SOUTHERN DE ORO PHILIPPINES COLLEGE

Julio Pacana St., Licuan, Cagayan de Oro City

Second Semester of School Year 2024 – 2025

Secondary Education 202

Name: Janneekah Mae O. Baillo Date: March 15,2025

Course: MASE 1A

CREATING A UNIT DESIGN FRAMEWORK WITH WRITTEN ANALYSIS

Unit Overview

In this unit, we are going to explore how people use words to share their ideas
and make their points. It focuses on analyzing and articulating perspectives. Think of it
as learning how to really understand what people are saying and how to say things
clearly yourself. We will look at different ways writers organize their thoughts, like
moving from a big idea to specific details, or showing both sides of an argument. Also ,
see how writers tackle problems and suggest solutions, and how they show cause and
effect.

We will start by reading different kinds of texts, like articles and speeches, and
figuring out how they're put together. This will help us learn how to write our own
paragraphs and speeches that are clear and easy to follow. In addition, learn how to
find information from different sources and put it all together in a way that makes sense.
It is like being a detective and putting clues together to solve a puzzle.

This unit is not just about reading and writing in a classroom. We want you to
see how these skills are used in the real world. Furthermore, talk about things
happening in our community and in the news. You will get to share your own thoughts
and opinions on these topics. We believe that everyone has something important to say,
and we want to help you find your voice.

This unit will also focus on how language can be used to inform, persuade, and
even inspire people. You will learn that being able to communicate effectively is a
powerful tool. It helps you understand the world around you and allows you to make a
difference. Moreover, move from just looking at what other people have written and
said, to creating our own work. This will help you understand how language works and
how you can use it to express yourself.

By the end of this unit, you should be able to understand different points of view,
organize your thoughts clearly, and share your ideas confidently. You will learn how to
write well-organized paragraphs and give speeches that people will understand and
remember. We want you to see that learning English is not just about grammar rules; it's
about being able to connect with others and make your voice heard.

Curriculum Alignment
Table 1
This unit aligns with the following DepEd learning standards for English 8, Quarter 4:

DepEd Learning Standard Description

Q4: Use appropriate grammatical signals or

Students will learn to recognize and
expressions suitable to each pattern of idea
apply grammatical signals that
development: general to particular, claim and
indicate different patterns of idea
counterclaim, problem-solution, cause-effect and
development.
others (EN8G-IIa-9)

Q4: Expand the content of an outline using notes Students will develop research and
from primary and secondary sources (EN8WC-IIIc- outlining skills to synthesize
1.1.6) information from various sources.

Students will learn to extract and

Q4: Synthesize essential information found in combine key information from
various sources (EN8WC-IIIc-1.1.6) diverse sources to create coherent
summaries.

Students will develop the skills to

Q4: Compose effective paragraphs (EN8WC-IIa-
write well-structured and coherent
2.8)
paragraphs.

Q4: Develop paragraphs that illustrate each text Students will create paragraphs
type (narrative in literature, expository, explanatory, demonstrating different text types,
factual and personal recount, persuasive) showcasing their understanding of
(EN8WC-IIe-2.2) genre conventions.

Students will write and deliver

Q4: Deliver a self-composed speech using all the
speeches, applying proper speech
needed speech conventions (EN8WC-IIa-2.8)
conventions.
Learning Objectives:

Week 1
Standard 1 (Grammatical Signals):
The most essential learning competency in this lesson is to use appropriate
grammatical signals or expressions suitable to each pattern of idea development:
general-to-particular, claim-and-counterclaim, problem-solution, cause-and-effect,
and others.
Specifically, the learners are expected to:
a. define grammatical signals;
b. identify the different patterns of idea development;
c. distinguish appropriate grammatical signals to each pattern of idea
d. development; and
e. write a paragraph about a social issue using a pattern of idea
f. development with appropriate grammatical signals.

Week 2
Standard 2 (Outline Expansion):
The most essential learning competency in this module is expanding the
content of an outline using the notes from primary and secondary sources.
The learners are expected to:
a. define an outline;
b. identify the types and the contents of an outline;
c. expand the content of an outline using notes from primary and secondary
d. sources; and
e. write a composition using the expanded content of an outline.

Week 3
Standard 3 (Information Synthesis):
The most essential learning competency in this lesson is to synthesize
essential information found in various sources.
The learners are expected to:
a. define the concept of synthesis;
 b. differentiate synthesized paragraph from an unsynthesized paragraph;
c. determine the essential information from varied sources;
d. organize ideas through outlining;
e. create a synthesized paragraph based on various sources read; and
f. express the importance of synthesis in writing through a slogan.

Week 4
Standard 4 (Effective Paragraphs):
The most essential learning competency in this lesson is to compose effective
paragraphs.
The learners are expected to:
a. define a paragraph;
b. identify the different principles in writing an effective paragraph;
c. distinguish different patterns used in paragraph development; and
d. write a paragraph showing ways to preserve the environment.

Week 5
Standard 5 (Text Type Paragraphs):
The Most Essential Learning Competency (MELC) covered in this lesson is
develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual and personal recount, persuasive).
The learners are expected to:
a. define the different text types;
b. identify the text types illustrated in sample paragraphs;
c. develop paragraphs that illustrate specific text types; and
d. explain the importance of knowing the different text types.

Week 6
Standard 6 (Speech Delivery):
The Most Essential Learning Competency (MELC) covered in this lesson is
deliver a self-composed speech using all the needed speech conventions.
The learners are expected to:
a. determine the different speech conventions;
b. critic a speech performance;
c. compose one’s own speech according to a topic of interest;
d. deliver the self -composed speech; and
e. express suggestions in addressing a concern through a speech.
Differentiated Instruction Framework
Table 2
This shows how to address the diverse learning needs of students, this unit will
employ differentiated instruction in content, process, and product.
Content Differentiation Process Differentiation Product Differentiation
Varying Readiness: For Flexible Grouping: Multiple Modes of
students struggling with Students will work in Expression: Students will
identifying grammatical flexible groups based on have options for
signals, we will provide their readiness and demonstrating their
scaffolded materials with interests. Groups may be learning. They can write
simpler examples and formed for peer tutoring, essays, create multimedia
visual aids. Advanced
collaborative research, or presentations, deliver
learners will be challenged
creative writing projects. speeches, or develop
with complex texts and
opportunities to analyze visual projects.
nuanced uses of
grammatical signals.
Diverse Learning Styles: Choice of Activities: Varied Assessment
Visual learners will benefit Students will have options Rubrics: Assessment
from graphic organizers for how they engage with rubrics will be
and mind maps to the material. For example, differentiated to reflect
understand patterns of they can choose to varying levels of student
idea development. Auditory analyze written texts, readiness. Students will be
learners will engage in watch videos, or listen to assessed on their
discussions and listen to podcasts to learn about individual progress and
audio recordings of different patterns of idea effort.
speeches and readings. development.
Kinesthetic learners will
participate in role-playing
activities to demonstrate
different patterns of
argument.
Special Needs: Students Learning Centers: Portfolios: Students will
with learning disabilities Learning centers will be create portfolios to
will receive modified texts set up with various showcase their work
with simplified language, activities, such as research throughout the unit,
extended time for stations, writing including drafts, revisions,
assignments, and one-on- workshops, and speech and final products. This
 one support. Students with practice areas. allows students to reflect
visual impairments will on their learning and
have access to audio demonstrate their growth.
materials and large-print
texts.

Explanation:
In essence, the table provides an elaborate plan for differentiated instruction to
facilitate achievement by all students in the unit. Through variation of content, the unit
accommodates different types of learners by modifying materials and instructional
methods according to level of readiness, learning style, and exceptionalities. With
process differentiation, students are free to choose how they wish to learn, and they can
be engaged in activities and groups in ways that encourage participation and
collaboration. Finally, with product differentiation, students are encouraged to show what
they have learnt in different ways, and they can use different forms of assessment and
create portfolios to highlight their learning and self-reflection. Adopting such principles
makes it possible for all students to learn and show what they have learned in ways that
are best for them.

Engaging Learning Experiences

To facilitate students’ proper learning and engagement, this unit will include a
multitude of active learning features including real life connections and different types of
evaluations. We wish to have students not only passively learn but also observe how
what is taught applies to their lives.
Initially, active learning will be our primary focus. Students will be expected to do
something rather than listen only. We will commence with debates and discussions on
contemporary topical events. This will enhance their ability to utilize patterns of claim
and counterclaim, as well as problem-solution. They will not only learn to express their
opinions, but learn the etiquette of doing so among their peers. Another core activity will
be done through research. Students will be allowed to select topics of interest for them,
and do research which they will later present in class through multimedia presentation
or written reports. This helps students to learn and be able to express what they
consider as important. Students will also engage in role-play to help them recognize the
various patterns and manner of idea development. When performing certain situations,
they will comprehend the use of grammatical signals. Peer review will also be an activity
that we will learn. Students will assist each other to improve on their written and spoken
work and this will help promote good interaction among learners.
Then, we will achieve an integration of the world to the learning. Students will
study current events and analyze a set of speeches and articles for each event in
search of idea development. This fosters their ability to think critically and evaluate
different arguments presented to them each day. Moreover, we will look into social
issues. Students will identify local problems and formulate proposals as possible
solutions. This illustrates to them how learning can have a tangible impact. We will invite
speakers from different fields to talk about their experiences with communication. This
will demonstrate to students the use of their skills in real life.
For the third section, we will incorporate different types of assessment to gauge
student comprehension. We will employ class discussions, quizzes, and peer
evaluations as formative assessments within the unit to check in on learning and modify
teaching where necessary. To assess learning outcomes, summative assessments such
as written essays, research components, speech presentations, or portfolio reviews will
be done. Students will also show their skills through performing assessments, wherein
they give speeches and partake in debates. Combining assessment types gives a
broader picture of individual progress while guaranteeing skills met are mastered. This
will enhance the dynamic and relevancy of school, ensuring students are motivated
during the entire unit.

Reflection
As I think about this unit, I can see how engaged and effective communicators
are built. The focus on the analysis of current events and plugging community problems
funnels into a real-world application, which is very important. It takes learning out of the
clouds and shows students the actual benefits of language skills. Students are able to
take part in active learning by participating in debates, doing research projects, as well
as role-playing, which fosters opportunities for them to actively construct their
understanding instead of passively taking in information. This attitude also enhances
other learning styles and encourages multi-layered engagement.
This is in line with the DepEd standards because it is clear that the students are
developing the most essential competencies as outlined in the curriculum. For instance,
the rest of the weekly learning objectives gives students a logical order within which
they can work and refine their skills step by step. The student integrates many concepts
such as grammatical signals, outlining, information synthesis, paragraph and essay
construction, text types, and speech delivery which captures a lot of communication
skills.
One of the most important features of this design is the strong focus on
differentiated instruction. We can provide different content, process, and product which
is more suitable for most learners. It is important to use flexible grouping, choice of
activities, and different assessment rubrics so that learners will be able to show their
understanding in ways that best suit them.
Having said that, I will need to overcome certain hurdles. Making sure all
students join in the debates and discussions will be a more complex process than
simply letting students engage freely. Allocating support to special needs students is
also going to be a planful and resourceful endeavor. Not to forget, planning everything
within the timeframes of a six-week unit while attempting to address every goal poses a
challenge in and of itself.
However, it is my hope and expectation that, these challenges notwithstanding,
all pupils in the class will derive value from the designed learning activities. In this way, I
hope that through emphasis on the relevance, active participation and diversity of
learning styles, learners will gain the self-confidence and skills they need to become
respectful and empowered communicators who can articulate and defend their ideas.