THE SEVEN Cs—21ST CENTURY

LIFELONG SKILLS

Seven Cs Component Skills1. Critical Thinking-and-Doing Problem-solving, Research,

Analysis, Project Management2.Creativity New knowledge creation; design

solutions; artful storytelling3. Collaboration Cooperation, compromise,

consensus, community-building4. Cross-cultural understanding Across diverse ethnic,

knowledge, and organizational structures

5. Communication Crafting messages and using media effectively

6. Computing/ ICT Literacy Effective use of electronic information and knowledge tools

7. Career and learning self-reliance

Managing change, lifelong learning and career redefinition

GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTSProblem-

Solver

Inventive Thinker

Responsableng

mamamayan

Ganap na Pilipino na

May Kapaki-pakinabang na Literasi

Effective Communicator

and Multi-Literate

BACKWARD DESIGN

THE BACKWARD DESIGN PROCESSIdentify desired results

Determine assessment evidence

Plan learning experiences and instruction

What I want the students to understand and know and be able to do?

How do I check they have learned?

Which learning activities will lead students to the desired results?

CONTENT STANDARD•What do the students want to know, be able to do, and understand?

•Students are not just expected to understand, but they should be able to demonstrate or provide evidence of that understanding.

The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.

PERFORMANCE STANDARD•Students should be able to use their learning or understanding in real-life situations

•They should be able to do a skill on their own•“What do we want students to do with their learning or understanding?”

•“How do we want them to use their learning or understanding?”

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.

LEARNING COMPETENCIES

•ACQUISITION: Knowledge, Process, Skills

Learning CompetenciesAcquisition of

KP

UNPACKING THE ACQUISITION LEARNING GOAL FROM THE

COMPETENCIES

P

K

P

LEVELS OF ASSESSMENT• Knowledge – the substantive content of the curriculum, the facts and information that the student acquires.

• Process – skills or cognitive that the student performs on facts and information for the purpose of constructing meanings or understandings.

CREATING AN ESSENTIAL/ ENDURING

UNDERSTANDING

STEP 1: IDENTIFY BIG IDEAS IN THE FORM OF CONCEPTUAL NOUN

• appreciation for the literature of the past

• appropriate reading styles

• appropriate context-dependent expressions

• English sounds and prosodic features of speech

• subject-verb agreement

• pre-colonial Philippine literature

• reading styles

• word meaning

• sounds of English

• prosodic features of speech

• subject-verb agreement.

Big Ideas

STEP 2: SELECT MOST IMPORTANT OR RELEVANT BIG IDEAS IN RELATION TO COMPETENCIES

• pre-colonial Philippine literature

• reading styles

• word meaning

• sounds of English

• prosodic features of speech

• subject-verb agreement.

• appreciation for the literature of the past

• appropriate reading styles

• appropriate context-dependent expressions

• English sounds and prosodic features of speech

• subject-verb agreementBig Ideas

Step 3: Show which conceptual noun influences the other and the manner

of influence

Conceptual Noun

1Verb

Conceptual Noun

2 EU

STARTING THE EUIf Big Idea 1 controls Big Idea 2 then…

Big Idea 1 (Content Standard)

Pre-colonial Philippine Literature

InfluencesDeterminesShapesProducesAffects

Big Idea 2 (performance standard)

Appreciation of the pastContext-dependent expressions

Example:

Students will understand that pre-colonial Philippine Literature shapes one’s appreciation and awareness toward the past and use of the era’s language as context-dependent expressions in modern times.

STARTING THE EUIf Big Idea 2 controls Big Idea 1 then…

Big Idea 2 (Performance Standard)

Appreciation of the pastContext-dependent expressions

is influenced byIs determined byIs shaped byIs producedIs affected byDepends on

Big Idea 1 (Content standard)

Pre-colonial Philippine Literature

Example:

Students will understand that context-dependent expressions in modern times and appreciation of the past are greatly shaped by understanding, knowledge, and recognition of pre-colonial Philippine Literature.

STEP 5: CREATE AN ESSENTIAL QUESTION

ESSENTIAL QUESTION

OPEN-ENDED AND STIMULATE INVESTIGATION

ARGUABLE, MEANT TO BE INVESTIGATED AND CONTINUOUSLY EXPLORED

TRANSLATING BIG IDEAS TO EQSHow noun + verb + noun?Why noun + verb + noun?

When noun + verb + noun?

What noun + verb + noun?

STEP 6: TAKE OUT THE CLAUSE THAT HAS A CONTROLLING BIG IDEA

Students will understand that

pre-colonial Philippine literature shapes one’s appreciation and awareness toward

the past and use of the era’s language as context-dependent expressions in modern

times.

STEP 7: CHANGE REMAINING CLAUSE TO QUESTION BEGINNING WITH HOW OR WHY

Students will understand that

pre-colonial Philippine literature shapes one’s appreciation and awareness toward the

past and use of the era’s language as context-dependent expressions in modern

times.

How can a person be able to shape his appreciation and awareness toward the past and use another period’s language in various context in modern times?

STEP 7: CHANGE REMAINING CLAUSE TO QUESTION BEGINNING WITH HOW OR WHY

WRITING ATRANSFER GOAL

PERFORMANCE STANDARD MATTERS

STEP 1: IDENTIFY THE HIGHEST ORDER VERB

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;

producing English sounds correctly and using the prosodic features of speech effectively in

various situations; and observing correct subject-verb agreement.

STEP 2: IDENTIFY THE PRODUCTThe learner transfers learning by: showing

appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;

producing English sounds correctly and using the prosodic features of speech effectively in

various situations; and observing correct subject-verb agreement.

STAGE 3: STATE THE REAL WORLD PURPOSE

The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;

producing English sounds correctly and using the prosodic features of speech effectively in

various situations; and observing correct subject-verb agreement.

STEP 4: COMBINEStudents, on their own and in the long

run will be able to participate and share ideas employing the prosodic features of speech properly to promote the use and

application of context-dependent expressions in various situations.

COMPONENTS OF PERFORMANCE

TASK

COMPONENTS OF PERFORMANCE TASK• G-oal: problem, challenge• R- ole: job of the student• A- udience: target audience in the context of the scenario

• S-ituation: context of the scenario (beyond school situation)

• P-roduct/ Performance: what will students create or do• S- tandards and Criteria: indicators of success

You are part of the production team who has been commissioned by United Nations to produce a one-act play and write a synopsis which would be staged during its Annual World Congress. The play should reflect the theme, “Connecting with the World” to promote unity despite diversity. Your production should be relevant, engaging and effective. The synopsis must be appealing, proficient, and well-organized to perk the interest of the intended audience.

ROLE

GOAL

SITUATION

AUDIENCE: PARTICIPANTS OF

THE ANNUAL CONGRESS

STANDARD

PRODUCT

DESINGING A SCAFFOLD FOR

TRANSFER

LEVELS OF SCAFFOLDINGLevel Term

1 (Show me) Directed Prompt2 (Help me) Open Prompt

3 (Watch me) Guided Transfer4 (Let me) Independent

Transfer

GRADUAL RELEASE OF RESPONSIBILITY

SCAFFOLDING FOR TRANSFERLEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Students will read a foltktale and they will identify the title as well as the different elements of a short story:a. Settingb. Charactersc. Plotd. Point of viewe. Conflictf. Theme

Students will watch a Philippine legend video/movie and make a summary about it.

Students are assigned to become a contributor in a special school magazine issue for the Celebration of Linggo ng Wika and they are asked to write an essay about the similarities and differences of legends and folktales. 

You are invited to attend the Annual Awarding of Filipino National Artist and asked to create a brochure that celebrates the richness of pre-colonial Philippine Literature. The brochure should be organized, has relevance to the topic, has covered broad content and creative in terms of lay-out and design. Students choose the role and they have to produce the required output:a. As a member of Commission on Cultural

Heritage and Preservation, you are asked to create a brochure featuring a folktale that has a movie adaptaion or television program.

b. As a historian, you are asked to create a brochure featuring Philippine legend that tackles the beginning of the earth/world.

c. As a Filipino artist, you are asked to create a brochure featuring the notable legends and folktales’ characters.

PERFORMANCE TASK FOR DIFFERENTIATED INSTUCTION WITH GRASPS

G - to create a brochureR - member of commisssion on cultural heritage and preservation/ a historian/ an artistA - delegates/participantsS - annual awarding of national filipino artistP - brochure featuring a folktale that has a movie adaptaion or television program/ brochure featuring philippine legend that tackles the beginning of the earth or world/ brochure featuring the notable legend and folktale characters.S - the brochure should be organized, has relevance to the topic, has covered broad content and creative in terms of lay-out and design.

Criteria Satisfactory4 points

Developing3 points

Beginning2 points

Poor1 point

 

OrganizationThe series of event

and level of importance are

arranged properly.

The series of event and level of importance are partially arranged.

The series of event and level of

importance are less likely arranged.

There is no organization on the series of event and level

of importance.

Relevance to the topic

The brochure is very related to the

pre-colonial Philippne literature

The brochure is partially related

to the pre-colonial

Philippne literature

The brochure is less likely related to the

pre-colonial Philippne literature

The brochure is not related to pre-colonial Philippne

literature

Content

The brochure covers an exact content of the chosen literary

piece.

There is one or two mistakes in

the content.

Three or more mistakes are

committed in the content.

The content of the brochure is very misleading.

CreativityThe brochure’s lay-out and design is

very appealing and unique.

The brochure’s lay-out and design is partially

appealing and partially unique

The brochure’s lay-out and design is less

likely appealing and unique.

The brochure’s lay-out and design is not at all appealing

nor unique.

ORGANIZATION OF ACTIVITIES

Explore Firm up Deepen Transfer

Eliciting Prior

Knowledge

Revising prior knowledge and developing and

deepening new knowledge with knowledge, process

and understanding

Applying new knowledge with product or performance

THANKS FOR YOUR ATTENTION!