Republic of the Philippines

Department of Education
Region IV - A CALABARZON
DIVISION OF BATANGAS
Nasugbu East District
Tumalim National High School

PERFORMANCE OUTPUT IN ENGLISH 9

FIRST GRADING PERIOD

LEARNING AREA GRADE LEVEL

English
Activity Title:
MY QUA-WRITE-TINE JOURNEY
CONTENT STANDARD
The learner demonstrates understanding
of how Anglo-American literature and
other text types serve as means of valuing
other people; also how to use processing
information strategies, different forms of
adverbs and conditionals for him/her to
play an active part in a Chamber Theatre
presentation.
COMPETENCY CODES
MELC 4
I. OVERVIEW OF LEARNING ACTIVITIES
Previously, the learners were able to compare and contrast similar information presented
in different texts. Furthermore, they were able to make connections between texts using
current issues
Grade 9
PERFORMANCE STANDARD
The learner proficiently plays an active part in a
Chamber Theatre presentation through
employing effective verbal and non- verbal
strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and
Body Movements or Gestures.
LEARNING COMPETENCIES
Compare and contrast similar information
presented in different texts
Make connections between texts to particular
issues, concerns or dispositions in life

In this activity, they will apply what they have learned in this quarter. They are expected
to compare and contrast information in a given situation/scenario. Likewise, they will also
make connection of their lives to a particular issue.
II. ASSESSMENT CRITERIA
Knowledge
Learners compare and contrast similar information presented in different texts. They make
connection of the recent issues that the country experiences in their daily lives.

Skills
1. compare and contrast issues presented in text
2. make connections between texts to particular issues of the country
III. ASSESSMENT METHODS (Put an x mark on the blank where appropriate.)
_____ Observation ______ Analyses of Learner’s Product
_____ Tests ______ Talking to Learners
IV. ASSESSMENT ACTIVITIES
MY QUA-WRITE-TINE JOURNEY

We have learned the impact of the pandemic, not only in the country, but mostly in our
daily lives. Let us revisit the past and check on the changes that this pandemic brings to us.
Make your own qua-write-tine journey based on the changes you experience during this time.

“Tunay na Naglilingkod nang Husay at Sapat”

Address: Tumalim, Nasugbu, Batangas, 4231
0999-456-8118
 tumalim_nhs@yahoo.com
 Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF BATANGAS
Nasugbu East District
Tumalim National High School

Make a compare and contrast chart and list down the items that are alike and different
from your journey before the pandemic and during the pandemic. You can add pictures
(using your social media account) to show the changes you experience.

V. RECORDING METHODS (Put an x mark on the blank where appropriate.)

_____ Checklists (see attached) ______ Marks
_____ Class grids ______ Anecdotal Records
_____ Portfolio ______ Comments on Learner’s Work
_____ Audio recordings, photographs, video footages ______ Self- Assessment Records
VI. MAKING CONSISTENT JUDGMENTS (Put an x mark on the blank where
appropriate.)
_____ Rubric linked to the assessment criteria
_____ Mark scheme linked to assessment data
VII. FEEDBACK (Put an x mark on the blank where appropriate.)
_____ Oral feedback from peers/teachers/others
_____ Written feedback from peers/teacher/others (See attached written feedback sheet)
_____ Self- Reflection
Prepared by:

SANTA ESMERALDA E. GUEVARA, LPT

Grade 9 Teacher

Checked by:

JEREMIAS S. BELTRAN, Ph.D.

Head Teacher I

Noted by:

MARICEL D. MERCADO, MAT

Principal I

CLASS CHECKLIST:

“Tunay na Naglilingkod nang Husay at Sapat”

Address: Tumalim, Nasugbu, Batangas, 4231
0999-456-8118
 tumalim_nhs@yahoo.com
 Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF BATANGAS
Nasugbu East District
Tumalim National High School

LEARNING AREA: ENGLISH GRADE: 9

ASSESSMENT ACTIVITY: MY QUA-WRITE-TINE JOURNEY
ASSESSMENT CRITERIA SIMPLIFIED GRADING SCALE
The learner is able to:
1. compare and contrast issues presented 4 Demonstrated criteria in an outstanding level
in text
2. make connections between texts to 3 Demonstrated criteria to a high level
particular issues of the country
2 Demonstrated criteria to a satisfactory level

1 Needs help or further practice

Prepared by:

SANTA ESMERALDA E. GUEVARA, LPT

Grade 9 Teacher

Checked by:

JEREMIAS S. BELTRAN, Ph.D.

Head Teacher I

Noted by:

MARICEL D. MERCADO, MAT

Principal I

RUBRICS FOR SKIT-WRITING

“Tunay na Naglilingkod nang Husay at Sapat”

Address: Tumalim, Nasugbu, Batangas, 4231
0999-456-8118
 tumalim_nhs@yahoo.com
 Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF BATANGAS
Nasugbu East District
Tumalim National High School

CRITERIA MARK SCHEME

1 2 3 4
Content &  Content is incomplete.  Content is not  Content is accurate  Content is
Development  Major points are not comprehensive and persuasive. comprehensive,
clear. and /or persuasive.  Major points are accurate, and
 Specific examples are  Major points are stated. persuasive.
not used. addressed, but not  Responses are  Major points are
well supported. adequate and stated clearly and are
 Responses are address topic. well supported.
inadequate or do not  Content is clear.  Responses are
address topic.  Specific examples excellent, timely and
 Specific examples do are used. address topic.
not support topic.  Content is clear.
Specific examples are
used.
Quality of  Piece had no style or  Piece had little style  Piece was written in  Piece was written in
Writing voice or voice an interesting style an extraordinary style
 Gives no new  Gives some new and voice and voice.
information and very information but  Somewhat  Very informative and
poorly organized poorly organized informative and well organized
organized
Grammar Usage So many spelling, Few spelling and A number of spelling,
& Mechanics punctuation and punctuations errors, punctuation or Virtually no spelling,
grammatical errors that it minor grammatical errors grammatical errors punctuation or
interferes with the grammatical errors
meaning

Modals and One to no expression used Two to three expressions Four to five expressions Six to seven expressions
Conditionals at all are used in the dialogue are used in the dialogue are used in the dialogue
Used
Total:
Prepared by:

SANTA ESMERALDA E. GUEVARA, LPT

Grade 9 Teacher

Checked by:

JEREMIAS S. BELTRAN, Ph.D.

Head Teacher I

Noted by:

MARICEL D. MERCADO, MAT

Principal I

PERFORMANCE OUTPUT IN ENGLISH 9

“Tunay na Naglilingkod nang Husay at Sapat”

Address: Tumalim, Nasugbu, Batangas, 4231
0999-456-8118
 tumalim_nhs@yahoo.com
 Republic of the Philippines
Department of Education
Region IV - A CALABARZON
DIVISION OF BATANGAS
Nasugbu East District
Tumalim National High School

FIRST GRADING PERIOD

Name: __________________________________ Grade/Section:_________________
Skit Making: Scene Hunting
Mechanics:
1. Find at least one scene or situation from your favorite movie, teleserye, radio drama, short
story or novel that you consider interesting.
2. Write down the title of the piece, and describe/summarize the chosen scene/situation. Choose
at least one situation only. Include a picture as reference.
3. Limit your dialogue to 7-10 lines.
4. Use modals and conditionals in writing the skit. Do not forget to identify what communicative
style is used. Some guide questions are listed below.
a. Who are engaged in the conversation and what is their relationship with each other?
b. Where is the conversation taking place?
c. What are they speaking about?
d. What kind of words are they using? Give specific examples.
e. What modals and conditionals are used in the skit?
You will be graded using the given rubrics below:
CRITERIA MARK SCHEME
1 2 3 4
Content &  Content is incomplete.  Content is not  Content is accurate  Content is
Development  Major points are not comprehensive and persuasive. comprehensive,
clear. and /or persuasive.  Major points are accurate, and
 Specific examples are  Major points are stated. persuasive.
not used. addressed, but not  Responses are  Major points are
well supported. adequate and stated clearly and are
 Responses are address topic. well supported.
inadequate or do not  Content is clear.  Responses are
address topic.  Specific examples excellent, timely and
 Specific examples do are used. address topic.
not support topic.  Content is clear.
Specific examples are
used.
Quality of  Piece had no style or  Piece had little style  Piece was written in  Piece was written in
Writing voice or voice an interesting style an extraordinary style
 Gives no new  Gives some new and voice and voice.
information and very information but  Somewhat  Very informative and
poorly organized poorly organized informative and well organized
organized
Grammar Usage So many spelling, Few spelling and A number of spelling,
& Mechanics punctuation and punctuations errors, punctuation or Virtually no spelling,
grammatical errors that it minor grammatical errors grammatical errors punctuation or
interferes with the grammatical errors
meaning

Modals and One to no expression used Two to three expressions Four to five expressions Six to seven expressions
Conditionals at all are used in the dialogue are used in the dialogue are used in the dialogue
Used
Total:
Prepared by: Checked by: Noted by:

SANTA ESMERALDA E. GUEVARA JEREMIAS S. BELTRAN, PH.D. MARICEL D. MERCADO, MAT

English 9 Teacher Head Teacher I Principal I

“Tunay na Naglilingkod nang Husay at Sapat”

Address: Tumalim, Nasugbu, Batangas, 4231
0999-456-8118
 tumalim_nhs@yahoo.com