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Teachers: Mr.

Rey Belen / Miss Nina


Belle Gavan
Term Module: 2
HS SOCIAL STUDIES DEPARTMENT

Year/Level: Grade 9

Subject: World Economics

Title: Role of Economy to the Building


of Social Classes

Time Frame: Sept 8 Dec 20 (11


weeks)

CONTENT STANDARD

The students will.


show understanding on how classical events and the
transitional period influenced the emergence of European
countries.

PERFORMANCE STANDARD

ACADEMIC YEAR 2014-2015

The students will.


support an advocacy that promotes contribution of
classical and transitional periods that have influenced the
life of the people at present.

MODULE
show understanding of relationship betweenLASALLIAN
Demand andLEARNING
do a critical
analysis of the relationship between demand
Supply as basis for making wise economic decisions.
and supply in making wise economic decisions.
RELATED
LASALLIAN UNDERSTANDING
GUIDING PRINCIPLES
BIG IDEA/ENDURING
(EU):
Lasallian
educational experiences are dynamic processes that:
EU:
1)
challenge
learners to realize
Students
will understand
that ... their full potential by promoting critical and creative thinking, self-knowledge and selfcontributions
brought
by
classical
events, transitional period and relationship between demand, and supply influenced the
mastery;
people
in making
wise economic
decisions.
2)
encourage
synergy,
collaboration
and dialogue in an environment that is fraternal, hospitable and laden with mutual
respect; QUESTION(S):
ESSENTIAL
EQ:
How contributions of classical events, transitional period and relationship between demand and supply influenced people
in making wise
decisions?
CONTENT
and economic
COMPETENCIES
A. Development of Fiefs and Serfdom
in writingVALID
the factors
that caused the emergence of the Middle Ages.
STAGE1.2:Enumerate
DETERMINING
EVIDENCE/ASSESSMENT
2. Enumerate and explain orally how feudalism and manorialism spread in Europe

3. Narrate
orally the process of SHOWING
performing theEVIDENCE
oath of fealty.OF UNDERSTANDING IN GRASPS FORMAT
PRODUCT
OR PERFORMANCE

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4. Enumerate in writing the good qualities of knights that should be imitated.


5. Analyse through writing the economic life in Europe during the Middle Ages: Feudalism, Manorialism and the emergence of new towns
and cities.
6. Analyse orally the important events in Europe that led to the spread of Feudalism and Manorialism.
7. Compare and contrast through writing feudalism and manorialism.
8. Explain orally why the life of a peasant
9. Evaluate through writing the effect and contributions of important events in Europe in the spread of global awareness.
10. Analyse through writing the difference of the life of people during the Middle Ages and the life at present.
B. Analysis Demand and Supply
1. Define orally demand and supply
2. Construct through writing demand and supply curve and orally discuss its characteristics
3. Name through writing the factors affecting demand and supply.
4. Specify orally examples of substitute goods and complementary goods.
5. Cite orally factors that govern the price elasticity of demand and supply.
6. Identify applications of Demand and Supply and use them in analysis.
7. Analyse orally the factors that affects demand and supply.

HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

GRASPS Narrative
Ignorance and lack of support of locals on the role played by indigenous products in the performance of the economy
could led to bigger economic problem. You are the head of a marketing team of a prestige advertising company and was
tapped by DTI to make a 30 seconds video advertisement. Your advertisement will be used as a promotional video of the
company promoting Filipino products made from recyclable materials. It will assessed using the following criteria:
Creativity, Need for Product, Visual Aids, Time Frame.

ASSESSMENT TOOLS (taken from your Curriculum Map)


Knowledge
Pre-assessment

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Pre-test/Post-test

Process

Understanding

Performance/ Product

HS SOCIAL STUDIES DEPARTMENT

Formative assessment

Poster Making
Group Reporting
Role Playing
Collaborative Writing
Gallery Walk
Inference Making

ACADEMIC YEAR 2014-2015

321 Analysis
Venn Diagram
Connecting Ideas
Decision Making
Free Writing Activity
Hierarchal
Summaries
Interactive Notebook
K-W-L Chart

Directed Prompt:
Headline critiquing that
will show change in
demand and supply
(Evaluation: rubric)
Open Prompt:
Video Analysis:
Reflection on the
Philippine handicraft
industry
(Evaluation: rubric)
Guided Transfer:
Basic Case Analysis:
Analysis of the current
condition and problems of
selected local industries.
(Evaluation: rubric)

Performance Task:
30 Seconds Product
Advertisement.
(Evaluation: rubric)
Summative assessment Role Playing
Construction of
Demand and Supply
Curve
Drawing/Illustration
(Factors That Affect
Demand/Supply)
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Venn Diagram
Graphing and
Interpretation
Computation

Determining Cause and


Effect
Open Ended
Statement/Decision
Making
CUA

HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

RELATED FACET(S) OF UNDERSTANDING:


EXPLANATION
Students perform an activity to explain the how Feudalism started in Europe.
INTERPRETATION
Students show manifestation of learning by drawing or illustrating changes in demand, supply or both.
APPLICATION
Student suggest solutions on a particular problem or issue in relation to wise decision making.
PERSPECTIVE
Student make an analysis regarding a particular condition or problem of local industries.
EMPATHY
Students speaking their minds regarding a particular issues and making wise decisions.
SELF-KNOWLEDGE
Student make personal reflection on the importance of the contributions brought by classical and transitional period.

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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

STAGE 3: LEARNING PLAN FLOW


LESSON PROPER
Week 1
I. INTRODUCTION OF ESSENTIAL QUESTIONS
To introduce to the students the unit, overarching key understanding, overarching key questions and performance activities.
Activities:
Web search about Medieval Code of Conduct (Chivalry and Bushido) and 21 st Century Code of Conduct
Groupings, Buzz Session and Planning for Group Presentation
Agreement
The group will research about the code of conduct during the Middle Ages and of present and will portray it in class.
II. INTERACTION
Week 2
Objective:
1. Enumerate in writing the factors that caused the emergence of the Middle Ages.
Activities:
1. Fact Storming Web
Divide the class into four groups. Each member of the group will use their MLD t search for the definition of the word Feaudalism. Through
the use of Popplet the group will compile all their definition and will have two representative from the group to present their work in front.
2. Video Presentation (www.youtube.com) Dark Age (Rome) and What is Feudalism
3. Class Discussions
4. Formative Assessment Poster Making
The students will make a poster on their own interpretation and understanding of what is Feudalism based from what has been discussed
in class.
5. Summative Assessment 1 Role Playing (12 points Rubric)
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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

Week 3
Objectives:
1. Enumerate and explain orally how feudalism and manorialism spread in Europe.
2. Narrate orally the process of performing the oath of fealty.
3. Enumerate in writing the good qualities of knights that should be imitated.
Activities:
1. Buzz Session
The students will watch a video about the spread of feudalism and will use their MLD to make a further research about the topic. They will
then share their output to the group.
2. K-W-L Activity
The students will list what they already know about the topic and what they would like to learn or learn more about the Oath of Fealty.
3. Bubble Map
The class will divided into groups and will work collaboratively in the idea about qualities of knights that should be imitated. Each member
will give his own idea and will prepare an explanation about it.
4. Class Discussions
5. Formative Assessments Group Reporting
6. Summative Assessment 1 Role Playing (K 12 points Rubric)
Week 4
Objectives:
1. Analyse through writing the economic life in Europe during the Middle Ages.
2. Analyse orally the important events in Europe that led to the spread of Feaudalism and Manorialism.
3. Compare and Contrast through writing Feudalism and Manorialism.
Activities:
1. Story Chain
The class will be divided into three groups. Each group will be given a topic to research and read about. After reading, the group will
make a sentence or two about their assigned topic and will be collected by the teacher to be presented in class.
2. Triad
The class will be divided into three. MLD is allowed for this activity. A to read, B t listen, and C to ask question.)
3. Topic Talk
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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

Each student of the class will look for their own partner. A will talk, B will listen and vice versa.
4. Class Discussion
5. Formative Assessments 321 Analysis, Connecting Ideas
6. Summative Assessment 2 Venn Diagram (P 6 points)
Week 5
Objectives:
1. Explain orally the life of being a peasant.
2. Evaluate through writing the effects and contributions of important events in Europe in the spread of global awareness.
3. Analyse through writing the difference of the life of people during the Middle Ages and the life at present.
Activities:
1. Think-Pair-Share
Each student of the class will look for a partner and discuss their opinion regarding the life of a peasant.
2. Concept Definition Map
The class will be divided into two. Each group will enumerate through writing the effects and contributions of important events in Europe in
the spread of global awareness.
3. Scenario Building
Each student will write their own prediction on the difference between the life of people in the middle ages and at present.
4. Class Discussions
5. Formative Assessments Free writing Activity, Venn Diagram Illustration
6. Summative Assessment 3 Determining Cause and Effect (P 9 points)
Week 6
Objectives:
1. Define orally demand and supply.
2. Construct through writing demand and supply curve and orally discuss its characteristics.
3. Name through writing the factors affecting demand.
Activities:
1. Cubing
The student will define demand and supply through: illustration, comparison, connectivity and nalysis.
2. Draw It!
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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

Construction of demand curve using demand schedule.


3. Determining Cause and Effect
The students will do an analysis of the factors affecting demand and supply.
4. Class Discussions
5. Formative Assessments Collaborative Writing
6. Summative Assessment 4 Construction of Demand and Supply Curve (P 10 points), Analysis of the shift in demand, shift in
supply or both. (P 10)
Week 7
Objectives:
1. Specify orally examples of substitute goods and complimentary goods.
2. Cite orally factors that govern the price elasticity of demand and supply.
3. Explain orally the factors that affect demand and supply.
Activities:
1. Free Writing Activity
Each student will be given enough time to write everything they know about substitute and complimentary goods. At the end they will be
asked to look for reference online and check their own work and start re-writing.
2. Frayer Model
Through the use of the model students will identify factors that governs elasticity of demand and supply.
3. Scenario Building
Students will present orally a scenario where they will identify factors that will affect demand and supply.
4. Class Discussions
5. Formative Assessments Gallery Walk, Inference Making, Hierarchal Summaries
6. Summative Assessment
Week 8
Objectives:
1. Explain through illustration the interaction of demand and supply to the situation of goods and services.
2. Relate elasticity of demand and supply to price of goods and services.
3. Derive and analyse in writing demand and supply curve.
Activities:
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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

1. Thinking Hat
The students will answer the question in each hat and will make an illustration of it.
2. Three-Minute Pause
The class will be given three minutes to pause and reflect on the topic and formulate new ideas, additional information and questions.
3. Quick Write
Students will be asked to write about the topic. Their work will be presented in class.
4. Class Discussions
5. Formative Assessments Sample Graphing and Interpretation, Practice Computation, Interactive Notebook
6. Summative Assessment 5 & 6Graphing and Interpretation (P 20 points) Computation (P 20 points)
Week 9
Objectives:
1. Identify applications of demand and supply and use them in analysis.
2. Apply the meaning of demand and supply to everyday life through writing.
3. Make a wise decision through writing and orally in response to changes caused by the factors that affect demand and supply.
Activities:
1. K-W-L Chart
The students will make a chart of analysis of demand and supply (of they know and learn about the topic)
2. Scenario Building
Students will present orally a scenario where they will identify the meaning of demand and supply to everyday life.
3. Rotational Learning Center
The class will be divided into 5 groups and will give their idea about making wise decision in response to changes caused by the factors
that affect demand and supply.
4. Class Discussions
5. Formative Assessments Sixty Second Debate, Venn Diagram
6. Summative Assessment 7 & 8 Decision Making (U 9 points), Open-ended Statements (U 9 points)
Week 10
Activities:
1. CUA Week
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HS SOCIAL STUDIES DEPARTMENT

ACADEMIC YEAR 2014-2015

Week 10
Objectives:
1. Critique a headline that that will show change in demand, change in supply, or both.
2. Make a reflection on the current situation of Philippine handicraft industry.
Activities:
2. Directed Propmt
Headline critiquing that will show change in demand and supply
3. Open Prompt
Video analysis: Reflection on the Philippine Handicraft industry.
Week 11
Objectives:
1. Analysis of the current condition/situation of local industries.
2. Make a video presentation/product advertisement.
Activities:
1. Guided Transfer
Analysis of the current condition and problems of selected local industries.
III. INTEGRATION
1. PT GRASPS
(APPENDICES)
e.g. Rubric scoring guide, activity sheets/ worksheets, test
At the end part of the module

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