PERFORMANCE TASKS WITH RUBRICS
1st Quarter
WEEK 2, 2.3
ACTIVITY II.
During these pandemic times, we are experiencing different types of thoughts, feelings, and
emotions. There are times that we feel scared and anxious about what will happen to us in the
coming days. There are uncertainties and confusion on how we will deal with the pandemic.
Staying at home is indeed boring. Nonetheless, it is also fulfilling if you make yourself busy. It is
also a time for bonding with our families, letting Mother Earth breathe, making the environment
go back slowly to its clean state. There are lots of realizations, discoveries and, improvements
that you can do. Do share your experiences, and you will learn from them.
Make/ Draw a poster/picture collage about your experiences during the pandemic times in a ¼
size white cartolina. Realize what your thoughts are as well as your feelings and how you
behaved considering the five areas of development.
RUBRIC FOR SCORING:
Rubrics for Poster/ Picture collage making.
Criteria 15 points 10 points 7 points
Criteria 15 points 10 points 7 points
Content (Title and The student was able Titles and text were Titles and text were
texts) to reflect his/her written clearly and written clearly and
personal experiences were easy to read were easy to read
and social close-up. Text varied close-up. There was
experiences using the in color, size, and/or little variation in the
five areas of personal style for different appearance of text.
development with a text elements.
good title and
description in texts.
Creativity (Designs) The design is created The design is good. The design needs
artistically and is improvement.
excellent.
Organization The ideas were well The collage includes The collage includes 9
(Arrangement and organized based on 10-14 different and below different
number of items) the concept and items. items.
items are 15 and
above.
Total
WEEK 3, 2.3
Activity # 3: Directions: Write an essay to encourage adolescents prepare for their adult lives. It
must consist of 3 paragraphs with 7 lines each.
Rubric for writing an essay.
Criteria 1 2 3 4 Scor
e
Focus/ Main The essay The essay is The essay is The essay is
Point poorly focused on focused on the focused,
addresses topic topic and topic and purposeful, and
and includes includes few includes reflects clear
irrelevant ideas loosely related relevant ideas insight and
ideas ideas
Support Provides little Supports main Supports main Persuasively
or no support point with point with supports main
for the main some developed point with well-
point underdevelope reasons and/or developed
d reasons examples reasons and/or
and/or examples
examples
Organizatio Little or no Some Organizes ideas Effectively
n & Format! organization of organization of to build an organizes ideas
(Paragraphs, ideas to build ideas to build argument to build a
Transitions) an argument an argument logical,
coherent
argument
Language Little or no use Some use of Appropriate Effective and
Use, Style & of elements of elements of use of elements creative use of
Conventions style! Many style! Contains of style! Uses elements of
! (Sentence errors in frequent errors correct style to
structure, grammar, in grammar, grammar, enhance
word spelling, and spelling, and spelling, and meaning! Uses
choice, punctuation, punctuation punctuation correct
grammar, makes reader’s with few errors grammar,
spelling, comprehension spelling,
punctuation difficult punctuation
) throughout
with very few
errors
Originality No Very little Sufficient Distinctive
(Expression experimentatio Experimentatio Experimentatio experimentatio
of the n nor n to enhance n with language n with language
theme in a enhancement concepts! Does and usage to and usage to
creative of concepts! No not exhibit enhance enhance
way) adherence to creativity concepts! concepts!
the theme Applies basic Applies higher
creative skills to order thinking
relay ideas and creative
skills to relay
complex ideas
Week 5, 5.1
ACTIVITY II (BRAIN EXERCISES TO HELP KEEP YOU MENTALY SHARP) List at least 13 brain
exercises that can help to improve your thoughts, behavior feelings. Write your answer on the
space provided.
Week 5, 5.2
Directions and Instructions: Based on the information written above, you are going to explore
ways on how to improve brain functions using mind mapping.
HOW TO DRAW A MIND MAP:
1. Turn the page on its side (landscape). Use plain paper or draw the map below.
2. Draw the central image using different colors. The central image should encapsulate the
subject of the map. (WRITE THE WORD BRAIN ON THE CENTER AS A SUBJECT)
3. Add the branches representing the subject’s main topics or themes using key words or
images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly. 6. Use arrows to connect linked ideas.
ACTIVITY II
On this activity list 10 ways to improve your brain or memory. Write your answer on the given
space below.
Week 5, 5.3
Directions and Instructions:
Choose at least three activities or subject that you do well (For example math, basketball,
playing guitar, painting cooking, or computer games).
1. Make a mind map of the chosen topic, following the procedure described on activity.
2. Explain your mind map and how you work on it.
Week 6, 6.2
Activity II (ESSAY WRITING)
Question: How do you turn negative emotions into positive? Write your answer in the box
RUBRIC FOR INDIVIDUAL WORK
Exemplary Sufficient Minimal Beginning
4 Points 3 points 2 points 1 point
Self- Student Student Student Student
disclosure / demonstrates an demonstrates a demonstrates a demonstrates a
Depth of in-depth general minimal lack of reflection
Reflection reflection on, reflection on, reflection on, on, or
and and and personalization
personalization personalization personalization of, the theories,
of the theories, of, the theories, of, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies
strategies strategies strategies presented in the
presented in the presented in the presented in the course
course course course materials.
materials. materials. materials. Viewpoints and
Viewpoints and Viewpoints and Viewpoints and interpretations
interpretations interpretations interpretations are missing,
are insightful are supported. are unsupported inappropriate,
and well Appropriate or supported and/or
supported. examples are with flawed unsupported.
Clear, detailed provided from arguments. Examples are
examples from personal Examples are not provided.
personal experiences, as not provided or
experiences are applicable. irrelevant to
provided, as assignment
applicable.
Connection to Student makes Student goes Student goes Student merely
outside in-depth into some detail into little detail identifies some
experiences synthesis of explaining some explaining some general issues
thoughtfully specific ideas or specific ideas or from outside
selected aspects issues from issue from experiences
of experiences outside outside related to the
related to the experiences experiences topic.
topic and makes Related to the related to the
clear topic and makes topic and makes
connections general general
between what is connections connections
learned from between what is between what is
outside learned from learned from
experiences and outside readings and
the topic. experiences and topic
topic
Connection to Student makes Students goes Student goes Student
readings in depth into more detail into little detail identifies some
synthesis of explaining some explaining some general ideas or
thoughtfully specific ideas or specific ideas or issues from
selected aspects issues from issues from readings related
of reading readings related readings related to the topic.
related to the to the topic and to the topic and Readings are
topic and makes makes general makes general only those
clear connections connections assigned for the
connections between what is between what is topic
between what is learned from learned from
learned from readings and the readings and the
readings and the topic. Includes topic.
topic. Includes reference to at
reference to at least one
least two reading other
readings other than those
than assigned assigned for
for class class
Connection to Student Student Student Student has
class synthesizes, synthesizes, attempts to difficulty
discussions & analyzes, and clearly some synthesize some restating some
unit objectives evaluates directly directly general ideas or
thoughtfully appropriate appropriate issues from the
selected aspects ideas or issues ideas or issues class discussion
of ideas or issues from the class from the class as they relate to
from the class discussion as discussion as this topic.
discussion as they relate to they relate to
they relate to this topic. this topic.
topic
