(Enclosure No. 6 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Title of the Session Clustering and Unpacking of Grade 3 English MATATAG

Curriculum

Session Guide Ma. Glecita C. Columna, CALABARZON, SDO Gen. Trias City
Developer/s Cherrilyn T. Nabor, CALABARZON, SDO Santa Rosa City
Professional
Standards Covered Domain 1. Content Knowledge and Pedagogy
(Domain/s, Strand/s, and Strand
Indicator/s) 1.1 Content knowledge and its application within and across
curriculum areas
Indicator
1.1.2. Apply knowledge of content within and across
curriculum areas
1.1.3. Model effective applications of content knowledge within
and across curriculum areas
1.1.2 1.2 Research-based knowledge and principles.
Indicator
1.2.2 Use research-based knowledge and principles of teaching
and learning to enhance professional practice.
MT:1.2.3 Collaborate with colleagues in the conduct and
application of research to enrich knowledge of content
and pedagogy
1.1.3 Strategies for developing critical and creative thinking
Indicator
1.5.2 Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking
skills.
MT:1.5.3 Develop and apply effective teaching strategies to
promote critical and creative thinking, as well as other higher-
order thinking skills.

Domain 3. Diversity of Learners

Strand
3.3. Learners with disabilities, giftedness and talents
Indicator
3.3.2. Design, adapt and implement teaching strategies that
are responsive to learners with disabilities,
giftedness and talents

Domain 4. Curriculum and Planning

Strand
4.1 Planning and management of teaching and learning
process
Indicator
4.1.2 Plan, manage and implement developmentally
sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts.
MT:4.1.3 Develop and apply effective strategies in the
planning and management of developmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts.

4.2. Learning outcomes aligned with learning competencies

Indicator
4.2.2 Set achievable and appropriate learning outcomes that
are aligned with learning competencies.
MT:4.2.3 Model to colleagues the setting of achievable and
challenging learning outcomes that are aligned with learning
competencies to cultivate a culture of excellence for all
learners

4.5 Teaching and learning resources

Indicator
4.5.2 Select, develop, organize and use appropriate teaching
and learning resources, including ICT, to address learning
goals.
MT: 4.5.3 Advise and guide colleagues in the selection,
organization, development and use of appropriate teaching
and
learning resources, including ICT, to address specific learning
goals)

Domain 5: Assessment and Reporting

Strand
5.1. Design, selection, organization and utilization of
assessment Strategies
Indicator
5.1.3. Work collaboratively with colleagues to review the
design, selection, organization and use of a range of effective
diagnostic, formative and summative assessment strategies
consistent with curriculum requirements.

5.2. Monitoring and evaluation of learner progress and

achievement
Indicator
5.2.2. Monitor and evaluate learner progress and achievement
using learner attainment data
5.2.3. Interpret collaboratively monitoring and evaluation
strategies of attainment data to support learner progress and
achievement

5.4 Strand Communication

Indicator
5.4.2. Communicate effectively in speaking and in writing to
teachers, learners, parents, and other stakeholders through
positive use of communication platforms, to facilitate
 information sharing, collaboration, and support.

Domain 7: Personal Growth and Professional

Development
Strand
7.3 Professional links with Colleagues
Indicator
7.3.3 Contribute actively to professional networks within and
between schools to improve knowledge and enhance practice

Domain 7: Personal Growth and Professional

Development
Strand
7.5 Professional development goals
Indicator
7.5.3 Reflect on the Philippine Professional Standards for
Teachers to plan personal professional development goals and
assist colleagues in planning and achieving their own goals.

Session Schedule and (Indicate the session number and the number of hours and
Duration minutes the session will cover.)
Objectives At the end of the session the participants will be able to:
1. revisit the list of learning competencies for Grade 3
English vis-à-vis content and performance standards;
2. explain the essential factors in clustering and unpacking
the target learning competencies;
3. determine the basic steps of clustering and unpacking
4. cluster Q1-Q4 competencies following the process
introduced;
5. unpack Q1-Q4 competencies following the process
introduced; and
6. formulate logically sequenced objectives from a daily
cluster of LCs.
Expected Outputs Clustered/Unpacked Learning Competencies in Quarters 1, 2,
3, and 4
Completed Worksheets (Clustered/Unpacked Learning
Competencies)

Key Content Understanding Curriculum Standards: key stage, grade level,

subject area, content, and performance standards
Process of Clustering and Unpacking of Learning Competencies

Learning Resource o Slide Deck

Materials o Laptop and LCD Projector
o English Curriculum Guide and other relevant materials
o Meta-cards
o Activity Sheets
o Manila Paper and/or cartolina
o Markers
References K to 10 MATATAG Curriculum
Policy Guidelines of the K to 10 MATATAG Curriculum (DO 10,
s. 2024)
 Schedule Detailed Content Detailed Description of Methodology/Activities Learner’s Materials
(Time Outline Output (Slide Number)
distribution)
DAY 2 Overview of the DO: Greet and welcome the participants. Ensure they
8am - 12nn Session are comfortable and ready to begin the lesson. Slides 1 – 17

5 minutes Presentation of the SAY: Good _________________! Welcome to our session on

Session Objectives and (title). I am ___________________, and I will be your
Outline of the Session learning buddy for this session. Together, let us delve
deeper into the Grade 3 English Curriculum.

DO: Present the title, objectives, and outline of the

presentation.

SAY: Our session today is ______________. In this session,

you are expected to (present session objectives). The
PPST covered are (present slides for PPST). To achieve
this, our session will cover the following (present the
outline of the session).

15 minutes
Activity No. 1: ACTIVITY: CURRICULUM IN MOTION Sorted Q1 LCs Slides 18 – 20
Curriculum in Motion in English 3
SAY: In the session yesterday, you were already given brown envelope,
an overview of the curriculum guide for Grade 3 English. cartolina /
As we move forward, let’s begin by doing the activity manila paper,
Curriculum in Motion. This activity will help you gauge tape
how much you know the revised curriculum for English
3.

First, I would like you to find a partner. S/he could be

the person seated next to you. Then, one of you will
draw a strip of paper from the envelope on the table.
These strips of paper contain the various Grade 3
learning competencies in English. Together with your
 partner, discuss the competency and decide which
subdomain it belongs to. Look for this subdomain, from
those posted around the room and put /paste it there.
(You are not allowed to check your curriculum guides.)

DO: Give the participants 10 minutes to finish the

activity. When the time is up, ask them to return to
their seats.

Notes to Facilitator:
Prepare the following:
1. Envelopes equal to the number of groupings.
2. Printed copy (use large font size) of the Quarter 1 LCs
in English 3 cut into strips of paper (1 competency per
strip of paper).
3. Printed copy of sub-domains in large font size (for
heading, font size larger than the LCs)
4. Tape (not glue because the same strips of paper will
be reused for the second activity)
5. Catolina / Manila paper

Do these before the session:

Paste the subdomains on the cartolina / manila paper. Post
the cartolina / manila paper with subdomains on strategic
places in the session room. Divide the printed LCs equally
5 minutes according to the number of groups and put them inside the
brown envelopes. Leave the brown envelopes on the table of
each group.

ANALYSIS:

DO: Check the competencies placed under each

subdomain for correctness. Instruct the participants to
get a copy of the curriculum guide in Grade 3 English
and compare it with the posted answers.

ASK:
 Were you able to classify the learning
 competencies correctly? Why or why not?
 What helped you determine the subdomain to
which the competency belongs to?
 How are the learning competencies organized in
the new Grade 3 MATATAG curriculum in English?
 How do you find this new presentation of the
revised curriculum?

SAY: Good job! You already have a very good grasp of

the English 3 learning competencies under the
MATATAG curriculum. This will help you in our next
activity.

20 minutes Activity No. 2: ACTIVITY: MAKING CONNECTIONS Grouped LCs Slides 21 – 23

Making Connections in English 3
DO: Divide the class into 5 groups and explain the Cartolina /
activity. manila paper,
tape
SAY: As a group, study the Quarter 1 competencies and
find competencies that you believe are connected and
when combined will contribute to the realization of the
standards discussed in the previous session. Your task
is to get the strips of paper containing these
competencies from those posted on the wall around the
room. Then, put them together on a cartolina / manila
paper.

DO: Emphasize that the activity IS NOT a contest and

that they do not have to compete to be the first one to
get the strips of paper. If the competency they were
considering was already taken by another group, they
need to reconsider and think of another way of grouping
the competencies.

SAY: You will be given 10 minutes to do this activity.

 After the given time, assign a rapporteur who will
discuss your output by explaining why these
competencies were grouped together. The other groups
will be asked to give feedback after presentation. You
will have two (3) minutes for presentation and one (1)
minute for the feedbacking.

DO: Have TWO groups present their output, while

another group will give the comments. Facilitate the
feedbacking process. Wrap up the activity after all the
two groups have presented and gave feedback.

Note to Facilitator:
*Prepare cartolina / manila paper and tape for each group.
They will use this to group together competencies. The
cartolina / manila paper may be divided into two columns.
One column for this activity (Making Connections) and the
other column for the next activity (Breaking Ground).
*Limit the number of groups for output presentation. Other
10 minutes groups may present in the next activity.

SAY: Thank you for your cooperation. You have done

well in this activity. Let us now take another look at
your grouped competencies.

ANALYSIS

ASK:
 How many competencies were combined by each
group?
 How were the different learning competencies
grouped? What basis did you use in grouping
these competencies?
 How did you arrange them? What is the
connection from the first competency to the last
competency? Do they follow a certain sequence?
What is it?
  Imagine a classroom scenario, do you think the
competencies you grouped can be covered in
one session? Why or Why not?
 What do you call this process of combining or
grouping competencies together?

DO: Call one to two participants to answer each

questions. Process their answers and note down key
words that will be mentioned.

SAY: Your insights are all on-point! Indeed, you have

shown much knowledge in clustering. We’ll have a more
thorough discussion on this as we go through our
session. For the meantime, let’s proceed to the next
activity.

15 minutes Activity No. 3 ACTIVITY: BREAKING GROUND Sample Slides 24 to 26

Breaking Ground Unpacked LC permanent
SAY: After clustering your competencies, the next thing in English 3 marker,
you need to do is to determine if there are cartolina /
competencies that need to be broken down into simpler manila paper
skills. Let’s try doing this with our next activity

DO: Have the participants refer to their clustered

competencies and identify competencies that need to
be broken down. Give them 10 minutes to discuss and
call a representative from each group to discuss their
consensus.

SAY: Study the competencies you grouped together.

Look if there are any competencies that are too
complex, too broad, too ambiguous, or expect learners
to accomplish different goals at the same time. Identify
that competency and break it down. When we say break
 it down, you need to identify what other skills they need
to learn first before they will be able to do that
competency. You have to write those down.

You will be given 10 minutes to discuss with your

groups. Write your output on a manila paper. Then,
assign a rapporteur to report your work. Three minutes
will be given for presentation and one minute for giving
feedback.

DO: Allow the participants to discuss among

themselves. Walk around to check on their progress and
answer queries. After the given time, call the
representative from TWO groups to present their
output. Have the other groups take turns in providing
feedback.

Note to Facilitator:
Participants may use the same cartolina / manila paper from
the ‘Making Connections’ activity. Also, provide markers.

SAY: Thank you once again for participating. Let us now

take a closer look at your output.
5 minutes
ANALYSIS

ASK:
 Which competency did you choose? Why did you
choose it?
 What was/ were your consideration/s in
determining that this competency needs to be
broken down?
 How did you break down this competency? What
other skills did you include?
  Why do you think it’s necessary to teach these
skills first before going to the prescribed
competency itself?
 What do you call this process of breaking down
competencies into simpler skills so that the
target competency will not be too difficult for the
learners to do?

SAY: Thank you so much for your insights. I believe that

these two processes – clustering and unpacking – is not
new to you, that’s why you were able to do the activity
well. And I know that you will agree with me when I say
that with the new curriculum, clustering and unpacking
is an important process that needs to be done when we
plan our lessons and during instruction itself. Therefore,
let’s learn more about clustering and unpacking as we
continue our session.

Discussion on the Abstraction

2 hours & 30 Process of Clustering Clustered and Slides 27 to 82
minutes and Unpacking SAY: During your walkthrough, you were introduced to Unpacked
Learning Competencies the different standards, from the Learning Area Competencies brown envelope,
in Quarter 1, 2, 3, and Standard, Key Stage Standard, Grade Level Standard, permanent
4 Content and Performance Standards down to Essential marker, manila
Skills and finally, the learning competencies. paper / cartolina

You also learned that these learning competencies are

the building blocks that will help the learners meet
these standards. While you were clustering these
competencies, have you noticed that the codes used no
longer prescribed the weeks the competency needs to
be taught? It is just a count of the number of
competencies there are for each subdomain. Therefore,
as teachers, we can determine which competencies
should be clustered together, when these competencies
should be introduced (it may not be according to the
sequence it appeared on the curriculum), and how
many times they would be included in the clustering.
Unlike in the activity you did earlier when you were not
able to include competencies that were already taken
by another group, the MATATAG curriculum allows the
repetition of competencies across the quarter for as
long as all competencies are taught.

DO: Discuss clustering and the factors that should be

considered when grouping competencies together.

SAY: When we look at the Grade 3 learning

competencies in English, we might think that there are
too many competencies and may wonder how will we
be able to cover all of them in one quarter. That’s when
clustering comes in. Clustering is a systematic process
of grouping together learning competencies that have
certain commonalities and relatedness into a set of
competencies to be discussed in one session or
meeting, contributing to the attainment of the content
and performance standards. We can choose
competencies from the different subdomains and
cluster those that can be taught together using these
criteria.

SHOW: Present the criteria for clustering

competencies.

SAY: The first criteria is COMMONALITY AND

RELATEDNESS of content, topic or theme. When
combining LCs, we need to make sure that there is a
connection between / among the competencies being
put together, from the first competency to the last
competency. This is to create a seamless connection
when delivering the lesson.
Let’s take a look at these three competencies.

EN3PWS-I-2 Read words accurately and automatically

according to word patterns (initial, final, medial).
1. CCVC words pl, pr, sc, sk, sl, sm, sn, sp, st, sw

EN3VWK-I-6 Read words correctly for meaning (based

on word patterns).

EN3VWK-I-7 Write words legibly and correctly (based on

word patterns).

ASK: What is the commonality between these LCs? How

are they related?

DO:
First, have the participants identify the subdomain on
Slide 26.
Then, ask them to identify the skill expected from each
competency and how they are connected (Slide 27).
Next, ask them what words are being referred to and
what is common among them (Slide 28).

ASK: How do these three competencies meet the first

criteria?

Expected Answer:
The first two competencies requires learners to read
words based on a certain patten focusing on different
skills – one on accuracy and automaticity, while the
other on meaning, while the last one requires learners
to write. But all three focuses on the same word
patterns. It would be easier for learners to understand
the meaning of a word if they can read it well, which in
turn enable them to write it. Hence, these three
competencies can be combined in one lesson.
SAY: That’s a very good answer! Although these three
competencies are in different subdomains, when
combined, they form a coherent flow of instruction.

ASK: From your activity earlier, can you identify the

competencies that fit this criteria?

DO: Have the participants refer to the competencies

they grouped earlier and identify interrelated LCs. Call
at least one to two volunteers to answer.

SAY: Great! You are able to perceive relationships

among the learning competencies. We’ll move on now
to the next criteria, which is identifying CO-REQUISITE
competencies. Co-requisite means that a competency
must be taught together with another competency
because the former is either a pre-requisite or the
unpacked skill – similar to an enabling competency.
These competencies cannot be taught in isolation.

SHOW: Present Slide 41.

SAY: Take a look at these two competencies.

EN3CAT-I-2 Comprehend stories.

1. Note important elements from stories
(characters, setting, events).

EN3CCT-I-5 Compose texts to react to the character,

setting, or events in a story.

ASK: How do these two clustered competencies exhibit

the criteria for co-requisite? Do these LCs naturally go
together?
DO: Ask the participants to identify the subdomains of
the two competencies.

ASK: What are the subdomains of the two

competencies? Do they have the same subdomains?
What is their connection?

How do these two clustered competencies exhibit the

criteria for co-requisite?

Expected Answer:
Learners need to understand first the story they read
by noting important details such as character, setting,
and events before they can compose a text to react to
these elements. Therefore, both competencies need to
be taught at the same time.

SAY: Good job! We cannot expect out learners to

compose texts reacting to character, setting or events
without understanding these details first. That’s why
these two need to be taught together.

ASK: From your activity earlier, can you identify co-

requisite competencies?

DO: Call at least one to two volunteers to answer.

SAY: Great answers! You are clearly putting into use

what you have learned so far.

Let’s now move on to the last criteria - ALIGNMENT

WITH THE CONTENT AND PERFORMANCE
STANDARDS. When we combine LCs, we need to make
sure that, together, these clustered LCs will enable the
learners to meet the set standards.
SHOW: Present content and performance standards in
Slides 47 – 48 and do simple recall.

SAY: Both the content and performance standards for

Grade 3 English expects learners to be able to
demonstrate / use expanding vocabulary and
understanding of high frequency words.

ASK: Going back to the sample LCs earlier, how do you

think they contribute to the attainment of these content
and performance standards? Does the cluster of
competencies lead toward the realization of the content
and performance standards?

Expected Answer:
Reading words accurately and automatically and
understanding their meaning helps in expanding
learners’ vocabulary and enables them to express their
ideas in written form, which clearly contributes to the
standards.

SAY: That’s correct! Learning to read new words with

understanding and learning how to write them helps
achieve the content and performance standard.

ASK: From your activity earlier, can you cite the part of
the content and performance standard it contributes to?

DO: Call at least one to two volunteers to answer.

SAY: Good! I am glad to see you distinguish the

alignment of competencies to the standards.

Another thing to consider in looking at the alignment of

LCs to content and performance standard is
ATTAINABILITY. We need to cluster competencies that
can be covered in one meeting. This means that we
shouldn’t try to cluster too many competencies
together. We should consider the time allotted to the
subject when clustering competencies.

SHOW: Present Slide 54

Let’s look at the sample clustered competencies.

EN3PWS-I-1 Identify Grade 3 level-appropriate sight

words.

EN3VWK-I-1 Identify high-frequency words accurately.

EN3CAT-I-2 Comprehend stories.

1. Note important elements from stories (characters,
setting, events).

EN3VWK-I-4 Identify words with different functions.

3. words that replace persons, places, things, animals,
events, ideas, and emotions
b. demonstrative pronouns

EN3CCT-I-2 Use own words in retelling myths, legends,

fables, and narrative poems.

EN3CCT-I-5 Compose texts to react to the character,

setting, or events in a story.

ASK: How many competencies were clustered

together? In a 40 or 45-minute period, can you, as a
teacher, tackle all these competencies? Why or Why
not? Is this cluster of competencies attainable?

Expected Answer:
Certainly! To cover all these competencies in one
meeting, choose a story that contains both sight words
and high-frequency words and uses demonstrative
pronouns. After reading the story, ask questions to
facilitate understanding and identify pronouns used.
The learners can then retell the story using the target
words and compose a text reacting to character,
setting, and events.

SAY: Exactly! Although, there seems to be too many

competency clustered together, there is a connection
among them that will contribute to a smooth discussion
flow for one class meeting.

To be able to gauge the number of competencies to

group together, you can visualize how your lesson will
flow during instruction beginning with the first
competency down to the last competency. Imagine how
you will incorporate all these competencies in your
teaching-learning process effortlessly as if they
naturally belong together. Consider the verbs used in
each competency as well as the corresponding
macroskill to determine the depth of instruction and
possible combination with other competencies.

ASK: Therefore, does this clustering meet all the

criteria? Why or why not?

DO: Elicit responses from one or two participants.

SAY: Of course, it met all criteria! It will have

commonality and relatedness when the story to be used
contains the target high-frequency words and sight
words as well as the demonstrative pronouns to be
identified. Since this competency (identifying
demonstrative pronouns) was already introduced in
Grade 2, this will simply be a recall.

Co-requisite is also evident in comprehending stories

and composing reaction to texts. Moreover, a learner
may tap into his knowledge of high-frequency words
and sight words to be to retell the story.

All these contribute to the content and performance

standards - expanding vocabulary of high-frequency
and content-specific words, and simple and compound
sentences to comprehend, create, and compose
narrative and informational texts about regional themes
and content-specific topics; and read grade level texts
with appropriate speed, accuracy, and expression.

And since their interrelatedness is quite evident, a

teacher, with properly designed lesson will be able to
tackle all of them in one meeting.

ASK: How about the clustered competencies your group

made? Do they meet the last criteria? How about all the
criteria? Why or Why not?

DO: Let the participants review their work and assess it

according to the criteria discussed. Call at least one to
two volunteers to share their insights.

SAY: Thank you for sharing your insights!

ASK: Once more, what are the criteria to be considered

in clustering competencies – commonality and
relatedness, alignment to standards, and co-requisite
competencies.

SAY: Great! Now, let’s put into practice your knowledge

of clustering competencies. I will give each group a
brown envelope containing several LCs. You need to
cluster these competencies based on the given criteria.
As a group, decide which competencies will be used and
which will not be included in the clustering. You have 10
minutes to cluster them. Assign a rapporteur to discuss
your work. Three minutes will be given for the
presentation of output and 2 minutes for feedbacking.

Activity: We Belong!

DO: Distribute envelope to the participants. When all

are ready, give a signal for them to start working. After
the given time, instruct them to post their work.

Note to Facilitator:
Prepare several lists with 8 – 10 different learning
competencies from Q1 English 3. Each group should receive
one list.

SAY: Okay, time is up. Kindly post your work. Let’s start
the presentation with Group ____, while Group ____ will
give the feedback.

DO: Have each group present their output while the

other group take turns giving feedback. Provide input or
emphasize ideas as needed.

SAY: Excellent work, everyone! It’s heart-warming to

see that all of you demonstrated mastery in clustering.

Remember, teaching the new curricula observes the

shift from teaching isolated LCs to integrating multiple
LCs in a single lesson. Therefore, teachers must
understand the importance of weaving LCs together for
a more coherent and effective language instruction
through an efficient teaching-learning process and
thoughtfully-designed lessons without veering away
from the standards prescribed by the curriculum. Keep
also in mind the 70-30 rule on text for Key Stage 1 –
70% narrative texts and 30% expository texts so that
when you cluster competencies, you can decide how
frequent a competency should appear across a week.

ASK: Do you have any other questions or clarifications

about clustering?

SAY: Although there are competencies in English 3 that

may be taught together, there are also competencies
that are too difficult, too complex, too ambiguous, or
too broad, as well as those that reflect different kinds of
goals simultaneously that needs to be broken down so
that learners can master them. This is when we need to
UNPACK.

DO: Discuss unpacking competencies.

SAY: We unpack competencies in consideration of our

learners’ schema and previously learned competencies.
It follows the following premise:
2. Establish The Premise:
a. Standards-based, not content-based. Always
look at the target skill and try to identify the
subskills or prerequisites that learners need to
be able to do first.
b. The focus of unpacking is standards and
learning competencies. When we unpack, we
should not be adding a new competency nor
c. LCs are the unpacked version of the content
and performance standards. Bear in mind that
even if we unpack competencies it should
 remain aligned with the content and
performance standards.

ASK: How can we define unpacking?

SAY: Unpacking is a process that breaks down complex

skills or concepts into manageable parts. Through
unpacking, the curriculum standards and learning
competencies become more explicit and actionable
through logically sequenced learning objectives.

ASK: Based on the activity you did earlier, when is

there a need to unpack?

DO: Gather responses from one or two participants

before discussing the basis for unpacking.

SAY: When do you unpack? You unpack when LCs have

a high cognitive demand, which may lead to learners
consistently struggling and not making the expected
progress in mastering a competency. You need to
gauge what your learners already know and capable of
doing to determine if they are ready to learn the target
LC. Some LCs need to be scaffolded by identifying
prerequisite skills or subskills so that learners will have
no difficulty acquiring the prescribed competency.

How Do You Unpack? After reviewing the content and

performance standards, we can follow the following
steps:
1. identify the complexity of the learning
competency based the Revised Bloom’s
Taxonomy;
2. determine if the learning competency needs to be
unpacked;
3. identify the prerequisite skill; and
 4. break the learning competency by creating
logically sequenced lesson objectives.

Let’s apply these steps using this example. Look the

sample competency.

SHOW: Present the sample competency (Slide 64).

EN3VWK-I-1 Identify high-frequency words accurately.

ASK: What verb was used in the competency?

SAY: Correct! Identify.

SHOW: Present the Revised Bloom’s Taxonomy (Slide

65).

ASK: Based on the Revised Bloom’s Taxonomy, which

cognitive level can the verb “identify” be categorized?

Expected Answer:
First Level – Remembering. The learners are just
expected to recognize high frequency words.

SAY: You are right! This verb – identify – is usually on

the first level of the Revised Bloom’s Taxonomy.

ASK: If it is on the first level, can it be considered to

have a high cognitive demand? Does it need to be
unpacked? If not, how will the lesson objective be
written?

Expected Answer:
No, the competency does not have a high cognitive
demand and doesn’t need to be unpacked. There are no
prerequisite skill that needs to be taught first before it.
The learning competency itself can just be restated as
the lesson objective.

SAY: What a good analysis! Since, there’s no need to

unpack, we can now proceed to Step 4, formulating
learning objectives. Keep in mind Grade 3 is the last
level in the Key Stage 1, there are many competencies
included that are considered basic or foundational;
hence, they may not need to be unpacked. Moreover,
there are broad competencies wherein the unpacked or
prerequisite skills are also stated as a learning
competency. Therefore, teachers do not need to think
of the enabling skills. The competency now may just be
restated or rephrased as a lesson / learning objective.
Do not copy directly / or write the competency as a
learning objective.

Let’s take a look at another example. Let’s use this

learning competency.

EN3GAGS-I-6 Use correct capitalization and punctuation

for simple sentences.

ASK:
 What verb was used? Which level of the Revised
Bloom’s Taxonomy can it be categorized?
 Does it have a high cognitive demand? Why?
 Does it need to be unpacked?
 What skills do the learners need to be able to do
first before they perform this competency?

Expected Answers:
The verb used is ‘use.’ It is Level 3, which is applying. It
can be considered with high cognitive demand since it
requires applying knowledge learned. Thus, it needs to
be unpacked. To be able to use punctuations correctly,
the learners need to know and understand first the
different punctuation marks and their uses as well as
the different kinds of sentence and which punctuation
mark to use on each.

SAY: Brilliant! You have shown that you can now

determine whether a competency should be unpacked
or not and at the same time identify the pre-requisite
skills. Remember, there are certain competencies that
are already unpacked under the essential skills. These
are the competencies that are numbered under it.
Therefore, these unpacked competencies become co-
requisite and needs to be taught together with the
essential skill.

But our unpacking does not end here. There is one last
step remaining– to translate these identified pre-
requisite skills into lesson objectives.

When we formulate lesson objectives based on the

unpacked LCs, we need to arrange them in a such way
that would facilitate a gradual unfolding of knowledge
and skills. They could be listed according to the
sequence of how they would be discussed during
classroom instruction.

In converting learning competencies into objectives,

three principles must be observed:
1. Clarity and Specificity. Each lesson objective
should really define what the learners need to
achieve by the end of the lesson. Use precise
language and action verbs to the objectives
measurable and unambiguous.
2. Alignment with Competencies and
Assessments. The lesson objectives should be
 closely anchored on the competencies and
standards you are targeting. You also have to
ensure that each lesson objective is connected to
the assessment that you will implement in your
instructional delivery.
3. Actionability and Relevance. It is important to
consider the practicality of the objectives (time-
bound) and their relevance to learners’ needs
(and interest, if possible). This will make the
content more meaningful and engaging.

Let’s try formulating lesson objectives for the learning

competency earlier. Let’s study these.

At the end of the lesson, the learners are expected to:

1. recognize different kinds of sentences;
2. identify different punctuation marks and their
uses; and
3. put the correct punctuation marks in simple
sentences.

* These objectives focuses on punctuations only, which will

be covered by the session. The topic on capitalization may be
discussed during another session following a new set of
learning objectives.

DO: Ask the participants to answer the questions in

chorus.

ASK: Are the objectives specific and clear? Are the

objectives aligned with and leading towards the
achievement of the target competencies? Are the
lesson objectives time-bound and relevant to the
learners’ needs?

SAY: Perfect! These objectives scaffold the learning

experiences, which would eventually lead to the
attainment of the target competency.

Once more, let’s recall the steps that must be observed

in unpacking LCs:
a. Identify the complexity of the learning
competency based on the Revised Bloom’s
Taxonomy;
b. Determine if the learning competency needs to
be unpacked;
c. Identify the prerequisite skill; and
d. Break the learning competency by creating
logically sequenced lesson objectives.

Before we proceed to the next activity, allow me to give

you additional reminders.

Additional reminders after the unpacking:

a. Align assessment with unpacked
competencies.
b. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.
I am certain you are now ready to apply what you have
learned.

Activity: Unpack Pa More!

SAY: Now, it’s your turn to try your hand in unpacking

competencies. From the competencies you clustered
earlier, choose one that needs unpacking. Follow the
steps discussed earlier. Write your answers on the
manila paper. You’ll be given 15 minutes to work on
your unpacking. Assign a rapporteur to present your
output after the given time.

DO: Give the participants enough time to work on their

 outputs. After the allotted time, have them present their
work. Provide feedback as needed.

SAY: All of you have done a very good job!

In summary, it is important for teachers to practice the
process of unpacking to derive the appropriate
developmental learning objectives to achieve an
effective teaching-learning process.

1pm – 5pm Workshop on Application Worksheet Slides 83 – 92

4 hours Clustering and Clustering and Unpacking of Learning Competencies No.1
Unpacking of Learning
Competencies in SAY: This afternoon, you are going to apply your
Quarter 1, 2, 3, and 4 understanding on the proper way of clustering and
unpacking learning competencies considering the
Presentation of premise that the revised curriculum is standards-based
Outputs and not content-based; the focus of unpacking is
standards and learning competencies; and learning
competencies are the unpacked version of the content
and performance standards.

Recall that there are related learning competencies that

can be clustered or taught together. Clustering allows
teachers to design lessons that build on previous
knowledge and lead to learning more complex skills.
Likewise, clustering can help in reinforcing key ideas
and making learning more meaningful to learners. As
you do clustering always be reminded that the inclusion
of developmentally and grade-level appropriate texts
should be 70% narrative and 30% informational.

Let’s Recall!

ASK: What do we need to consider in clustering

learning competencies?

Answers: commonality and relatedness, alignment to

standards, and co-requisite competencies.

SHOW: Present the slide on clustering learning

competencies template.

SAY: Your output for this activity is NOT prescriptive for

you still must consider the kinds of learners that you
have in your class. This may still be revised or refined
depending on your context.

SAY: Your second task is to identify the learning

competencies that are too broad or complex for the
execution and delivery of the lesson. Take note that
through unpacking or by breaking down competencies,
you can design more targeted lessons and activities
that directly address specific skills and knowledge
learners need to acquire. This ensures that teaching is
aligned with the intended learning outcome.

ASK: How Do You Unpack?

Possible Answers:
a. Review the content and performance standards.
b. Identify the learning competency.
c. Break down the LC into smaller or discrete subskills
or knowledge components.
d. Specify the criteria for success in each sub-skill or
component through specific learning objectives.
e. Align assessment with unpacked competencies.
f. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or components
DO: Remind participants to follow the process of
unpacking learning competencies they have learned.

DO: Give each group a copy of the worksheets for

clustering and unpacking of learning competencies.

SAY: After recalling all these steps and the criteria to

be considered, you are now going to cluster and unpack
learning competencies from the first to fourth quarters.
Each group will be assigned a quarter. Your task is to
examine the LCs and cluster them for daily lesson
delivery. Proceed with translating those clustered
competencies into logically sequenced lesson
objectives. You will be given four hours to do this
activity.

The four-hour workshop will be divided into four

segments:

First Segment: A 20-minute workshop on the first week

of the quarter assigned to your group.

Second Segment: A 20-minute presentation followed by

peer critiques and feedback for all groups.

Third Segment: A two-hour and 30-minute workshop

covering the remaining weeks of the quarter assigned
to your group.

Fourth Segment: A 40-minute presentation followed by

peer critiques and feedback for all groups.

SAY: Thank you so much for your active participation

and collaboration in coming up with clustered and
unpacked learning competencies for Grade 3 MATATAG
Curriculum. Evidently, you have greatly discerned the
content of the curriculum guide.

SAY: Please prepare for the next session on Pedagogy,

Assessment and Lesson Planning.

Closing
SAY: To formally end this session, I want to share this
quotation from Dr. Justine Tarte.
SAMPLE LIST OF LEARNING COMPETENCIES FOR ‘We Belong’ and “Unpack Pa More’

Group 1 Group 2 Group 3 Group 4 Group 5

EN3PWS-I-1 Identify Grade 3 EN3GAGS-I-5 Identify the EN3GAGS-I-5 Identify the EN3CCT-I-1 Use common EN3VWK-I-5 Identify the
level-appropriate sight parts of simple sentences: parts of simple sentences: expressions and polite synonyms and antonyms of
words. (who/what, what are they (who/what, what are they greetings appropriate to a words.
doing, when/where/how). doing, when/where/how). given situation.
EN3GAGS-I-1 Identify 1. telling sentences 1. asking sentences EN3VWK-I-8 Identify roots
sentences and non- (declarative) (interrogative) EN3VWK-I-2 Use vocabulary of high frequency words
sentences. referring to: (nouns, verbs, and
EN3GAGS-I-4 Sequence EN3GAGS-I-4 Sequence 5. content-specific adjectives)
EN3GAGS-I-7 Identify words to represent meaning words to represent meaning topics
discourse markers for a in simple sentences. in simple sentences. EN3VWK-I-4 Identify words
given text type. 1. telling sentences 2. asking sentences EN3VWK-I-3 Use content- with different functions.
1. time order and (declarative) (interrogative) specific words. 2. words that describe
procedural 1. Mathematics (basic persons, places,
EN3GAGS-I-6 Use correct EN3CCT-I-8 Express ideas symbols and things, animals,
EN3PWS-I-2 Read words capitalization and using text types. terminologies) events, ideas, and
accurately and automatically punctuation for simple 1. time order and emotions (describing
according to word patterns sentences. procedural EN3CAT-I-3 Comprehend words - adjectives)
(initial, final, medial). 1. telling sentences informational texts.
1. CVCC words st, -nd, -lt, - (declarative) EN3GAGS-I-6 Use correct 1. Note at least four to EN3CCT-I-8 Express ideas
 mp, -nt capitalization and five significant details using text types.
EN3VWK-I-3 Use content- punctuation for simple in informational texts. 2. descriptions
EN3VWK-I-6 Read words specific words. sentences.
correctly for meaning (based 2. Science (basic 2. asking sentences EN3CCT-I-3 Express ideas EN3CAT-I-3 Comprehend
on word patterns). terminologies) (interrogative) about one’s experiences. informational texts.
2. content-specific Identify text types.
EN3VWK-I-7 Write words EN3PWS-I-2 Read words EN3PWS-I-2 Read words topics a. description
legibly and correctly (based accurately and automatically accurately and automatically
on word patterns). according to word patterns according to word patterns EN3CCT-I-4 Use basic sight EN3GAGS-I-2 Use simple
(initial, final, medial). (initial, final, medial). words, high frequency, and sentences to express ideas
EN3VWK-I-2 Use vocabulary 1. CVCC words sk, -lp, -ct, -ft, 1. CCVC words bl, br, ch, cr, content-specific about regional themes.
referring to: -rk dr, fl, fr, gl, gr words. EN3GAGS-I-7 Identify
1. regional themes discourse markers for a
EN3VWK-I-6 Read words EN3VWK-I-6 Read words EN3CCT-I-2 Use own words given text type.
EN3VWK-I-8 Identify roots correctly for meaning (based correctly for meaning (based in retelling myths, legends, 3. description
of high frequency words on word patterns). on word patterns). fables, and narrative
(nouns, verbs, and poems. EN3CAT-I-1 Read grade level
adjectives). EN3VWK-I-7 Write words EN3VWK-I-7 Write words sentences with appropriate
legibly and correctly (based legibly and correctly (based EN3CCT-I-6 Compose texts speed, accuracy, and
EN3CAT-I-2 Comprehend on word patterns). on word patterns). to react to a topic. expression.
stories.
3. Sequence at least four EN3CAT-I-3 Comprehend EN3CCT-I-5 Compose texts EN3CCT-I-7 Make a EN3CCT-I-2 Use own words
to five events. informational texts. to react to the character, summary of narrative text. in retelling myths, legends,
4. Draw conclusion setting, or events in a fables, and narrative
story. poems.
EN3GAGS-I-2 Use simple
sentences to express ideas EN3VWK-I-4 Identify words
about regional themes. with different functions.
3. words that replace
persons, places, things,
animals, events, ideas, and
emotions
a. interrogative pronouns

*LCs highlighted in yellow IS NOT a good fit for the clustering.

*LCs highlighted in green needs unpacking.

Note:
In unpacking, it is possible that the prerequisite skills needed is also stated as one of the learning competencies for that quarter and level. (e.g. The
prerequisite LC for EN3GAGS-I-4 Sequence words to represent meaning in simple sentences - 1. telling sentences (declarative) is EN3GAGS-I-5 Identify the
parts of simple sentences: (who/what, what are they doing, when/where/how) - 1. telling sentences (declarative) because they need to know first the
subject and predicate, etc. to be able to arrange sentences.) Teachers, then, need NOT come up with prerequisite skills.