
Maranaw Fable
Focusing
and elements inof the structure,
short story features
- In and elements
Disguise, an ofby short
anecdote
- In Disguise, an anecdote by Benjamin L. Panlilio
story (Explanation)
(Explanation) Benjamin L. Panlilio
Language Focus:
Language Focus:
•S-V Agreement
S-V Agreement
 Stage 3 : Learning Plan
Suggested
Suggested instructional instructional
Activities ResourcesActivities
Resources
Reading-Speaking
Reading-Speaking Reference books Reference books
on Internet
Drawing insights
Drawing insightsInternet
onthethe
importance
importance of of using literary/ narrative devices
using literary/ narrative devices Computer
(Interpretation) Computer
(Interpretation) Multimedia Materials
Language Focus: Multimedia MaterialsDVD
Language Focus:
Direct Discourse
DVD
Direct Discourse CD
Speaking Graphic
Speaking CD
Illustrating important points
for for effective storytelling
Organizer(Interpretation)
Graphic
Illustrating important points
effective storytelling
Speaking- (Interpretation)
Listening-Viewing pictures
Organizer
Speaking- drawings
Playing a Listening-Viewing
significant
picturesactive role in a creative storytelling (Application)
Playing a significant active role in a art materials
Language Focus:
drawings
creative storytelling (Application)
Reported Speech
Language Focus: art materials
Reported Speech
Unit Learning Plan

Unit Title: Once Upon a Time…

Year level: First Year Quarter: First Quarter
Subject: Language / Communication Arts Time Frame: 8 Days
Link the Content Standards

General Standard: The learner demonstrates literary and communicative

competence through his/her understanding of the different genres of
Philippine Literature and other types of deeper appreciation of Philippine
culture.

Content Standard: The learner demonstrates understanding of the

distinctive features, aesthetic elements and underlying objectives of
varied types of Philippine narratives using the most appropriate language
forms and functions.

Brief Summary of the Unit

In this unit of the first quarter, students will learn, understand,
appreciate, and value Philippine culture through different types of
narratives. The students will demonstrate communicative competence
through storytelling. They will tell a famous story from Philippine
literature to convince the audience the audience to buy a book and read
stories. The unit will conclude with the audience filling up an order form
of they are motivated by the storytelling and the storyteller evaluating
his/her performance based on his/her self-assessment and based on the
feedback from the peer evaluation and order forms.
Stage 1: Desired Results
Enduring Understandings Transfer Goal:
Enduring
Essential
( BIG IDEA)
Understandings
Knowledge:
Skills: Questions
thethe students Transfer
studentsI want mywill Goal:
will
studentsbe able
to learn the elements of
a narrative so that in the long run, they will
(Narratives/
BIGWhy IDEA)
know… to…
The students will understand that…
do
stories we tell
give accounts stories?
of people’s ideas
I want
be able to my students
tell, appreciate, to
and preserve
their own stories as these stories reflect
feelings, and values pertinent to the development learn the elements of a
The students
about
Tell will understand that…
people’s culture, traditions, and beliefs.
of
How
their culture and
do stories
society.narratives
narratives/ creatively stories
narrative
andgive proficiently.
so accounts
that in the
Narratives/
Narratives/
of culture,
people’s stories
stories are reflections
culture,of give accounts of people’s ideas
traditions, and beliefs?
people’s theAssess different
traditions, and story-telling
beliefs. types
feelings, and values pertinent to the development of
long activities
narratives
run, they based
will be
of their
Essential
ondevelopment
InQuestions
what
the
culture away
setandof do rubrics/
narratives
society. ofable criteria
toreflect
narratives tell, appreciate,
people’s
Whyculture, traditions,
do we tell stories? and and
beliefs? preserve their own
the stories
How do narratives/ elements
give accounts of narratives
of people’s
stories as these stories
culture, traditions, and beliefs?

What
What sources
will happen
willstories
if there
happen
areofno stories
ifwritten
there
ever reflections
narratives reflect are ofno stories
In what way do narratives reflect people’s culture, traditions, and beliefs?
Narratives/ are or told? people’s culture,
everthewritten
people’s
Knowledge: culture,
students will or
know… told? traditions,
traditions, and beliefs.
Skills: the and
students beliefs.
will be able to…
about narratives Tell stories creatively and proficiently.
the different types of narratives Assess story-telling activities based on a set
the development of narratives of rubrics/ criteria
the elements of narratives
sources of narratives
Stage 2: Assessment
Performance tasks Evidence
Other evidences
Performance
Storytellingtasks
Exercises-Students will be given practice exercises inOther evidences
story-telling and will be asked
Storytelling Exercises-Students
to self-assess will be given practice exercises in story-
their performance. 1. Story Grammar- students will
1. Story Grammar- students will identify the elements of the story.
telling and will be asked to self-assess their performance. identify the elements of the
Individual and group assessment
Individual and group assessment rubrics rubrics story.
2. Story Portfolio- students will compile stories they have read and
Students
Students willwill be asked
be asked to up
to come come
with up with
their owntheir
storiesown
e.g. stories
al legende.g. al 2.
legendStory Portfolio- students will
give their reactions to the stories read. compile stories they have
Goal
Goal read and give their reactions
3. Comics- students will be asked to tell a story using comic strips.
Students
Students willwill
tell atell
story proficiently
a story and creatively
proficiently to convinceto
and creatively readers to readers
convince
to the stories read.
to buy a book.
buy a book. 3. Comics- students will be
Role
4. Comprehension questions- students will be tested on how well asked to tell a story using
Role comic strips.
You they understood the story.
You areare a children’s
a children’s book book
authorauthor / publisher
/ publisher and
and you are you with
coming are coming
a 4.withComprehension
a book whichquestions-
contains
classic
book whichPhilippine stories.
contains classic Philippine stories. students will be tested on
how well they understood
Audience
Audience the story.
Book
Book lovers, teachers,
lovers, students
teachers, students
Situation
Situation
There is a book launching of the book entitled “Once Upon a Time” which
There classic
contains is a book launching
stories / legends of the bookLiterature.
in Philippine entitled As
“Once Upon a Time” which contains classic
the author/
stories /you
publisher, legends in Philippine
are to tell Literature.
one of the stories As the
in the book author/
to invited publisher,
guests to you are to tell one of the
convince
storiesthem to book
in the buy thetobook.
invited guests to convince them to buy the book.
Rubrics:
Product / Performance
(See
Product / attached)
Performance
Creative and proficient storytelling of their own narrative
Creative and proficient storytelling of their own narrative Rubrics:
Standards (See attached)
1.Standards
Book order form with a performance assessment rubric
1. Book order form with a performance assessment rubric
Stage 3: Learning Plan
1. Present the story “Si Malakas at Si Maganda” through storytelling to hook
the students to consider the relationship of literature / stories to the
lives and beliefs of a nation.

Discuss the following questions with the students:

a. Why did the bird swoosh and scoop water from the sea until it
reached the sky?
b. What was inside the bamboo? How are they relevant to the creation?
c. How does this Philippine version of the creation differ from the
biblical and scientific version?
d. In what way is the story a reflection of our culture and beliefs?

2. Introduce the enduring understandings and essential questions.

3. Read and discuss relevant selections in the textbook.
4. Do related activities like story grammar and story portfolio.
5. Divide the students into groups of three members. Have them tell the
story “The Creation” according to the number assigned to them.
6. Go around and monitor the storytelling in the different groups. Give
pointers and coach if necessary.
7. Have them discuss the following questions based on the story:
a. How did the first man, woman, and people come into existence?
b. How did the salt start the process of production and trading?
c. Why do different countries have different stories?
Stage 3: Learning Plan
8. Discuss the importance of stories / narratives in the lives of people.
Consider these points for discussion:
What would happen if there were no stories ever written or told?
What is the importance of these stories to us?
Why do different countries have different stories?

9. After listening to legends and other narratives have the students create
their own legend / stories. Have them think of a thing, a place, or an
event and have them make an original legend that will show Philippine
traditions, culture, values, and beliefs.

10.Present the situation to the students. Have them pretend that they are
authors trying to sell a book by presenting a creative and proficient
storytelling of one of the stories in the collection. For this exercise, ask
the students to tell their own legends.
11.Have the rest of the class act as audience. Have them evaluate the performance
of their classmates using an order form. After each performance, have the
students fill out an order form on whether they buy the book or not based on
storytelling. Students will have to justify their choice by filling in the rubric for
peer assessment.

For enrichment, have the students make this a class contest, wherein students
will do the storytelling by group (Readers’ Theater). Members of the group
take turns in evaluating each other. The best storyteller from each group will
be the one who will present in front of the class. The audience will have to
choose among the best storytellers guided by a set of criteria and will … the
one with the most order form will eventually be declared the best
storyteller. (Rethink this part)

12.Observe and give feedback on the students’ performance.

13.Conclude the unit by asking the students to do a comics of their favorite

Philippine narrative.
 Rubrics for Judging Oral Storytelling
Read each item in the criteria and its description. Place a (/) mark in the column which you think the
storyteller was able to achieve.

Excellent Needs
Criteria VS Good Fair Improvement
5 4 3 2 1
1. Voice and diction ( %)
a. Enunciation was correct and distinct
b. Projection is adequate
c. Variables of pitch, rate, volume, are
used
2. Facial and body expression ( %)
a. The face expresses the emotions that
fit the thought
b. Gestures and movements are used to
enhance storytelling
c. Visual aids used are appropriate,
attractive, and enhance the telling of the
story.
3. Audience Impact ( %)
a. The storyteller is able to sustain the
audience‘s attention and interest up to the
end of the story.
4. Originality ( %)
Summary: Points to Remember
Understanding by Design
 Helps us to design instruction that promotes
understanding and student engagements;
 Is a recursive process, not a perspective program or
instructional model;
 Looks at instructional design from a “results”
orientation;
 Provides design standards;
 Targets achievement through a “backward design”
process that focuses on assessment first and
relevant instructional activities last;
Summary: Points to Remember
Understanding by Design
 Challenging professional work that requires self-
assessment and reflection concerning classroon practice;
 Is not opposed to content standards or traditional
testing and grading;
 Expects us to establish spirals of learning where students
use and reconsider ideas and skill – vs. A linear scope and
sequence;
 Requires thoughtful reflection upon the use and warrant
of knowledge;
 Asks ‘us to think of curriculum in terms of desired
“performances of understanding” and then “plan
backwards’ to identify needed concepts and skills.
 INDICATORS OF TEACHING FOR
UNDERSTANDING

What does “teaching for

understanding” look like?
What would we expect to see in
an Understanding by Design
classroom?
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE UNIT OR COURSE DESIGN

 Reflects a coherent design - - big ideas and essential questions
clearly guide the design of, and are aligned with, assessments
and teaching and learning activities.
 Makes clear distinctions between big ideas and essential
questions, and the knowledge and skills necessary for learning
the ideas and answering the questions.
 Uses multiple forms of assessement to let students
demonstrate their understanding in various ways.
 Incorporates instruction and assessment that reflect the six
facets of understanding - - the design provides opportunities
for students to explain, interpret, apply, shift perspective,
emphatize, and self-assess.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE UNIT OR COURSE DESIGN

 Anchors assessment of understanding with authentic
performance tasks calling for students to demonstrate
their understanding and apply knowledge and skills.
 Uses clear criteria and performance standards for teacher,
peer, and self-evaluations of student products and
performances.
 Enables students to revisit and rethink important ideas to
deepen their understanding.
 Incorporates a variety of resources. The textbook is only
one resource among many (rather than serving as the
syllabus).
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE TEACHER
 Informs students of the big ideas and essential questions,
performance requirements, and evaluative criteria at the
beginning of the unit or course.
 Hooks and holds students’ interest while they examine and
explore big ideas and essential questions.
 Uses a variety of strategies to promote deeper understanding of
subject matter.
 Facilitates students’ active construction of meaning (rather than
simply telling)
 Promotes opportunities for students to “unpack their thinking” - -
to explain, interpret, apply, shift perspective, emphatize, or self-
assess (incorporates the six facets of understanding).
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE TEACHER
 Uses questioning, probing, and feedback to stimulate student
reflection and rethinking.
 Teachers develops basic knowledge and skills in the context of
big ideas and explores essential questions.
 Uses information fron ongoing assessments as feedback to
adjust instruction.
 Uses information from ongoing assessments to check for
student understanding and misconceptions (beyond the
textbook) to promote understanding.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE LEARNERS
 Can describe the goals (big ideas and essential questions) and
performance requirements of the unit or course.
 Can explain what they are doing and why (i.e., how today’s work relates to
the larger unit or course goals.
 Are hooked at the beginning and remain engaged throughout the unit or
course.
 Can describe the criteria by which they work will be evaluated.
 Are engaged in activities that help them to learn the big ideas and answer
the essential questions.
 Are engaged in activities that promote explanation, interpretation,
application, perspective taking, empathy, and self-assessment (the six
facets)
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

THE LEARNERS
 Demonstrate that they are learning the background
knowledge and skills that support the big ideas and
essential questions.
 Have opportunities to generate relevant questions.
 Are able to explain and justify their work and their answers.
 Are involved in self-or peer-assessment based on
established criteria and performance standards.
 Use the citeria or rubrics to guide and revise their work.
 Set relevant goals based on feedback.
 INDICATORS OF TEACHING FOR UNDERSTANDING
by Jay McTighe and Eliot Seif

 The big ideas and essential questions are central to the work of the
students, the classroom activity, and the norms and culture of the
classroom.
 There are high expectations and incentives for all students to come to
understand the big ideas and answer the essential questions.
 All students and their ideas are treated with dignity and respect.
 Bid ideas, essential questions, and criteria or scoring rubrics are posted.
 Samples or models of student work are made visibe.
 Exploration of big ideas and essential questions is differentiated, so
some students are able to delve more deeply into the subject matter
than others.
Workshop No.3
1. Prepare a set of learning activities which is aligned with Stage
1 (Desired Results) and Stage 2 (Assessment Evidence).
2. Make sure that the activities are effective and engaging.
3. Include the following:
 Motivating activities
 Engaging activities
 Synthesizing activities
 Reinforcing and enriching activities
Presentation of Group
Outputs for Evaluation
and Critiquing
Thank you and Good
Luck!

Happy UBIDIZING!!!