CONTENT STANDARDS LEARNING OBJECTIVES CURRICULUM - FRAMING QUESTIONS

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

Does the end justify the means? LEARNING OBJECTIVES CFQS To define cause and effect relationship To distinguish which is the cause/effect in a given situation. To dramatize a certain cause/effect in a given situation. 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? What is cause and effect relationship? Which is the cause/effect in the story read? What is the cause/effect in the picture?   

BAYAO AND BILLACURA 2. Understand the anatomy and physiology of plants 2.1 Describe the parts and functions of the different organ systems in plants 2.2 State requirements of plants for growth 2.3 Illustrate how materials and water are absorbed and transported in plants. 2.4 Locate the cell parts of the plants.

CFQS To label the different parts of a plant. LEARNING OBJECTIVES CFQS To label the different parts of a plant. To explain the functions of each part. To enumerate the requirements of plant’s growth. To demonstrate how materials and water are absorbed and transported in plants. Familiarize the plant’s cell parts. To dissect the leaves of the plant and name the cell parts. 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?

INTALIGANDO AND PARADERO LISTENING: Tell the sequence of events in a story heard through pictures SPEAKING:  9. Use words that describe persons, animals, places (adjectives) 9.1 Use the positive form of regular adjectives READING: Organize ideas • Grouping pictures based on similar ideas • Select appropriate heading for a: - set of related pictures - set of words/phrases - set of sentences

What are the sequence of events in the story? LEARNING OBJECTIVES CFQS  By looking at the pictures, determine the sequence of events in the story. Recognize describing words within the story heard. Classify pictures based on related ideas or concepts. 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 Questions How 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? What are the describing words in the story heard? How are the pictures related? Which pictures show similar ideas and concepts?

PEREGRINO AND PAGUIRIGAN Listening:  Identify words that rhyme in poems/jingles Speaking:   Recite rhymes, jingles with correct intonation   and stress Reading:    Sing/act rhymes, poems, jingles

LEARNING OBJECTIVES CFQS Define what rhyme is. Identify the words that rhyme in a given poem/jingle. Recite in the class the rhyming words with correct intonation and stress. List simple words that rhyme.  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 Questions Why 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 Questions What is a rhyme? What are the words that rhyme in the given poem/jingle? How are the rhyming words recited with correct intonation and stress? What are some examples of simple words that rhyme?

MAQUILING AND SALIVIO 10. Distinguish between facts and fancy from stories heard

LEARNING OBJECTIVES CFQS To define facts and fancy. To distinguish facts and fancy based on the stories they heard. 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?

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

Predict possible outcomes of a selection or a situation. 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: What are the possible outcomes of the selection or situation? What are the future events in the story? What possible outcomes can you give based on the pictures? What will happen next to the character in the story? What possible ending will you formulate for the story chosen?

BALUYOT AND MAGHANOY Retell a selection listened to – - news broadcast Give accurate announcements - Give a report based on an Interview

LEARNING OBJECTIVES CFQS   to define what news is identify the role of news classify a news broadcast whether it belongs under current affairs, sports, entertainment, weather and business and economics use comprehension skills when listening to news broadcast use a variety of sources to gather information for a newscast. compose a news report for a specific audience incorporating knowledge of the 5Ws of the news-gathering – who, what, where, when, why and how Create a television news broadcast which will utilize composed news report 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? 2. What sources can be used in gathering information for a newscast?  3. What are the significant pieces of information that news should contain?  4. In composing a news report what are the 5Ws in news-gathering?  5. What are the different classifications of news? How is a television news broadcast created?

ABDON AND BARLOMENTO 6.1 Use singular form of nouns • this/that is with objects • a and an in naming objects 6.2 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.

What are the different forms of nouns? 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 Questions How will you apply the proper use of singular and plural form of a noun? Content Questions What is noun? What are the different forms of nouns? When will you use this/that, a/an, noun+s, these are/those are+noun?

EVANGELISTA AND LUMAYAG Unit Foundation Targeted Content BEC Learning Competencies   Note details in a selection listened to: -identify setting, suspense, climax in the story

Enumerate the elements of a story. 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?

GOLEZ AND MACARAIG 1.1 Demonstrative (who, where,etc.) Unit Foundation Targeted 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 stem It’s a puppy, isn’t it. - negative stem + positive tag

CFQS To define pronoun Essential Question LEARNING OBJECTIVES CFQS To define pronoun To explain the usage of a pronoun To classify pronouns To recognize reflexive and demonstrative pronouns To create sentences using demonstrative and reflexive pronouns To identify tag questions To ask and answer tag questions To present a drama using pronouns and tag questions   Essential Question Will you replace or substitute something over others to make life better? Unit Questions How will you present a drama using pronouns and tag questions Content Questions What 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?

CANTILLAS AND CABRERA 1 Use figurative language to describe people and events 1.2 Simile, Metaphor;

CFQS 1.To define figurative language LEARNING OBJECTIVES CFQS 1.To define figurative language 2. To distinguish simile and metaphor from literary pieces 3.      To observe the people in the community, TV personalities, renowned politicians etc that utilize     figurative language 4.      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 metaphor 6.      To appreciate the beauty of figurative language 7.      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?

PEREZ Cell Structure and Function 1.Appreciate the cell as a highly organized structure

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 Questions Can living things survive without a cell?  Content Questions What 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?

PROLOGO IV. Colloids 1. Demonstrate understanding of the properties, preparations and uses of colloids 1.1 Classify colloids 1.2 Relate the properties of colloids to their behavior 1.3 Discuss the methods and principles applied in purifying colloids as in dialysis 1.4 Prepare useful colloids 2. Appreciate the importance of colloids to daily life 2.1 Explain how the properties of colloids are utilized in technology 2.2 Evaluate the importance of colloids to daily life 2.3 Describe the biological and environmental impact of colloids like aerosols sprays, hair gel and smoke 2.4 Relate the property of gas mixtures to air pollution  

CFQS Distinguish a colloid among other mixtures 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?