STANDARDS-BASED LEARNING UNIT DESIGN SUBJECT: ENGLISH I WRITER: MARY ANN H.

SANTOS QUARTER: 1ST-4t Quarter UNIT TOPIC: Narrative (LISTENING COMPREHENSION) CONTENT STANDARD
The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema)

Performance Standard The learner.. *activates prior knowledge

conceptually related to text and establishes a purpose for listening *Be self-aware as they discuss and analyse text to create new meanings and modify old knowledge *Responds to literary texts through the appreciation of literary devices and an understanding of story grammar *recalls/locates information from expository texts and uses this information for discussion or written production

BIG IDEAS 1. receptive skill 2. Background knowledge 3. purpose of listening 4. old knowledge 5. literary devices 6. written production

ENDURING UNDERSTANDING Students will understand that: 1. Listening is the receptive skill that is needed to comprehend with varied purposes based on the prior knowledge that can be applied in discussion or in writing Essential Question How do you comprehend and talk about ideas read or listened to?

KNOWLEDGE 1. Stress, intonation, phrasing, pacing tone and non-verbal cues used in listening 2. Active listening strategies based on purpose, familiarity with the topic 3. Communication roles expectation and intentions

SKILLS 1. Determines Verbal and non-verbal cues used in listening 2. Uses active listening strategies based on purpose, familiarity with the topic 3. Listens to communication roles expectation and intentions in a narrative story

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: LISTENING COMPREHENSION TRANSFER GOAL ASSIGNED DEPED PRODUCT OR PERFORMANCE Have the students listen to a narrative or a literary text and let them discuss it. TRANSFER TASK (GRASP form) You are a reporter and you are tasked to report on the culture of a certain group in the Philippines. To gather the information you need, you have to conduct an interview and report it observing the correct verbal and non-verbal cues, spontaneity and relevance. RUBRIC CRITERIA RELATED TO UNDERSTANDING Appropriate verbal and nonverbal cues Relevance of the text to the topic DESCRIPTION OF CRITERIA AT THE SATISFACTORY LEVEL: The reporter uses appropriate verbal and non-verbal cues The text used in the report are relevant to the topic

Respond to literary text through understanding of story grammar Activates prior knowledge conceptually related to text and establishes a purpose for listening

Other Assessment: Please refer to Assessment Map

The reporter delivered the report spontaneously.

RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL Spontaneity

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST- 4th UNIT TOPIC: NARRATIVE (ORAL LANGUAGE AND FLUENCY) CONTENT STANDARD The learner understands the standards of English in order to participate in various oral communication demands (situation, purpose and audience) BIG IDEAS 1. Standards of English 2. Communication demands 3. Understand spoken discourse 4. Personal experiences Performance Standards: 5. facility in English The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences ENDURING UNDERSTANDING KNOWLEDGE Students will understand that: 1. Stress ,intonation, phrasing, pacing and tone in 1. The standards of English is interpersonal expressions needed to meet the demands of communication 2. Literary or expository reading , listening or viewing 2. One should have a selections sufficient facility in English to talk about personal experiences EQ: 1. How do you express yourself and be understood in various communication demands? 2. How does one talk about personal experiences effectively? SKILLS Uses the right stress, intonation, phrasing, pacing and tone in interpersonal expressions and in reading short written or recorded passages aloud. Talks about significant ideas on literary or expository reading , listening o viewing selections

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: ORAL LANGUAGE AND FLUENCY COMPREHENSION TRANSFER GOAL Talk and interact with others about personal experiences through a literary text ASSIGNED DEPED PRODUCT OR PERFORMANCE Talk about a text listened to or read Retell a story TRANSFER TASK (GRASP form) You are a reporter and tasked to report on the views of the teachers about the behavior of the youth at present. To gather the information you need, you have to conduct an interview and report it observing the correct verbal and non-verbal cues, spontaneity and relevance. RUBRIC CRITERIA RELATED TO UNDERSTANDING Appropriate verbal and nonverbal cues Relevance of the text to the topic RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL Spontaneity DESCRIPTION OF CRITERIA AT THE SATISFACTORY LEVEL:

CONT

The reporter uses appropriate verbal and non-verbal cues The text used in the report are relevant to the topic

The reporter delivered the report spontaneously

Other Assessment: Refer to unit assessment map

RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST UNIT TOPIC: VOCABULARY DEVELOPMENT CONTENT STANDARD The learner understands that words are composed of different parts and their meaning changes in context. BIG IDEAS 1. Different parts of words 2. Meaning 3. Strategies Performance Standards: The learner employs strategies to decode the meaning of words in isolation and in context (word strategies) 4. Decode 5. Context ENDURING UNDERSTANDING Words are composed of different parts that vary its meaning in context that are decoded through different strategies KNOWLEDGE Semantic relationships of words and expressions that include familiar, colloquial, and idiomatic types SKILLS Establishes semantic relationships of words and expressions that include familiar, colloquial, and idiomatic types

EQ: 1. How do you define words? 2. What do you do to fully understand the meaning of words you read and heard?

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST UNIT TOPIC: VOCABULARY DEVELOPMENT TRANSFER GOAL ASSIGNED DEPED PRODUCT OR PERFORMANCE Decode the meaning of words in isolation and in context (word strategies) TRANSFER TASK (GRASP form) RUBRIC CRITERIA RELATED TO UNDERSTANDING DESCRIPTION OF CRITERIA AT THE SATISFACTORY LEVEL:

CONT

Employs strategies to decode the meaning of words that include familiar, colloquial, and idiomatic types

Other Assessment:

RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: READING COMPREHENSION CONTENT STANDARD The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor ones comprehension. BIG IDEAS 1. psycholinguistic 2. visual and non-visual information 3. comprehension 4. purpose Performance Standard: *activates prior knowledge conceptually related to text and establishes a purpose for reading *Be self-aware as they discuss and analyse text to create new meanings and modify old knowledge *Responds to literary texts through the appreciation of literary devices and an understanding of story grammar *recalls/locates information from expository texts and uses this information for discussion or written production ENDURING UNDERSTANDING Reading is a psycholinguistic factor which utilizes visual and non-visual information needed in comprehension of narratives and establishment of the purpose of reading. KNOWLEDGE Predictive and anticipatory devices or tasks to activate prior knowledge concerning the topic of reading or viewing selection SKILLS Uses predictive and anticipatory devices or tasks to activate prior knowledge concerning the topic of reading or viewing selection

EQ: 1. What do you need to fully understand a narrative? 2. Why do you read?

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: READING COMPREHENSION TRANSFER GOAL ASSIGNED DEPED PRODUCT OR PERFORMANCE TRANSFER TASK (GRASP form) RUBRIC CRITERIA RELATED TO UNDERSTANDING DESCRIPTION OF CRITERIA AT THE SATISFACTORY LEVEL:

CONT

*activates prior knowledge conceptually related to text and establishes a purpose for reading *Be self-aware as they discuss and analyse text to create new meanings and modify old knowledge *Responds to literary texts through the appreciation of literary devices and an understanding of story grammar *recalls/locates information from expository texts and uses this information for discussion or written production RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: GRAMMAR AWARENESS CONTENT STANDARD The learner understands that English language has a set of structural rules that govern the composition of clauses, phrases, and words in oral and written communication BIG IDEAS ENDURING UNDERSTANDING The learner understands that English language has a set of structural rules that are needed to communicate effectively and narrate a story using the correct grammatical structures. KNOWLEDGE SKILLS

Performance Standards: .demonstrates grammatical awareness by being able to read, speak and write correctly *Communicate effectively in oral and written forms using the correct grammatical structures of English EQ: What do you need to communicate effectively in English?

SUBJECT: ENGLISH I WRITER: MARY ANN H. SANTOS QUARTER: 1ST-4TH UNIT TOPIC: GRAMMAR AWARENESS TRANSFER GOAL ASSIGNED DEPED PRODUCT OR PERFORMANCE TRANSFER TASK (GRASP form) RUBRIC CRITERIA RELATED TO UNDERSTANDING DESCRIPTION OF CRITERIA AT THE SATISFACTORY LEVEL:

CONT

RUBRIC CRITERIA RELATED TO KNOWLEDGE AND SKILL