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FIRM-UP (ACQUISITION)
PEAC2022 Page 1
LC1: Identify Activity 1a: Pictionary (Offline)
equipment, tools and
utensils used in food Instructions: Look at the following equipment, tools and utensils, and try
preservation. to name them. Write the name of the food processing equipment, tools
and utensils on a blank sheet of paper.
Learning Targets:
I can name all the Offline Resources: Use of flashcards.
equipment, tools and
utensils used in food
preservation.
Activity 1b: Pictionary (Online)
Instructions: With the aid of wordwall application, access the link below
to look at the following equipment, tools and utensils, and name them.
Write the name of the food processing equipment, tools and utensils on
the space provided.
Screenshot of Online Resource: (to make sure that students are on the
right page)
Learning Targets: Offline Resources: Use of physical equipment, tools and utensils.
I can check and
inspect the function
and condition of all the Activity 2b: Sequencing or Flow (Online)
required food
processing equipment, Instructions: Access the given liveworksheet link below and arrange the
tools and utensils to step-by-step process to properly calibrate a certain equipment, tools and
ensure accuracy of utensils by dragging and dropping the bars containing a certain step.
use.
Clickable Link: https://www.liveworksheets.com/
I can determine the
error on function and Screenshot of Online Resource: (to make sure that students are on the
condition of a certain right page)
food processing
equipment, tools and
utensils to avoid
uncertainties.
I can facilitate
preventive
maintenance in
accordance with
manufacturer's
manual.
LC2: State the
importance of
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sanitizing the
equipment, tools and
utensils appropriately
for preserving foods.
Scaffold for TRANSFER 1
Activity 4: (Title)
Instructions: (specific for students to follow even without the teacher)
Screenshot of Online Resource: (to make sure that students are on the
right page)
Activity 5: (Title)
Instructions: (specific for students to follow even without the teacher)
Screenshot of Online Resource: (to make sure that students are on the
right page)
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Scaffold for TRANSFER 2
Activity 6: (Title)
Instructions: (specific for students to follow even without the teacher)
Screenshot of Online Resource: (to make sure that students are on the
right page)
Self-assessment:
Instructions:
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LC3: ______________ Instructions:
___________________
___________________
___________________
___________________ GUIDED GENERALIZATION TABLE
I can ______________
___________________
___________________ Supporting Texts: Supporting Texts: Supporting Texts:
LC4: ______________
___________________
___________________
___________________
___________________ Reason: Reason: Reason:
Learning Targets:
I can ______________
___________________
___________________ Common Ideas in Reasons:
I can ______________
___________________
___________________
Enduring Understanding/Generalization:
C-E-R Questions:
1.
2.
3.
4. EQ:
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Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)
Instructions:
TRANSFER
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___________________
___________________
___________________
___________________
Performance Task:
Learning Targets:
I can ______________ Kind: __________________________________________________
___________________ (One Product, Differentiated Products, Modality-based Products,
___________________ Integrated Subjects)
I can ______________
___________________
___________________
Performance Task Playlist (alternative to scaffolding in Firm Up and
Deepen; see below)
Analytic Rubric:
Self-Assessment:
Values Integration:
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B. MAKING MEANING
1. CLAIM-EVIDENCE-REASONING TABLE:
INSTRUCTIONS: Read the given article. Then answer the questions that follow.
ARTICLE/PROBLEM:
QUESTION:
YOUR CLAIM:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
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Explain how your evidences support your claim.
REASONING:
DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the
third article, write your answer in the given table. You are allowed to refer to your module or
available references (e.g. textbook) and the Internet. You are NOT allowed to ask help from your
classmates, parents, guardians, relatives or any other adult. Before submitting, make sure you have
followed the instructions on how to answer.
ARTICLE 1:
ARTICLE 2:
ARTICLE 3:
DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your
choice and support your answer with quotations or statements from the chosen article.
ANSWER:
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Article no. ______ about the _________________ is the best because…
CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make
Meaning competency are given to the
student to read and analyze.
3. Directions ask the student to determine
which selection is the best in line with the
Make Meaning-type of learning
competency. Student is also asked to
support answer by citing important parts
of the selection.
4. Directions also contain permission to the
student to use references and the
Internet. Directions also clearly state
persons or materials the student is not
allowed to consult.
5. The length and readability of the
selections are developmentally
appropriate. As much as possible, the
selections are contextualized in the
Philippine setting.
6. A table is given for students to discuss
their choice. A prompt on how to begin
the answer may or may not be found.
7. Students have to do C-E-R in their
answer. They make a claim on which is
the best. They have to give Evidence
citing texts and Reason to justify their
choice.
3. ERROR CORRECTION:
DIRECTIONS: The entire test has been answered for you. Your job is to check the answers for errors.
If there are errors, do the following in the given table:
1. Copy the error and explain why this is wrong.
2. Write a correction of the identified error.
3. Then explain why your correction is right.
Sample Question with Erroneous Answer:
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PERFORMANCE TASK GRASPS CHECKLIST (ERROR CORRECTION)
1. A problem or question(s) is shown with sample student answer(s). The problem or question
is related to a Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for students to identify.
3. Instruction is given to the student to identify errors in a sample answer, explain why errors
are wrong, make the needed corrections, and provide explanations for corrections.
4. A table is provided for students to write the errors, corrections and explanations.
C. TRANSFER
1A. PERFORMANCE TASK (1 PRODUCT)
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT:
AUDIENCE:
STANDARDS:
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Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the
problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or
solution. The PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are consistent with the Unit Performance
Standard.
1B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
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purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those
that are mentioned. The student will work on the chosen PRODUCT. The PRODUCT is
aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
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PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)
1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in
line with his or her modality. The PRODUCT is aligned with the Performance Standard.
6. Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular
with online, and 1 for purely online).
7. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
8. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.
SUBJECT 1
SUBJECT 2
COMMON OUTPUT :
PERFORMANCE STANDARD:
SITUATION:
ROLE:
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GOAL:
AUDIENCE:
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Directions: Complete the activities on this checklist in order from top to bottom. You will find directions for each step as
well as a place to record any notes or thoughts you want to remember. Record the date you have completed each step
in the last column. You will have some control over how fast you move through these steps, but be sure to pay attention
to the final due date.
Teacher Notes [Delete the teacher notes before sharing with students.]: This template is especially useful for long,
complex tasks, like writing a paper, conducting research, or planning a presentation. You may add more due dates as
you see fit, but be sure to give students some control over their pacing. Also consider building in checkpoints throughout
the process. This will allow you to meet with the students, review their progress, and provide valuable feedback. If you
have examples and other documents, you may link out to those from each box. Add/delete rows and columns as
desired. To quickly add a row, click in the last cell of the table and press the tab button on your keyboard. To delete,
right-click in a table cell and select the desired “Delete…” option. You may also adjust number of steps for Learn,
Practice and Show.
Step 1: LEARN
Step 2: PRACTICE
Step 3: PRACTICE
Step 4: SHOW
Step 5:
Step 6:
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Step 7:
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7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-E)
CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
TOTAL:
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