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________________________________________________________________________________.
FIRM-UP (ACQUISITION)
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LC1: ______________ Activity 1: (Title)
___________________ Instructions: (specific for students to follow even without the teacher)
___________________
___________________
___________________
Activity 2: (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)
Learning Targets:
I can ______________ Clickable Links : (website URL)
___________________
___________________
I can ______________
___________________ Screenshot of Online Resource: (to make sure that students are on the
___________________ right page)
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Clickable Links : (website URL)
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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Screenshot of Online Resource: (to make sure that students are on the
right page)
Self-assessment:
Instructions:
I can ______________
___________________
___________________ Supporting Texts: Supporting Texts: Supporting Texts:
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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:
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 3:
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Link: (Online Application/WEB 2.0 for Text Annotation)
Instructions:
TRANSFER
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Deepen; see below)
Analytic Rubric:
Self-Assessment:
Values Integration:
B. MAKING MEANING
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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:
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:
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
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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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C. TRANSFER
1A. PERFORMANCE TASK (1 PRODUCT)
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT:
AUDIENCE:
STANDARDS:
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PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
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1C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
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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:
GOAL:
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AUDIENCE:
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.
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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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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.
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.
CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
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TOTAL:
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