2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: ENGLISH Grade Level: 10

Unit Topic: SPEECH FOR SPECIAL OCCASION Quarter: THIRD

EXPLORE

Content Standard:
The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also
how to use evaluative reading, listening and viewing strategies, special speeches for occasion,
pronouns and structures of modification.

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

This unit is about, in broad terms, a special occasion speech. It is a speech designed to address
and engage the context and audience's emotions on a specific occasion. Like informative or
persuasive speeches, special occasion speeches should communicate a clear message, but the
manner of speaking used is typically different.

The goal of a special occasion speech is ultimately to stir an audience's emotions and make them
feel a certain way in response to the situation or occasion.

Consider this (essential) question: How can you make and perform speeches for special occasions
as effectively as possible?

Map of Conceptual Change:

Read the question below and write your answer in the “Initial Answer” column.

How do you make and deliver a speech effectively?

Initial Answer Revised Answer Final Answer

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 FIRM-UP (ACQUISITION)

Activity 1: It’s Puzzle Time!

LC1: Instructions: Your mission is to solve the given puzzle below. Use the
clues to help you fill in boxes with correct words.
Identify different types of
speeches for special
occasions.

Learning Target/s:
I can identify different
types of speeches for
special occasions.

Clickable Links : (website URL)

https://classroom.google.com/u/0/w/NDk2MTQ1NTQ3NDE4/tc/
NDk2MTUyMjY0MDAx

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

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 Assessment: Identification
Instructions: You have done a great job. Now, identify a 10-word item
being described below.

_____________1. a speech that allows someone to say good-bye to one part of

his or her life as he or she is moving on to the next part of life
_____________2. a speech designed to congratulate, appreciate, or remember
_____________3. a speech given by the host of a ceremony that introduces
another speaker and his or her speech
_____________4. A speech to set/stir an emotional state within an audience
_____________5. a speech given by the recipient of a prize or honor
_____________6. a speech that explains background and significance of an
award or honor before it is given
_____________7. a brief speech to poke fun to a person
_____________8. a speech to highlight the importance of the project and
possibly those to whom the project has been dedicated
_____________9. a speech given in honor of someone who has died
_____________10. a speech happens when someone graduates from school

Activity for LC2: Introduction to Better Understanding of Pronouns

LC2: EN10G-IIIa-31:
Use pronouns Instructions: Students need to access the website and answer the
following questions about the types of pronouns.
effectively_

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 Clickable Links : https://study.com/academy/practice/quiz-worksheet-
types-of-pronouns.html
Learning Targets:
I can use pronouns
effectively in
constructing short and
Screenshot of Online Resource: (to make sure that students are on the
meaningful sentences.
right page)

I can use pronouns

effectively in
constructing short
paragraphs.

ACTIVITY 3: REWRITING EXERCISE

Instructions: You have done a great job in understanding pronouns. Now,
it is time to construct meaningful sentences. Using the given pictures
below, rewrite the sentences with correct usage of pronouns.

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 Online:
Clickable Links : (website URL)
https://classroom.google.com/u/0/w/NDk2MTQ1NTQ3NDE4/tc/
NTMzMDgzMzc2NDc0

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

ASSESSMENT: Sentence Completion

Read each item carefully and give the correct pronoun for each sentence.
1. She has many chocolates in ___ pocket.
2. My father is Randy Reyes, ___ is a police.
3. Jerry’s mom asked ___ to clean the garage.
4. After school, you and ____ must discuss a few things.
5. Neither Ana nor ____ knew why the store was closed.
6. How is Cardo and Ponyo? What did ____ do about the car?
7. ___ and her younger brother picked out their new puppy together.
8. Can ___ talk fo a minute? ___ need you to complete the task.
9. He doesn’t like _____ without a beard.
10. God helps those who help _______.

Scaffold for TRANSFER 1

Expanded Outline of Speech for Special Occasion
Now that you have gained knowledge of the different types of speeches
for special occasion as well as how to write paragraphs that contain

PEAC2022Page 5
 appropriate pronouns and modifiers, it is time to start writing your
speech. Before drafting the speech, you must first create an outline or
the skeleton of your speech.

Choose a type of speech for special occasion. Create an expanded outline

of your speech. Make sure that the sentences in your expanded outline
contains appropriate pronouns and modifiers.

Online:
Clickable Links : (website URL)
https://evernote.com/

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

Offline:
Write your expanded outline in your notebook.

Scaffold for TRANSFER 2

Short Paragraph Construction
Instructions:
Now that you know what pronouns are and how they are used, it is time
to write short paragraphs using the appropriate pronouns.

Online:

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 Clickable Links : (website URL)
https://docs.google.com/forms/d/e/
1FAIpQLSfelXIcsdHmZJ8A7L36se_zaIEIbkPnwzEC4wag8HzV5bOlBQ/
viewform

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

Offline:
In your notebook, write a 5-sentence paragraph about your favorite
movie character. Make sure that you use the appropriate pronouns and
conventions in your writing.

Activity for LC3

Online:
Instruction: You must spot the error in the word order of the following
sentences. Once you have found them, correct them by rewriting the
sentences in the spaces provided.

LC3: EN10G-IIIg-30: Clickable link:

Use structures of https://docs.google.com/forms/d/e/1FAIpQLSf-

pz1sgsBNvsuSAjed4rvoCRcGIww2sBCkzVClgRrCWVdFlA/viewform
modification.
Screenshot of Online Resource: (to make sure that students are on the
right page)
Learning Target/s:
I can write sentences

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 using different
structures of
modification

I can compose short

paragraphs with the
use of structures of
modification

(offline)
Instruction: You must spot the error in the word order of the following
sentences. Once you have found them, correct them by rewriting the
sentences in the spaces provided.
1. It is difficult often to communicate with other people.
______________________________________________
2. The new foreign exchange student brought his pictures yesterday
from his own country.
_____________________________________________________
3. She went yesterday to the canteen, but she couldn’t express her
order to the waitress.
___________________________________________________
4. Players extreme who don’t warm up sometimes before the game
will have difficulties.
______________________________________________________
5. Much it is easier to play numerous rules about it.
____________________________________________________

ASSESSMENT: Short Paragraph Construction

Instructions: Since you know how to write and modify sentences
effectively, it is now time to write your own short paragraph with
appropriate modifiers.

Online:
Clickable Links : (website URL)
https://docs.google.com/forms/d/e/
1FAIpQLSfBJfElyQPMLxTntYLnS89_wnxUvOD60k8Hhf0iy7bY7dBUAg/
viewform

PEAC2022Page 8
 Screenshot of Online Resource: (to make sure that students are on the
right page)

Offline:
In your notebook, write a short descriptive paragraph about your favorite
day. Make sure to use the appropriate structure of modification in your
writing.

Activity for LC4

Activity 1:
Instruction: Identify the tone expressed in the following sentences.
1. You’re fired!
2. I don’t think I can make it!
3. Did you really make this?
4. I’m going to graduate soon!
5. I don’t know what to do right now.

Clickable Link:

https://docs.google.com/forms/d/e/
1FAIpQLSfI9cPMYZD4QQ8bXtcu6Li1RGjmEsmNxt9XxmtNH-c8fXwh7g/
viewform?usp=sf_link

Screenshot of Online Resource:

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 LC.4 EN10LT-IIIc-
2.2.3: Determine tone,
mood, technique, and
purpose of the author

Learning Target/s:
I can determine the
tone, mood, technique,
and purpose of the
author

Activity 2:

Instructions: Write sentences that express (1) fear, (2) anger, and (3)
concern and that will make your reader feel (4) excited and (5) pity.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

Clickable Links: https://docs.google.com/forms/d/e/1FAIpQLSf_9YXnbu-

lHS4t4XjGecnFZeP5nxY0BYPPJLw6Z4aw6d8azA/viewform?usp=sf_link

Screenshot of Online Resource:

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 Assessment: Story Analysis

Instructions: Read the story of The Necklace by Guy de Maupassant.

Then answer the questions that follow.

1. What is the overall tone of the story? Cite one or two sentences
from the story as evidence.

2. How did you feel while reading?

3. Was the author’s technique effective in using words to convey his

emotions? How?

4. What do you think the author wrote the story?

Clickable Links: https://americanliterature.com/author/guy-de-

maupassant/short-story/the-necklace

Screenshot of Online Resource:

Self-assessment:
Instructions:
Instructions:
1. Read the following self-assessment.
2. Check if you have accomplished your work today based on the rubric
below.

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 Interactive Quiz 1:
Instructions:Instructions:
1. Click the link below to access the interactive quiz.
2. Choose the appropriate answer for each of the following questions
3. Screenshot your score and send it to the teacher

Link : https://quizizz.com/admin/quiz/5dc67b5f3caced001fc09eb5/pronouns-10?
source=MainHeader&page=FeaturedPage

Screenshot:

Interactive Quiz 2:
Instructions:
4. Click the link below to access the interactive quiz.
5. Choose the appropriate answer for each of the following questions
6. Screenshot your score and send it to the teacher

Link : https://quizizz.com/admin/quiz/61b823bdc52a9e001d83c281/speeches-for-
special-occasions?source=MainHeader&page=QuizPage

Screenshot:

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LC5: Draw similarities Instructions: Read the speeches by visiting the links.
and differences of the
featured selections in
relation to the theme (of
different types of
speeches for special
occasion)
LC6: Evaluate the
Information contained in
the material viewed in
terms of accuracy and
effectiveness
Learning Targets:
I can critically
evaluate the
appropriateness of all
types of information
sources prior to
relying on the
information.
I can critically evaluate
the reliability, validity,
accuracy,authority,
timelines point of view
or biased information
sources.
LC7:Disclose the
personal significance of a
material viewed
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DEEPEN (MEANING MAKING)
GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Question A tribute to frontline
Tribute Presentation Duterte Pays Tribute To
corona warriors––
Sample
Doctors who sacrificed Hero Frontliners
their life while saving https://
patients during the https://
answershark.com/
ongoing COVID-19 writing/semi- www.onenews.ph/
articles/duterte-pays-
pandemic formal-
presentations-and- tribute-to-hero-
https:// speeches/tribute/ frontliners
www.youtube.com/ tribute-
watch?v=Qg7Y-JwOs7E presentation-
sample.html
https://
www.youtube.com/
watch?v=d3ml4l-7maA
How do you Answer: Answer: Answer:
perform Doctors, Health-care To entertain as President Duterte,
speeches for workers and fight well as inspire my Vice President Leni
special against COVID-19 audience by Robredo and other
occasions showing my officials said the
admiration and noble sacrifices of
effectively?
honoring a medical and other
historical frontliners, and every
ideological leader Filipino must be
who changed honored as the
lives.. country
commemorated the
National Heroes Day
Supporting Texts: Supporting Texts: Supporting Texts:
Every day the I would like to “As we overcome the
selfless warriors are share my COVID-19 pandemic,
giving it their all in thoughts of let us honor our
health-care settings someone who is a modern-day heroes,
while cutting great inspiration our medical
themselves off from in the lives of frontliners and all
their loved ones. most people in essential workers
The sacrifice that the world who who sacrifice their
 they are making for know about him, lives, comfort and
the safety and my role model security to serve our
welfare of humanity and Nobel Peace fellow Filipinos,” he
is priceless and Prize winner, said.
Learning Targets: deserves lifelong Martin Luther
gratitude on our King, Jr.
I can examine the end.
presented material
viewed. Reason: Reason: Reason:

We’d now like to Martin Luther Selflessly risking their

highlight the heroic King, Jr. used his lives to ensure the
I can reflect and think efforts of some courage and survival of our
about the images they courageous and determination to society.
are seeing and develop inspiring doctors change the lives
the knowledge and from across the of many people
globe who lost their and the
skills to analyse and
lives while saving perspective of
evaluate the presented the lives of COVID- American people
material viewed. 19 patients. on racial
differences.

Common Ideas in Reasons:

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

Enduring Understanding/Generalization:

Students will understand that a successful and effective speech depends on

appropriate and effective use of expressions, correct non-verbal strategies, and the
context of the speech situation.

C-E-R Questions:
1. What a speaker must do when preparing for and delivering a speech?

2. Why is it important to deliver a speech with ease and fluency before an

audience?

3. What are some reasons why students experience difficulty delivering a

speech?

4. EQ: How can you make and perform speeches for special occasions as
effectively as possible?

Prompt for Generalization:

1. What can you share about the delivered speeches you have read?
2. How did the authors present the speeches?

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 3. What are the techniques on how to deliver an effective speech?

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insert learning, kami, wizer.me)

Text 1:Speeko - Public Speaking Coach

Have you dreamed of giving your own "I Have a Dream" speech?
Ever feel like anxiety has gotten the best of you when you were on
stage? Speeko will teach you the core speaking techniques to
achieve effective delivery of your message when it matters most.
Link: (Online Application/WEB 2.0 for Text Annotation)
https://www.speeko.co/

Text 2: Ummo
The Ummo app tracks your “Umm”s and “Uhh”s, pace, word power,
clarity, and more. You can tell Ummo which words and phrases you
want to track for repetition, as well as measure pace and clarity of
your speech.
Link: (Online Application/WEB 2.0 for Text Annotation)
ummoapp.com

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 Text 3: VirtualSpeech - VR Courses
This VirtualSpeech app helps you practice your public speaking, by
providing photo-realistic environments to train in. Features: realistic
audience and environments, sound distractions, voice analysis,
upload your own presentations, interactive courses.
Link: (Online Application/WEB 2.0 for Text Annotation)
virtualspeech.com

Activity 8

Let’s Explore Speech!

Apply the following apps for the preparations of delivering speech for
special occasions.

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 Holistic Rubric for Guided Generalization:
Criteria (Weighting)
Scale Understanding (60%)
4 Shows a sophisticated
understanding of the relevant
ideas or processes. The concepts,
evidence, arguments,
qualifications made, questions
posed, and methods used are
advanced, going well beyond the
grasp of the subject typically
found at this age level.
3 Shows a solid understanding of
the relevant idea or processes.
The concepts, evidence,
arguments and methods used are
appropriate for addressing the
issues or problems. Response
shows no misunderstandings of
key ideas or overly simplistic
approaches.
2 Shows a somewhat naive or
limited understanding of the
relevant ideas or processes. The
concepts, evidence, arguments
and methods used are somewhat
simple, crude or inadequate for
addressing the issues or
problems. Response may reveal
some misunderstandings of key
ideas or methods.
1 Shows little apparent
understanding of the relevant
ideas or processes. The concepts,
evidence, arguments and
methods used are inadequate for
addressing the issues or
problems. Responses reveal
major misunderstandings of key
ideas or methods.
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Performance (40%)
The performance or
product is highly effective.
The ideas are presented in
an engaging, polished, clear
and thorough manner, and
are mindful for audience,
context and purpose. The
final product or
performance shows high
quality craftsmanship.
The performance or
product is effective. The
ideas are presented in a
clear and thorough manner,
showing awareness of the
audience context and
purpose.
The performance or
product is somewhat
effective. Some problems
with clarity, thoroughness
and delivery are evident. It
is unclear whether the
audience, context and
purpose have been
considered.
The performance or
product is ineffective. One
of two situations is evident.
The performance is
unpolished, providing little
evidence of planning,
practice and consideration
of purpose and audience,
or the presentation is so
unclear and confusing that
the key
 0 Shows no apparent
understanding of the relevant
ideas or processes. The concepts,
evidence, arguments and
methods used do not address the
issues or problems. Responses
reveal no understanding of key
ideas or methods.
The performance or
product has no effect.
Neither of the two
situations is evident. The
performance is unpolished,
providing no evidence of
planning, practice and
consideration of purpose
and audience

Scaffold for Transfer 3:

Expanding the Outline to a Speech Draft

Instructions: (specific for students to follow even without the teacher)

Using the expanded outline you created in the previous activity, fill in the
details to create your speech draft. Make sure your draft contains correct
tone and mood.

Online:
Clickable Links : (website URL)
https://evernote.com/

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

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 Offline:
Write your speech draft in your notebook.

Write your answer to the IRF Worksheet. This time write your thoughts in
the "Final Answer" column.

Let’s Do this!
How do you make and deliver a speech effectively?

Initial Answer Revised Answer Final Answer

Map of Conceptual Change: (same in Explore but with specific instruction)

TRANSFER

Performance Standard: Transfer Goal:

The learner skilfully Students on their own and in the long run will be able to deliver a speech
delivers a speech for a for a special occasion that utilizes effective verbal and non-verbal
special occasion strategies as well as use various ICT resources.
through utilizing
effective verbal and
non-verbal strategies Performance Task:
and ICT resources.

Kind: ___Modality-based Products_______________________

LC8:
(One Product, Differentiated Products, Modality-based Products,
Expand ideas using
Integrated Subjects, Design Thinking)
principles of cohesion
and coherence

LC9: The local government of your town noticed that the health care workers
Use polite expressions have gotten low morale due to the increase of COVID-19 cases. Due to
when giving a roast this, the LGU will conduct an event honoring the healthcare workers. As a
part of the community and performing club in your school, you are tasked
PEAC2022Page 19

LC10: Use the correct
and appropriate language
when giving a toast or a
tribute to someone and
when delivering welcome
and closing remarks
LC11: Use writing
conventions to
acknowledge sources
to prepare an original 3-minute speech that shows your care and
appreciation to the healthcare workers, a speech that gives tribute to the
hard work of our healthcare workers, or a speech that would make them
laugh like a roast. You may also create a speech for the opening or
closing remarks of the program.
You may use Web 2.0 applications like InShot, CapCut, or Canva to
record your speech to be shown to the health care workers (offline); or
applications like Zoom, Google Meet or Facebook Messenger if you’re
going to perform it live for the healthcare workers.

The speech must show organization, elocution, posture, eye contact, and
LC12: Deliver special technical aspects.
speeches like toast and
roast speeches, tributes,
welcome and closing Performance Task Playlist (alternative to scaffolding in Firm Up and
remarks, speeches to Deepen; see below)
introduce guest
speakers/resource
persons etc. effectively in
varied speech situations
Use of Web 2.0 App for Output (Ex. InShot, etc)

LC13: Use the correct

stage stance and behavior For offline outputs, the students can use their camera applications to
when giving a roast and a record their speech. They may use editing applications like InShot,
toast and when paying CapCut, or Canva to edit their recorded speeches.
tribute to someone in a
eulogy
For online outputs, students can perform during the synchronous class by
setting up their performances on video communication applications like
Zoom, Google Meet, or Facebook Messenger.
LC14: Produce the
sounds of English
correctly and effectively

Learning Targets:
I can expand the ideas
in my speech with
cohesion and
coherence
Analytic Rubric:
I can use the correct
non-verbal strategies
while performing a
speech for special
occasion.

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 I can use correct
language and
expressions when
giving a speech for
special occasion

I can effectively deliver

speeches for special
occasion.

I can use verbal

strategies effectively.

I can write a speech

for special occasions
using the correct
English conventions
Self-Assessment:

Values Integration:

According to Stephen Covey’s 7 Habits of Highly Effective People, Habit 1:

Be Proactive is needed so that future leaders know how to react positively
to challenging situations.

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 CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

1. Pre 2. Explore 3. Explore 4. Firm Up 5. Firm Up

Assessment

Activity 1 “It’s Assessment Activity 2:

Puzzle Time” Introduction to
Better
Understanding of
Pronouns

WEEK 2

MON TUE WED THU FRI

6. Firm Up 7. Firm Up 8. Firm Up 9. Firm Up 10. Firm Up

Activity 3: Assessment
Writeshop
Activity 4: Writing Activity 5: Writing Activity 6:Short
Exercise: Short Exercise Paragraph
Paragraph Construction
Construction

WEEK 3

MON TUE WED THU FRI

11. Firm Up 12. Transfer 13. Transfer 14. Transfer 15. Transfer

Activity 7: Interactive Quiz 1 Let’s Explore Let’s Do this!

Expanding Outline Speech!
Activity 6:
Outlining of

PEAC2022Page 22
 Speech for Interactive Quiz 2
Special Occasion
Self Assessment

WEEK 4

MON TUE WED THU FRI

Transfer

Performance
Task

Speech for
Special
Occasions

“Tribute to
Healthcare
Workers”

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

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

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

INSTRUCTIONS: Read the given article. Then answer the questions that follow.

ARTICLE/PROBLEM: https://www.youtube.com/watch?v=Qg7Y-JwOs7E

QUESTION:
What a speaker must do when preparing for and delivering a speech?

Why is it important to deliver a speech with ease and fluency before an audience?

What are some reasons why students experience difficulty delivering a speech?

YOUR CLAIM:

Effective delivery shows your audience that you have researched your topic and
understand what you are speaking about.

Cite from the article two evidences that support your claim:

EVIDENCE 1:

A. Subject Statement

Martin’s selflessness and desire to better the lives of other people was extremely authentic;
he never, at any time, tried to do things for his own selfish gain.

EVIDENCE 2:

B. Illustration

Just as I am inspired by Martin Luther King, Jr., he also had one great inspiration; this was
Mahatma Gandhi. This is what led him to visit India in 1959 to get knowledge on non-violent
resistance. In most of his speeches, this was a man who always made it clear that non-
violent means were the most effective way of oppressed people fighting for their rights. At a
certain time, Martin showed that he placed great value on morality. This was when his
mentor, Rustin, showed open homosexuality. Martin chose to distance himself from this
man. This shows that he was a man who was really straight forward. His general goal was to
ensure that peace and justice prevailed in America. These traits of Martin Luther King, Jr.
have really helped in the building of my character. He has taught me to choose the right
company and friends. It has also showed me how to identify the morality of a course of
action, before placing my efforts in it.

Explain how your evidences support your claim.

PEAC2022Page 24
 It is topical is used to describe something that concerns or relates to events that are
happening at the present time.

REASONING:
Delivery can communicate your confidence and preparedness to your audience.
Effective delivery shows your audience that you have researched your topic and
understand what you are speaking about. An effective delivery allows you to pull it all
together—to showcase your work and to speak with confidence during your delivery

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 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

Q7 Q8 Q9

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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 support 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…

REASONING: The evidence I chose supports my answer because…

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 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

Q7 Q8 Q9

PEAC2022Page 27
 CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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

TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
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.

3 . CER WITH OPEN BOOKS:

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:

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 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
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.

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:

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 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:

SITUATION:

GOAL:

ROLE:

PRODUCT:

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 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:

ROLE:

PRODUCT CHOICES:

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 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:

SITUATION:

GOAL:

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 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.

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

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD:

SUBJECT 1

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 SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARD:

SITUATION:

ROLE:

GOAL:

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

AUDIENCE:

STANDARDS: (criteria from each subject area)

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 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:

PERFORMANCE STANDARD:

DESIGN STEPS AND TASK QUESTIONS TO ANSWER IMPLEMENTATION IN

SCAFFOLD/PERFORMANCE
TASK

1. Empathize

2. Define

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 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
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

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 Step 3: PRACTICE

Step 4: SHOW

Step 5:

Step 6:

Step 7:

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.

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 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.

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

CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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 TOTAL:

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