ASSIGNMENT (make a hard copy please, due on Sept.

24):
Come up with your ACTION GOAL and ACTION ASSESSMENT. Use the attached IPP template.

THE ACTION GOAL FOR YOUR UNIT:

1. Remember that the ACTION GOAL for your unit should answer the question What important action(s)* should
students be able to do, in the long-run (even beyond my class) and on their own, AS A RESULT OF WHAT THEY
HAVE LEARNED IN THIS UNIT?

*This can include

concrete actions,
abilities or performances,
attitudes and behaviors, etc.

Examples: At the end of the unit, the student will be able to:

Grade 6 Math lesson on ratio and proportion:

use proportional reasoning to enable them to make sense of, be critically aware about, react to,
and/or respond to data available about real-world situations
(For example, given data on poverty in the Philippines, which has increased in recent years, even if
global poverty has decreased, what can/should be done?)

Grade 4 English lesson on adjectives:

communicate vivid and accurate descriptions, as called for by audience and purpose

HS Science lesson on Newtons Laws of Motion:

use the Laws of Motion and other principles governing forces and motion to take proper
precautions to prevent vehicular accidents or to minimize injuries should such accidents occur

2. Read the 21st century learning outcomes enumerated in the Partnership for 21st Century Skills curriculum
framework. These exact skills also happen to specifically mentioned as features of the new Kto12 Enhanced
Basic Education curriculum. Think of how your subject can help develop some of these. Consider these as
possible basis(es) for your action goal. Indicate which one you included.

For example, the Grade 6 Action Goal for the lesson on ratio and proportion contributes to the 5 Literacies of
this framework as well as to the following learning outcomes:
Effectively analyze and evaluate evidence, arguments, claims and beliefs
Interpret information and draw conclusions based on the best analysis

ASSESSMENT FOR YOUR ACTION GOALS:

3. Identify what evidence you would like to ask for, that will indicate the likelihood that your students will be able
to do the action or performance indicated in your Action Goal, when it is called for in a real-world situation.

A pencil and paper test, for example, will not provide such evidence. A student who memorizes a Driving
Manual can perfect this test, and still not know how to drive a car. To be valid assessments of your Action Goals,
your assessment must involve the creation of a new complex performance or product, in which students will
need to
Strategize which knowledge, skills, understandings he or she must use
Make decisions on how to appropriately and effectively use these
Be flexible and make adjustments to his/her strategy if it is not working.
 IPP UNIT PLAN TEMPLATE FOR MAJOR PAPER #2
UNIT GOALS
ACTION GOAL(S): As a result of what he/she has learned in the unit, the student will, in the long-term and on his
own, be able to:

REFLECTION GOAL(S): The student must be able to reflect on:

KNOWLEDGE AND SKILLS GOALS: At the end of the unit, the students will be able to:

UNIT ASSESSMENTS
ASSESSMENT OF ACTION GOALS:

ASSESSMENT OF REFLECTION GOALS*:

ASSESSMENTS OF K/S OBJECTIVES*:

*Put an (F) if it is a formative assessment.

CONTEXT
Student, class, school, or community/social context that may be pertinent to the unit:

Pre-assessment:

LEARNING EXPERIENCES
PRELECTION:

LESSON 1:

LESSON 2:

LESSON 3:

LESSON 4:

LESSON 5:

Indicate the EXPERIENCE REFLECTION ACTION cycles in your learning experiences.

EVALUATION