2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: __English____________________________________ Grade Level: __10____________

Unit Topic: __Speeches for Special Occasion___________________ Quarter: __3rd____________

EXPLORE

This unit is about Special Speeches for Varied Occasions. In this unit you will gain mastery of
the five competencies in the Third Quarter. This provides reading texts and video materials to help
you as you deliver a particular occasion speech.

Consider this (essential) question:

EQ: How can one make an effective speech for a special occasion?

Hook Activity: Video Viewing

How to Start a Speech: The Best (and Worst) Speech Openers

"My Toast/Roast Speech" ll English Club 10 - Public Speaking

Watch the videos and be able to answer the following questions:

1. What is the topic being discussed/tackled in the video?
2. What elements do you think should be present in a special speech in order to
capture and engage the audience?

Map of Conceptual Change:

IRF Worksheet
Share your thoughts in response to the question below. Write your answers in the Initial Answer
portion of the chart.
“How can one make an effective speech for a special occasion?

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 Initial Answer:

Revised Answer:

Final Answer:

FIRM-UP (ACQUISITION)

LC1: Distinguish Activity 1: Discover | Speeches for Special Occasion: What Is It

distinct features of and What to Include?
special speeches.
Instructions: Read the following articles about special speeches. Take note
A. Distinguish of the important concepts about the following:
among types of
special speeches A. What are special speeches?
(roast, toast, B. What are examples of special speeches?
tribute,
welcome, and C. In what kind of situations can special speeches be performed?
closing
D. In a bullet form, make a checklist of points to consider when
remarks).
preparing for a special speech.
B. Enumerate the
types of
speeches

Clickable Links : Special Occasion Speech 2022: Tips and Outline -

Learning Targets: EduBirdie.com
Special Occasion Speech Writing Tips with Examples

I can explain what a

special speech is.
Screenshot of Online Resource: (This is to make sure that students are on
the right page in order to avoid confusion.)

I can list down the

different types of

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 special speeches.

I can recognize the

considerations in
composing a special
speech for varied
situations.

Activity 2: “Complete Mr. Frayer!”

Instructions: Using the Frayer Model, explain the concept of special
speeches by defining it, describing its essential characteristics, and
providing examples and non-examples of the idea.

Activity 3: “Speak One’s Piece”

Instructions: Read the speech aloud and answer the questions that follow.

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 Scaffold for TRANSFER 1

Activity 4: ENGAGEMENT ACTIVITY

Instructions: Watch the video using the link provided below. Afterwards,
answer the following questions:

1. What kind of speech is being delivered by the speaker?

2. What is the message or theme of the speech?
3. How does the speaker deliver his speech?

*Note: Answers can be written in a paper or encoded using Google Docs)

Clickable Links : (website URL)

https://drive.google.com/file/d/1qXH_L5tzA4O63wlZnbZAhHKYpXhsYZU_/
view

https://drive.google.com/file/d/
1UE14MRapV1CXg_qWg47nkgnC5HXSJ3KD/view

Screenshot of Online Resource: (to make sure that students are on the
right page)

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 Activity 5: “Quick Writes!”
Instructions: List down five things that you need to consider in delivering a
special speech using the Padlet application. For modular learners, you can
write your answers on a piece of paper.

Clickable Links :
https://padlet.com/telesforomadz/ucrdzn1bx7ezwsvz

Screenshot of Online Resource:

Activity 6: “Read to Write”

Instructions: Read the text thoroughly and answer the questions that
follow.
There are occasions when you may be called upon to speak at a public
gathering or social event and being prepared will require you to plan and
organize the text for your speech. Here are some tips to help you plan and
write a great speech.

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 1. What are the general purposes of speech?
_________________________________

2. Why is establishing the specific purpose of speech important?

_________________________________

Scaffold for TRANSFER 2

Activity 7: SPEECH DRAFT: “Write a Mini Special Speech”
Instructions: By applying all the characteristics and considerations you have
pointed out on how to write a special speech, in this task, your focal point
is to draft a special speech based on your chosen topic or situation.

To guide you in accomplishing this task, you may follow this step-by-step
guide in writing a special speech:

1. Prewrite/Outline your ideas using a diagram which can be accessed

through this link: Speech Outline: Formatting and Preparation Guide.
You can use these materials to outline the possible content of your
special speech; developing your ability to organize ideas.

2. Second, make sure to begin each paragraph with a topic sentence,

and support it with enough evidence.
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 3. Third, make sure every topic sentence (therefore, every paragraph)
relates or connects directly back to your thesis statement.

4. Use effective transitional devices to achieve cohesion and coherence

in your writing. You may browse through this site to have the list of
the transitional words that you may use in your writing: Transitional
Words Useful For Speech Writing | Wordpress

5. Lastly, review your draft by reading it aloud and submit it to your

teacher for feedback.

*Note: This can be written in a piece of paper or encoded using Google

Docs*

Clickable Links : (website URL)

https://docs.google.com/document/d/
1Wdh3UB1bHJL3VpOmlPPbBucoTB4amVrd26QP93xWuj8/edit

Screenshot of Online Resource: (to make sure that students are on the
right page)

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 Self-assessment:
Instructions:
Re-read your paper. Do necessary revisions on your draft if you
answered “NO” to any of the questions in the revision checklist that
can be accessed through the link below:
Agnesscott Center for Writing and Speaking | Self-Evaluation in
Writing Speeches

Interactive Quiz 1: Liveworksheets

Instructions: Answer your Quiz 1 using the provided link below. It contains
questions about the various types of speeches for special occasions.
Link : https://www.liveworksheets.com/4-ak1155336ke
Screenshot:

Interactive Quiz 2:
Instructions: Click the link attached below to answer your assessment.
Link : https://quizizz.com/join?gc=60739971
Screenshot:

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 DEEPEN (MAKING MEANING)

LC3: Activity 6: Text Analysis: Queen Victoria’s Accession Speech

Evaluate literature as a Instructions:
source of wisdom in
expressing and Read the speech Queen Victoria’s Accession Speech, June 20, 1937. Then,
resolving conflicts write a text analysis guided by the questions below.
between individuals or
groups and nature.
The severe and afflicting loss, which the Nation has sustained by the death of his
● Identify notable
Majesty, my beloved Uncle, has developed upon me the duty of administering the
literary pieces
Government of this empire. This awful responsibility is imposed upon me so
contributed by the
suddenly and at so early a period of my Life, that I should feel myself utterly
Romantic and
oppresses by the burthen, were I not sustained by the hope, the Divine
Victorian Period.
Providence, which has called me to this work, will give me strength for the
● Explain how a performance of it, and that I shall fins in the purity of my Intentions and in my zeal
selection may be for the public welfare that support and those resources, which usually belong to a
influenced by more mature age and to longer experience.
culture, history,
environment, or I place my firm reliance upon the wisdom of Parliament and upon the loyalty and
other factors. affection of my People.

I esteem it also a peculiar advantage, that I succeed to a Sovereign whose

constant regard for the rights and Liberties of his Subjects and whose desire to
Learning targets:
promote the amelioration of the Laws and Institutions of the Country have
rendered his name the object of general attachment and veneration.

I can evaluate the Educated in England under the tender and enlightened care of a most affectionate
importance of a text Mother I have learned from my Infancy to respect and love the Constitution of my
when it comes to native Country. It will be my unceasing study to maintain the reformed Religion as
resolving conflicts. by Law established securing at the same time to all the full enjoyment of religious
liberty, and I shall steadily protect the rights and promote to the utmost of my
Power the happiness and welfare of all Classes of my Subjects.
I can infer or predict
audience reactions for Speech from http://www.queen-victorias-scrapbook.org/contents/2-2.html.
various speeches.

Guide Questions:
● What is the thesis or central idea of the text?
I can cite sample
● How did the audience react to the speech?
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 occasions for various ● How did Queen Victoria establish and maintain rapport with her
speeches. audience?
● What is the type of the speech presented in the text?
● What other examples of occasions can you cite that fall under
I can analyze a literary
this type of speech?
text.

Activity 7: Literary Text Analysis: A Meeting by Guy de

I can explain the Maupassant
themes and elements
of the text presented. Instructions: Read and analyze the story given. Answer the guided
questions below.

I can explain how the

elements specific to a EXCERPT:
selection build its
It was nothing but an accident, an accident pure and simple. On that particular
theme.
evening the princess' rooms were open, and as they appeared dark after the
brilliantly lighted parlors, Baron d'Etraille, who was tired of standing, inadvertently
wandered into an empty bedroom.
I can elaborate on how
history affects a literary
work. He looked round for a chair in which to have a doze, as he was sure his wife
would not leave before daylight. As soon as he became accustomed to the light of
the room he distinguished the big bed with its azure-and-gold hangings, in the
middle of the great room, looking like a catafalque in which love was buried, for
the princess was no longer young. Behind it, a large bright surface looked like a
lake seen at a distance. It was a large mirror, discreetly covered with dark
drapery, that was very rarely let down, and seemed to look at the bed, which was
its accomplice. One might almost fancy that it had reminiscences, and that one
might see in it charming female forms and the gentle movement of loving arms.

Read the full story here: A Meeting (americanliterature.com)

Guide Questions:
● What are the themes and elements presented in the text?
● How do the elements specific to a selection build its theme?
● How is the text influenced by its history?

Instructions: Below are different special occasion speeches in the world.

Read the following speeches and fill out the table below.

GUIDED GENERALIZATION TABLE

Essential Video 1 Video 2 Video 3

Question Kevin Durant’s TAMARA My Dad, My
Tribute Speech as JOHNSON’S Inspiration: A
MVP “Big Daddy” Tribute Speech to

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 JJ Jones
https:// https://
www.youtube.com/ mediaspace.minnstate.
edu/media/Tamara
watch? https://
%27s+Tribute+to+her
v=6GTiCUPZ9kw&t=1 +GrandfatherA+Big+D
www.youtube.com/watch?
78s v=vQkggTZmXgc
addy/0_6l9snxpm

Answer: Answer: Answer:

Its principal Its principal Its principal purpose

purpose is to purpose is to is to inspire and
inspire and inspire and celebrate; uniting
celebrate; uniting celebrate; uniting listeners in sincere,
listeners in sincere, listeners in heartfelt gratitude
heartfelt gratitude sincere, heartfelt and admiration for
and admiration for gratitude and its subject.
How can one its subject. admiration for its
make an subject.
effective
special
occasion
speech?

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

Students will understand that an effective special occasion speech depends on their
knowledge of literary text types, evaluative strategies, and utilizing effective verbal
and non-verbal strategies and ICT resources.

Justify how proper Claim-Evidence-Reasoning Questions:

stance and behavior
contribute to effective Video 1 - Kevin Durant’s Tribute Speech as MVP
delivery of special
1. How did Kevin Durant express his tribute as an MVP?
speeches in varied
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 speech situations. 2. What line in the text supports your answer?
● Explain the proper 3. What made you say that these parts support your answer?
stance and
behavior when 4. EQ: How can one make an effective special occasion speech?
delivering a special
speech
Video 2 - TAMARA JOHNSON’S “Big Daddy”
1. How did Tamara Johnson express his tribute to her “Big Daddy”?

Learning targets: 2. What line in the text supports your answer?

3. What made you say that these parts support your answer?

I can identify the 4. EQ: How can one make an effective special occasion speech?
features of a special
speech.
Video 3 - My Dad, My Inspiration: A Tribute Speech to JJ Jones

I can differentiate the 1. How did the speaker express her tribute to her dad?
different types of
2. What line in the text supports your answer?
special occasion
speeches. 3. What made you say that these parts support your answer?
4. EQ: How can one make an effective special occasion speech?
I can determine the
purpose of each type of
special speech. Prompt for Generalization: (statements that provide generalizations)
1. An effective special occasion speech can be achieved by…
I can explain why 2. The values or behavior to consider when it comes to writing and
proper stance and delivering special speeches are…
behavior greatly
contribute to effective 3. The purpose of learning these speeches are…
delivery of special
speeches.
ASYNCHRONOUS ONLINE LEARNING MATERIALS
(examples: newsela.com, insert learning, kami, wizer.me)

Text 1: Kevin Durant’s Tribute Speech as MVP

Link: (Online Application/WEB 2.0 for Text Annotation)

https://app.wizer.me/editor/4lZvsaI8rUhr

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 Text 2: TAMARA JOHNSON’S “Big Daddy”
Link: (Online Application/WEB 2.0 for Text Annotation)

https://insertlearning.com/v1/share/00k40sq1

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 Text 3: My Dad, My Inspiration: A Tribute Speech to JJ Jones
Link: (Online Application/WEB 2.0 for Text Annotation)

https://padlet.com/kiethcandaceobero/specialspeeches

Holistic Rubric for Guided Generalization:

4 In addition to Level 3 response, reasoning links the evidence

and claim. Reasoning also justifies the evidence. Students
show a deeper understanding of the videos presented.

3 Claim is complete and accurate. Evidence provided is

sufficient. Reasoning supports and extends the claim.

2 Claim is vague. Evidence to support the claim is insufficient.

Reasoning repeats the evidence.

1 Claim is incorrect. Evidence is unclear. Reasoning does not

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 support the claim.

0 No claim, evidence, or reasoning provided.

Scaffold for Transfer 3: SPEECH PRACTICE. “Special Speech

Delivery Practice”
Instructions:
Since you are done drafting your special speeches, your goal now is to
deliver your speech draft. You may follow these steps to deliver your
special speech effectively:

1. Avoid signs of nerves during your speech.

2. Develop good body language. Use verbal and nonverbal cues.
3. Gesticulate for success.
4. Make eye contact to engage people.
5. Use voice expressively and meaningfully.
6. Be mindful of facial expressions.

Practice delivering your special speech in an engaging manner using your

knowledge and skills in applying prosodic features of speech, correct
stance, and behavior.

Feedback will be given for revisions and improvement!

Map of Conceptual Change:

Revisit your initial answer to the essential question in this lesson, and see
how you can revise your ideas using the I-R-F Worksheet. Copy and paste
your initial answer and then write your revised answer in the box provided.

Initial Answer:
Its principal purpose is to inspire and celebrate; uniting listeners in
sincere, heartfelt gratitude and admiration for its subject.

Revised Answer:

Its main objective is to uplift and rejoice, connecting listeners in genuine,

passionate love and thankfulness for its subject.

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 Final Answer:

One makes an effective special occasion speech in giving tribute through

knowing your audience and knowing the true purpose, which is to honor
a specific person. The content should highlight why this person is
important.

TRANSFER

Performance Transfer Goal:

Standard:
Students on their own and in the long run will be able to proficiently
The learner skilfully produce an effective special speech in varied speech situations with
delivers a speech for observance of the proper prosodic features of speech.
a special occasion
through utilizing
effective verbal and Performance Task:
non-verbal strategies
As an SK Youth Leader, you have just been informed that your Barangay
and ICT resources.
has decided to hold a “Parangal ng Bayan” to celebrate Heroes Day. Your
task is to deliver a special speech that gives acknowledgement or tribute to
a person who plays a significant role in the upliftment of the condition of
the people in the community; specifically, to a leader who has shown
LC4: Deliver special fortitude and selfless service to the whole community during the onset of
speeches like toast the typhoon which brought havoc to your area. Your 3-5 minute special
and roast speeches, speech should highlight the influence of that person to your community
tributes, welcome and how he/she brought inspiration to the people in your area.
and closing remarks,
speeches to
introduce guest Kind: _Modality-based Products, Integrated Subjects_____________
speakers/resource
(One Product, Differentiated Products, Modality-based Products,
persons etc.
effectively in varied Integrated Subjects, Design Thinking)
speech situations
with proper
observance of the
appropriate prosodic Performance Task Playlist (alternative to scaffolding in Firm Up and
features of speech. Deepen; see below)
● Employ the
appropriate
prosodic features
of speech.
● Use the correct
and appropriate
language when Use of Web 2.0 App for Output (Ex. InShot, etc)
giving a toast or
a tribute to
someone and

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 when delivering
welcome and
closing remarks.
● Use polite
expressions
when giving a
roast.
Analytic Rubric:

Learning Targets:

I can deliver a special

speech with proper
observance of the
appropriate prosodic
features of speech.

I can utilize correct

and appropriate
language when giving
a special speech.

I can identify polite

expressions that are
helpful to the delivery
of my special speech.

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 Self-Assessment:

Instructions:

Now that you have successfully completed the Performance Task, answer the self-
assessment for you to reflect on your learning. Evaluate your performance by
clicking the link below.

https://docs.google.com/forms/d/1B8Y7JtjF-
jfiEWIH18lDa8b2AoATAU_1TF9EJTOEcSU/edit?
fbclid=IwAR1UcvxAmKPwA1iT1q0UDWBMclG2ZItwiAINo1MhdgMETlNMClwOmmi
QsXI

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 Values Integration:

Competence. Honesty

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

Explore FirmUp FirmUp Scaffold for

(Acquisition) (Acquisition) TRANSFER 1
Pre-Assessment Hook Activity:
Video Viewing Activity 1: Activity 2: Activity 3:
Discover | Special “Complete Mr. ENGAGEMENT
Speeches: What Frayer!” ACTIVITY
Is It and What to
Include?

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 WEEK 2

MON TUE WED THU FRI

Scaffold for Scaffold for Scaffold for Scaffold for DEEPEN

TRANSFER 1 TRANSFER 2 TRANSFER 2 TRANSFER 2 (Meaning
Activity 4: Activity 6: Self Assessment Interactive Quiz Making)
1and 2
“Quick Writes” SPEECH DRAFT: Guided
Write a Mini Generalization
Special Speech Text 1

WEEK 3

MON TUE WED THU FRI

DEEPEN DEEPEN DEEPEN DEEPEN DEEPEN

(Meaning (Meaning (MEANING (MEANING (MEANING
Making) Making) MAKING) MAKING) MAKING)
Guided Guided ASYNCHRONOUS ASYNCHRONOUS ASYNCHRONOUS
Generalization Generalization ONLINE ONLINE ONLINE
Text 2 Text 3 LEARNING (Text LEARNING (Text LEARNING (Text
1 2 3
https://app.wizer. https://insertlearn https://padlet.co
me/editor/4lZvsaI ing.com/v1/share m/kiethcandaceob
8rUhr ) /00k40sq1 ) ero/specialspeech
es )

WEEK 4

MON TUE WED THU FRI

Scaffold for Transfer Transfer Transfer Transfer

Transfer 3:
Map of Speech Writing Performance Reflective
SPEECH
PRACTICE. Conceptual Task: Journal
“Special Speech Change Writing
(Delivering
Delivery Practice” Speech in giving
tribute to
heroes of the
community.)

UNIT ASSESSMENT SAMPLES

A. ACQUISITION

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1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

B. MAKING MEANING
1. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

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:

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 EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE 1. An article or problem is given to the

student to read and analyze.
2. Question(s) related to the Make Meaning
competency are given for students to
answer.
3. A format for the student’s answer is
provided. The format contains a part for
the Claim, another for Evidence and a
final part for Reasoning. Each part may
have prompts that a student can use to
begin his or her answer.

2A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

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 Q7 Q8 Q9

2B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME: _____________________________ GRADE AND SECTION: _______________

SUBJECT: ____________________________
DIRECTIONS: You are required to answer the center question no. 5. After answering, select
2 more to form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5
and 6; vertical for Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for
Questions 3, 5 and 7). Whatever straight line you choose, you will be answering only 3
questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-
EVIDENCE-REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

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 REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

2C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

____________________________________________________________________
_

SITUATION:

Q1 Q2 Q3

Q4 Q5 Q6

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 Q7 Q8
CONSTRUCTED RESPONSE TYPE
CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
3 . CER WITH OPEN BOOKS:
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Q9
CHECKLIST ITEMS
1. An article or problem is given to the
student to read and analyze.
2. Question(s) are given in line with Make
Meaning competency for students to
answer in the form of a tic tac toe board.
3. Students have to answer Q5 at the center
of the board. The Q5 question is directly
related to the competency.
4. Students have to select 2 other questions
to form a straight line either horizontal,
vertical or diagonal.
5. In the students’ Answer sheet, a table for
the students’ answers to selected
questions is provided. The table contains
a part for the Question No., another for
Claim, another for Evidence and a final
part for Reasoning. Each part may have
prompts that students can use to begin
their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning
type of Learning Competency is stated.
The Evidence or supporting text in the
article is stated below each question.
NAME: ______________________________________ GRADE AND SECTION: _______________
SUBJECT: ____________________________

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

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:
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 answers 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

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 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.

4. 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:

Identified Error and Correction of Error Explanation of Correction

Explanation

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
5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner skilfully delivers a speech for a special occasion
through utilizing effective verbal and non-verbal strategies and ICT resources

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 SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

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 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.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

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 ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED 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 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.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

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 SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

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.

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5D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARD:

SITUATION:

ROLE:

GOAL:

INTEGRATED PRODUCT: (1 output with requirements from another subject area)

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 AUDIENCE:

STANDARDS: (criteria from each subject area)

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1. The unit Performance Standards from the different subjects or learning areas are stated.
The Performance Task is aligned with these Performance Standards.
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 ROLE in answering the need or goal or
solving the problem.
5. 5.. The student will work on 1 PRODUCT that shows the combination of performance
standards from different subjects.
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). There are STANDARDS that are applicable to each subject. The
STANDARDS are consistent with the Unit Performance Standard.

5E. PERFORMANCE TASK (DESIGN THINKING)

SUBJECT:

UNIT TOPIC:

CONTENT STANDARD:

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 PERFORMANCE STANDARD:

DESIGN STEPS AND TASK QUESTIONS TO ANSWER IMPLEMENTATION IN

SCAFFOLD/PERFORMANCE
TASK

1. Empathize

2. Define

3. Ideate

4. Prototype

5. Test

6. Publish

5F. Performance Task Playlist Template

[Replace this title with your topic.]

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

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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.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN

Step 2: PRACTICE

Step 3: PRACTICE

Step 4: SHOW

Step 5:

Step 6:

Step 7:

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CHECKLIST FOR PERFORMANCE TASK PLAYLIST:
Review your Performance Task Playlist using the following items:.
DONE NOT
YET
DONE
1. The Performance Standard, Performance Task Scenario and
Performance Task Output are aligned with each other.
2. The steps in the Activity column clearly indicate the names of the
different scaffold stages.
3. The steps in the Activity column indicate a progression from Learn
to Practice and Show. The steps build on each other and provide the
preparation students need in order to be successful in their output.
4. The Learn step(s) presents a model or example of the desired
Performance Task output. Explanation is provided on why the work is
a model or good example.
5. The Practice step(s) provide students with resources (e.g., graphic
organizer, flow chart, step-by-step procedures) which guide them on
how to design, create or produce the desired Performance Task output
in line with the characteristics shown in the model or example. When
needed, templates that students are expected to use for their final
output are already given for students to do their practice.
6. The Show step(s) describes the required product or performance that
is aligned with the Performance Task output. When needed, templates
or a rubric is provided for students to do and self-assess their work.
7. Checkpoint steps are included at different times for the teacher to
give feedback to students.
8. Directions are specific for each activity.
9. Content of activities is related to the Performance Standard and
Performance Task.
10. Students in the different steps have opportunities to choose
activities or resources.
11. Students in certain Practice steps are instructed to self-evaluate
their work with the Performance Task rubric. A link to the rubric is
provided.
12. Students in Show may be asked to self-evaluate their final
submission or presentation with the Performance Task rubric.
13. Resources are accessible through various hyperlinks as indicated
by clickable underlined or highlighted words. Hyperlinks are updated
and checked in advance for their content and are appropriate to the
grade level.

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 14. Specific output for a particular step is listed in the Output column.
15. Due dates are indicated for submission of output stated in Show
step(s).
16. Teacher Notes section is deleted in the students’ playlist copy.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-F)

CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

TOTAL:

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