SESSION 8

Putting together a
Unit Learning Plan from
EXPLORE TO TRANSFER
------ following the --------
Design Protocol
 INQUIRY-BASED

EXPLORE FIRM UP TRANSFER

Acquisition Acquisition Transfer/
DEEPEN Performance
Making Meaning
Revising Prior Knowledge
Eliciting Prior Applying New
and Developing EU and
Knowledge to Knowledge in
Deepening New
EQ Real Life
Knowledge
DESIGN PROTOCAOL FOR ALIGNMENT IN CURRICULUM MAP
STANDARD : what are the content and CONTENT STANDARDS
performance standards fo the learning unit? 1

LEARNING GOALS : What is the learning goal unpacked MAKE MEANING

from the standards? (Acquisition? Making Meaning of Transfer? 2
GENERALIZATION OF EU
COMPETENCY : What is the learning goal’s specific
competency that students are supposed to learn? 3
ASSESSMENT OF
ASSESSMENT : What is the assessment that will show
evidence of student’s demonstrate of the competency? 4 UNDERSTNDING

SCAFFOLDING FOR
ACTIVITY : What is the activity that will help TRANSFER 1-3
students develop the competency? 5

RESOURCE : What materials will be used to help SCAFFOLDING FOR

students learn the competency? 6 TRANSFER 1-3
 SAMPLE ALIGNMENT OF THE COMPETENCY,
ASSESSMENT AND ACTIVITY FOR ACQUISITION

COMPETENCY ASSESSMENT ACTIVITY

List, Name Multiple Choice Frayer Model
Enumerate, Identify Fill in the blanks Venn Diagram
Define, State Matching 2-column Comparison Table
Solve, Compare Enumerate Vocabulary Exercise
Classify, Select True or false Pictionary
Operate, Sequence Hands-on Operate Labelling Excise
Compute, Labeling Sequencing or flow chart
Differentiate Sorting and classifying
Locate, Describe Hands-on Modeling Demo
Report, Copy Map Reading
Point
SAMPLE ALIGNMENT OF THE COMPETENCY, ASSESSMENT AND
ACTIVITY FOR MAKING MEANING /WRITTEN RESPONSE

COMPETENCY ASSESSMENT ACTIVITY

Analyze, Explain Short paragraph Close reading
Elaborate, Discuss Essay SE inquiry-based learning
Justify, Prove Critique writing Issue investigation
Persuade, Defend Concept mapping Experimentation
Predict, Generalize Journal writing Situation analysis
Formulate, Model Problem analysis
Synthesize, Reflect Debate, Jigsaw puzzle
Predict-observe-explain
Date retrieval chart analysis
Writing generalization
Writing conclusion
Journal writing
 SAMPLE ALIGNMENT OF THE COMPETENCY,
ASSESSMENT AND ACTIVITY FOR TRANSFER

COMPETENCY ASSESSMENT ACTIVITY

Show, Demonstrate, Performance Task Project design exercises
improve, Design, Portfolio Scaffold for Performance Task
Create, Invent,
simulate, plan, revise,
convert, compose,
devise, propose,
recommend,
campaign, prepare,
promote, remedy,
portray, interpret,
innovate
 EXPLORE / INTRODUCTION

• Provide Hook activities

• Introduce the EQ
• Elicit prior knowledge through a
specific map of conceptual change.
SAMPLE MAP OF
CONCEPTUAL
CHANGE FOR
EXPLORE
 SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
• KWHL
Let’s find out how much you know about this unit by answering
the KWH portion of the KWHL (know, Want, How, Learned)
Worksheet that you see below. Fill it up by writing your initial
answer to the topical focus question.
K W H L
What do you know? What do you want to How will you find out What did you
find out? what you want to learned?
learn?
SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
ANTICIPATION-REACTION GUIDE

BEFORE STATEMENT AFTER

 SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE FOCUS QUESTION

FOCUS QUESTION BEFORE AFTER

1. What does standards-based instruction mean and
involve?
2. When can we say that a learning plan is standards-
based?
3. How can teachers develop activities aligned with
the standards?
4. How can the class time be budgeted for different
activities?
5. How can students’ learning be enhanced by
technology?
SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
BEFORE AND NOW

BEFORE AND NOW

Before, I thought…

Now, I realized…
SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
IRF CHART

INITIAL REVISED FINAL

SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
BACKGROUND KNOWLEDGE

RIGHT NOW, THIS IS QUESTION AFTER THE SESSION

MY IDEA
SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
INSIDE / OUTSIDE THE BACK

IN THE BOX
I think…

OUT OF THE BOX

 FIRM UP / INTERACTION

• Provide activities and assessment

related to acquiring knowledge and
process skills and competencies
• Follow-up on EQ
• Provide feedback
• Do preliminary parts of scaffold for
transfer
 Activity 6. ROUND TABLE DISCUSSION
Videos of two performance of the traditional music of Cordillera will be shown to you. Using
the table below, fill up the table by describing the vocal and instrumental music of
Cordillera based on the musical elements present.

Link:
1. The Cordillera Fusion Collective – “Echoes”
https://www.youtube.com/watch?v=StdCqJ9qCiU

2. Preserving Cordillera Music

https://www.youtube.com/watch?v=kAequXnObkQ

Answer the given questions by putting a check that best describes the element of music.

1. Describe the movement of the melody.

vocal: _____ Step-wise _____ in leaps _____ repeated
instrumental _____ Step-wise _____ in leaps _____ repeated
 DEEPEN / INTERACTION

• Have students integrate different

information form firm-up
• Pose misconceptions and have students
correct them
• Follow up on EQ and have students
develop EU
• Do follow up parts of scaffold for transfer

Two videos of the same
song will be shown o you.
The first one is sung by
original Cordilleran using
the traditional instruments
while the net video is a
revival of the same music
using modern
instruments. Share your
thoughts about the
videos watched by
answering the PROCESS
QUESTIONS given.
TEXT 1
TITLE: Music Analysis # 1
SALIDUMAY
https://www.youtube.com/watch?v=kAequXnObkQ
PROCESS QUESTIONS:
1. What are the instruments used in the first video? In the
second video?
2. Which among the two videos you liked better? Why?
3. Among those two, which do you think expressively
portrays cultural identity? What evidence is in the music
to support that?
Answer
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
 DEEP PROCESSING WITH GUIDED GENERALIZATION
TEXT 2
TITLE:
Music Analysis # 2

DANGDANG-AY
https://www.youtube.com/watch?v=oo-G6cK1wR0

PROCESS QUESTIONS:
1. How is the song performed in the first video? What about in the 2nd video?
2. Which among the two versions of Dangdang-ay you prefer more? Why?
3. How does the performance of Dangdang-ay reflect the culture of the region?
4. How can we show the culture of the region when we perform their music?

Answer:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 DEEP PROCESSING WITH GUIDED GENERALIZATION
TEXT 3
TITLE:
Music Analysis # 3

THE CORDILLERA FUSION COLLECTIVE – “ECHOES”

https://www.youtube.com/watch?v=StdCqJ9qCiU

PROCESS QUESTIONS:
1. What have you observed with the style of music just watched?
2. Does the music sound good if we mix contemporary style to our traditional music?
3. Knowing that cordillera music was never influenced by western music, how do you think
the people of cordillera would feel that their traditional music is being revived
contemporarily?
4. how can we help preserved our own cultural and traditional music?

Answer:
__________________________________________________________________________________________
__________________________________________________________________________________________
 What is common, recurring words?
EXPLORE / FIRM UP / INTERACTION DEEPEN / INTERACTION
INTRODUCTION
•Provide activities
• Provide Hook • Have students
and assessment
integrate different
activities related to
information form firm-
• Introduce the acquiring
up
EQ knowledge and
• Pose misconceptions
process skills and
• Elicit prior and have students
FOLLOW-UP / INTRODUCE THE
competencies EQ
knowledge • Follow-up on EQ
correct them
through a • Follow up on EQ and
• Provide
have students
specific map of feedback
develop EU
conceptual • Do preliminary
• Do follow up parts of
change. parts of scaffold
scaffold for transfer
for transfer
 TRANSFER / INTERACTION

• Demonstrate knowledge, skills, and

understanding in GRASPS task
• Provide differentiated GRASPS task
• Revisit map of conceptual change
• Reflect and do values integration
• Provide closure
 Activity 12.2. THE FLOW
Now that we have
acquired all the
performers, your task this
time is to create a layout
of your music program
which includes the date
and time of
performance; short
description of the music
to be performed; the
remarks; scoring criteria;
judges, guest; and host.

See sample
 Activity 12.4 PERFORMANCE
In recent times, Western music
has immensely penetrated the
country. As a member of the
NCCA, you are tasked to
organize a concert that will be
performed in the annual ASEAN
Music Festival to promote and
preserve the cultural and
traditional vocal/instrumental
music of Cordillera. Your
concert must be organized and
should display appropriate
Cordillera vocal and
instrumental styles following
proper intonation, rhythm and
tempo.
GRASPS FORM
Your concert must be organized
and should display appropriate
Cordillera vocal and instrumental
styles following proper intonation,
rhythm and tempo.
Activity 12.4. PERFORMACE

RUBRIC FOR
EVALUATION OF
PERFORMANCE
TASK
SCAFFOLD FOR TRANSFER MUSIC OF CORDILLERA
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER TRANSFER
• The teacher will show • The teacher will • Look for another Performance task
a video about present two example of Cordillera performing the vocal
Cordillera vocal and examples of vocal music and be ready and instrumental music
instrumental music. and instrumental to perform it in the of Cordillera through a
• The teacher will music and students class by group. Cultural show
demonstrate the choose which music • Create your own
correct way of to present. rhythmic pattern to
singing selected • Individual practice of accompany the
songs from Cordillera the given vocal and chosen musical
following the correct instrumental music piece.
and pitch, rhythm guided by the • Use available
and tempo and the teacher. musical instrument/s
proper technique in or look for other
playing the musical materials that would
instruments sound like the
• The teacher will Cordillera insurgent
discuss the purpose to a accompany the
and users of song.
Cordillera music.
SCAFFOLD FOR TRANSFER
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER TRANSFER
• The teacher will show • The teacher will • Look for another Performance task
a video about present two example of Cordillera performing the vocal
Cordillera vocal and examples of vocal music and be ready and instrumental music
instrumental music. and instrumental to perform it in the of Cordillera through a
• The teacher will music and students class by group. Cultural show
demonstrate the choose which music • Create your own
correct way of to present. rhythmic pattern to
singing selected • Individual practice of accompany the
songs from Cordillera the given vocal and chosen musical
following the correct instrumental music piece.
and pitch, rhythm guided by the • Use available
and tempo and the teacher. musical instrument/s
proper technique in or look for other
playing the musical materials that would
instruments sound like the
• The teacher will Cordillera insurgent
discuss the purpose to a accompany the
and users of song.
Cordillera music.
SEL-ASSESSMENT OF ONE’S READINESS TO DO PERFORMANCE TASK
PERFORMACE SKILL ABLE TO DO ALL STEPS ABLE TO DO MOST NEED DETAILED
BY MYSELF AND WITH STEPS BUT NEED STEP BY STEP
MUCH CONFIDENCE COMMENTS AND INSTRUCTION
FEEDBACK FROM
OTHERS

1. I can sing in right tune well all

throughout the song.

2. I can perform Cordillera

instrument music with consistent
pattern and correct speed.
3. I can perform Cordillera music
projecting interlocking and
guttural techniques with different
nuances.
The students
transfer
depend on
their emoticon
response.
VALUES INTEGRATION
Values integration involves the  Cooperation
development of the value  Camaraderie
system of the learner as a part of  Love one’s own
the totality of his education. The
learning process in any subject
culture
area covers the acquisition not  Appreciation of
only on concepts and skills but other’s culture
also values. The identification of  Respect
the values to be integrated
arises from the nature of the  Collaboration
discipline at its content.  excellence
 SESSION 8

CALENDARING the
Unit Learning Plan
SUN MON TUE WED THU FRI SAT

1 2 3 4 5 6 7
Pre-assessment (MCQ) Firm Up: 1st Month
Explore: Activity2. Click on me!
Activity1. The Picture Says Hudhud and Dangdang-Ay
It All (KWHL)

8 9 10 11 12 13 14
Firm Up: Firm Up:
Activity3. let’s Imitate Activity4. Jigsaw (Fill Up The
(clapping the beat) Table)
Scaffold 1

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31
15 16 17 18 20 21
Frim Up:
Activity5. Stomp and Clap! 1st Month
(Sing a song with 19
accompaniment with hands Frim Up:
and fee) Activity6. Round Table
Scaffold 2 Discussion (Fill up the table)
22 23 25 26 27 28
24 Firm Up:
Firm Up: Activity8. Name Me (write
Activity7. Look and Listen the name of musical
(Watch the Kalinga Video) instrument / Trivia)
29 30 31
Firm Up:
Activity9. Let’s Jam (group
activity)
Activity10. Create your own
music (Analytic Rubric)
SUN MON TUE WED THU FRI SAT

1 2 3 4
Deepen:
2nd Month
Activity11. Let’s Analyze
This! (Guided Gen.) Self-
Assessment
Scaffold 3
5 6 7 8 9 10 11
TRANSFER: TRANSFER:
Activity12. Show your Activity12.2 The Flow
PRIDE! (Create a layout of music
Activity 12.1 Situation program)
12 13 15 16 17 18
14 Activity 12.4 Performance
TRANSFER: (Rubric for Evaluation of
Activity 12.3 Pride (creating Performance Task)
face book page campaign) Scaffold 4
19 20 22 23 24 25
SU MO TUE WED THU FRI SAT
N N
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 24 25
KWHL
2nd Month
Post Assessment (MCQ) 23

26 27 29 30 31

28

REMEMBER to aligned your activity to the learning

competencies and the budget of time in CG code.