ASSESSMENT IN LEARNING 2

ENGLISH 8
QUARTER I (WEEK 3)
ASSESSMENT TASKS

EDUC 20 – D74
Bartolome, Rochelle C.
Calix, Jasmine T.
Ferrer, Kyla Grace E.
Gumpal, Elgie Marie A.
Mendoza, Nickson D.
Pula, Rio Mae S.
Tablang, Erlyn Mhae A.
READING COMPREHENSION
LEARNING COMPETENCY: EN8SS-Ic-1.5.1: Skim to determine key ideas
LEARNING OBJECTIVES: a. Define skimming and Scanning
b. Differentiate skimming and scanning
c. Skim to determine key ideas in a text
ASSESSMENT:
“LET’S SKIM!”

Direction: In a one whole sheet of paper read and write the article and skim the important
details or information.

https://www.wowessays.com/free-samples/research-paper-on-marburg-virus/

CRITERIA
Relevance 25%
Composition 15%
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LISTENING COMPREHENSION
LEARNING COMPETENCY: EN8LC-Ic-5.1: Listen for important points signaled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech
LEARNING OBJECTIVES: a. Determine the use of intonation
b. Distinguish rising and falling intonation
c. Analyze its significance and value
ASSESSMENT:
“WHAT AM I?”

Direction: the students will be group by 2`s, take turns reading the sentences. Draw a bird, if
the intonation is rising and a tree, if falling.

1. Did she give half of her money to the orphanage?

2. Have you heard the news? Mark won the Spelling Quiz Bee Contest!
3. How does an elephant sleep?
4. What did you learn from your field trip?
5. Is it safe to cross the hanging bridge?

CRITERIA
Correctness of
50%
answer
Cooperative
50%
group
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VIEWING COMPREHENSION
LEARNING COMPETENCY: EN8VC-Ic-8: Use context clues from the material viewed to determine the meaning of
unfamiliar words or expressions.
LEARNING OBJECTIVES: a. Define expression
b. Determine the meaning of the unfamiliar expression in a sentence.
c. Use the types of context clues in discovering the unfamiliar expression
ASSESSMENT:
“BE A SCRIPTWRITER!”

Direction: Write a short script using at least 3 expressions below. A sentence that has one
expression should have context clues to determine its meaning.

• hold your horses

• break a leg
• eat like a bird
• food for thought
• kill two birds with one stone
• on cloud nine
• when pigs fly
• better late than never
• chasing rainbows
• cool as a cucumber

CRITERIA
Content 35%
Style 35%
Organization 30%
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VOCABULARY DEVELOPMENT
LEARNING COMPETENCY: EN8V-Ic-10.2: Determine the meaning of idiomatic expressions by noting context clues and
collocations.
LEARNING OBJECTIVES: a. Define idiomatic expressions;
b. Differentiate idiomatic expressions to collocations;
c. Determine the meaning of idiomatic expressions by noting collocations.
ASSESSMENT:
“BURST OF KNOWLEDGE!”

The class will be divided into 2 groups. A buzzer will be placed on the table; the person who
pushes the buzzer first will get to answer first. Once the buzzer was pushed, the player will get
15 seconds to answer. Each member will take turns in answering. The first group to get the
highest score will win.

Directions: Determine the meaning of the idiomatic expressions by noting its collocations.

1. Two different worlds

2. Do not let the cat out of the bag
3. Hit the nail on the head
4. Give someone a hand
5. Keep an eye on someone
6. Raining cats and dogs
7. Turning over a new leaf
8. Once in a blue moon
9. Break a leg
10. Call it a day
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LITERATURE
LEARNING COMPETENCY: EN8LT-Ic-8: Describe the notable literary genres contributed by African writers.
LEARNING OBJECTIVES: a. Define notable literary genres contributed by African writers.
b. Explain the message of the poem “Africa” by David Diop.
c. Make an acrostic about the word “Africa”.
ASSESSMENT:
“IT’S SHOWTIME!”

Direction: The class will be divided into 4 groups. Each group will make and perform a short
drama about the poem written by David Diop “Africa”.

CRITERIA
Originality 20%
Relevance 25%
Significance 15%
Emotional
20%
Impact
Creativity 20%
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LITERATURE
LEARNING COMPETENCY: EN8LT-Ic-2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection.
LEARNING OBJECTIVES: a. Identify the different genre of the literary selection
b. Explain how the elements specific to a genre contribute to the theme of a particular
literary selection.
c. Perform a drama skit with unique story line
ASSESSMENT:
“DRAMA-RAMA”

Instruction: Choose a famous movie/teleserye below and re-enact it in front of the class.

FILIPINO MOVIE FAMOUS LINE:

• "Anong karapatan mong hingin ang bagay na ipinagdamot mong ibigay? I deserved an
explanation. I deserved an acceptable reason."
• "Am I not enough? May kulang ba sa akin? May mali ba sa akin? Pangit ba ako? Pangit
ba ang katawan ko? Kapalit-palit ba ako?"
• “Dahil nga ang mundo ay isang malaking Quiapo. Maraming snatcher. Maagawan ka,
lumaban ka!
• "Ibalik n'yo sa 'kin si Jun-Jun! Ibalik n'yo sa 'kin ang anak ko! Ibalik n'yo sa 'kin si Jun-
jun! Ibalik n'yo sa 'kin...
• "Mahal mo ba ako dahil kailangan mo ako, o kailangan mo ako kaya mahal mo ako?"

• "Huwag mo kong mahalin dahil mahal kita. Mahalin mo ako dahil mahal mo ako,
because that is what I deserve."

CRITERIA
Line Delivery 50%
Characterization 30%
Confidence 20%
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LITERATURE
LEARNING COMPETENCY: EN8LT-Ic-2.2.1: Express appreciation for sensory images used
LEARNING OBJECTIVES: a. Define sensory images
b. Identify the different types of sensory images
c. Express appreciation for sensory images
ASSESSMENT:
“LIGHTS CAMERA ACTION!”

Instruction: The class will be divided into five (5) groups. Each group will perform and they'll
connect their role-playing to the following sensory image that assigns to them.

Group 1: Visual Imagery (Sight)

Group 2: Auditory Imagery (Sound)
Group 3: Tactile Imagery (Touch)
Group 4: Olfactory Imagery (Smell)
Group 5: Gustatory Imagery (Taste)

CRITERIA
Expression 15%
Content 20%
Creativity 25%
Correct Usage of
40%
Sensory Image
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LITERATURE
LEARNING COMPETENCY: EN8LT-Ic-2.2.2: Explain the literary device used
LEARNING OBJECTIVES: a. Define literary devices
b. Explain how literary device used
c. Identify the literary devices used in a text
ASSESSMENT:
“SING WITH ME”

INSTRUCTION: The student will group themselves into (5) and they will be going to create or
compose a song using the different literary devices.

CRITERIA
Conviction 40%
Clarity 150%
Fluency 15%
Originality 30%
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WRITING AND COMPOSITION
LEARNING COMPETENCY: EN8WC-Ic-1.1: Generate ideas and their relationship
LEARNING OBJECTIVES: a. Recognize the relationship of ideas.
b. Explain the importance of using graphic organizers in generating ideas.
c. Make a graphic organizer for generating ideas.
ASSESSMENT:
“DRAW IT!”

Direction: Form a group consisting of 3 members. Each group will be given time in
brainstorming ideas for the topic of their storyboard. The storyboard should provide a specific
process for sequencing or ordering information. (e.g. How to cook rice). Draw the storyboard
in one whole cartolina.

Criteria
Creativity 30%
Structure 30%
Originality 20%
Neatness 20%
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WRITING AND COMPOSITION
LEARNING COMPETENCY: EN8WC-Ic-1.1.6: Organize ideas in one-step word, phrase, and sentence outline forms
LEARNING OBJECTIVES: a. Indicate the importance of organizing ideas;
b. Summarize the given materials;
c. Illustrate the ideas presented in a given portrait;
d. Organize ideas in one-step word, phrase, and sentence outline forms.
ASSESSMENT:
“MAIN IDEA GRAPHIC ORGANIZER”

Directions: Analyze the poem "No man is an island" by John Donne and organize the ideas using
phrases by creating a Main idea graphic organizer.

CRITERIA
Creativity 15%
Accuracy 15%
Organization
20%
of ideas
d
ORAL LANGUAGE AND FLUENCY
LEARNING COMPETENCY: EN8OL-Ic-3.11: Use the correct sounds of English during speech delivery
LEARNING OBJECTIVES: a. Name the two major categories in sounds of English
b. Distinguish their use in delivering speech
c. Apply the sound of English in delivering as speech
ASSESSMENT:
“IT SOUNDS GOOD!”

Direction: The class will be divided into 4 groups. Each group will make their own detailed
persuasive speech by again indicating the used sounds and identifying the categories used.
Present the speech in class.

Topic: Narcotics, a Boon or Bane?

CRITERIA (Speech performance)

Confidence 20%
Unity of thoughts 20%
Relevance 10%

CRITERIA (Piece)
Proper sound use 25%
Indicators 5%
Unity 20%
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GRAMMAR AWARENESS
LEARNING COMPETENCY: EN8G-Ic-7: Use parallel structure
LEARNING OBJECTIVES: a. Identify the parallel structure
b. Determine the parallel structure in the sentence
c. Change the unparalleled sentences into parallel sentence.
ASSESSMENT:
“RING THE BELL”

Direction: Each group will select a representative. Only the representative is allowed to write
on the board. When a representative has finished writing, he or she must ring the bell to
indicate that their group is the first to finish.

Change the unparalleled sentences into parallel sentence.

1. She likes cooking, jogging, and to read.

2. Her yoga teacher told students to sleep well, to eat well, and that treating other
respectfully is beneficial.
3. My uncle likes to eat in expensive restaurant and visiting different countries
4. It is better to give than to receiving
5. Maria is modest, attractive and calmly person.
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GRAMMAR AWARENESS
LEARNING COMPETENCY: EN8G-Ic-8: Use appropriate cohesive devices in composing an informative speech
LEARNING OBJECTIVES: a. Identify cohesive devices
b. Distinguish the types and samples of cohesive devices
c. Use appropriate cohesive devices in composing an informative speech
ASSESSMENT:
“LET ME HEAR YOU!”

Instruction: Write and perform an informative speech about the effects of social media in your
life. Use at least six cohesive devices in your paragraph.

CRITERIA
Correct usage of cohesive 50%
devices
Spelling, Grammar,
30%
Punctuation marks
Organization of ideas 20%
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