1. CURRICULUM STANDARDS LEARNING OBJECTIVES CFQs

2. JACON AND ROM
3. Demonstrate understanding of the other members of the solar system.
3.1 Explain the occurrence of comets, meteor showers and other
 phenomena.
3.2 Research on technologies used in studying other heavenly bodies
(e.g., space telescopes, space probes) and their uses on Earth.
3.3 Discuss the implications of findings about the possibility of life in other
planets to life on Earth

3. to enumerate the members of the solar system.
LEARNING OBJECTIVES
CFQS
to enumerate the members of the solar system.
to identify the different characteristics of the members of the solar system.
 to illustrate the arrangement of the planets.
 to explain the occurrence of  meteor showers, comets and other phenomena.
 to name technologies used in studying heavenly bodies.
6.    to assess whether people can live and survive in other planets.
Can we live there?
Is there life in other planets?
What consists the solar system?
What are the different characteristics of the members of the solar system?
What is the arrangement of the planets?
4. How do meteor showers, comets, and other phenomena occur?
5. What are the technologies used in studying heavenly bodies?

4. ABRICA AND ERAT
1. Naipakikita ang kakayahang magamit ang kaalaman sa mga pangunahing
proseso sa sea shell, coconut shell, leather/katad, fiber, kawayan at yantok
1.1 Nakikilala ang iba’t ibang uri ng sea shell, coconut shell, kawayan,
leather/katad, fiber at yantok
1.2 Natatalakay ang kalikasan, katangian at pinagkukunan ng iba’t ibang
materyales
1.3 Naipaliliwanag ang iba’t ibang proseso sa paghahanda ng materyales
1.4 Nasusuri ang iba’t ibang paraan ng pangangalaga at paggamot upang
maiwasan ang amag, bulok at iba pang insekto
1.5 Naisasagawa ang proseso sa paghahanda ng iba’t ibang uri ng kraft

5. LEARNING OBJECTIVES CFQS
1.      to identify what is sea shell, coconut shell, bamboo, leather, fiber and rattan.
2.      to discuss the characteristics and the uses of sea shell, coconut shell, bamboo, leather, fiber and. Rattan
3. To explain the different processes involved in preparing the materials.
4.To determine ways of preserving the materials.
5. To create a craft using sea shell/coconut shell/ bamboo/ leather/ fiber and rattan.
    
How can we use it?
What can you make out of sea shell, coconut shell, bamboo, leather, fiber and rattan?
- what is sea shell,  coconut shell, bamboo, leather, fiber and rattan?
what are the characteristics and the uses of sea shell, coconut shell, bamboo, leather, fiber and rattan?
What are the different processes involved in preparing the materials?
How are the materials preserved?

6. DUAVIS AND SAYON VII. The Earth and Its Neighbors
VII. The Earth and Its Neighbors
   1. Demonstrate understanding of the solar system.
       
      1.1 Identify the members of the solar system
             including the newest member.
      1.2 Compare the sizes of planets in relation to the
            size of the solar system.
      1.3 Classify the planets based on different criteria.
      1.4 Explain why the solar system is mostly empty
            space.

7. 3. differentiate each member of the solar system
LEARNING OBJECTIVES
CFQS
1. define solar system 
2. identify
    members of the solar
    system 
3. differentiate each member
   of the solar system 
4. show how the different
    system move  
5. Infer why the solar system is mostly empty space.
6. value the importance of
    solar system in man’s
    life
7. construct a model
    of the solar
    system
What makes something important?
How important is the solar system in man’s life?
How will you construct a model that will perfectly represent the solar system?
What is solar system?
What consists the solar system?
How do the members of the solar system differ from each other?
How does each member of the
solar system move?
Why is the solar system mostly an empty space?

8. BOKINGKITO AND ESPINA V. Living Things and their Interactions
2. Understand the interactions between living and non-living things in an
ecosystem.
2.1 Illustrate how living things depend on other living things to survive.
2.2 Illustrate how living things interact with the nonliving components of
the ecosystem.
2.3 Explain the cyclic flow of matter in an ecosystem.
2.4 Explain the one-way flow of energy in an ecosystem.
2.5 Show how different ecosystems are interconnected.

9. CFQS define ecology and ecological system.
LEARNING OBJECTIVES
CFQS
define ecology and ecological system.
identify the components of the ecological system.
explain the function/s of each component of the ecological system.
illustrate the interaction of the living and nonliving components of an ecosystem.
discuss the different flow of matter and energy in an ecosystem.
Draw a diagram showing the different flow of matter and energy in an ecosystem.
7. create a diorama showing the interconnection of the different ecosystems.
Essential Question
Why do they interact?
Unit Questions
Why do living and non-living things interact in an ecosystem?
How can you show the interconnection of the different ecosystems?
Content Questions
What is ecology and ecological system?
What are the components of the ecological system?
What is/are the function/s of each component of the ecological system?
What are the different flows of matter and energy in an ecosystem?
How does matter and energy flow in an ecosystem?

10. ECHAVEZ AND PERMITES Earth 1. Explain how water cycle occurs.
1. Explain how water cycle occurs.
        a. Identify the process involved in 
            the water cycle.
        b. Describe changes that happen to 
            water during each process.
        c. Relate temperature to the process 
            in the water cycle.

11. LEARNING OBJECTIVES CFQS
To define water cycle.
To list all the processes involved in the water cycle.
To discuss the processes involved in the water cycle.
To explain the changes that happen to water during each process.
To distinguish the rise and fall of temperature in the water cycle. 
To create a diagram of the water cycle.
To value the importance of the water cycle in man’s activities.
Essential Question
    Why do things change?
Unit Questions
     How can the water cycle affect man’s activities?
How is a diagram of the water cycle made?
Content Questions
What is water cycle?
What are the processes involved in the water cycle?
What are the differences of each process in the water cycle?
What are the changes that happen to water during each process?
What makes the rise and fall of temperature in the water cycle?

12. BULIGAO . Quadratic Functions(fourth year high school)
1. Define a quadratic function f(x) = ax2 + bx + c; identify quadratic functions.
2. Rewrite a quadratic function ax2 + bx + c in the form f(x) = a(x - h)2 + k and
vice versa.
3. Given a quadratic function, determine:
• highest or lowest point (vertex)
• axis of symmetry
• direction of opening of the graph
4. Draw the graph of a quadratic function using the vertex, axis of symmetry, and
assignment of points.
5. Analyze the effects on the graph of changes in a, h and k in f(x) = a(x-h)2 + k
6. Determine the "zeros of a quadratic function" by relating this to "roots of a
quadratic equation” review finding the roots of a quadratic equation using the
following algebraic procedures:
• factoring
• quadratic formula
• completing the square
review the derivation of the quadratic formula
7. Derive a quadratic function given the zeros of the function or given a set of
points from the graph of a given function. 29
8. Apply knowledge and skills related to quadratic functions and equations in
problem solving.
Enrichment:
9. Use the graph of a quadratic function to solve a quadratic inequality
10. Given the quadratic function f(x) = ax2 + bx + c, determine the nature of the
zeros (i.e. real, non-real, non-district)

13. LEARNING OBJECTIVES CFQS
1.)Identify a quadratic function
2.) Rewrite a quadratic function ax2 + b x + c in the form f(x) = a(x - h)2 + k and
vice versa.
3.)Determine the vertex , axis of symmetry, points and direction of the opening of the graph
4.)Make a graph using the vertex axis of symmetry and any points of the graph
5.)Recall the process/steps in factoring, quadratic formula and completing the squares
6.)Apply and  solve the quadratic functions and  related   equations in problem
Solving
7.)Derive a  quadratic formula from any given equations  
Essential Question
How did it come up?
Unit Questions
How quadratic functions make life easier?
Content Questions
1.) What is a quadratic function?
2.) How can you  rewrite a quadratic function ax2 + b x + c in the form f(x) = a(x - h)2 + k and vice versa?
3.) What is the vertex , axis of symmetry, points and direction of the opening of the graph?
4.) .How can you make a graph using the vertex axis of symmetry and any points of the graph?
5.)What are  the process/steps in factoring, quadratic formula and completing the squares?
6.) How can you apply and  solve the quadratic functions and  related  equations in problem solving?
7.) How can you derive a  quadratic formula from any given equations ?

14. PEPANIA 2. Understand the anatomy and physiology of plants
2nd year (biology)
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.

15. LEARNING OBJECTIVES CFQS
Enumerate the Different Organ Systems of plants
Explain the function of each part of the plant’s organ system
Identify the requirements needed by plants to grow
Create a diagram showing how materials and water are absorbed and transported in plants
How do I live?
How do plants differ from me?
What are the different organ systems of the plant?
What are the functions of each part of the plant’s organ system?
What are the requirements needed by plants to grow?
How are materials and water absorbed and transported in plants? ?

16. ESTILLORE AND CATACUTAN
LISTENING
10. Distinguish between facts and
fancy from stories heard                        
SPEAKING
10. Talk about topics of interest in 4-5
Sentences
READING
10. Predict outcomes
10.1 Give an appropriate ending to
a given situation
WRITING
10. Write sentences from a set of
pictures to make a story

17. to tell which of the stories heard reflect reality and which do not
LEARNING OBJECTIVES
CFQS
to tell which of the stories heard reflect reality and which do not
2. to think of a story and share it in the class
3.to create own ending of the story that was read
  4.  to develop a story out of the given pictures and dramatize it in the class  
What’s your story?
Given a chance, how will you end the story?
What possible stories can you create out of the given pictures?
Which of the stories that you have heard reflect reality? Which of these do not? 
What is the difference between fact and fancy stories?

18. CARCASONA AND BATION Listening 11. Predict the outcome of stories
heard
Speaking
11. Use adverbs of place and time
Reading
11. Draw conclusions based on
information given
Writing
11. Write paragraphs
- Descriptive
- Narrative

19. LEARNING OBJECTIVES CFQS
state the meaning of prediction
 interpret the story heard and predict possible outcomes
2.   retell the story heard and state the outcomes being predicted
3.   discuss the different adverbs of place and time found in the story and use them on sentences
4.   conclude and dramatize the outcomes of the given information or real-life situations
5.   create a 150-word descriptive or narrative story about one’s self; future predictions10 years from now using the adverbs of time and place
What’s in your mind?
What is the outcome of the story?
What conclusions can be drawn from the given information or real-life situations?
What does prediction mean?
What is the main idea of the story?
What are the different adverbs of time and place used in the story?
What is the difference between a descriptive and a narrative story?

20. PASTERA AND MACALISANG
LISTENING
·   Sequence events in the story listened to through groups of sentences/guided questions
SPEAKING
·   Use the different verb forms (regular and irregular) 
- present form
- past
- future
 ·   Use the verb that agrees with the subject in number
READING
·   Predict outcomes
 ·   Give an appropriate ending to a given situation and give justification for such ending
WRITING
·   Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

21. LEARNING OBJECTIVES CFQS
analyze the different elements of the story
arrange the parts as to how they happened in the story
identify the tenses of the verbs used in the story
distinguish regular from irregular verbs
apply the rules in subject-verb agreement
make and explain their own ending of a story heard 
create a story about how you see yourself fifteen years from now
 Essential Question
What do you think will happen?
Unit Questions
How do you see yourself fifteen years from now?
How will you end the story based on your own understanding? Why?
Content Questions
What is a story?
What are the different elements of a story?
What are the basic tenses of a verb?
What are regular verbs?
What are irregular verbs?
When do you use the singular/plural form of a verb?

22. LAGUMBAY AND ANGGAOS LISTENING Identify action words/descriptive words
LISTENING
    Identify action words/descriptive words
in sentences/paragraphs heard
SPEAKING  
Use words that describe Persons, places, animals, Ideas (adjectives)
9.1 Use the positive, comparative and superlative forms of adjectives
9.2 Use descriptive words and phrases - as + adj. + as
 READING 
Infer
-traits of character
- the general mood of expression in a selection
- how the story would turn out if some episodes were changed
 WRITING
Write
- descriptive paragraph
- letters of invitation/request
- telegrams
- announcements

23. LEARNING OBJECTIVES CFQS
differentiate action words from descriptive words
cite examples of action words and describing words
create sentences using describing words
determine describing words in the story heard/read
name and describe a person, place, animal
compare and describe the characters in the story
create announcements and letters
Essential Question
What describes you?
Unit Questions
How will you describe the characters in the story?
Content Questions
What is the difference between action words and descriptive words?
What are some examples of action words?
What describes a person, place, animal or idea?
What are the describing words mentioned in the story?
How will you use a describing word in a sentence?
Who are the characters in the story heard or read?

24. PINAR AND PANCHO Speaking Skill 2. Ask and answer questions
2.1 Use short answer forms to
questions
e.g. Who is your teacher?
Does the dog bark?

25. At the end of the Unit, the pupils should be able to;
LEARNING OBJECTIVES
CFQS
At the end of the Unit, the pupils should be able to;
Define what is an answer and a question
Identify the kinds of questions
Compare WH and YES-No questions
Construct WH and YES-NO questions
Change statements to question forms
Use short answers to create Questions
Raise good WH and YES-No questions in a actual situation
Generate good, polite, and precise answers from WH and YES-NO questions
Essential Question
How will you answer me?
Unit Questions
How do you answer a question politely?
How can you give a precise answer to a question?
Content Questions
What is a question?
What is an answer?
What are the two kinds of questions?
What are the differences between a WH question and a YES-NO question?
How can we construct a specific YES-NO Question?
What is the method used in changing statements to question forms?
How can we change questions to statement form
How can we use short answers to make questions?
What are the things to consider in making a good WH and YES-NO Question?

26. ROCHA AND CUIZON Identify words that rhyme in poems/jingles
Recite rhymes, jingles with
correct intonation and stress
Sing/act rhymes, poems, jingles

27. LEARNING OBJECTIVES CFQS
Identify the words that rhyme in the poem.
2.  Recite words that rhyme in the poem with proper intonation and stress.
3. Retell the poem.
4. Dramatize the poem.
5. Appreciate the rhyming words in the poem.
Essential question:
How do you express yourself?
Unit question:
How can dramatization help in boosting self-confidence?
Which part of the poem did you like the most?
Content questions:
In the poem, what are the words that rhyme?
What words can be recited in a rising and falling intonation from the given poem?
3. What is the poem all about?