Revised Syllabus Esp 7

Saint Mary’s Angels College of Valenzuela
BASIC EDUCATION DEPARTMENT
Syllabus In Edukasyon sa Pagpapakatao 7
CONTENT STANDARDS PERFORMANCE STANDARDS

Naipamamalas ng magaaral ang pag-unawa sa: (a) Naisasagawa ng mag-aaral ang mga angkop na: (a) hakbang sa paglinang ng
mga inaasahang kakayahan at kilos sa panahon ng limang inaasahang kakayahan at kilos1 (developmental tasks) sa panahon ng
pagdadalaga/pagbibinata, talento at kakayahan, pagdadalaga / pagbibinata; (b) mga gawain sa pagpapaunlad ng kanyang
hilig, at mga tungkulin sa panahon ng mga talento at kakayahan ; (c) gawain para sa pagpapaunlad ng kanyang
pagdadalaga/pagbibinata; (b) talento at kakayahan; mga hilig; at (d) gawain sa maayos na pagtupad ng kanyang mga tungkulin
(c) mga hilig; at (d) kanyang mga tungkulin sa sa bawat gampanin bilang nagdadalaga/nagbibinata.
bawat gampanin bilang nagdadalaga/nagbibinata .
PRODUCT
As part of a Non-Government Organization (NGO) in the Philippines, you are tasked to organize an exhibit that highlights the
uniqueness of the culture of Mindanao before and after the colonization of Spaniards and how this is related in the society at
present. This will feature Mindanawans’ family system (in raising infants to old age), social status, behavior, music & arts and its
similarities and differences with ours here in Luzon including their clothing, food, sports, natural resources and its geographical
features, and the way how Mindanawans give remedy to sick people. Brochures and pamphlets containing in-depth knowledge based
on research will also be distributed to the SSG leaders (Sta. Ana, Pampanga and Valenzuela) to maximize their tour and be fully
informed about Mindanao as part of our beloved country. This event aims to aid families who were victims of the recent war in
Marawi, all proceeds will be used to provide them simple livelihood program trainings and seminars that they can use to get income
and start a new life. The following are the criteria: Content, Relevance to the theme, Creativity, and Consistency of the Values
Promoted.
Goal To promote cultural tourism in Mindanao through Exhibit
Grade 7 Edukasyon sa Pagpapakatao | 1

Role Organizer
Audience Tourist
Non-Government Organization (NGO) conducts an exhibit for the victims of the recent war in Marawi. This event
aims to lessen the misconceptions of people about Mindanao as a dangerous place to visit and to promote its pre-
colonial and colonial culture and its relevance to our society today. The presentation will highlight their
uniqueness and individuality as a Filipino, their family system (in raising infants to old age), social status,
Situation behavior, music & arts and its similarities and differences with ours here in Luzon, clothing, food, sports, natural
resources and its geographic features, and the way how Mindanawans give remedy to sick people through an
exhibit and brochure distribution. All proceeds will be provided to the families, who lost their houses and sources
of income during the recent war in Marawi, to help them to start a new life. The members are divided into
groups; researchers, technical committee and floor director, promoters, and medical team.
Product Exhibit
Standards Content, Relevance to the theme, Creativity, and Consistency of the Values Promoted
ASSESSMENT
Outstanding Good Satisfactory Needs Improvement

Criteria
(5) (4) (3-2) (1)
Contains understanding
Demonstrates little
Contains in-depth of the theme and Lacks understanding of
understanding of the
understanding of the presents research the theme and presents
theme and presents
content and accurately information with an only the most basic
research information with
presents researched adequate degree of parts of the
Content fair degree of accuracy.
information. Content is accuracy. information. Content is
Content lacks
well-organized, and the Content is organized, unorganized, and the
organization and the
group clearly delivers the and the group message is difficult to
group does not clearly
message. sufficiently delivers the understand.
deliver the message.
message.
The overall theme of the The theme is addressed Only few parts of the
Relevanc The presentation does
exhibit as the entire as most of the presentation relate with
not relate to the theme;
e to the presentation relate well presentation relate with the theme and most of
less in details, and at
Theme with the theme making the theme though the specific details are
times, no details at all.
the exhibit easier for specific details are not not provided.
Edukasyon sa Pagpapakatao 7| 2
readers to understand. provided or some
details are not relevant
with the theme.
Most of the items are
All the items are interesting, imaginative, Only some of the items
interesting, imaginative, and original. Creativity are interesting,
None of the items are
and original. Creativity is is moderately imaginative, and original.
interesting, imaginative,
excellent as the designs acceptable as design of Little creativity is used as
Creativit and original. There is
of displays are attractive displays have few exhibits are poorly
y no creativity and
and well-made; with inconsistencies; with designed; poor selection
graphics do not align
strong visual appeal; use acceptable eye appeal; of graphics; with
with the message.
of graphics makes the use of graphics numerous
message “come alive.” adequately presents the inconsistencies.
message.
Consiste
ncy of
The message generally
the The message consistently The message rarely The message does not
reflects a value lived out
Values reflects a value lived out. reflects a value lived out. reflect a value lived out.
but lacks detail.
Promote
d
MINI-TASKS
Mini-Task # 1 Mini-Task # 2 Mini-Task # 3 Mini-Task # 4
Article Autobiography Video Documentary Portfolio with Interview
Timeline
Rubrics Rubrics Rubrics Rubrics
 Content – 5  Content – 5  Content – 5  Content – 5
 Evidences – 3  Creativity – 3  Application of the  Completeness of the activities – 3
 Organization of Ideas – 5  Punctuality – 2 lesson – 5  Creativity – 3
 Punctuality – 2  Organization of Ideas  Organization – 2
–3  Punctuality – 2
 Punctuality – 2
Topic/s: Topic/s: Topic/s: Topic/s:
 Mga Angkop na Inaasahang  Mga Talento,  Mga Hilig (Interests)  Mga Tungkulin Bilang
Kakayahan at Kilos sa Kakayahan at Nagdadalaga/Nagbibinata: Sa sarili,
Panahon ng Kahinaan bilang anak, kapatid, mag-aaral,
Pagdadalaga/Pagbibinata mamamayan, mananampalataya,
(Developmental Tasks) konsyumer ng media, at bilang
tagapangalaga ng kalikasan
MINI-TASK 1: ARTICLE (About the similarities and differences of the culture in the three main islands of the Philippines: Luzon,
Visayas, Mindanao when it comes to the roles of adolescents)
Essential Question
Why is it important to know oneself?
Time
Learning
Learning Learning Evaluat Frame/ Reference/ Material
Values Activities/
Objectives Content ion Time Bibliography s
Strategies
Budget
At the end Mga Angkop  Motivation/ 6 days
of the na Pre- (300
lesson, the Inaasahang assessment minutes)
students are Kakayahan at – Ask the
able to: Kilos sa students to
a. describe Panahon ng compare
changes Pagdadalaga/ their selves Through  Noteb
in Pagbibinata when they comparis ook
oneself (Development were 8-9 on using and
from al Tasks) years old graphic Pen
ages Able to with who organize
Quiambao, D. Sandoval, K.  Patter
eight or be they are r
Good Character Matters (pp 3- n of
nine mindful now. Ask Formativ
4). 2016. Vibal Group, Inc. table
through about them to e
adolesce identify, Assessm (Mani
self
nce using a ent la
(EsP7PS graphic Individu Paper
-Ia-1.1 organizer, al )
& the
EsP7PS capabilities,
-Ia- talents, and
1.2); skills that
b. value they had
self- from age 8-
confiden 10 and those
ce that they still
(EsP7PS possess at
-Ib- present.
1.3);
and
c. construct  Story
Through
an article of
reflecting  Story story
analysis - analysis “Bata
the
Read the using pa
similariti
Develop selection guide raw
es and
a sense entitled “Bata question Amarillas, B. et al. Edukasyon Ako?
differenc
es of the of self-
pa raw Ako? s sa Pagpapakatao 7 (p. 4-5).
Hindi
culturein Hindi na, Formativ 2016. St. Bernadette Publishing
confiden
no?” by Mithi e House Corporation.
na,
the three ce no?”
main M. Dizon and Assessm
answer the ent by
islands
following Group Mithi
of the
Philippin questions. (as a M.
class) Dizon
es:
Luzon, Through
Visayas,  Checklist –
examinin
Mindana Ask the
g their
o when it students to
strength
comes to identify some
s and
the roles of their
weaknes  Check
of strengths
ses Quiambao, D. Sandoval, K. list
adolesce and
using a Good Character Matters (p. 4-
nts weaknesses  Ballp
checklist 5). 2016. Vibal Group, Inc.
(EsP7PS in the en
Formativ
-Ib-1.4) following
e
areas to help
Assessm
them know
ent
themselves
Individu
better.
al
Apprecia  Portrait- Through Dulay, L. M. I Am a Child of the  ¼
tion of making – assessin Universe (p.8). 2016. Phoenix sheet
oneself Ask the g their Publishing House, Inc. of
students to uniquen light-
journey into ess and color
their selves giftedne
ed art
and discover ss using
their making paper
uniqueness portrait  pair
and Formativ of
giftedness. e scisso
Assessm rs
ent  pencil
(Perform
 crayo
ance
Task) ns
Individu  ballpe
al n
Rubric:
Holistic
Through
analyzin
ga
situation
 Situation using
analysis – guide
Value
Ask the question Edukasyon sa Pagpapakatao 7  Manil
determin students to s and (DepEd Learning Module) a
ation in read and class
Paper
handling analyse the discussio Quiambao, D. Sandoval, K.
 Pente
adversiti selection n Good Character Matters (p. 6-
entitled Formativ 11). 2016. Vibal Group, Inc. l Pen
es in life
“Kailey’s e
Dilemma.” Assessm
ent
Group
(as a
class)
Through
analyzin
g the
article
read and
compari  Copy
ng it to of
 Reading of what’s articl
article happeni http://pedsinreview.aappublicati e
about ng to ons.org/content/pedsinreview/2
 EsP
adolescenc them as 9/5/161.full.pdf
e adolesce noteb
nce ook
Formativ  Pen
e
Assessm
ent
Individu
al
Sharpen  Self-  Copy
Through
mindfuln assessment of
answerin
ess – the
g a 10- self-
students will
towards item asses
evaluate
self checklist smen
their selves
Formativ Teacher-made activity
Put into whether they t
e
action are ready to state
Assessm
the do the ment
ent
summative
value of Individu s
assessments
honesty al  Pen
or not.
Through
 Quiz – Ask
the 15-  Use
the students
item of
to answer
identifica Teacher-made Activity
the short Aralin
tion quiz
identification ks
Formativ
quiz.
e
Assessm
ent
Individu
al
Through
collectin
 Gathering g
of various
information informati
 Use
. The on that
students will will be of
look and used in Comp
Teacher-made activity
search for making uter
information an Labor
that they will article atory
use to create Formativ
their own e
article. Assessm
ent
Group
 Creating
Own Article Through
– Ask the searchin
students to g and
look for creating
information an
and create article  Short
an article Summati bond
regarding the ve Teacher-made activity paper
expected Assessm  Ballp
behaviour of ent en
adolescents (Written
considering Work)
the culture in Group
the three Rubric:
main islands Holistic
of the
Philippines:
Luzon,
Visayas,
Mindanao
and their
similarities
and
differences
with one
another in
term of the
roles of
adolescents.
Show  Critiquing
opennes of the
s in article – the
teacher will
receiving
allot time to
construc meet each
tive group and
criticism Through
give initial  Copy
directly
s feedback of the
giving
while the group
feedback
other groups ’s
Formativ Teacher-made activity
are preparing
e articl
Express for the
Assessm e
willingne presentation.
ent  Pencil
They have
ss to Group
the freedom
improve in deciding
own whether to
work consider the
suggestion of
the teacher
or not.
 Creating Through  Lapto
Slide preparin Teacher-made activity p
Presentatio g  Copy
n presenta of the
tion articl
about e
the
created
article
Formativ
e
Assessm
ent
Group
Through
sharing
 Powe
their
created r
article point
using Prese
slide ntatio
Practice  Demonstrat presenta
n
confiden ion - tion
Teacher-made activity (mad
ce in Presentation Summati
e by
presenta of the article ve
to the class. Assessm stude
tion
ent nts)
(Perform  Use
ance of
Task) Aralin
Group ks
Rubric:
Holistic
MINI-TASK 2: AUTOBIOGRAPHY TIMELINE (Highlighting the important events that have connections on the discovery of
talents, abilities, and weaknesses)
Essential Question
Learning Time
Learning Learning Evalua Reference/ Material
Values Activities/ Frame/
Objectives Content tion Bibliography s
Strategies Time
Budget
At the end of Mga Talento, Throug 6 days  Manil

the lesson, Kakayahan at h (300 a
the students Kahinaan identifyi minutes) Paper
are able to: ng the
a. identify level of or
own  Motivation/ confide Cartol
abilities, Pre- nce ina
talents, assessment using (Patt
and skills – Ask the self- ern of
Quiambao, D. Sandoval, K. Good
(EsP7PS- students to esteem
Character Matters (p. 17). 2016. Chart
Ic-2.1); answer Morris scale
Vibal Group, Inc.. )
b. improve Rosenberg’s Formati
sense of Self-Esteem ve  Pente
self- Scale. (Use of Assess l Pen
confidenc Aralinks) ment  EsP
e (Pre- Noteb
(EsP7PS- assess ook
Ic-2.2 & ment)
 Ballp
EsP7PS- Individ
Ic-2.3); ual en
and  Identificati  Manil
c. challenge on – Asking a
themselve the students Paper
s to Throug
to Iidentify or
enrich h
their abilities,
your complet Cartol
Improve talents, skills
talents ion of a ina
sense of applicable to
and table Quiamba, D. Sandoval, K. Good (Item
given
self- Formati Character Matters (p. 17-18). 2016.
abilities area/place, s to
for future confiden ve Vibal Group, Inc.
ways on how be
(EsP7PS- ce Assess
to overcome ranke
Ic-2.4) ment
lack of self-
Individ d)
confidence,
ual  Pente
and the
effects of l Pen
being  EsP
confident Noteb
with their ook
abilities,  Ballp
talents, and
en
skills.
Throug
h
exchan
ging of
 Sharing of
thought
Apprecia Insights -  Pictur
s using
te sense Choose a es of
pair Quiambao, D. Sandoval, K. Good
partner and
of sharing Character Matters (p. 35). 2016. differ
try knowing
opennes Formati Vibal Group, Inc. ent
what he/she
s ve jobs
is thinking
Assess
about you.
ment
Group
(by
pair)
 Cartol
Throug ina/
h giving Manil
 Situation a
opinion
Analysis -
s using Paper
List the
situatio /
Practice following Amarillas, B. et al. Edukasyon sa
n Powe
things you Pagpapakatao 7 (p. 24-26). 2016.
mindfuln analysis
are capable St. Bernadette Publishing House r
ess Formati
to do if you Corporation point
ve
were in the Prese
Assess
given
ment ntatio
situations.
Individ n
ual (Visu
als)
 Chalk
 Discussion/ Throug Arrogante, C. et al. Edukasyon sa

Lecture h class Pagpapakatao 7 (p. 16-18). 2013.  Pictur
about discussi Vibal Group, Inc. es of
Improve Classificati on differ
sense of ons of Formati Quiambao, D. Sandoval, K. Good ent
Talents ve Character Matters (p .16-19, 22).
self- organ
(with sample Assess 2016. Vibal Group, Inc.
confiden biography of ment izatio
ce known Group Dulay, L. M. I Am a Child of the n
person) (as a Universe (p. 39-41). 2016. Phoenix logos
class) Publishing House, Inc.
Enhance Throug
 Symbol
creative h
making –  Colori
thinking creatin
The students
ga ng
Put into will make
symbol mater
action their own
that will ials
confiden symbol about
reflect Teacher-made activity
their own  Oslo
ce in one’s
talents and paper
presenta talents
present a  Pens
tion Formati
sample in
ve  Pencil
front of the
Individ
class.
ual
Sharpen  Self- Throug  Copy
mindfuln assessment h of
ess – the answeri
self-
students will ng a
towards asses
evaluate 10-item
self their selves checklis smen
Teacher-made activity
Put into whether they t t
action are ready to Formati state
the do the ve ment
summative Assess
value of s
assessments ment
honesty or not. Individ  Pen
ual
 Presentatio
n - The class
will organize
a
performance.
They will be
divided into
six (6)
groups. Each Throug
group has a h
specific part express
in the ion of
performance. talents
Express
Students will using
creativit classify their class
Arrogante, C. S. et al. Edukasyon  Paper
y in talents and perform
sa Pagpapakatao 7 (p. 22-23).  Ballp
presenti choose the ance
2013. Vibal Group, Inc. en
ng one’s group which Summa
talents is related to tive
their abilities. Assess
The following ment
are the Group
choices of Rubric:
groups: (a) Analytic
Singing, (b)
Dancing, (c)
Poetry, (d)
Acting, (e)
Organizing a
Program, and
(f)
Propsmen.
 Timeline -
Create a
timeline Throug
summarizing h
the story of writing
your life. own life
Highlight the story
important Summa
events that tive  Paper
have Assess
Teacher-made activity  Ballp
connections ment
en
on your (Writte
discovery of n
your talents, Work)
abilities, and Individ
weaknesses ual
and how can Rubric:
you improve Holistic
these in the
future.
MINI-TASK 3: VIDEO (portraying interests and it can help us achieve our goal)
Essential Question
Time
Learning
Learning Learning Evalua Frame/ Reference/ Material
Values Activities/Stra
Objectives Content tion Time Bibliography s
tegies
Budget
At the end of Mga Hilig  Pre- Throug 6 days  Manil
the lesson, (Interests) assessment h (300 a
the students – Ask the identifyi minutes)
are able to: Apprecia students to ng Paper
ting Arrogante, C. S. et al. Edukasyon or
a. identify identify their interest
sa Pagpapakatao 7 (p. 25). 2013.
their one’s interests from s using Cartol
Vibal Group, Inc.
interests identity the chart by a chart ina
according putting a Formati (Patt
to field or check mark ve
ern of
focus before the Assess
(EsP7PS- item and ment Chart
Ie-3.1 & check as (Pre- )
EsP7PS- many as they assess  Pente
Ie-3.2); can. ment)
l Pen
b. develop Individ
sense of ual  EsP
self- Noteb
discipline ook
(EsP7PS-  Ballp
Ie-3.3); en
and  Motivation.
c. cite ways The teacher
to will bring a
improve mirror to the
own’s class and ask
interests the students  Wall
(EsP7PS- Teacher-made activity
to look into it Mirror
Ie-3.4) then imagine
how they see
themselves
ten years
from now.
 Manil
a
Throug Paper
h or
 Ranking -
ranking Cartol
Rank the
items ina
items in the
Formati Quiambao, D. Sandoval, K. Good (Item
order of their
ve Character Matters (p .25). 2016.
appeal to s to
Assess Vibal Group, Inc.
you, with 1 be
ment
being your ranke
Individ
first choice.
ual d)
 Pente
l Pen
 EsP
Noteb
ook
 Ballp
en
Throug
h
identifyi
 Identificati ng the  Pictur
on - Choose values es of
Quiambao, D. Sandoval, K. Good
what values Formati
Character Matters (p .26). 2016. differ
are essential ve
Vibal Group, Inc. ent
to the specific Assess
jobs. ment jobs
Group
(as a
class)
 Discussion/  Cartol
lecture ina/M
about anila
classificatio
Paper
ns of
interests /
Throug Powe
Develop (with sample Arrogante, C. S. et al. Edukasyon
h class
video about sa Pagpapakatao 7 (p. 17-18). r
sense of discussi
making a life 2013. Vibal Group, Inc. point
self- on
plan) Prese
disciplin Formati
Dulay, L. M. I Am a Child of the ntatio
ve
e in Universe (p. 48-52). 2016. Phoenix
Assess n
achievin Publishing House, Inc
ment (Visu
g one’s Group
https://www.youtube.com/watch?v als)
goal (as a
=Rw2qaMltFcY  Chalk
class)
 Proje
ctor
 Spea
ker
 Lapto
p
Throug
 Identifying
h
- Identify the  Pictur
naming
names of the
of es of
SDG: school-based
organiz differ
Partners or Amarillas, B. et al. Edukasyon sa
ations ent
community- Pagpapakatao 7 (p.36-38). 2016.
hips for Formati
based St. Bernadette Publishing House organ
the ve
organizations Corporation izatio
Goals Assess
which were n
ment
presented
Group logos
through
(as a
symbols.
class)
Sharpen Throug
 Self-  Copy
mindfuln h
assessment of
ess answeri
– the
ng a self-
towards students will
10-item asses
self evaluate
checklis smen
their selves
t Teacher-made activity
Put into whether they t
Formati
action are ready to state
ve
the do the ment
Assess
summative
value of ment s
assessments
honesty Individ  Pen
or not.
ual
Throug
h a 20-
item
 Quiz – Ask
quiz  Paper
the students
Formati
to answer Teacher-made activity  Ballp
ve
the short en
Assess
quiz.
ment
Individ
ual
Throug
h
creatin
 Planning -
ga
Think about
career
what you
Develop plan
need to do in
using a
sense of five years to
table
self- achieve your
Summa  Paper
disciplin goal. Make a Quiambao, D. Sandoval, K. Good
tive
career plan Character Matters (p .31). 2016.  Ballp
e in Assess
for your Vibal Group, Inc. en
achievin ment
future and
g one’s (Writte
include your
n
goal interests and
Work)
capabilities in
Individ
choosing
ual
your career.
Rubric:
1 pt
each
 Letter to Throug
future self h
– the writing
students will a letter
Practice create letter for  Paper
being for their future  Pen
future selves self Teacher-made activity
future-  envel
about their Formati
oriented goal and ve ope
what they Assess
are doing ment
now to Individ
achieve it. ual
 Video –The Throug  Phon
students will h e/Ca
make a video making Teacher-made activity
mera
about their a video
interests and about  Lapto
how it can own p
help them interest
achieve their s
goal. Summa
tive
Assess
ment
(Perfor
mance
Task)
Individ
ual
Rubric:
Holistic
MINI-TASK 4: PORTFOLIO WITH INTERVIEW (summary of the activities and lessons conducted in class)
Essential Question
Time
Learning
Learning Learning Frame/ Reference/
Values Activities/ Evaluation Materials
Objectives Content Time Bibliography
Strategies
Budget
At the end of Mga  Pre- 6 days
the lesson, Tungkulin assess (300
the students Bilang ment – Through minutes)
are able to: Nagdadalaga/ Ask the answering a 10-
a. deduces Nagbibinata: students item short quiz  Pen
Teacher-made
that their Sa sarili, to Formative  Ballpe
activity
responsibi bilang anak, answer Assessment n
lity kapatid, mag- the True (Pre-assessment)
toward aaral, or False Individual
their self, mamamayan, type of
as a child mananampal quiz.
their ataya,  Story Through Amarillas, B. et  Copy
parents, a konsyumer Analysi discussing the al. Edukasyon of the
sibling, ng media, at s - Read story using guide sa
story,
and a bilang and questions Pagpapakatao 7
student tagapangalag discuss Formative (p.56-58). “Ang
are ways a ng the Assessment 2016. St. Mensa
of kalikasan selectio Group (as a class) Bernadette he ni
preparing n Publishing Lolo”
for entitled House
greater “Ang Corporation
responsibi Mensah
lities in e ni
life Lolo” by
(EsP7PSI Benjie
g-4.1 & A.
EsP7PSI Amarilla
h-4.3; s.
b. accept  Listing
responsibi - List
lities your
(EsP7PSI responsi Through
Quiambao, D.  EsP
g-4.2); bilities identifying
Sandoval, K. Noteb
and Accept and value at home responsibilities
Good Character
c. determine and at using listing ook
responsibilities Matters (p .33).
responsibi school Formative  Ballpe
2016. Vibal
lities and how Assessment n
Group, Inc.
correspon well do (Individual)
ding their you
role as perform
adolescen these.
t through  Checkli
interview st - Find
(EsP7PSI out if
h-4.4) the Through
Quiambao, D.
followin identifying one’s  Checkli
Sandoval, K.
g traits strong points st
Good Character
are using checklist
Matters (p .33).  Ballpe
some of Formative
2016. Vibal n
your Assessment
Group, Inc.
strong (Individual)
points
or not.
Put a
check
mark on
the
stateme
nts that
describe
you.
 Sharin
g – The
students
will
Through
share
practicing
their
Improve interviewing skills
respons Teacher-made
Formative
socialization skills es with activity
Assessment
each
Group (Pair)
other
through
question
and
answer.
 Discuss Through class Quiambao, D.
ion/Lec discussion Sandoval, K.
ture Formative Good Character  Cartoli
Assessment Matters (p .35- na/Ma
Group (as a class) 36 & 45-46).
nila
2016. Vibal
Group, Inc. Paper/
SDG: Peace, Power
Justice and Strong Edukasyon sa point
Institutions Pagpapakatao 7 Presen
(DepEd tation
Learning (Visual
Module)
s)
Arrogante, C. S.  Chalk
et al.
Edukasyon sa
Pagpapakatao 7
(p. 44-46).
2013. Vibal
Group, Inc.
Sharpen  Self-
mindfulness assess
towards self ment –
the
students
will  Copy
evaluate Through of self-
their answering a 10- assess
selves item checklist Teacher-made
ment
whether Formative activity
Put into action the statem
they are Assessment
value of honesty ready to Individual ents
do the  Pen
summati
ve
assessm
ents or
not.
 Letter Through giving
compo out opinions using
sition - letter composition
Write a Summative
Amarillas, B. et
letter as Assessment
al. Edukasyon
an (Performance  Short
sa
answer Task) bond
Pagpapakatao 7
to the Group
(p.60). 2016. paper
selectio Individual
St. Bernadette  Ballpe
n Rubric: Analytic
Publishing n
discusse
House
d on the
Corporation
first
activity
(“Ang
Mensah
e ni
Lolo” by
Benjie
A.
Amarilla
s) and
share it
to the
class.
 Intervi
SDG: Peace, ew -
Justice and Strong Conduct
Institutions a short
intervie
w with
your  Copy
parents,
Through of
friends,
gathering intervi
teachers
information about ew
,
your roles using Teacher-made
religious questi
interview activity
Appreciate the leaders, ons
Formative
and and
importance of Assessment
officials answe
obeying Individual
in your
rs
commun
ity
regardin
g your
roles as
adolesce
nts.
 Portfoli Through  Portfoli
o- expressing your o
Create a reflection using Teacher-made
 Reflect
portfolio portfolio activity
Summative ion
that
summari Assessment Papers
zes the (Performance
activities Task)
and Individual
lessons Rubric: Holistic
conduct
ed in
your
class.
You can
donate
it in
your
library
as a
referenc
e.
Attach a
short
reflectio
n as an
adolesce
nt.
SECOND QUARTER

Naipamamalas ng mag-aaral ang pag-unawa sa: (a) isip at Naisasagawa ng mag-aaral ang: (a) angkop na pagpapasiya tungo
kilos-loob.; (b) kaugnayan ng konsiyensiya sa Likas na Batas sa katotohanan at kabutihan gamit ang isip at kilos-loob; (b)
Moral; (c) kalayaan; at (d) dignidad ng tao. paglalapat ng wastong paraan upang itama ang mga maling pasiya
o kilos bilang kabataan batay sa tamang konsiyensiya; (c) pagbuo
ng mga hakbang upang baguhin o paunlarin ang kaniyang
paggamit ng kalayaan; at (d) mga konkretong paraan upang
ipakita ang paggalang at pagmamalasakit sa mga taong kapus-
palad o higit na nangangailangan
PRODUCT
Due to the reports in the Commission on Human Rights (CHR) regarding the violation of the rights of a person, the said agency
observes that inequality is evident nowadays. In order to lessen the issues, the CHR instructs you to initiate a program that aims to
spread awareness. Your job as an organizer is to present a play that portrays the steps that were followed during the Spanish
occupation to reduce the inequality in their society and how they attained “lifelong peace,” the way of life and its culture. The
organizer invites the group of college students and Historians to watch a role play that promotes unity and social formulas inspired
by the first civilization in Philippines (most specially the Visayan Region) and Asia. The presentation involves making of editorial as an
abstract or prologue of the play; this will be supported by intensive research about the life and values, making of props and music
invented at that time. The role play illustrates how the civilization differs from one another. The following are the criteria: Content,
Relevance of the presentation, Preparation, and Impact of the presentation.
To present a role play about Organizational and Management Task in terms individuality, population,
Goal
community, ecosystem and biome and biosphere kiosk inspired by the first civilization in Asia.
Role Production team
Audience Tourist
The challenge involves dealing within a production team in order to present a role play focusing on the
way of life of first man, inequality on the first civilization in Philippines and Asia and what are the steps
they made to reduce inequality to accomplish a lifelong peace, and let the present generation be united
Situation as community to handover the peace, the future generation will acquire. The team needs to prepare
the following; research the way of life of the first civilization, its music and its props that had imposed
culture, and Editorial as an abstract of the play. The members are divided in groups; Script writer,
director, Actor/Actress, and props men.
Product Role Play
Standards Content, Relevance of the presentation, Preparation, and Impact of the presentation
ASSESSMENT
Needs
Outstanding Good Satisfactory
Criteria Improvement
(5) (4) (3-2)
(1)
Contains
Demonstrates little Lacks understanding
Contains in-depth understanding of the
understanding of the of the theme and
understanding of the theme and presents
theme and presents presents only the
content and accurately research information
research information most basic parts of
presents researched with an adequate
Content with fair degree of the information.
information. Content is degree of accuracy.
accuracy. Content lacks Content is
well-organized, and the Content is organized,
organization and the unorganized, and the
group clearly delivers and the group
group does not clearly message is difficult to
the message. sufficiently delivers
deliver the message. understand.
the message.
The overall theme of The theme is
the exhibit as the addressed as most of Only few parts of the The presentation
entire presentation the presentation presentation relate with does not relate to the
Relevance of
relate well with the relate with the topic the topic and most of topic; less in details,
the Theme
topic making the play though some details the specific details are and at times, no
easier for audience to are not relevant with not relevant. details at all.
understand. the topic.
Most of the items are
interesting,
imaginative, and Only some of the items
original. Creativity is are interesting, None of the items are
moderately imaginative, and interesting,
Almost always
acceptable as design original. Little creativity imaginative, and
prepared with required
Preparedness of displays have few is used as exhibits are original. There is no
materials and prep
inconsistencies; with poorly designed; poor creativity and
work for presentation.
acceptable eye selection of graphics; graphics do not align
appeal; use of with numerous with the message.
graphics adequately inconsistencies.
presents the
message.
Impact of Presentation fully Presentation engages Presentation engages
Presentation does not
the engages the audience most of the audience only few of the
engage the audience.
Presentation and would be easy to and may provide audience and would
learn from. some helpful not be helpful.
information.
MINI-TASKS
Poster-Slogan Speech Mural Painting Role Play
 Message – 5  Content – 5  Application of Lesson - 3  Message - 4
 Organization of the  Impact – 3  Relevance of the theme - 3  Preparedness – 3
images – 5  Integration of  Punctuality – 2  Impact of the presentation – 3
 Creativity – 3 understanding – 5  Message – 2
 Punctuality - 2  Punctuality – 2
 Isip at Kilos-loob (will)  Ang Kaugnayan ng  Kalayaan  Dignidad ng Tao
Konsensya sa Likas na
Batas Moral
MINI-TASK 1: POSTER-SLOGAN (about the right way of making decisions)
MINI-TASK 2: SPEECH (presenting the poster-slogan created)
Essential Question
Why is it important to understand the concepts on human nature?
Time
Frame
Learning Learning Learning Reference/
Values Evaluation / Time Materials
Objectives Content Activities/Strategies Bibliography
Budge
t
At the end of the Isip at  Pre-assessment - Through 3 days
lesson, the Kilos-loob Analyze the sharing (150
students are able (will) situations given and opinions minute
to: Practice identify whether the using
s) Teacher-made
a. determine the Ang Prudence decision of the situation
activity
characteristics Kaugnaya person involved is analysis
, the proper n ng right or wrong. Formative
Konsensy Assessment
use of and
a sa Likas (Pre-
object of the na Batas assessment)
intellect and Moral Group (as a
will class)
(EsP7PSIIa-  Sharing - Share Through
and discuss the discussing
5.1 & Values choices and the decisions Quiambao, D.  Copy of
EsP7PSIIc- perseveran decisions you would made using Sandoval, K. Good the
6.1); ce no make in the sharing Character Matters
anecdot
b. analyze a matter how following Formative (p .53). 2016. Vibal
circumstances. Assessment Group, Inc. e
decision made hard life is
in a situation Group (by
pair)
and think of
 Interview - There Through
ways to
are decisions that identifying
(EsP7PSIIa- you can make that decision that
5.2 & should be clearly can be made
EsP7PSIIc- understood and using
6.2) agreed upon by you interview
Quiambao, D.
c. challenge and your parents. with parents  Recorder
Sandoval, K. Good
Talk to your parents Formative
oneself to be Character Matters  Paper
and identify Assessment
prudent with (p .57). 2016. Vibal  Pen
examples of Individual
the use of Group, Inc.
decisions that you
intellect and can make under the
will given categories.
(EsP7PSIIb- Summarize your
5.3 & answers using a
table.
EsP7PSIId-
 Discussion/Lectu Through Edukasyon sa  Cartolina
6.3); and SDG: re (with pictures class Pagpapakatao 7 / Manila
d. use intellect Quality and quotes from discussion (DepEd Learning
and will in different people) Formative Paper/
Education Module)
making sound Assessment Power
and Group (as a Quiambao, D. point
reasonable class) Sandoval, K. Good Presenta
decisions Character Matters tion
SGD: (p .54). 2016. Vibal
(EsP7PSIIb- (Visuals)
Reduce Group, Inc.
5.4 &  Chalk
Inequalities
EsP7PSIId-  Pictures
6.4)  Masking
Tape
Sharpen
 Copy of
mindfulnes  Self-assessment Through
– the students will answering a self-
s towards
evaluate their 10-item assessm
self Teacher-made
selves whether they checklist ent
Put into activity
are ready to do the Formative stateme
action the summative Assessment nts
value of assessments or not. Individual  Pen
honesty
 Quiz - Ask the Through  Paper
students to answer answering a  Pen
the short quiz. 10-item quiz Teacher-made
Formative activity
Assessment
Individual
 Sharing of Through
experiences - In a giving and
one whole sheet of receiving
paper, students will pieces of
think, draw and advice using
write a decision sharing  Paper
Teacher-made
that they made that Formative
activity  Pen
they think brought Assessment
a big impact in their Group (as a
life. They will not class)
write their names
on the paper. The
teacher will collect
these papers,
randomly pick some
from it, and discuss
it in the class. The
students are free
give their opinions
and pieces of
advice about the
situation discussed.
 Video analysis – Through
Be mindful The student will answering
watch a speech guide https://www.youtu  Speaker
in making
about decision- questions be.  Laptop
right
making Formative com/watch?v=cj  Projector
decisions in
Assessment V6QJjOiZI  Chalk
life Group (as a
class)
 Poster-slogan - Through
Students will create identifying
a poster-slogan right ways of
about the right way making
of making decision
decisions. using  Oslo
Provide
poster- Paper
ways to Teacher-made
slogan  Coloring
show care activity
Summative material
for others Assessment s
(Performanc
e Task)
Individual
Rubric:
Holistic
 Speech - Create a Through
speech that you’ll presenting
use in presenting the output
Appreciate the poster-slogan using speech
the value you created. Summative  Paper
Teacher-made
Assessment
of one’s activity  Pen
(Written
dignity Work)
Individual
Rubric:
Holistic
MINI-TASK 3: SCRIPT (about issues of inequality or misuse of freedom and what they can do to solve these conflicts)
Essential Question
Time
Learning Frame
Learning Learning Reference/
Values Activities/Strategie Evaluation / Time Materials
Objectives Content Bibliography
s Budge
t
At the end of the Kalayaan  Motivation/Pre- Through 3 days
lesson, the assessment - The giving of (150
students are able Express teacher will show a insights minute Edukasyon sa  Picture
to: openness picture of a magic Formative
s) Pagpapakatao 7 of genie
a. identify acts in sharing lamp and a genie. Assessment
(DepEd Learning and a
that with their Students will cite (Pre-
Module) lamp
demonstrate classmates their wishes if their assessment)
given a chance to Group (as a
the lack of
meet the genie. class)
freedom
 Identifying - Through
(EsP7PT- Enhance
Identify whether assessing a
IIe-7.1); mindfulnes the following situation Edukasyon sa
b. analyze issues s of situations show using Pagpapakatao 7
of inequalities freedom in freedom or not. identification (DepEd Learning
or misuse of different Formative Module)
situations Assessment
freedom and
Individual
suggest ways Appreciate  Sharing of Through
on how to the opinions - The analysis of  Pictures
solve it importance teacher will post social media of
some random posts
(EsP7PT-IIf- of Teacher-made random
famous posts Formative
7.4); openness online. The Assessment activity social
c. value the when it students will share Group (as a media
importance of comes to their opinions class) posts
the usage of criticisms about it.
freedom  Discussion/Lect Through Quiambao, D.
(EsP7PT-IIf- ure class Sandoval, K. Good
7.3); and discussion Character Matters
d. examine the Formative (p .35-36 & 45-46).  Cartolina
Assessment 2016. Vibal Group,
different ways / Manila
Group (as a Inc.
by which the class) Paper/
youth express SDG: Edukasyon sa Power
freedom(EsP7 Reduced Pagpapakatao 7 point
PT-IIe-7.2) inequalities (DepEd Learning Presenta
Module) tion
(Visuals)
Arrogante, C. S. et
 Chalk
al. Edukasyon sa
Pagpapakatao 7 (p.
44-46). 2013. Vibal
Group, Inc.
 Story Analysis – Through
The students will answering
read the script of guide http://www.scholas  Copy of
the story “A Long questions tic.
the
Road to Freedom” Formative com/browse/article.
script
Assessment jsp?id=4788
Group (as a
class)
Sharpen  Self-assessment Through
Teacher-made  Copy of
mindfulnes – the students will answering a
activity self-
s towards evaluate their 10-item
self selves whether checklist assessm
Put into they are ready to Formative ent
action the do the summative Assessment stateme
assessments or Individual
value of nts
not.
honesty  Pen
 Completing the Through  Manila
table - Indicate identifying
Paper
the corresponding the
responsibility of responsibilitie (Pattern
Assume Quiambao, D.
each manifested s anchored to of the
responsibili Sandoval, K. Good
freedom. Write it freedom table)
ty for using Character Matters
in the table. using table  Pentel
freedom (p .83). 2016.
completion Pen
Formative  Paper
Assessment
 Pen
Individual
 Gathering of Through
information - sharing the
Look for some information
issues of inequality searched  Books/
Teacher-made
or misuse of about issues Compute
activity
freedom evident in of equality rs
the Philippines Formative
today and in the Assessment
past. Group
 Script-writing - Through
Create a script creating a
about issues of script using
inequality or the
misuse of freedom information  Paper
Teacher-made
and what they can gathered
activity  Pen
do to solve these Summative
conflicts. Assessment
(Written
Work)
Group
MINI-TASK 4: ROLE PLAY (about the script created)
Essential Question
Time
Learning Learning Evaluatio Frame/ Reference/
Values Learning Activities Materials
Objectives Content n Time Bibliography
Budget
At the end of the Dignidad Realize that  Situation Analysis Through 3 days
lesson, the ng Tao everyone - The teacher will giving (150
students are able has the show pictures of observation minutes)
to: different people. The s using  Pictures
right to be
a. recognize that students will identify analysis of of
respected their answers on the profile Edukasyon sa
the dignity of different
man is beyond following item: Formative Pagpapakatao 7
people
 common label given Assessment (DepEd Learning
social status, (See
to them (Pre- Module)
color, race,  your feeling when assessment attached
education, you see people like ) reference)
and religion them in the streets
(sP7PT-IIg-  how people treat
8.1); them
b. appreciate the  Story Analysis - Through
Read and analyze analysis of
importance of
the anecdote and anecdote Quiambao, D.  Copy of
respecting discover how a poor using guide Sandoval, K.
dignity the
girl was able to questions Good Character
(sP7PT-IIg- anecdot
overcome and heal Formative Matters (p .89).
8.3); and the wounds inflicted Assessment 2016. e
c. identify ways on her dignity. Group (as a
to show class)
 Interview - Through
concern to
Conduct an interview searching  Recorder
those who are with your parents, ways to /
in need and older siblings, and protect Teacher-made Camera
they can three people with one’s activity
 Paper
protect their different profession. dignity
Ask them how they using  Pen
own dignity as
can protect their interview
well as others dignity and also the Formative
(sP7PT-IIg- dignity of other Assessment
8.2 & sP7PT- people. Reflect on Individual
their answers and
IIg-8.4)
give your own ways
on how you can love
and protect the
dignity of yourself
and of others.
Present it in your
class.
SGD:  Discussion/Lectur Through Edukasyon sa  Cartolina
Reduce e class Pagpapakatao 7
/ Manila
inequalities discussion (DepEd Learning
Formative Module) Paper/
Assessment Power
Group (as a Quiambao, D. point
class) Sandoval, K. Presenta
Good Character tion
Matters (p.88). (Visuals)
2016. Vibal
 Chalk
Group, Inc.
SGD:  Movie watching – Through
Reduce The students will answering  Projector
Teacher-made
inequalities watch the movie guide  Speaker
activity
“The Greatest questions  Laptop
Showman”. an
 Quiz - Ask the Through
students to answer answering
the short quiz. a 15-item
short quiz  Paper
Teacher-made
Summative
activity  Pen
Assessment
(Written
Work)
Individual
Sharpen  Self-assessment – Through Teacher-made
 Copy of
mindfulnes the students will answering activity
s towards evaluate their selves a 10-item self-
self whether they are checklist assessm
Put into ready to do the Formative ent
summative Assessment
action the stateme
assessments or not. Individual
value of nts
honesty  Pen
Provide  Revision of Script Through
ways to - The students will portraying
show care revise the script they ways to
did on the last topic. protect
for others
The story must also one’s  Paper
Appreciate Teacher-made
portray how they can dignity  Pen
the value activity
show concern to using a
of one’s those who are in story
dignity need and they can Summative
SGD: protect their own Assessment
dignity as well as (Written
Reduce
others. Work)
inequalities Group
 Critiquing – The Through
students will read giving out
the scripts of the comments
Improve
other groups and and
openness write suggestions or suggestions  Copy of
on comments about it. to improve Teacher-made
scripts
receiving the scripts activity
 Pencils
constructiv created
e criticisms Formative
Assessment
s
Group
Enhance  Practice of the Through
preparedne Role Play group’s Teacher-made
ss in preparation activity
for the
presentatio
presentatio
n
Express n
one’s Formative
willingness Assessment
Group
to
participate
in group
 Role Play - The Through
students will present presenting
the script they the created
Improve revised through a script
confidence role play. Summative  Props
Teacher-made
in Assessment  Costume
activity
presenting (Performan s
an output ce Task)
Group
Rubric:
Analytic
THIRD QUARTER

Naipamamalas ng mag-aaral ang pag-unawa sa: (a) Naisasagawa ng mag-aaral ang: (a) pagsasabuhay ng mga
pagpapahalaga at birtud; (b) hirarkiya ng mga pagpapahalaga; pagpapahalaga at birtud na magpapaunlad ng kanyang buhay
(c) mga panloob na salik na nakaiimpluwensya sa paghubog ng bilang nagdadalaga/nagbibinata; (b) paglalapat ng mga tiyak na
mga pagpapahalaga; at (d) mga panlabas na salik na hakbang upang mapataas ang antas ng kaniyang mga
nakaiimpluwensya sa paghubog ng mga pagpapahalaga. pagpapahalaga; (c) paglalapat ng mga hakbang sa pagpapaunlad
ng mga panloob na salik na nakaiimpluwensya sa paghubog ng
mga pagpapahalaga; at (d) pagiging mapanuri at mapanindigan
sa mga pasiya at kilos sa gitna ng mga nagtutunggaliang mga
panlabas na salik na nakaiimpluwensiya sa paghubog ng mga
pagpapahalaga.
PRODUCT
As part of a Non-Government Organization (NGO) in the Philippines, you are tasked to organize an exhibit that highlights the
uniqueness of the culture of Mindanao before and after the colonization of Spaniards and how this is related in the society at
present. This will feature Mindanawans’ family system (in raising infants to old age), social status, behavior, music & arts and its
similarities and differences with ours here in Luzon including their clothing, food, sports, natural resources and its geographical
features, and the way how Mindanawans give remedy to sick people. Brochures and pamphlets containing in-depth knowledge based
on research will also be distributed to the SSG leaders (Sta. Ana, Pampanga and Valenzuela) to maximize their tour and be fully
informed about Mindanao as part of our beloved country. This event aims to aid families who were victims of the recent war in
Marawi, all proceeds will be used to provide them simple livelihood program trainings and seminars that they can use to get income
and start a new life. The following are the criteria: Content, Confidence of the speaker, Evidence presented, and Impact of the
presentation.
To conduct a Symposium to raise awareness on what ‘fake news’ is and how to determine whether a news is fake
Goal
or not
Role Production team
Audienc
Journalists, broadcasters, and Netizens
e
A Non-Government Organization (NGO) in the country sponsors a symposium due to the rapid widespread of fake
news in the Philippines. You are tasked to inform the audience on the effects of fake news to raise awareness, to
Situatio identify whether the news that they see online is fake or not, and provide a written plan showing the best possible
n solutions for people not only to prevent them from sharing news online that doesn’t have basis, but also take part
in minimizing the expansion of this type of news in all forms of media. The members are divided into groups;
researcher, technical committee and floor director, and presenter.
Product Symposium
Standar
Content, Confidence of the speaker, Evidence presented, and Impact of the presentation
ds
ASSESSMENT
Outstanding Good Satisfactory Needs Improvement
Criteria
(5) (4) (3-2) (1)
Contains understanding Demonstrates little
Contains in-depth
of the theme and understanding of the Lacks understanding of
understanding of the
presents research theme and presents the theme and presents
content and accurately
information with an research information with only the most basic parts
presents researched
Content adequate degree of fair degree of accuracy. of the information.
information. Content is
accuracy. Content lacks organization Content is unorganized,
well-organized, and the
Content is organized, and and the group does not and the message is
group clearly delivers the
the group sufficiently clearly deliver the difficult to understand.
message.
delivers the message. message.
The student is confident The student is somehow The student is somehow
Confidence throughout the confident in presenting confident in presenting The student is not
of the presentation. He/She though there are times though there are times prepared and confident
Speaker obviously practiced and that he or she becomes that he or she becomes at all.
prepared for it. out of focus. out of focus.
Relevance
The product is very The issues are not timely
and Some of the issues are
relevant to the issues in Most issues are outdated, at all, and the product is
Organizati outdated, and the
our society today. The and the presentation is a not relevant to the
on of the presentation is
presentation is well- little bit organized. situation of the society
Presentati organized.
organized. today.
on
Impact of Presentation engages
Presentation fully engages Presentation engages only
the most of the audience and Presentation does not
the audience and would few of the audience and
Presentati may provide some engage the audience.
be easy to learn from. would not be helpful.
on helpful information.
MINI-TASKS
Mini-Task # 1 Mini-Task #2 Mini-Task # 3 Mini-Task # 4
Situation Analysis Collage Slogan Speech
 Reasoning – 5  Description/Content – 5  Content - 3  Message – 5
 Application of the Lesson –  Creativity – 3  Impact – 3  Impact – 4
3  Application of the lessons  Organization of Idea –  Application of the Lesson – 3
 Organization of the idea - 2 –3 2  Organization of idea - 3
 Cleanliness of the output  Content - 2
–2
 Punctuality - 2
 Kaugnayan ng  Hirarkiya ng  Mga Panloob na Salik  Mga Panlabas na Salik na
Pagpapahalaga at Birtud Pagpapahalaga na Nakaiimpluwensya Nakaiimpluwensya sa Paghubog
sa Paghubog ng mga ng mga Pagpapahalaga: (a)
Pagpapahalaga: (a) Pamilya at Paraan ng Pag-aaruga
Konsensya, (b) sa Anak, (b) Guro at
Mapanagutang Tagapagturo ng Relihiyon, (c)
Paggamit ng Kalayaan, Mga Kapwa Kabataan, (d)
(c) Pagiging Sensitibo Pamana ng Kultura, (e)
sa Gawaing Masama, Katayuang Panlipunan-
(d) Moral na Integridad Pangkabuhayan, (f) Media
MINI-TASK 1: SITUATION ANALYSIS (deciding and reasoning out based on one’s values and virtues)
Essential Question
How can we make responsible decisions and act responsibly?
Time
Fram
Learning Learning Learning e/ Reference/
Values Evaluation Materials
Objectives Content Activities/Strategies Time Bibliography
Budg
et
At the end of Kaugnayan  Pre-assessment – Ask Through 6 days
Quiambao, D.
the lesson, the ng the student to answer a answering (300 Sandoval, K.
students are Pagpapahalag virtue test. the 24-item minute  Virtue
Good
able to: a at Birtud quiz Test (Use
s) Character
a. differentiate Formative
Matters (p of
between Assessment
.97). 2016. Aralinks)
values and (Pre-
Vibal Group,
assessment)
virtues Inc.
Individual
(EsP7PBII
 Situation Analysis - Through Amarillas, B. et
Ia-9.1); Analyze the situations sharing of al. Edukasyon
b. identify the given and share what thoughts sa  Manila
values and you will do if you’re in about the Pagpapakatao Paper/
virtues that those circumstances. situations 7 (p.157).
Cartolina
should be presented 2016. St.
(Situation
Formative Bernadette
lived s)
Assessment Publishing
(EsP7PBII Group (as a House
Ia-9.2 & class) Corporation
EsP7PBIII Appreciat  Completing the Chart Through
b-9.3); and e the – Using the chart, identifying
c. be able to value of identify the virtues you the virtues, Arrogante, C.  Manila
practice want, and you don’t they want S. et al. Paper
choosing
want your friends to their friends Edukasyon sa (Pattern
values and the right have. to and not Pagpapakatao
virtues that friends of Chart)
to have 7 (p. 112).
guide using chart 2013. Vibal  Paper
adolescent Formative Group, Inc.  Pen
life Assessment
Individual
(EsP7PBII  Story Analysis - Read Through
Ib-9.4) the tribute stories that analyzing Quiambao, D.
show the virtues the tribute Sandoval, K.
Mandela lived by and story using Good
answer the questions for guide Character  Copy of
discussion. questions Matters (p stories
Formative .103). 2016.
Assessment Vibal Group,
Group (as a Inc.
class)
 Class Through Dulay, L. M. I
discussion/lecture. class Am a Child of
discussion the Universe
Formative (p. 190-193).
Assessment 2016. Phoenix
Group (as a Publishing
class) House, Inc.  Cartolina/
Manila
Quiambao, D. Paper/
Sandoval, K. Power
Good
point
Character
Presentati
Matters (p .99-
100). 2016. on
Vibal Group, (Visuals)
Inc.  Chalk
Edukasyon sa
Pagpapakatao
7 (DepEd
Learning
Module)
Sharpen  Self-assessment – the Through
mindfuln students will evaluate answering a
activity self-
ess their selves whether 10-item
assessme
towards they are ready to do the checklist
summative assessments Formative nt
self
Put into or not. Assessment statemen
action Individual ts
the value  Pen
of
honesty
 Plan of Action - Review Through
the Ten Essential Virtues identifying
Quiambao, D.
discussed. Identify three ways to
Sandoval, K.
virtues you need to develop
Good
develop. Make a Plan of virtues using  Paper
Character
Action below on how you Action Plan
Matters (p  Pen
can develop these Formative
.104). 2016.
virtues to become a Assessment
Vibal Group,
better person who is Individual
Inc.
capable of love and
kindness.
 Situation Analysis - Through
The teacher will provide making Denison, C.
five (5) moral dilemmas. decisions Ethical
The students will choose and Dilemmas for  Manila
at least two (2), make areasoning Classroom
Paper/
decision, and reason outout based Discussion
based on their values on one’s THE DAILY Cartolina
Value
and virtues. values and DILEMMA (Moral
critical
virtues ARCHIVE. Dilemmas
thinking
Summative Retrieved from )
Assessment http://www.go  Paper
(Written odcharacter.co
 Pen
Work) m/
Individual dilemma/archiv
Rubrics: e.html
Holistic
MINI TASK 2: COLLAGE (about things or persons that are important to them)
Essential Question
Learning Learning Learning Time Reference/
Values Evaluation Materials
Objectives Content Activities/Strategies Frame Bibliography
/ Time
Budge
t
At the end of Hirarkiya ng  Checking - Which of Through 6 days
the lesson, the Pagpapahalag the following would you making (300) Quiambao, D.  Manila
students are a spend your hard-earned choices minute Sandoval, K. Paper
able to: money on? Put a check using
s Good (Things
a. identify acts mark. checking
Character
that items to be
Matters (p
demonstrat Formative marked)
.104). 2016.
Assessment  Paper
e the lack Vibal Group,
(Pre-  Pen
of freedom Inc.
assessment)
(EsP7PT- Individual
IIe-7.1);  Instavalue - Pictures Through
e. analyze of the common identifying
issues of important things for the level
inequalities human will be posted importance
Value on the board through a of things Edukasyon sa
or misuse of being  Pictures
collage. The students using Pagpapakatao
freedom mindful will list these things in ranking 7 (DepEd  Pen
and suggest towards their notebooks and Formative Learning  Paper
ways on self arrange it based on its Assessment Module)
how to importance, ranging Individual
solve it from 1 as the most
(EsP7PT- important to 10 as the
least important.
IIf-7.4);
 Slam book - Introduce Through Amarillas, B. et
f. value the Practice
yourself and the things expressing al. Edukasyon
importance openness you value to your one’s values sa
of the through classmates using the using slam Pagpapakatao  EsP
usage of introduci pattern of a slam book. book 7 (p.175-176). Notebook
freedom ng Formative 2016. St.  Pen
(EsP7PT- oneself Assessment Bernadette
to others Individual Publishing
IIf-7.3);
House
and  Discussion/lecture Through Dulay, L. M. I
g. examine the SDG:  Cartolina/
(with sample situation class Am a Child of
different Peace, of a person with discussion the Universe Manila
ways by Justice, disability but still Formative (p. 190-193). Paper/
which the and manage to be Assessment 2016. Phoenix Power
successful) Group (as a Publishing
youth Strong point
class) House, Inc.
express Institutio Presentati
freedom(Es ns Arrogante, C. on
P7PT-IIe- S. et al. (Visuals)
7.2) Edukasyon sa  Chalk
Pagpapakatao
7 (p. 124-127).
2013. Vibal
Group, Inc.
Sharpen
mindfuln
 Copy of
ess Through
 Self-assessment – self-
towards answering a
the students will Teacher-made assessme
self 10-item
evaluate their selves activity
checklist nt
Put into whether they are ready
Formative statemen
action to do the summative
Assessment ts
the value assessments or not.
Individual  Pen
of
honesty
 Quiz - Ask the students Through
to answer the short answering a
quiz. 15-item quiz
Summative Teacher-made  Pen
Assessment activity  Paper
(Written
Work)
Individual
 Role Model - Look for Through Quiambao, D.
famous people with presenting Sandoval, K.  EsP
learning disabilities. the chosen Good Notebook
Choose at least three role model Character  Pen
(3) that you think can Formative Matters (p
serve as role models Assessment .112). 2016.
and then complete the Individual Vibal Group,
information about them. Inc.
Be prepared to present
it in class.
a. Name (Use of
Computer Laboratory)
b. Disability
c. Contribution to
knowledge or society
 Collage - Prepare five Through
(5) cut out pictures that making a
will show the things or collage
persons you give showing the
Dulay, L. M. I
importance to and make things  Pictures
Am a Child of
Express it into a collage. Write important  Pen
the Universe
three to five sentences for them
one’s (p. 199). 2016.  Decoratin
describing each thing or Summative
creativity Phoenix g
person, why it is or they Assessment
Publishing materials
are important to you, (Performanc
House, Inc.
and how can you value e Task)
them through your Individual
actions. Rubrics:
Holistic
MINI TASK 3: SLOGAN (showing ways to improve the internal factors that affect the formation of one’s values)
Essential Question
Time
Frame
Budge
t
At the end of Mga Panloob  Video analysis - The Through 6 days Edukasyon sa  Video
the lesson, the na Salik na students will watch and analyzing a (300 Pagpapakatao  Speaker
students are Nakaiimpluwe analyze the time lapse video using minute (DepEd
 Projector
able to: nsya sa showing how a guide Learning
s)  Laptop
a. identify the Paghubog ng caterpillar will turn into questions Module
internal mga a butterfly. They will Formative
factors that Pagpapahalag answer the guide Assessment (Video):
influence a: questions that will be (Pre- https://www.
the (a) given by the teacher. assessment) youtube.com/
formation of Konsensya Group (as a watch?
a person’s (b) class) v=mQOFh1ex
values Mapanagutan p3A
(EsP7PBII g Paggamit  Checklist - Below is a Through
Ie-11.1); ng Kalayaan list of ways by which evaluating
b. examine (c) Pagiging you can show oneself Quiambao, D.  Manila
actions that Sensitibo sa Appreciat
determination in using a Sandoval, K. Paper
manifest Gawaing e the regulating the internal checklist Good (Copy of
the Masama, (d) importan factors that influence Formative Character
checklist)
influence of Moral na ce of the practice of values. Assessment Matters (p
internal Integridad  EsP
determin Put a check mark in the Individual .115). 2016.
factors appropriate column to Vibal Group, notebook
ation
(EsP7PBII indicate the extent of Inc.  Ballpen
Ie-11.2); your practice of each
c. appreciate activity.
the  Picture analysis - The Through
importance teachers will present analyzing
of pictures. The students the pictures
determinati Enhance will analyze the presented Edukasyon sa
on; mindfuln pictures, identify the Formative Pagpapakatao  Pictures
d. perceive ess in value that made the Assessment 7 (DepEd
that the  Chalk
analyzing action possible and tell Group (as a Learning
application situations whether which part of class) Module)
of internal you as a person this
factors in value is connected to –
everyday inside or outside.
life can  Discussion/Lecture Through Arrogante, C.  Cartolina/
serves as (with sample quotes or class S. et al. Manila
guide to slogans from famous discussion Edukasyon sa Paper/
making people) Formative Pagpapakatao
Power
responsible Assessment 7 (p. 134-
decisions Group (as a point
138). 2013.
and actions class) Vibal Group, Presentati
(EsP7PBII Inc. on
If-11.3); (Visuals)
and Quiambao, D.  Chalk
e. apply ways Sandoval, K.
to develop Good
the internal Character
factors that Matters (p
influence .117-118).
the 2016. Vibal
formation of Group, Inc.
a person’s Appreciat  Sentence completion Through
values e the - How will you deal with expressing  Manila
(EsP7PBII importan the internal factors that one’s Quiambao, D. Paper
If-11.4) affect decision-making? opinions Sandoval, K.
ce of (Sentence
Complete the using Good
critical statements below. sentence s to be
Character
thinking completion completed
Matters (p
and Formative )
.120). 2016.
mindfuln Assessment Vibal Group,  EsP
ess in Individual Inc. notebook
decision-  Ballpen
making
Sharpen
mindfuln
 Copy of
ess Through
 Self-assessment – self-
towards answering a
the students will Teacher-made assessmen
self 10-item
evaluate their selves activity
checklist t
Put into whether they are ready
Formative statement
action to do the summative
Assessment s
the value assessments or not.
Individual  Pen
of
honesty
 Slogan - The student Through
Express will create slogans expressing
showing how he/she ways to
interest
can improve the internal improve the
in factors that affect the internal
initiating formation of his/her factors using Teacher-made  Paper
for the values. slogan activity  Pen
developm Summative
ent of Assessment
(Written
oneself
Work)
Individual
 Presentation and Through
critiquing of the presenting
Slogan - With the the slogan
slogans passed by the using oral
student, the teacher will presentation
select the best slogan Summative
Teacher-made
and the student will Assessment
activity
present it in the class. (Performanc
The students are e Task)
encouraged to ask or Individual
give comment about the
presentation of their
classmates.
MINI TASK 4: SPEECH (encouraging others to be a good influencer to other people)
Essential Question
Time
Frame
Budge
t
At the end of  Mga  Motivation - How do Through 6 days Quiambao, D.
the lesson, the Panlabas you respond to people? assessing (300 Sandoval, K.
students are na Salik Think about your own the minute Good
able to: na communication situations Character
a. identify the Nakaiimpl tendencies when Formative s) Matters (p
external uwensya dealing with your Assessment .123). 2016.
factors that sa siblings, peers, or (Pre- Vibal Group,
influence Paghubog schoolmates. Which of assessment) Inc.
the ng mga the following Group (as a
formation of Pagpapah statements generally class)
a person’s alaga: (a) characterize your
values Pamilya at interpersonal
(EsP7PBII Paraan ng interaction? Raise your
Ig-12.1); Pag- hand if the situation is
b. examine the aaruga sa applicable for you.
acts that Anak, (b)  Checklist - Below is a Through  Cartolina/
manifest Guro at list of values that can assessing Manila
influence of Tagapagt help you in creating the values Arrogante, C.
S. et al. Paper
the external uro ng Practice wise decisions and using
Edukasyon sa (copy of
factors Relihiyon, mindfuln actions. Analyze each checklist
(EsP7PBII (c) Mga and put a check mark Formative Pagpapakatao the
ess of
Ig-12.2); Kapwa on the values applicable Assessment 7 (p. 145). checklist)
oneself 2013. Vibal
c. prove that Kabataan, on you. Individual  EsP
understandi (d) Group, Inc. notebook
ng the Pamana  Ballpen
people who ng
 Ranking - Read again Through
influence Kultura,
the list of values used identifying
the (e)
on the last activity. the external
formation of Katayuan Arrogante, C.
Identify what factors factor that
a person’s g S. et al.
affects its formation. affects them
values Panlipuna Edukasyon sa  EsP
There are several most using
develops n- Pagpapakatao
external factors that can ranking notebook
critical Pangkabu 7 (p. 145-
affect our values Formative  Ballpen
thinking in hayan, (f) 146). 2013.
formation. Which of Assessment
making Media Vibal Group,
these factors you think Individual
good Inc.
affect your values most?
decisions
Rank them, 1 as the
and actions
highest.
amidst  Discussion/Lecture Through Quiambao, D.
opposing (with short video clip) class Sandoval, K.
influences discussion Good
(EsP7PBII Formative Character
Ih-12.3 & Assessment Matters (p
EsP7PBIII Group (as a .125). 2016.
h-12.4) class) Vibal Group,  Cartolina/
Inc. Manila
Develop
Paper/
critical Arrogante, C. Power
thinking S. et al.
point
in making Edukasyon sa
Presentati
good Pagpapakatao
7 (p. 147- on
decisions
149). 2013. (Visuals)
Vibal Group,  Chalk
Inc.
https://www.
youtube.com/
watch?v=Ex9
SF6yUbwA
 Enumeration - List at Through
least three (3) identifying
contributions of the the
Edukasyon sa
external factors in your contributions  EsP
Pagpapakatao
development as human of the
7 (DepEd notebook
and how they can help external
Learning  Ballpen
you to make right factors
Module)
decisions and actions. Formative
Assessment
Individual
Sharpen  Self-assessment – Through
mindfuln the students will answering a
activity self-
ess evaluate their selves 10-item
assessmen
towards whether they are ready checklist
to do the summative Formative t
self
Put into assessments or not. Assessment statement
action Individual s
the value  Pen
of
honesty
 Written Speech - The Through
students will write a encouraging
Express speech encouraging others to
mindfuln their classmates to be make wise
ess and wise decision-makers decisions
and think before making using speech  Short
humility
actions. Their speech composition Teacher-made bond
in making
must also contain some Summative activity paper
right
pieces of advice on how Assessment  Ballpen
decisions to make right decisions (Written
and and actions. Work)
actions Individual
Rubric:
Analytic
Enhance  Practice for the Through
sense of Presentation of preparing
Speech for the
prepared Teacher-made  Copy of
presentation
ness in activity speech
Formative
presentat Assessment
ions Individual
 Speech Presentation Through
- The student will presenting
perform their written the created
Express speech on the class. speech
confidenc Summative
Teacher-made
e in Assessment
activity
presentin (Performanc
g e Task)
Individual
Rubric:
Holistic
FOURTH QUARTER

Naipamamalas ng mag-aaral ang pag-unawa sa: (a) kaniyang mga Naisasagawa ng mag-aaral ang: (a) paglalapat ng pansariling
pangarap at mithiin; (b) mabuting pagpapasiya; (c) mga pansariling plano sa pagtupad ng kaniyang mga pangarap; (b) pagbuo
salik sa pagpili ng kursong akademiko o teknikalbokasyonal, sining o ng Personal na Pahayag ng Misyon sa Buhay (Personal
isports negosyo o hanapbuhay; at (d) kahalagahan ng pag-aaral Mission Statement) batay sa mga hakbang sa mabuting
bilang paghahanda para sa pagnenegosyo at paghahanapbuhay. pagpapasiya; (c) pagtatakda ng mithiin gamit ang Goal
Setting at Action Planning Chart; at (d) plano ng paghahanda
para sa minimithing kursong akademiko o teknikal-
bokasyonal, negosyo o hanapbuhay batay sa pamantayan sa
pagbuo ng Career Plan.
PRODUCT
Due to unpredictable weather that causes strong typhoons and other phenomena that would ruin our lands, the risk reduction and
disaster preparedness has become one of the main concerns of every country in the world. Last September 2009, when Philippines
experienced a devastating typhoon that challenged our readiness in facing these types of phenomena. To keep this from not
happening in the future, Department of Environment and Natural Resources (DENR) has assigned your team as an advocate of Clean
and Green community to conduct a study about disaster preparedness, which aims to inform the citizens of the Philippines to
preserve and protect our lands and seas. Through this project, this will also be used as a proposal that our government can utilize to
aid victims of these incidents. The establishment of specific offices (Global village) will be used to train and educate people in using
our natural resources without compromising the environment and conduct livelihood programs to enlighten them to become
responsible citizens who are not only playing an important role in achieving sustainable resources but also contributing to the
betterment of our economy. The results of this project will be presented to certain Environmentalists. The following are the criteria:
Integration of knowledge, Cohesiveness, Evidence presented, and Oral Presentation.
Goal To present a Mini- Investigatory Project.
Role Researchers
Audience Environmentalists
Department of Environment and Natural Resources (DENR) commemorates the experiences and sacrifices of Filipinos
in the height of typhoon Yolanda last September 2009. Your team as an advocate of Clean and Green community are
tasked to conduct a study about disaster preparedness, which aims to inform the citizens of the Philippines to
preserve and protect our natural resources to prevent our lands from being devastated by strong typhoons. Through
Situation
this project, which will be used as a proposal in protecting our environment to DENR, our fellow citizens will be
enlightened to be responsible in taking care of our environment to achieve sustainable resources in the future and to
become a responsible citizen who takes part in making our economy grow by utilizing our resources but not
compromising the environment.
Product Mini- Investigatory Project
Standards Integration of knowledge, Cohesiveness, Evidence presented, and Oral Presentation

ASSESSMENT
Needs
Outstanding Good Satisfactory
Criteria Improvement
(5) (4) (3-2)
(1)
The paper
demonstrates that
The paper
the student, for the
demonstrates that the The paper The paper does not
most part,
student fully demonstrates that the demonstrate that the
understands and has
Integration understands and has student, to a certain student has fully
applied concepts
of applied concepts extent, understands understand and has
learned in the
Knowledge learned in the subject. and has applied applied concepts
subject. Some of the
Concepts are concepts learned in learned in the
conclusions,
integrated into the the subject. subject.
however, are not
writer’s own insights.
supported in the
body of the paper.
Most of the
Does not have any
All evidences are evidences are Most of the evidences
evidence that was
Evidences concrete and purely concrete and based are not concrete and
based on reliable
Presented based on reliable on reliable sources do not based on
sources and it was
sources. though some parts of reliable sources.
purely opinions.
it are just opinions.
Does not tie
together
Ties together For the most part, Sometimes ties
information. Paper
information from all ties together together information
does not flow and
sources. Paper flows information from all from all sources.
appears to be
from one issue to the sources. Paper flows Paper does not flow,
created from
next without the need only some disjointedness is
disparate issues.
for headings. Author’s disjointedness. apparent. Author’s
Cohesiveness Headings are
writing demonstrates Author’s writing writing does not
necessary to link
an understanding of demonstrates an demonstrate an
concepts. Writing
the relationship understanding of the understanding of the
does not
among material relationship among relationship among
demonstrate
obtained from all material obtained material obtained from
understanding of
sources. from all sources. all sources.
any relationship of
material obtained.
Speaks fairly clearly
Speaks clearly and and with some Lacking in clarity
Speaks clearly and
with confidence, confidence, when speaking,
with confidence,
maintaining eye maintaining eye lacking in eye
Oral maintaining eye
contact during the contact during some contact and/or
Presentation contact during much
entire presentation. of the presentation. confidence. Not
of the presentation.
Well-prepared to Student(s) could have prepared adequately
Prepared to present.
present. used more time to to present.
prepare.
MINI-TASKS
Career Path Advocacy Goal Setting Chart Portfolio with Reflections
Rubric Rubric Rubric Rubric
 Organization of idea- 4  Organization of idea- 4  Content – 3  Content – 5
 Application of the lessons - 4  Application of the lessons  Application of the  Completeness of the
 Punctuality – 2 –4 lessons – 3 activities – 3
 Creativity – 3
 Cleanliness - 2  Punctuality - 2  Punctuality - 2
 Organization – 2
 Creativity - 3  Organization of idea- 2  Punctuality – 2
 Mga Pangarap at Mithiin  Ang Mabuting  Mga Pansariling Salik  Halaga ng Pag-aaral sa
Pagpapasiya sa Pagpili ng Kursong Paghahanda para sa
Akademinko o Pagnenegosyo at
Teknikal-bokasyonal, Paghahanapbuhay
Sining o Isports,
Negosyo o
Hanapbuhay
MINI TASK 1: CAREER PATH (about one’s dream and the steps how can thise be achieved)
Essential Question
Why is it important to set specific and realistic goals in life?
Time
Reference/
Learning Learning Learning Frame
Values Evaluation Bibliograph Materials
Objectives Content Activities/Strategies / Time
y
Budget
At the end of Mga Pangarap  Motivation - The Through 6 days
the lesson, the at Mithiin teacher will present sharing (300
students are pictures of various their visions minutes
able to: Recognize professions. The about their  Pictures
)
a. determine the students will share future self of
clear and how they visualize Formative Teacher-
importance of various
realistic their selves 10 Assessment made activity
one’s professi
years from now. (Pre-
goals toward ambition ons
assessment
the right )
direction in Group (as a
life and class)
achieve your  Portrait - The Through Dulay, L. M. I  Manila
ambition class will be divided illustrating Am a Child of Paper/
SDG: into four (4) the group’s the Universe
(EsP7PB- Cartolin
Partnership groups. Each collaborated (p. 264).
IVa-13.2); a
for the goals member will share dreams 2016.
b. recognize their own dreams Formative Phoenix  Coloring
that with one another. Assessment Publishing material
ambition can On a cartolina or Group House, Inc. s
inspire you manila paper, the Rubric:
to pursue a group will illustrate Holistic
in a colourful
fruitful and
drawing their
happy life shared dreams a
(EsP7PB- one big, common
IVa-13.1); dream.
and  Discussion/Lectu Through Arrogante, C.
SDG: re (with a sample class S. et al.
c. perceive
Partnership Career Path) discussion Edukasyon sa
that
for the goals Formative Pagpapakata
determining
Assessment o 7 (p. 170-
clear and Group (as a 171). 2013.
realistic class) Vibal Group,
Hone one’s
goals and Inc.  Cartolin
fortitude
actions to a/
achieve it Dulay, L. M. I
Manila
can guide Am a Child of
the Universe Paper/
you toward Power
(p. 266-268).
the right 2016. point
direction in Phoenix Present
life Develop Publishing ation
(EsP7PB- critical House, Inc.
(Visuals)
IVb-13.3 & thinking in  Chalk
Quiambao, D.
EsP7PB- making
Sandoval, K.
IVb-13.4) decisions Good
Character
Matters (p
.142-143).
2016. Vibal
Group, Inc.
 Quiz – Ask the Through
students to answer answering a Teacher-  Paper
the short quiz. 15-item made activity  Ballpen
short quiz
Formative
Assessment
Individual
 Table Completion Through
- Recall something identifying
that happened in personal  Manila
your past which goals using Paper/
you think you were table Quiambao, D.
Cartolin
not able to achieve completion Sandoval, K.
and has great Formative a
Practice Good
affected you as a Assessment (Pattern
being Character
person. How did Individual of the
mindful in Matters (p
you deal with it? table)
actions done What are the things .147). 2016.
 EsP
you can do so that Vibal Group,
noteboo
it won’t happen Inc.
k
again? Also, identify
your personal goals  Ballpen
today and. Write it
on the table.
Sharpen  Copy of
 Self-assessment Through
mindfulness – the students will answering a self-
towards self Teacher- assessm
evaluate their 10-item
made activity
Put into selves whether they checklist ent
action the are ready to do the Formative stateme
value of summative Assessment nts
honesty assessments or not. Individual  Pen
 Application - Through Dulay, L. M. I
Using the making
Am a Child of  Short
Applying the discussion on S.M.A.R.T.-
S.M.A.R.T.-A, set A. plan the Universe bond
sense of
you own objectives Formative (p. 270-271). paper
having
on the following Assessment 2016.  Ballpen
direction in
areas of your life: Individual Phoenix  Colored
life 1. Your study Publishing paper
habits
House, Inc.
2. Your health
3. Your weight
4. Your hobby
5. Your exercise
regiments
 Career Path - The Through
students will create creating
their own career ways to
path maze reach one’s
portraying the dreams
 Oslo
Express being when they started using career
dreaming and what path paper
future-
are the steps they Summative  Pencil
oriented and Teacher-
made that helped Assessment  Pen
prepared in made activity
them reach where (Performanc  Coloring
achieving they are right now. e Task) material
one’s goals They will also Rubric: s
include their actions Holistic
in the future that
will aid them to
achieve their goals
in life.
MINI TASK 2: ADVOCACY (portrays their advocacy and ways to achieve it)
Essential Question
Time
Reference/
y
Budget
At the end of Ang Mabuting  Motivation - The Through 6 days
 Pictures
the lesson, the Pagpapasiya teacher will post choosing (300
students are pairs of picture. which is Edukasyon sa of
minutes
able to: The students will preferable Pagpapakata things
)
a. examine choose which of the and giving o7 (DepEd (ex:
your goals in two they prefer reason for it Learning book vs
life based on more and they Formative Module) comput
the truth need to state the Assessment er)
and right reason why they (Pre-
decision chose it. assessment
(EsP7PB- )
IVc-14.1 & Group (as a
EsP7PB- class)
IVc-14.2);  Decision-making Through
b. perceive - Read the analyzing Quiambao, D.  Manila
that situations and situations Sandoval, K. Paper
formulating Practice determine what and Good (Situatio
your goals in prudence in should be done in determining Character ns)
life can each situation. what should
making Matters (p  EsP
guide good Complete the be done
decision- decisions statement, the Formative .149-150). noteboo
making state the reason Assessment 2016. Vibal k
toward the and basis of your Individual Group, Inc.  Ballpen
pursuit of decision.
right  Letter to Through
decisions in Someone - The composing
life and students will make a letter for
achievement a letter for self
of your someone without Formative
ambitions revealing their Assessment
(EsP7PB- Use time to name. They will Individual
IVd-14.3); give pieces of  Colored
enhance Teacher-
and advice for Paper
communicatio made activity
c. set your themselves about  Pen
goal in life n with self the decisions they
by applying made in life and
the steps to whether these are
making right and wise
good decision. They will
decision share it to the
(EsP7PB- class.
IVd-14.4).  Graphic Through Edukasyon sa  Manila
Organizer - The completing Pagpapakata Paper/
students will recall a graphic
o7 (DepEd Cartolin
the situation in organizer
Learning a
which they need to about a
make a hard decision Module) (Pattern
decision. They made of
provide the Formative graphic
following Assessment organize
information through Individual
r)
a graphic organizer.
1. Summary of the  EsP
Situation noteboo
2. Choices k
3. Actions taken  Ballpen
4. Decision made
5. Reason for the
decision
6. Effect of the
decision
7. Lesson learned
from the
situation
 Discussion/Lectu Through Arrogante, C.
re (using situations class S. et al.
analysis) discussion Edukasyon sa
Formative Pagpapakata
Assessment o 7 (p. 205-
 Cartolin
Group (as a 206erf).
class) 2013. Vibal a/
Develop Group, Inc. Manila
prudence and Paper/
critical Quiambao, D. Power
thinking in Sandoval, K. point
making Good Present
Character
decisions ation
Matters (p
.151). 2016. (Visuals)
Vibal Group,  Chalk
Inc.
Edukasyon sa
Pagpapakata
o7 (DepEd
Learning
Module)
Sharpen  Copy of
made activity
 Application - Look Through
for someone who lending a
needs advice in hand to
decision-making. someone in
Apply on them the decision- Edukasyon sa
steps and process making Pagpapakata
of making right Formative o 7 (DepEd
decision. You can Assessment Learning
seek aid from your Individual Module)
friends or teachers.
Share your
experience in the
class.
 Advocacy - In a Through
whole sheet of creating
paper, the students own
will create and advocacy in
Express care write their own life  Short
for oneself advocacy in life. Summative Teacher- bond
and for They will explain Assessment made activity paper
others the steps how they (Written  Pen
came up with their Work)
advocacy and what Individual
they plan to do to Rubric:
make it possible. Holistic
 Presentation of Through
Improve one’s advocacy in presenting
confidence in life and
presentation explaining
own
advocacy  Projecto
Teacher-
Summative r
Strengthen made activity
Assessment  Laptop
class (Performanc
communicatio e Task)
n Individual
Rubric:
Holistic
MINI TASK 3: GOAL SETTING CHART (about how to achieve a goal)
Essential Question
Time
Reference/
y
Budget
At the end of Mga Pansariling  Pre-assessment - Through 3 days
the lesson, the Salik sa Pagpili Ask student to answering a (150
students are ng Kursong answer a short 5-item minutes Edukasyon sa
able to: matching type quiz. diagnostic Pagpapakata
Akademinko o )  Paper
a. identify the quiz
Teknikal- o 7 (DepEd
internal Formative  Pen
bokasyonal, Learning
factors that Assessment
affect the Sining o Isports, (Pre- Module)
choice of Negosyo o assessment
academic or Hanapbuhay )
technical-  Progress of Through  Manila
vocational Weaknesses and identifying Edukasyon sa
Paper/
course, Interests - The the Pagpapakata
Cartolin
entrepreneu students will create progress on o 7 (DepEd
a
rship or a table about the weak points Learning
employment progress on their and (Pattern
Module)
(EsP7PB- weak points and interests of table)
IVe-15.1); interests. using a  EsP
b. determine table noteboo
the Formative k
motivational Assessment
 Ballpen
and internal Individual
factor  Inventory of Through  Manila
needed in KSAV - Assess assessing Paper/
planning for your own knowledge, Quiambao, D. Cartolin
academic or knowledge, skills, skills,
Sandoval, K. a
technical- attitude, and values attitude,
vocational (KSAV). and values Good (Pattern
course, using Character of
entrepreneu inventory Matters (p inventor
rship or Formative .157-158). y)
employment Assessment 2016. Vibal  EsP
(EsP7PB- Individual Group, Inc. noteboo
IVc-14.2 &
k
EsP7PB-
IVd-14.3);  Ballpen
and  Discussion/Lectu Through Quiambao, D.
c. explain re (the teacher will class Sandoval, K.
relation also invite discussion Good
between professionals to Formative Character
 Cartolin
internal conduct a small talk Assessment Matters (p
in the class about Group (as a .159). 2016. a/
factors and
the the nature of their class) Vibal Group, Manila
requirement jobs) Inc. Paper/
Practice
s for your Power
future plan fortitude and Edukasyon sa point
(EsP7PB- prudence Pagpapakata
Present
IVd-14.4). o 7 (DepEd
Learning ation
Module) (Visuals)
 Chalk
Dulay, L. M. I
Am a Child of
the Universe
(p. 298-303).
2016.
Phoenix
Publishing
House, Inc.
 Mind Map - Make Through
a Mind Map that assessing
illustrates your one’s
strengths, strengths,
weaknesses, weaknesses Quiambao, D.
knowledge, skills, ,
Sandoval, K.
Put into attitudes, and knowledge,
values. On a bond skills, Good  Short
action the
paper, put your attitudes, Character bond
value of
photo in the middle and values Matters (p paper
being mindful
and then put arrow using mind .163). 2016.  Pen
towards self around it to make a map Vibal Group,
graphic illustration Formative
Inc.
of what the internal Assessment
factors that Individual
influence your
choice of education
and career are.
Sharpen  Copy of
made activity
 Speech - The Through
students will pick presenting
their desired their
profession. They desired
 Costum
will portray it profession
through a speech using e
Practice self- presenting the speech Teacher-  Short
confidence nature of their Summative made activity bond
chosen job and Assessment paper
what personal (Performanc  Pen
factors others need e Task)
to consider Individual
achieving the job
they chose.
 Goal Setting Through
Chart - Using the citing ways
Express being Mind Map you to achieve a
created, plan how goal using Edukasyon sa
future-
you will achieve goal setting Pagpapakata  Oslo
oriented and
your goal using the chart o 7 (DepEd paper
prepared in
Goal Setting Chart. Summative Learning  Pen
achieving Assessment Module)
one’s goals (Written
Work)
Individual
MINI TASK 4: PORTFOLIO WITH REFLECTIONS (presenting the activities done in the class during the lesson and attach
reflections)
Essential Question
Time
Reference/
y
Budget
At the end of Halaga ng Pag-  Pre-assessment Through 3 days Quiambao, D.
the lesson, the aaral sa – Ask students to answering a (150 Sandoval, K.  Paper
students are Paghahanda answer multiple 10-item minutes Good  Pen
able to: choice quiz. short quiz
para sa ) Character
a. recognize Pagnenegosyo Formative Matters (p
the at Assessment .173). 2016.
importance Paghahanapbuh (Pre- Vibal Group,
of education assessment
ay Inc.
as )
preparation Individual
for  Letter to Future Through
entrepreneu Self - The students writing a
rship and will create a letter letter to self
Putting into
the process addressed to their Formative
of making a action the
future self about Assessment
Career Plan value of the actions they are Individual  Short
(EsP7PB- being future- doing today to Teacher- bond
IVg-16.1 & oriented and achieve their goals made activity paper
EsP7PB- prepared in and how education  Pen
IVh-16.3); pursuing contributed in it.
b. identify your The teacher will
goals
strengths collect it and keep
and it until the end of
overcoming the school year.
of  Checklist - Through
weaknesses Determine whether assessing
(EsP7PBIV the following one’s self  Manila
g-16.2); qualities fall under using Paper/
and these categories: “I checklist Dulay, L. M. I Cartolin
c. explain how am,” “Somewhat I Formative
education Am a Child of a
am,” and “I am Assessment
can develop not.” The first (I Individual the Universe (Pattern
Taking time
skill, values, am) means the (p. 309-310). of
to reflect own
talents, and quality perfectly 2016. checklist
abilities that qualities
describes you; the Phoenix )
are needed second (Somewhat Publishing  EsP
to succeed I am) means the
House, Inc. noteboo
in quality slightly
entrepreneu describes you; and k
rship or the last (I am not)  Ballpen
employment is a complete
(EsP7PB- opposite of your
IVh-16.4). quality. Check the
proper column.
 Discussion/Lectu Through Edukasyon sa

re (with some class Pagpapatao 7
question and discussion (DepEd
answer portions) Formative Learning
Assessment Module)
Individual
Quiambao, D.
Sandoval, K.  Cartolin
Good a/
Character Manila
Value Matters (p
Paper/
fortitude and .176-177.).
2016. Vibal Power
perseverance
Group, Inc. point
in achieving a
Present
successful life
Dulay, L. M. I ation
Am a (Visuals)
Child of the  Chalk
Universe (p.
306-308).
2016.
Phoenix
Publishing
House, Inc.
Sharpen  Copy of
made activity
 Career Profile Through
Interview - Do a gathering
Career Profile information
Interview in your about a
barangay. Choose desired
three people who profession
have the same using career
profession you profile
would like to take interview
after graduating Formative
from Grade 12. Assessment
Practice Gather the Group (trio)
following Quiambao, D.
critical
information and Sandoval, K.
thinking using reflect based on the  Recorde
Good
the guide questions r
Character
information given by the  Noteboo
Matters (p
gathered a teacher. k
Information to be .181.). 2016.
basis of  Pen
gathered: Vibal Group,
assessing the
1. Graduated from Inc.
chosen career
what course?
2. Present work?
3. Duties and
responsibilities
in connection
with work
4. Skills and
talents need to
work excellently
5. Interests
6. Values
7. Goals
 Presentation of Through
Profile Interview presenting Teacher-  Aralinks
- The students will the career
made activity Tablet
pick one from their profile using
interviewees and slide
present his/her presentatio
career profile in the n
class. Summative
Assessment
(Performanc
e Task)
Individual
 Portfolio - The Through
students will collect compilation
the activities done of activitie
in the class during done and
the lesson and attachment
 Portfolio
attach reflections of
portraying their reflections  Paper
created Career about  Pen
Teacher-
Plan. created  Designin
made activity
Career Plan g
using a material
portfolio s
Summative
Assessment
(Written
Work)
Individual

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Saint Mary’s Angels College of Valenzuela

BASIC EDUCATION DEPARTMENT

Syllabus In Edukasyon sa Pagpapakatao 7

CONTENT STANDARDS PERFORMANCE STANDARDS

Goal To promote cultural tourism in Mindanao through Exhibit

Grade 7 Edukasyon sa Pagpapakatao | 1

Outstanding Good Satisfactory Needs Improvement

At the end of Mga Talento, Throug 6 days  Manil

 Discussion/ Throug Arrogante, C. et al. Edukasyon sa

CONTENT STANDARDS PERFORMANCE STANDARDS

CONTENT STANDARDS PERFORMANCE STANDARDS

CONTENT STANDARDS PERFORMANCE STANDARDS

Goal To present a Mini- Investigatory Project.

Standards Integration of knowledge, Cohesiveness, Evidence presented, and Oral Presentation

 Discussion/Lectu Through Edukasyon sa

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