Enabling Assessment Activity 1: Background of the game

Instructions:
 Group of 3 maximum of 5 (classmates or family member)
 Students will choose one Philippine traditional game
 Make a proposed body of the background of the game
 Include all the necessary details how the game was created and its place origin.
 Please check the rubric attached for scoring

Enabling Assessment Activity 2: Procedures of the game

Instructions:
 Students will produce the mechanics on how to play the game.
 Come up with an exactly 10 procedures of the game.
 Students will modify the mechanics of the game to complete the required number of procedures.
 Do the procedures of the game following one-inch margin all sides.
 Font: Century Gothic and Font size 11
 Please check the rubric attached for scoring

(PERFORMANCE TASK). Portfolio type: Documentation

In making the documentation of the game consider the following parts:

First Part – Overview of the game

This part should include the following
a. Background of the game
b. Procedures/Rules of the game
Second Part- Playing the game
a. In the video make sure to state the procedures to all the players before starting the
game.
b. Document the actual game while playing with your relatives.

Third Part- Reflections

a. Reflection: Identify all the values derived from playing the game. List the values in a
bullet form.

2. Format: One-inch margin all sides, Font: Century Gothic, Font Size: 11
4. Please check the rubric attached for scoring.

RUBRICS
 RUBRICS
Needs Improvement Fair Good Excellent POINT
S
1 2 3 4
CONCEPTUAL
KNOWLEDGE The student wasn’t able to The student was able The student was The student was
A. The student was follow the indicators under to follow 1 indicator able to follow at able to follow all
able to show
the Conceptual under the conceptual least 2 indicators the indicators
understanding on the
back ground of the knowledge. knowledge. under conceptual under the
game. knowledge. conceptual
knowledge.
B. The student will be
able to enumerate the
steps/procedures of the
game.

C. The student was

able to come up with
10 procedures

TECHNOLOGY The student wasn’t able to The student was able The student was The student was
A. The student was
follow the indicators under to follow 1 indicator able to follow at able to follow all
able to utilize the use
of technology. the technology. under the technology. least 2 indicators the indicator
under under the
B. The student shows technology. technology.
proficiency in editing
their video.

C. The student was

able to communicate
with extremely
enthusiastic,
motivating, obvious
interest in activity
presented, clear,
audible voice.

PREPARATION Student need 2 or more Student need one Student use Student can
A. The student was
repetitions and help from repetitions and help strategies to follow multi-step
able to comply to the
given instruction in the teacher to follow the from the teacher to recall and follow directions
creating the mechanics directions follow the directions the directions. without help and
of the game repeat the steps
Was able to provide 1-3 Was able to meet the Was able to out loud.
procedures of the game. 50% (4-6) of the provide at least
B. The student was
able to come up with required procedures 80% (7-8) of the Was able to
an outline of the of the game. required come up with 10
documentary video. procedures of the procedures of the
game. game.
PARTICIPATIO
N The student was able to The student was able The student was The student was
A. The student was submit the activity 3-5 to submit the activity able to submit the able to submit
able to display effort
later than the given 1-2 later than the activity on the the activity
in finishing the task on
scheduled date of deadline. given deadline. day of set for before deadline.
submission. deadline
B. The student always
demonstrates an
outstanding effort in
the execution of the
needed skills in the
game.

TOTAL POINTS: