1. THE SEVEN Cs—
21ST CENTURY
LIFELONG SKILLS

2. Seven Cs Component Skills
1. Critical Thinking-and-Doing Problem-solving, Research,
Analysis, Project Management
2.Creativity New knowledge creation; design
solutions; artful storytelling
3. Collaboration Cooperation, compromise,
consensus, community-building
4. 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

3. GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTS
Problem-Solver
Inventive
Thinker
Responsableng
mamamayan
Ganap na
Pilipino na May
Kapaki-
pakinabang na
Literasi
Effective
Communicator and
Multi-Literate

5. THE BACKWARD DESIGN PROCESS
Identify
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?

6. 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.

8. 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.

9. 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?”

11. 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.

12. LEARNING COMPETENCIES
•ACQUISITION: Knowledge,
Process, Skills

13. Learning
Competencies
Acquisition of KP

16. P
K
P

17. 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.

19. 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

20. 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

21. Step 3: Show which conceptual noun
influences the other and the manner
of influence
Conceptual
Noun 1 Verb Conceptual
Noun 2 EU

22. STARTING THE EU
If Big Idea 1 controls Big Idea 2 then…
Big Idea 1 (Content Standard)
Pre-colonial Philippine Literature
Influences
Determines
Shapes
Produces
Affects
Big Idea 2 (performance standard)
Appreciation of the past
Context-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.

23. STARTING THE EU
If Big Idea 2 controls Big Idea 1 then…
Big Idea 2 (Performance Standard)
Appreciation of the past
Context-dependent expressions
is influenced by
Is determined by
Is shaped by
Is produced
Is affected by
Depends 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.

24. STEP 5: CREATE AN ESSENTIAL QUESTION
ESSENTIAL QUESTION
OPEN-ENDED AND STIMULATE INVESTIGATION
ARGUABLE, MEANT TO BE INVESTIGATED AND
CONTINUOUSLY EXPLORED

25. TRANSLATING BIG IDEAS TO EQS
How noun + verb + noun?
Why noun + verb + noun?
When noun + verb + noun?
What noun + verb + noun?

26. 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.

27. 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.

28. 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

30. 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.

31. STEP 2: IDENTIFY THE PRODUCT
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.

32. 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.

33. STEP 4: COMBINE
Students, 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.

35. 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

36. 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

38. LEVELS OF SCAFFOLDING
Level Term
1 (Show me) Directed Prompt
2 (Help me) Open Prompt
3 (Watch me) Guided Transfer
4 (Let me) Independent Transfer

39. GRADUAL RELEASE OF RESPONSIBILITY

40. 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. Setting
b. Characters
c. Plot
d. Point of view
e. Conflict
f. 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.

41. PERFORMANCE TASK FOR
DIFFERENTIATED INSTUCTION WITH GRASPS
G - to create a brochure
R - member of commisssion on cultural heritage and preservation/ a historian/ an artist
A - delegates/participants
S - annual awarding of national filipino artist
P - 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.

42. Criteria Satisfactory
4 points
Developing
3 points
Beginning
2 points
Poor
1 point
Organization
The 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.
Creativity
The 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.

44. 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