CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP

Grade: 11 & 12
Core Subject Title: 2D Animation

Core Subject Description:

Study and appreciation of the literature of the region where the school is located inThis is an introductory and specialization course which leads to an Animation National Certificate Level II (NC II). It covers P
five (5) Common Competencies; and one (1) Core Competency that a high school student ought to possess to produce clean-up and inbetween drawings relation to the literat

Culminating Performance Standard: The learner independently produces a 3 minuet animation / electronic
1st in the TESDA Training Regulations.
Quarter

Transfer Goal: The students on their own will be able to express their feelings, talent and creativity using various anim

Re-grouped
Learning Competencies Highest Thinking Skill to Assess
Competencies
Content Performance
Content Standards Standard
KUD Assessment Technique
RBT
Classifica Level
tion WW
LESSON 1: The learner The learner 1. Assess one’s PECs:

Modifed True / False

PERSONAL demonstrates recognizes characteristics, attributes,
ENTREPRE NEURIAL
COMPETENCIES an his/her PECs lifestyle, skills and traits K LC 2 Un
(PECS ) understanding and prepares
1. Assessment of of one’s PECs an activity plan
Personal for animation. that aligns with
Competencies and 2. Assess practitioner’s PECs:
Skills (PECs) that of a
vis-à-vis a practicing practitioner/en characteristics, attributes,
lifestyle, skills and traits
entrepreneur/ trepreneur’s in K Un
employee in animation.
locality/town
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle 3. Compare one’s PECs with

Reaction Paper
1.4 Skills that of a practitioner
1.5 Traits /entrepreneur’s U LC 4 An
2. Analysis of PECs in
relation to a
practitioner’s
3. Align, strengthen 4. Align one’s PECs with that of a
and one’s practitioner/entrepreneur’s
PECs based on the U E
results

Performance Task: Dreamworks pictures is looking for new ideas for their next animation movie. As an inspiring animator of anima
minute animation or electronic portfolio for the said event with the theme of "A Mothers Love" wich centers the
children. Your products (Video) will be judged by the board of directors using the following criteria: uniqueness/or
and craft), aesthetic quality (design, composition, color/tones), concept, selection and application of materials, an
used.

Goal To produce a 3 minute video / electronic portfolio about the unconditional love of a mother to their child

Role Animator
Audience Dreamworks Board of Directors, Multimedia Consumers

Scenario Dream works pictures is looking for an idea for their next animation movie.

Product 3 minute video / electronic portfolio

Standards The board of directors using the following criteria: uniqueness/originality, professional quality (neatness
 NT MAP
Semester: 1st
No. of Hours/ Semester: 80
Prerequisites: none

Animation National Certificate Level II (NC II). It covers Personal Entrepreneurial Competencies (PECs); Environment and Market;
clean-up and inbetween drawings relation to the literature of the other regions of the country.

nuet animation / electronic portfolio as prescribed

raining Regulations.

creativity using various animation softwares.

Highest Enabling Strategy to Use

ghest Thinking Skill to Assess in Developing the Highest
Thinking Skill to Assess

Assessment Technique Enabling General Teaching

Strategy Strategy
QA PC

REP
Paper and Pencil Test

Quescussion

REP

R&P Games

R&P Games

s an inspiring animator of animahinasyon, you are task to produce a 3

Mothers Love" wich centers the unconditional love of mothers to their
ollowing criteria: uniqueness/originality, professional quality (neatness
and application of materials, and complexity/level of digital technology

ove of a mother to their children

rofessional quality (neatness and craft), aesthetic quality (design, composition, color/tones), concept, selection and application of materials, and comple
tion of materials, and complexity/level of digital technology used.
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
Grade: 11
Core Subject Title: 21st Century Literature from the Philippines and the World

Core Subject Description: Study and appreciation of the literature of the region where the school is located in relation to the liter

Culminating Performance Standard: The learner produces a written close analysis and critical interpretation of a cer
1st Quarter

Re-grouped
Learning Competencies Highest Thinking Skill to Assess
Competencies
Content Performance
Content Standards Standard
KUD Assessment Technique
RBT
Classifica Level
tion WW
B. Study and 4.situate the text in the
appreciation of context of the region and the
literary texts from nation
the different regions
written in different
genres covering:
1. regions in Luzon,
Visayas, Mindanao
2. major genres
(poetry, fction,
drama, creative
nonfction, as well as
hyperpoetry, blogs,
mobile phone K LC 9 Applying Essay
Texttula, chick lit,
speculative fction,
flash fction, etc.

Performance Task: The learner should write a 500-word critical interpretation of the poem with a description of its contex
 NT MAP
Semester: 1st
No. of Hours/ Semester:
Prerequisites: none
ocated in relation to the literature of the other regions of the count

cal interpretation of a certain literary text

Highest Enabling Strategy to Use

ghest Thinking Skill to Assess in Developing the Highest
Thinking Skill to Assess

Assessment Technique Enabling General Teaching

Strategy Strategy
QA PC

Critical
Paper and Interpreta Reasoning and Proof
Large Group
Pencil Test tion of a Discussion
Poem

th a description of its context

 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
Grade: 11
Core Subject Title: 21st Century Literature from the Philippines and the World

Core Subject Description: Study and appreciation of literature of the world originally written in the 21st century.

Culminating Performance Standard: The learner produces a written close analysis and critical interpretation of a cer
2nd Quarter

Re-grouped
Learning Competencies Competencies Highest Thinking Skill to Assess
Content Performance
Content Standards Standard
KUD Assessment Technique
RBT
Classifica Level
tion WW
A. Literary genres, The learner will The learner will be 1 identify representative texts
traditions and forms be able to able to and authors from Asia, North
from different understand and demonstrate America, Europe, Latin
national literature appreciate understanding and America, and Africa
and cultures, appreciation of
namely, Asian, literary texts in 21st century
Anglo-American, various genres literature of the
European, Latin across national world through:
American, and literature and
African cultures. 1. a written close Identifcati
K LC 1 Rem on
analysis and critical
interpretation of a
literary text in
terms of form and
theme, with a
description of its
context derived
from research;

Performance Task:
 NT MAP
Semester: 1st
No. of Hours/ Semester: 40 hours
Prerequisites: none
1st century.

cal interpretation of a certain literary text

Highest Enabling Strategy to Use

ghest Thinking Skill to Assess in Developing the Highest
Thinking Skill to Assess

Assessment Technique Enabling General Teaching

Strategy Strategy
QA PC
Paper and Pencil Test

Critical
Interpreta
tion of a
Poem with Representation List Group Label
the use of
multimedi
a
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP
Grade: 11
Core Subject Title: 21st Century Literature from the Philippines and the World

Core Subject Description: Study and appreciation of the literature of the region where the school is located in relation to the liter

Culminating Performance Standard: The learner produces a written close analysis and critical interpretation of a cer
2nd Quarter

Re-grouped
Learning Competencies Competencies Highest Thinking Skill to Assess
Content Performance
Content Standards Standard
KUD Assessment Technique
RBT
Classifica Level
tion WW
B. Basic textual and The learner will 2. critical paper 2. explain the texts in terms of
contextual reading be able to that analyzes literary elements, genres, and
approach in the understand and literary texts in traditions K LC 2 w/ PS 1 U Essay
study and appreciate relation to the
appreciation of context of the
literature literary texts in reader and the
various genres writer or a critical 3. distinguish the literary uses
across national paper that of language from the
literature and interprets literary nonliterary and understand Concept
U LC 3 w/ PS 1 U
cultures. texts using any of their use as well as the formal Mapping
the critical
approaches; and 3. features and conventions of
an adaptation of a literature
4. produce a creative
text into other representation of a literary Short
creative forms Stories/Ess
using multimedia. text by applying multimedia D LC 4 w/ PS 1 C ays/Poem/
skills Anecdote/
Biography

Performance Task: The learners should present a poem with a description of its context and through the use of multimed
 NT MAP
Semester: 1st
No. of Hours/ Semester:
Prerequisites: none
ocated in relation to the literature of the other regions of the count

cal interpretation of a certain literary text

Highest Enabling Strategy to Use

ghest Thinking Skill to Assess in Developing the Highest
Thinking Skill to Assess

Assessment Technique Enabling General Teaching

Strategy Strategy
QA PC

Reasoning and Proof

Small Group
Discussion
Paper and Pencil Test

Critical
Interpreta
tion of a Buzz
Poem with Reasoning and Proof Groups/Buzz
the use of Session
multimedi
a

Representation/Proble
m Solving TPS

hrough the use of multimedia creatively.