content standards learning objectives curriculum - framing questions

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CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

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Page 1: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

CONTENT STANDARDSLEARNING OBJECTIVES

CURRICULUM - FRAMING QUESTIONS

Page 2: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

TEMPIATURA AND VEGAListening       Identify cause/effect from statements/situations heard. Reading         Perceive relationship          - give possible causes to a          given effect and possible          effects to a given cause.

Page 3: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1. To define cause and effect relationship

2. To distinguish which is the cause/effect in a given situation.

3. To dramatize a certain cause/effect in a given situation.

4. To analyze what is the cause/effect of the scenario as depicted in the picture.

5. To compose a 300-word paragraph showing cause and effect relationship.

Does the end justify the means?

 Why is cause and effect relationship

present in a statement/situation?

 How can dramatization and writing composition depict cause and effect relationship?

1. What is cause and effect relationship?

2. Which is the cause/effect in the story read?

3. What is the cause/effect in the picture?   

Page 4: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

BAYAO AND BILLACURA

2. Understand the anatomy and physiology of plants 2.1 Describe the parts and functions of the different organ systems in plants2.2 State requirements of plants for growth2.3 Illustrate how materials and water are absorbed and transported in plants.2.4 Locate the cell parts of the plants.

Page 5: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1. To label the different parts of a plant.

2. To explain the functions of each part.

3. To enumerate the requirements of plant’s growth.

4. To demonstrate how materials and water are absorbed and transported in plants.

5. Familiarize the plant’s cell parts.

6. To dissect the leaves of the plant and name the cell parts.

7. To create a concept map about the anatomy and physiology of plants.

What makes a whole without its parts? Why do we need to study the anatomy  and physiology of plants?

 What are the different parts of a plant?• What are the functions of the

given parts of a plant?• What are the requirements

for plant growth?• How are materials an d water

absorbed and transported in plants.

• What are the cell parts of the plant?

• What are the cell parts of the rheodiscolor?

• What is the anatomy and physiology of plants?

Page 6: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

INTALIGANDO AND PARADERO

LISTENING: Tell the sequence of events in astory heard through picturesSPEAKING: 9. Use words that describepersons, animals, places(adjectives)9.1 Use the positive form ofregular adjectivesREADING: Organize ideas• Grouping pictures based onsimilar ideas• Select appropriate headingfor a:- set of related pictures- set of words/phrases- set of sentences

Page 7: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1.  By looking at the pictures, determine the sequence of events in the story.

2. Recognize describing words within the story heard.

3. Classify pictures based on related ideas or concepts.

4. Formulate proper heading for a given set of related pictures, words/phrases, and sentences.

 

Essential Question How do you see the world around you?Unit QuestionsHow will you formulate proper heading for a given set of related pictures, words/phrases, and sentences?   Content Questions

What are the sequence of events in the story?1. What are the describing words in

the story heard? 2. How are the pictures related?3. Which pictures show similar

ideas and concepts?

Page 8: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

PEREGRINO AND PAGUIRIGAN

Listening:  Identify words that rhyme in poems/jinglesSpeaking:   Recite rhymes, jingles with correct

intonation   and stressReading:    Sing/act rhymes, poems, jingles

Page 9: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1. Define what rhyme is.2. Identify the words that rhyme in

a given poem/jingle.3. Recite in the class the rhyming

words with correct intonation and stress.

4. List simple words that rhyme. 5. Compose a poem/jingle using the

listed rhyming words and then act/sing it in the class.

Essential Question How can we live harmoniously with

other people?Unit QuestionsWhy do some words rhyme?What poem/jingle can we make out

of the listed rhyming words?How will we act/sing the composed

poem/jingle?

Content Questions1. What is a rhyme?2. What are the words that rhyme

in the given poem/jingle?3. How are the rhyming words

recited with correct intonation and stress?

4. What are some examples of simple words that rhyme?

Page 10: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

MAQUILING AND SALIVIO

10. Distinguish between facts andfancy from stories heard

Page 11: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1. To define facts and fancy.2. To distinguish facts and fancy

based on the stories they heard.3. To dramatize a scenario from the

stories provided by the teacher 4. To create a story showing facts and fancy.

Where would you like to live? In a world of fantasy or reality?

How will you create a story showing facts and fancy?

What is a fact?

What is fancy?

What is the difference between facts and fancy?

Which of the scenarios presented are facts? fancy?

Page 12: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

MANLANGIT CATACUTAN

Listening:              Analyze ideas as to what could happen next from stories heard Reading: • Give other events that could happen next• Draw pictures of incidents/characters that is possible to happen• Give possible endings to a selection

 Writing:           Write an ending to a given situation

Page 13: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

 

Predict possible outcomes of a selection or a situation.Determine the sequence of events in the story given.Based on the pictures shown, give future outcomes.Analyze what will happen next to the character in the story.Formulate a different ending for the story chosen.Dramatize the predicted ending of the chosen story.Create a story based on one’s experience.  

  Essential Question: Why predict?

Unit Question: How will you dramatize the predicted ending of the chosen story?

How will you create a story based on one’s experience?

Content Questions:

1. What are the possible outcomes of the selection or situation?

2. What are the future events in the story?

3. What possible outcomes can you give based on the pictures?

4. What will happen next to the character in the story?

5. What possible ending will you formulate for the story chosen?

Page 14: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

BALUYOT AND MAGHANOY

Retell a selection listened to –- news broadcastGive accurate announcements- Give a report based on anInterview

Page 15: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS 

1. to define what news is2. identify the role of news3. classify a news broadcast whether it

belongs under current affairs, sports, entertainment, weather and business and economics

4. use comprehension skills when listening to news broadcast

5. use a variety of sources to gather information for a newscast.

6. compose a news report for a specific audience incorporating knowledge of the 5Ws of the news-gathering – who, what, where, when, why and how

7. Create a television news broadcast which will utilize composed news report

8. Develop awareness of the current events

Essential Question:Are you conscious of what is happening around you? Unit Question: What is the role of news for you and for me?

Content Question:     1. What is news?1. 2. What sources can be used in

gathering information for a newscast? 

2. 3. What are the significant pieces of information that news should contain?

3.  4. In composing a news report what are the 5Ws in news-gathering? 

4. 5. What are the different classifications of news?

5. How is a television news broadcast created?

 

Page 16: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

ABDON AND BARLOMENTO

6.1 Use singular form of nouns• this/that is with objects• a and an in namingobjects6.2 Use the plural form of nouns• noun + s• these are/those are +Noun

To identify the singular and plural form of a noun. To distinguish when to use this/that, a/an, noun+s, these are/those are +noun.To apply proper use of singular and plural form of a noun.

Page 17: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

To define what noun is.

To identify the singular and plural form of a noun.

To distinguish when to use this/that, a/an, noun+s, these are/those are +noun.

To apply proper use of singular and plural form of a noun.

Essential Question One or more?

Unit QuestionsHow will you apply the proper use of singular and plural form of a noun?

Content QuestionsWhat is noun?What are the different forms of nouns?When will you use this/that, a/an, noun+s, these are/those are+noun?

Page 18: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

EVANGELISTA AND LUMAYAG

Unit FoundationTargeted Content BEC Learning Competencies

  

Note details in a selectionlistened to:

-identify setting, suspense, climaxin the story

Page 19: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

Enumerate the elements of a story.

Discuss the events of the story listened to.

Identify the setting of the story.

Determine the plot of the story.

Make own ending of the story.

Perform their favorite scene in the story.

Evaluate a character in the story and make connections to oneself.

 

  Essential Question: What’s your story?

Unit questions: How would you end the story?

How would you perform your favorite scene in the story?

What character evaluation can you come up with a character in the story? What connections can you find in yourself with the character?

Content Questions:

  What are the elements of a story?

What are the events that happened in the story?

Where is the setting of the story?

What is the plot of the story?

What are the elements present in the story?

Page 20: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

GOLEZ AND MACARAIGUnit FoundationTargeted Content BEC Learning Competencies 1. Use pronouns    1.1 Demonstrative (who, where,etc.)    1.2 Reflexive (myself, herself, etc.)    1.3 Ask and answer questions about oneself/others No + negative (No, I’m not.)

rejoinder- Yes + positive rejoinder

(Yes, I am.)- positive stem + negative

stemIt’s a puppy, isn’t it.- negative stem + positive tag

Page 21: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

To define pronounTo explain the usage of a pronounTo classify pronounsTo recognize reflexive and demonstrative pronounsTo create sentences using demonstrative and reflexive pronounsTo identify tag questions To ask and answer tag questionsTo present a drama using pronouns and tag questions

  Essential Question Will you replace or substitute something over others to make life better?

Unit QuestionsHow will you present a drama using pronouns and tag questions  Content QuestionsWhat is a pronoun?What is the usage of pronoun?What are the classifications of a pronoun?What is a demonstrative pronoun?What is a reflexive pronoun?What are tag questions? 

Page 22: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

CANTILLAS AND CABRERA

1 Use figurative language to describe people and events1.2 Simile, Metaphor;

Page 23: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS1.To define figurative language2. To distinguish simile and metaphor from literary pieces3.      To observe the people in the community, TV personalities, renowned politicians etc that utilize     figurative language4.      To record and present the simile and metaphor used by the people observed 5.      To interpret recorded observations and lines from the story that use simile and metaphor6.      To appreciate the beauty of figurative language7.      To produce a comic strip using simile and metaphor 8.    To simulate the dialogues and scenes from the self-made comic strips 

Essential Question: How can you help make the world beautiful? 

Unit Questions:1.      How useful is figurative language in enhancing one’s communicative skills?2.  How will comic strips and simulation help the students understand better simile and metaphor? Content Questions:1. what is figurative language?     2.What’s the difference between simile and metaphor?3.      What figurative language do the people in the community, TV personalities, renowned politicians etc use? 3.   What are the meanings of the recorded observations and lines of the story that use simile and metaphor?

Page 24: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

PEREZ

Cell Structure and Function1.Appreciate the cell as a highly organized structure

Page 25: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

1.Define what a cell is.    2.Differentiate plant cells from animal cells   4.Discuss unicellular organisms and multicellular organisms   5.Distinguish the characteristics of prokaryotic and eukaryotic cells.2.Draw and label the        parts of a cell 6. Value the importance of a cell.

    

 Essential Question

What makes something alive?

 Unit QuestionsCan living things survive without a cell?     Content QuestionsWhat is a cell?What is a plant cell?What is an animal cell?What are unicellular and multicellular organism?What are the characteristics of prokaryotic and eukaryotic cells?What are the different parts of a cell?

Page 26: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

PROLOGO

 

IV. Colloids1. Demonstrate understanding of the properties, preparations and uses of

colloids1.1 Classify colloids

1.2 Relate the properties of colloids to their behavior1.3 Discuss the methods and principles applied in purifying colloids as in

dialysis1.4 Prepare useful colloids

2. Appreciate the importance of colloids to daily life2.1 Explain how the properties of colloids are utilized in technology

2.2 Evaluate the importance of colloids to daily life2.3 Describe the biological and environmental impact of colloids like

aerosols sprays, hair gel and smoke2.4 Relate the property of gas mixtures to air pollution

Page 27: CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

LEARNING OBJECTIVES CFQS

Define Colloid 

Distinguish a colloid among other mixtures

Identify the different classification of colloids and its properties

Understand the processes that a colloid may go through to be purified

Make a simple colloid using common raw materials found in the kitchen

Choose a process that can be best used to purify the said colloid

List down the importance of colloids to people and to the environment.

  Is being different, different?

Can we live without colloids?

What is a colloid? Are colloids important?

How can we distinguish colloids from a solution or suspension?

What are the classifications of colloids? How do they differ from another?

What are the processes of purifying colloids?

What colloid can I make from the raw materials found in the kitchen?

What is the best process that can be used to purify a colloid?