2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: English________________________________________ Grade Level: 7_____________

Unit Topic: Philippine Literature____________________________ Quarter: Third______________

EXPLORE

This unit is about understanding and appreciating Philippine literature and culture as a tool in
creating informative and short narrative texts.

You can express your own ideas, opinions, and feelings through enriched written and spoken
communication with the use of listening and viewing strategies.

You will learn how to create your own blog or vlog to assert your identity as a Filipino with
the effective use of communication skills.

Essential question: What influences the way a person asserts his/her identity?

Map of Conceptual Change: IRF

INITIAL REVISED FINAL

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 FIRM-UP (ACQUISITION)

LC1: Link sentences Activity 1: Linked In

using logical
connectors that signal
chronological and Instructions: Complete the sentences below by supplying the appropriate logical
logical sequence and connector.
summation.

Similarly As a result
Learning Targets: Consequently
Therefore Besides (2) Thus
However (2) In addition

I can link sentences

using logical
connectors that signal 1 Susie refused to take part in the concert. ______, she changed her mind the next
chronological and . day.
logical sequence and
2 The car beat the red traffic light. ______, the driver was issued a summons by
summation.
. the traffic policeman.

3 "Fira won the gold medal after three months of intensive training. ______, you
. too could win if you practice hard enough," Liza's mother said to her.

4 "I don't think she can handle this task. ______, she already has a lot of other
. responsibilities," said the head prefect to his assistant.

5 The cadets were given new uniforms to wear. ______, they received free passes
. to the match.

6 The people strongly opposed the move to build a golf course near their house.
. ______, the proposed plan was cancelled.

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 7 The final examinations are coming soon. ______, it would be advisable for you to
. begin revising more systematically," the teacher told her class.

8 The neighbors often helped each other, ______ creating a feeling of harmony in
. the neighborhood.

9 The teenager was caught shoplifting. ______, he was let off with a warning.
.
1 Shaun is directing the movie. ______, he is playing the lead role in it.
0
.

Activity 2: Frayer Model

Instructions: Define what is narrative writing using Frayer Model.

Clickable Links:
https://docs.google.com/document/d/1BKKaAeZawGOkIlnNiM8Ek_H_68RI_ik2n
bRBjLty7cg/edit?usp=sharing

LC2: Identify features

of narrative writing.

Learning Targets: Screenshot of Online Resource:

I can identify features

of narrative writing.

I can compose simple

narrative texts.

I can compose
personal and factual
recounts.

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 Scaffold for TRANSFER 1

Learning Target: I can compose simple narrative texts.

Activity 4: Narrative Text

Instructions:

1. Grab your favorite gadget or choose a smartphone application.

2. Explain how it is used through a narrative text.

3. Once done, submit output to your teacher.

LC3: Identify Activity 3: Part to Whole Analogy

words or
expressions with Directions: Identify the relationship between the first pair of words. Then,
determine the answer that corresponds to the second pair.
part-whole
(partitive) relations.
1. Green is to blue as happy is to___________.

Learning Targets: 2. Fog is to hail as red is to________________.

3. Gold is to silver as black is to_____________.

I can identify words 4. Sailboat is to sail as car is to_____________.

or expressions
5. Word is to sentence as letter is to_________.
showing part of
something.

Clickable Link:
https://www.varsitytutors.com/ssat_middle_level_verbal-help/determining-
meaning-from-type-of-relationship/analogies/part-whole-part-part-example-
category-and-cause-effect

Screenshot on Online Source:

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 Activity 4: Word Bank

Directions: Choose from the word bank below the correct terms for the
following sentences.

a torrent of abuse a work of art

a piece of advice a rasher of bacon

a fit of anger a glass of beer

1. The manager was so angry that he let loose _____________ at his

workers.
2. Can I offer you_____________________ about investing your savings?
3. Estayl slapped his girlfriend in ____________________.
4. Everyone says her garden’s_____________, it’s so beautiful.
5. How many_________ would you like with your breakfast?
6. The police wanted to know how many_____________ he had drunk.

Clickable link: https://www.englishclub.com/vocabulary/nouns-uncountable-

partitive-list.htm

Learning Target: I can compose my own narrative text.

Activity 5: Composing Narrative Text

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 Instructions:

1. Recall an experience you had with your family that strengthened your
relationship throughout the pandemic.

2. Compose a narrative text that explains your experience.

3. Submit your output to your teacher.

Scaffold for TRANSFER 2

Learning Target: I can compose personal and factual recounts.

Activity 6: Recount

Instructions:

1. Write a recount of your experience in getting your Covid-19 Vaccination

2. Start your recount on the day of your vaccination itself.

3. Narrate your experiences in a logical manner using sequence markers.

4. Submit your output to the teacher for feedback.

Self-assessment:

Instructions: Fill in the blanks with the correct partitive expressions to complete
the sentences.

1. If you’re a good boy, I’ll give you_________________.

2. Put __________________ you no longer need into this box.
3. The kids found some____________ beside the railway tracks, and took
them home.

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 4. The first thing I do when I get to work is have________________.
5. _____________ are usually steamed or boiled and then served with
butter.
6. Writing letters to corrupt politicians won’t make ____________to the
way they behave.
7. There wasn’t_________________ to prove he’d done it, but he was still
sent to jail for life.
8. You must have a receipt for every____________ you want to claim.
9. Freedom of expression is an ____________among truly democratic
people.
10. Everyone should eat at least three_____________ a day.

Interactive Quiz 1:

Instructions: Match the partitive expressions with the picture cards. Then, label
the pictures.

Link : https://en.islcollective.com/english-esl-worksheets/grammar/countable-
and-uncountable-nouns/food-partitives-box-bunch/93708

Screenshot:

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 Interactive Quiz 2:

Instructions: Identify the partitive expressions and collective nouns from the
given set of picture cards.

Link : https://en.islcollective.com/english-esl-worksheets/grammar/countable-
and-uncountable-nouns/food-partitives-box-bunch/93708

Screenshot:

DEEPEN (MEANING MAKING)

Instructions: Read the selections carefully and answer the guided questions

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 Merge: that follow. The first question should be answered inside the box, labelled
ANSWER; the second question on SUPPORTING TEXT and the third question on
Appreciate the REASON.
literature that
cultivates the unique
identity of the people
and its culture. GUIDED GENERALIZATION TABLE

A4: Explain how a Essential Text 1 Text 2 Text 3

selection may be Question
It’s this time of Social media was The National
influenced by culture, year when recently abuzz Museum of Natural
history, environment, mountaineers and with excitement History finally
and other over the revelation opened to an
trekkers feel a
factors.EN7LT-III-h- that the eager public on
stirring in the
3. Philippines actually Friday, May 18, a
blood: Mount
has 7,641 islands fitting
Banahaw beckons.
—not 7,107, as we commemoration of
A5. Discover literature No worries if such
have always International
as a tool to assert visitors accord it
thought. Actually, Museum Day, the
one’s unique identity the respect it
this piece of news global event that
and to better deserves as a is quite dated, but seeks to raise
understand other reputed sacred the initial awareness of
people. EN7LT-III- mountain, home disclosure was museums as
d-5 to spirits and made during the repositories of
mystical vibrations heat of last year’s heritage, history,
that make it
election season, and humanity.
A6. perfect forwhich is probably
Determine the key communing during why it didn’t
the holy days. generate that The natural history
message conveyed much publicity at museum completes
in the material the time, and why the triumvirate of
Problems arise today it continues Manila’s very own
viewed.
when the ignorant to make waves. museum complex.
EN7VC-III-c-13 The first two are
and insensitive
the National
descend on the
Some reactions Museum of Fine
mount, trash
Learning Targets: were expectedly Arts, which houses
about in the
humorous. “High the national art
foliage, damage tide or low tide?” collection; and the
both the serenity some netizens National Museum
I can explain how a
and the terrain for asked, alluding to of Anthropology,
selection may be
the purpose of a Charlene Gonzales’ home to the San
influenced by culture,
selfie, and leave answer, in the Diego galleon
history, environments,
many things more 1994 Miss artifacts and the
and other factors.
than their Universe pageant, Manunggul burial
footprints. to the question of jar.
how many islands
I can understand how
make up the
literature can be used
to assert one’s There are a Philippines. …Today, it’s not
identity and to better number of Technically unusual to see
speaking, per the long queues at any
understand people. elements that
United Nations of the three
make Banahaw
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 extraordinary. It’s Convention on the museums, with
an active volcano, Law of the Sea, an families and
I can explain the
with three peaks, island has to be “a groups of students
message conveyed in
the highest naturally formed excited to see
the material viewed or
reaching over area of land, priceless Filipino
read.
7,000 feet above surrounded by treasures, such as
water, which is the Spolarium by
sea level, with a
above water at Juan Luna and
large crater at the
high tide.” curiosities like the
top.
skeletal remains of
“Lolong,” the giant
In any case, the crocodile.
But Banahaw is new figure shores
better known for up our status as
being a “holy one of the world's Manila can now
mountain,” long largest take pride in
the choice archipelagos. Our having its own
destination of country’s museum complex,
pilgrims because archipelagic nature like other great
of its supposedly has always been cities of the world.
holy springs and part of our The opening of the
biblical features. national self-image National Museum
and reputation: of Natural History,
We were “Las our very own
Islas Filipinas” and Smithsonian,
then “P.I.” (for hopefully changes
Philippine Islands) the character of
before we became Filipino families’
“RP” and “PH.” We Sunday excursions.
still see this in our
travel industry,
where many The museum
companies include complex, which
the word “island” represents the
in their branding height of cultural
(perhaps the only achievement, is
casualties of 7,641 always the better
are brands that alternative to the
make use of shopping complex,
7,107). the bastion of
crass
commercialism.
The change is a
reminder of how
knowledge, even All Filipinos should
scientific make it a point to
knowledge, is a visit any of the
matter of faith. three museums at
Most of us never least once in their
really counted the lifetime.
Philippine islands
ourselves; we rely
on “experts” to do
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 it for us—but their
methods are not
perfect; results
can change
through time. It’s
good for our
critical thinking to
be reminded of
the contingency of
“expert
knowledge.”

Actually,
geographers have
known for quite a
while that 7,107
was incorrect. On
top of better
surveying, Earth’s
primordial forces
have participated
in the revision: In
1952, a volcano
called Didicas
emerged east of
the Babuyan
islands, rising to
over 200 meters
above sea level.
That alone should
have revised the
figure to 7,108.

I wonder, though,
how long the
current figure of
7,641 will last.

What Answer: Answer: Answer:

influences the
way a person
asserts his/her
identity?

Supporting Texts: Supporting Texts: Supporting Texts:

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 Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:
The students will understand that the way to assert one’s identity is
influenced by one’s deep knowledge and appreciation of culture and history
through the use of effective communication strategies.

C-E-R Questions:

1. What are the topics discussed in the text?

2. How was the author’s identity asserted in the text?

3. Was the author’s identity asserted in the text clearly and effectively?
Explain why or why not.

EQ: What influences the way a person asserts his/her identity?

Prompt for Generalization:

1. How does each text answer the essential question? Do the authors of the
different texts have similar or different styles in asserting their ideas,
opinions? What specific lines from the texts would prove your answer to
the essential question for each text?
2. What led you to identify evidence from each text to prove your answer
to the essential question? What are your reasons for saying so?

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 ASYCHRONOUS ONLINE LEARNING MATERIALS
(examples: newsela.com, insert learning, kami, wizer.me)

Text 1: Banahaw Beckons

Link: (Online Application/WEB 2.0 for Text Annotation)
https://opinion.inquirer.net/111822/banahaw-beckons

Text 2: From 7,107 to 7,641

Link: (Online Application/WEB 2.0 for Text Annotation)
https://opinion.inquirer.net/102845/from-7107-to-7641

Text 3: Finally, museum sundays in Manila

Link: (Online Application/WEB 2.0 for Text Annotation)
https://www.manilatimes.net/2018/05/27/opinion/editorial/finally-museum-
sundays-in-manila/401422

Instructions: Read the following texts provided and be able to answer the
Guided Generalization table given. Make sure to fill out the boxes with the
information needed. Guide questions are provided for your use.

Holistic Rubric for Guided Generalization:

4 points In addition to Level 3 response, student’s reasoning

shows in-depth inference that goes beyond other
compelling evidence related to the text.

3 points Claim is correct. Cited evidence from the article supports

the claim. Reasoning is logical and connected to the
evidence.

2 points Claim is partially correct. Some of the cited evidence does

not support the claim. Reasoning is partially not logical
and not connected to the evidence.

1 point Claim is incorrect. Some cited evidence does not support

the claim.

0 points No claim, evidence or reasoning is found in the answer.

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 Scaffold for Transfer 3:

Learning target: I can compose an anecdote based on a significant personal

experience.

PRODUCT: Anecdote

Instructions:

1. Create an anecdote about a specific event in your life.

2. Make an outline of the incidents in the anecdote.

3. Mention what conclusion you have derived from the particular incident. Limit
the discussion to one or two paragraphs. (10 sentences)

4.Submit it to the teacher for feedback.

Map of Conceptual Change: IRF

INITIAL REVISED FINAL

TRANSFER

Performance
Standard:
Transfer Goal:

Students on their own and in the long run will be able to compose and deliver
The students are able personal narrative for a travelogue to show and assert their identity as a
to share an engaging, Filipino.
creative and
informative blog or
vlog. Performance Task:

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 Learning Targets: Kind: One Product - Travelogue

I can effectively share Performance Task Playlist (see below)

my personal narrative
through a blog/vlog.
Use of Web 2.0 App for Output Canva
● PowerPoint
I can show my Filipino
culture through my ● Filmora
blog/vlog.
● Capcut

Analytic Rubric:

CALENDAR OF ACTIVITIES
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 WEEK 1

MON TUE WED THU FRI

Acquisition Acquisition Acquisition Acquisition Acquisition

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5

Scaffold for
Transfer 1

WEEK 2

MON TUE WED THU FRI

Acquisition Self-assessment

Scaffold for Interactive Making Making Making

Transfer 2 Quiz 1 Meaning Meaning Meaning

Activity 6 Interactive CER CER

Quiz 2
Table TicTacToe

WEEK 3

MON TUE WED THU FRI

Making Making
Meaning Meaning

Transfer Transfer Transfer

CER Error Correction
with
open book

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 WEEK 4

MON TUE WED THU FRI

Transfer Transfer Transfer Delivery Feedback

Feedforward

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

A1. Link sentences using logical Linked In (Sentence completion)
connectors that signal chronological
and logical sequence and summation.
EN7G-III-a-1 (Grammar Awareness)
A2. Identify features of narrative Frayer Model
writing
EN7WC-III-a2.2.12 (Writing and
Composition)
A3. Identify Part to Whole Analogy
words or
expressions with Matching Type
part-whole
(partitive) relations Identification
EN7V-III-g13.11.2
(Vocabulary Development) Word Bank

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

LEARNING COMPETENCY:

A4: Explain how a selection may be influenced by culture, history, environment, and other
factors.EN7LT-III-h-3.

A5. Discover literature as a tool to assert one’s unique identity and to better understand other
people. EN7LT-III-d-5

A6.
Determine the key message conveyed in the material viewed. EN7VC-III-c-13

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

ARTICLE/PROBLEM:
Banahaw Beckons

Philippine Daily Inquirer / 05:14 AM March 18, 2018

It’s this time of year when mountaineers and trekkers feel a stirring in the blood: Mount Banahaw beckons. No worries
if such visitors accord it the respect it deserves as a reputed sacred mountain, home to spirits and mystical vibrations
that make it perfect for communing during the holy days.

Problems arise when the ignorant and insensitive descend on the mount, trash about in the foliage, damage both the
serenity and the terrain for the purpose of a selfie, and leave many things more than their footprints.

There are a number of elements that make Banahaw extraordinary. It’s an active volcano, with three peaks, the highest
reaching over 7,000 feet above sea level, with a large crater at the top.

But Banahaw is better known for being a “holy mountain,” long the choice destination of pilgrims because of its
supposedly holy springs and biblical features.

It’s also a choice destination for trekkers drawn to its natural features as part of the Mounts Banahaw-San Cristobal
Protected Landscape (MBSCPL) and the four trails that can take as much as nine hours to walk.

Take Julie and Jun Aguilar, of Cabuyao City in Laguna, who were interviewed in 2014 on the mountain where family
and friends occupied colorful tents that had been pitched since Palm Sunday.

“This is our 10th year here on Mount Banahaw,” said Julie, a tailoring shop operator. “We also pray, but we’re not
religious pilgrims. We just come here to enjoy the peace. Sort of a nature trip.”

Added Jun: “At least for a week, we’re far from the maddening metropolis.”

The Department of Environment and Natural Resources, which is in charge of preserving Banahaw, has the thankless
task of balancing the wishes of the visitors and the need to protect the mountain. It’s a great place to be especially if
one is attuned to its serene vibes. But what about the philistine hordes?

Banahaw has long been the victim of careless humans, such as climbers who leave their trash here and there (a no-no

PEAC2022Page 18
 on any mountain or elsewhere). The trash problem got so bad that in 2004, the DENR imposed what was to be a five-
year ban on certain areas on the mountain through Republic Act No. 9847. But the damage was so great that these
areas will remain closed until 2019 to allow the flora to regenerate.

There are other challenges. Last March 6, a forest fire razed more than 35 hectares of grassland on Mount Masalukot in
Candelaria and part of the MBSCPL.

Some climbers are so determined to climb Banahaw that they actually carve out their own new paths. And in 2015,
more than 25 trekkers were arrested by forest rangers and policemen for entering the closed sections of Banahaw
without permits.

Now comes the biggest yearly challenge. Holy Week is peak season for visitors to Banahaw and the DENR has called on
both pilgrims and trekkers to keep to the designated paths and stay away from areas off-limits to the public.

“We can all have a hassle-free Holy Week as long as they will obey basic rules — no trespassing in the prohibited areas
and observe proper garbage disposal,” said Salud Pangan, DENR park superintendent for Banahaw and San Cristobal.

She noted that some 7,000 visitors came to Banahaw during the Lenten season in 2017. More are expected this year.

Pangan warned would-be visitors not to join any groups offering “unrestricted” access to the summit for a fee. “We will
implement a no permit, no camping policy this time.

Any group who wants to pitch tents should secure the required permit from the PAMB (Protected Area Management
Board) office in the village,” she said.

Visitors should also mind the rules, which include bans on the use of soap or shampoo in the mountain rivers, on
alcoholic drinks and smoking, and on gambling and unruly activities.

These are simple rules of behavior, but then some people are so dense that they need to be told stuff they should
already know if they decide to sally forth on the “magic mountain.”

Whether as pilgrimage site or trekking destination, Banahaw is a treasure. Those who would partake of its unique
atmosphere and natural allure should do their part in ensuring that this treasure endures for the next generations.
Heed Banahaw’s beckoning, to be sure, but with self-awareness and reverence.

QUESTION:
How was the author’s identity asserted in the text?

YOUR CLAIM:
The identity of the author was asserted in the text through showingd pride in the uniqueness of the
landscape and trails; the reputation of being a sacred mountain to religious pilgrims; and also
caring for the preservation of the nature in Mount Banahaw
Cite from the article two evidences that support your claim:

EVIDENCE 1:
No worries if such visitors accord it the respect it deserves as a reputed sacred mountain, home to spirits and mystical

PEAC2022Page 19
 vibrations that make it perfect for communing during the holy days.

There are a number of elements that make Banahaw extraordinary. It’s an active volcano, with three peaks, the highest
reaching over 7,000 feet above sea level, with a large crater at the top.

But Banahaw is better known for being a “holy mountain,” long the choice destination of pilgrims because of its
supposedly holy springs and biblical features.

It’s also a choice destination for trekkers drawn to its natural features as part of the Mounts Banahaw-San Cristobal
Protected Landscape (MBSCPL) and the four trails that can take as much as nine hours to walk.

EVIDENCE 2:

Problems arise when the ignorant and insensitive descend on the mount, trash about in the foliage, damage both the
serenity and the terrain for the purpose of a selfie, and leave many things more than their footprints.

Banahaw has long been the victim of careless humans, such as climbers who leave their trash here and there (a no-no
on any mountain or elsewhere). The trash problem got so bad that in 2004, the DENR imposed what was to be a five-
year ban on certain areas on the mountain through Republic Act No. 9847. But the damage was so great that these
areas will remain closed until 2019 to allow the flora to regenerate.

Whether as pilgrimage site or trekking destination, Banahaw is a treasure. Those who would partake of its unique
atmosphere and natural allure should do their part in ensuring that this treasure endures for the next generations.
Heed Banahaw’s beckoning, to be sure, but with self-awareness and reverence.

Explain how your evidence supports your claim.

REASONING:

Evidence 1 shows how the author feels proud about how famous Mount Banahaw is among hikers,
trekkers, and pilgrims. The author also talked about the impressive features of Mount Banahaw.

In Evidence 2, the author showed great concern for the preservation of the mountain by criticizing
those who leave their trash in the mountain as well as those who do not show respect to the
natural flora and fauna.

These pieces of evidence prove that the identity of the author was asserted clearly and effectively
in the text.

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

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 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)

1. A4. Explain how a selection may be influenced by culture, history, environment, and other factors.
EN7LT-III-h-3.
2. A5. Discover literature as a tool to assert one’s unique identity and to better understand other people.
EN7LT-III-d-5
3. A6. Determine the key message conveyed in the material viewed. EN7VC-III-c-13
__________________________________________________________________________________
_____________________________________________________________________
Directions: Read the the story, “How My Brother Leon Brought Home a Wife” by Manuel Arguilla and
answer the following questions.
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.

NARRATIVE TEXT: How My Brother Leon Brought Home a Wife (American Colonial
Literature By Manuel E Arguilla (niu.edu))

She stepped down from the carretela of Ca Celin with a quick, delicate grace. She was lovely. SHe was tall. She looked up to my
brother with a smile, and her forehead was on a level with his mouth. "You are Baldo," she said and placed her hand lightly on my
shoulder. Her nails were long, but they were not painted. She was fragrant like a morning when papayas are in bloom. And a small
dimple appeared momently high on her right cheek. "And this is Labang of whom I have heard so much." She held the wrist of one
hand with the other and looked at Labang, and Labang never stopped chewing his cud. He swallowed and brought up to his mouth
more cud and the sound of his insides was like a drum. I laid a hand on Labang's massive neck and said to her: "You may scratch his
forehead now." She hesitated and I saw that her eyes were on the long, curving horns. But she came and touched Labang's forehead
with her long fingers, and Labang never stopped chewing his cud except that his big eyes half closed. And by and by she was
scratching his forehead very daintily.

My brother Leon put down the two trunks on the grassy side of the road. He paid Ca Celin twice the usual fare from the station to the
edge of Nagrebcan. Then he was standing beside us, and she turned to him eagerly. I watched Ca Celin, where he stood in front of
his horse, and he ran his fingers through its forelock and could not keep his eyes away from her.

"Maria---" my brother Leon said.

He did not say Maring. He did not say Mayang. I knew then that he had always called her Maria and that to us all she would be Maria;
and in my mind I said 'Maria' and it was a beautiful name.

"Yes, Noel."

Now where did she get that name? I pondered the matter quietly to myself, thinking Father might not like it. But it was only the
name of my brother Leon said backward and it sounded much better that way.

"There is Nagrebcan, Maria," my brother Leon said, gesturing widely toward the west.

She moved close to him and slipped her arm through his. And after a while she said quietly.

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 "You love Nagrebcan, don't you, Noel?"

Ca Celin drove away hi-yi-ing to his horse loudly. At the bend of the camino real where the big duhat tree grew, he rattled the handle
of his braided rattan whip against the spokes of the wheel.

We stood alone on the roadside.

The sun was in our eyes, for it was dipping into the bright sea. The sky was wide and deep and very blue above us: but along the
saw-tooth rim of the Katayaghan hills to the southwest flamed huge masses of clouds. Before us the fields swam in a golden haze
through which floated big purple and red and yellow bubbles when I looked at the sinking sun. Labang's white coat, which I had
wshed and brushed that morning with coconut husk, glistened like beaten cotton under the lamplight and his horns appeared tipped
with fire.

He faced the sun and from his mouth came a call so loud and vibrant that the earth seemed to tremble underfoot. And far away in the
middle of the field a cow lowed softly in answer.

"Hitch him to the cart, Baldo," my brother Leon said, laughing, and she laughed with him a big uncertainly, and I saw that he had put
his arm around her shoulders.

"Why does he make that sound?" she asked. "I have never heard the like of it."

"There is not another like it," my brother Leon said. "I have yet to hear another bull call like Labang. In all the world there is no other
bull like him."

She was smiling at him, and I stopped in the act of tying the sinta across Labang's neck to the opposite end of the yoke, because her
teeth were very white, her eyes were so full of laughter, and there was the small dimple high up on her right cheek.

"If you continue to talk about him like that, either I shall fall in love with him or become greatly jealous."

My brother Leon laughed and she laughed and they looked at each other and it seemed to me there was a world of laughter between
them and in them.

I climbed into the cart over the wheel and Labang would have bolted, for he was always like that, but I kept a firm hold on his rope.
He was restless and would not stand still, so that my brother Leon had to say "Labang" several times. When he was quiet again, my
brother Leon lifted the trunks into the cart, placing the smaller on top.

She looked down once at her high-heeled shoes, then she gave her left hand to my brother Leon, placed a foot on the hub of the
wheel, and in one breath she had swung up into the cart. Oh, the fragrance of her. But Labang was fairly dancing with impatience
and it was all I could do to keep him from running away.

"Give me the rope, Baldo," my brother Leon said. "Maria, sit down on the hay and hold on to anything." Then he put a foot on the left
shaft and that instand labang leaped forward. My brother Leon laughed as he drew himself up to the top of the side of the cart and
made the slack of the rope hiss above the back of labang. The wind whistled against my cheeks and the rattling of the wheels on the
pebbly road echoed in my ears. She sat up straight on the bottom of the cart, legs bent togther to one side, her skirts spread over
them so that only the toes and heels of her shoes were visible. her eyes were on my brother Leon's back; I saw the wind on her hair.
When Labang slowed down, my brother Leon handed to me the rope. I knelt on the straw inside the cart and pulled on the rope until
Labang was merely shuffling along, then I made him turn around.

"What is it you have forgotten now, Baldo?" my brother Leon said.

I did not say anything but tickled with my fingers the rump of Labang; and away we went---back to where I had unhitched and
waited for them. The sun had sunk and down from the wooded sides of the Katayaghan hills shadows were stealing into the fields.
High up overhead the sky burned with many slow fires. When I sent Labang down the deep cut that would take us to the dry bed of
the Waig which could be used as a path to our place during the dry season, my brother Leon laid a hand on my shoulder and said
sternly:

"Who told you to drive through the fields tonight?"

His hand was heavy on my shoulder, but I did not look at him or utter a word until we were on the rocky bottom of the Waig.

"Baldo, you fool, answer me before I lay the rope of Labang on you. Why do you follow the Wait instead of the camino real?"

His fingers bit into my shoulder.

"Father, he told me to follow the Waig tonight, Manong."

Swiftly, his hand fell away from my shoulder and he reached for the rope of Labang. Then my brother Leon laughed, and he sat back,
and laughing still, he said:

"And I suppose Father also told you to hitch Labang to the cart and meet us with him instead of with Castano and the calesa."

Without waiting for me to answer, he turned to her and said, "Maria, why do you think Father should do that, now?" He laughed and
added, "Have you ever seen so many stars before?"

I looked back and they were sitting side by side, leaning against the trunks, hands clasped across knees. Seemingly, but a man's
height above the tops of the steep banks of the Wait, hung the stars. But in the deep gorge the shadows had fallen heavily, and even
the white of Labang's coat was merely a dim, grayish blur. Crickets chirped from their homes in the cracks in the banks. The thick,

PEAC2022Page 22
 unpleasant smell of dangla bushes and cooling sun-heated earth mingled with the clean, sharp scent of arrais roots exposed to the
night air and of the hay inside the cart.

"Look, Noel, yonder is our star!" Deep surprise and gladness were in her voice. Very low in the west, almost touching the ragged edge
of the bank, was the star, the biggest and brightest in the sky.

"I have been looking at it," my brother Leon said. "Do you remember how I would tell you that when you want to see stars you must
come to Nagrebcan?"

"Yes, Noel," she said. "Look at it," she murmured, half to herself. "It is so many times bigger and brighter than it was at Ermita
beach."

"The air here is clean, free of dust and smoke."

"So it is, Noel," she said, drawing a long breath.

"Making fun of me, Maria?"

She laughed then and they laughed together and she took my brother Leon's hand and put it against her face.

I stopped Labang, climbed down, and lighted the lantern that hung from the cart between the wheels.

"Good boy, Baldo," my brother Leon said as I climbed back into the cart, and my heart sant.

Now the shadows took fright and did not crowd so near. Clumps of andadasi and arrais flashed into view and quickly disappeared as
we passed by. Ahead, the elongated shadow of Labang bobbled up and down and swayed drunkenly from side to side, for the lantern
rocked jerkily with the cart.

"Have we far to go yet, Noel?" she asked.

"Ask Baldo," my brother Leon said, "we have been neglecting him."

"I am asking you, Baldo," she said.

Without looking back, I answered, picking my words slowly:

"Soon we will get out of the Wait and pass into the fields. After the fields is home---Manong."

"So near already."

I did not say anything more because I did not know what to make of the tone of her voice as she said her last words. All the laughter
seemed to have gone out of her. I waited for my brother Leon to say something, but he was not saying anything. Suddenly he broke
out into song and the song was 'Sky Sown with Stars'---the same that he and Father sang when we cut hay in the fields at night
before he went away to study. He must have taught her the song because she joined him, and her voice flowed into his like a gentle
stream meeting a stronger one. And each time the wheels encountered a big rock, her voice would catch in her throat, but my
brother Leon would sing on, until, laughing softly, she would join him again. Then we were climbing out into the fields, and through
the spokes of the wheels the light of the lantern mocked the shadows. Labang quickened his steps. The jolting became more
frequent and painful as we crossed the low dikes.

"But it is so very wide here," she said. The light of the stars broke and scattered the darkness so that one could see far on every side,
though indistinctly.

"You miss the houses, and the cars, and the people and the noise, don't you?" My brother Leon stopped singing.

"Yes, but in a different way. I am glad they are not here."

With difficulty I turned Labang to the left, for he wanted to go straight on. He was breathing hard, but I knew he was more thirsty
than tired. In a little while we drope up the grassy side onto the camino real.

"---you see," my brother Leon was explaining, "the camino real curves around the foot of the Katayaghan hills and passes by our
house. We drove through the fields because---but I'll be asking Father as soon as we get home."

"Noel," she said.

"Yes, Maria."

"I am afraid. He may not like me."

"Does that worry you still, Maria?" my brother Leon said. "From the way you talk, he might be an ogre, for all the world. Except when
his leg that was wounded in the Revolution is troubling him, Father is the mildest-tempered, gentlest man I know."

We came to the house of Lacay Julian and I spoke to Labang loudly, but Moning did not come to the window, so I surmised she must
be eating with the rest of her family. And I thought of the food being made ready at home and my mouth watered. We met the twins,
Urong and Celin, and I said "Hoy!" calling them by name. And they shouted back and asked if my brother Leon and his wife were with
me. And my brother Leon shouted to them and then told me to make Labang run; their answers were lost in the noise of the wheels.
I stopped labang on the road before our house and would have gotten down but my brother Leon took the rope and told me to stay
in the cart. He turned Labang into the open gate and we dashed into our yard. I thought we would crash into the camachile tree, but

PEAC2022Page 23
 my brother Leon reined in Labang in time. There was light downstairs in the kitchen, and Mother stood in the doorway, and I could
see her smiling shyly. My brother Leon was helping Maria over the wheel. The first words that fell from his lips after he had kissed
Mother's hand were:

"Father... where is he?"

"He is in his room upstairs," Mother said, her face becoming serious. "His leg is bothering him again."

I did not hear anything more because I had to go back to the cart to unhitch Labang. But I hardly tied him under the barn when I
heard Father calling me. I met my brother Leon going to bring up the trunks. As I passed through the kitchen, there were Mother and
my sister Aurelia and Maria and it seemed to me they were crying, all of them.

There was no light in Father's room. There was no movement. He sat in the big armchair by the western window, and a star shone
directly through it. He was smoking, but he removed the roll of tobacco from his mouth when he saw me. He laid it carefully on the
windowsill before speaking.

"Did you meet anybody on the way?" he asked.

"No, Father," I said. "Nobody passes through the Waig at night."

He reached for his roll of tobacco and hithced himself up in the chair.

"She is very beautiful, Father."

"Was she afraid of Labang?" My father had not raised his voice, but the room seemed to resound with it. And again I saw her eyes on
the long curving horns and the arm of my brother Leon around her shoulders.

"No, Father, she was not afraid."

"On the way---"

"She looked at the stars, Father. And Manong Leon sang."

"What did he sing?"

"---Sky Sown with Stars... She sang with him."

He was silent again. I could hear the low voices of Mother and my sister Aurelia downstairs. There was also the voice of my brother
Leon, and I thought that Father's voice must have been like it when Father was young. He had laid the roll of tobacco on the
windowsill once more. I watched the smoke waver faintly upward from the lighted end and vanish slowly into the night outside.

The door opened and my brother Leon and Maria came in.

"Have you watered Labang?" Father spoke to me.

I told him that Labang was resting yet under the barn.

"It is time you watered him, my son," my father said.

I looked at Maria and she was lovely. She was tall. Beside my brother Leon, she was tall and very still. Then I went out, and in the
darkened hall the fragrance of her was like a morning when papayas are in bloom.

Q1 Who are the characters Q2 Where and when did the Q3 What kind of living
in the story? story happen? does Leon and his family
have?

Q4 From the selection, do Q5 What is the theme of the Q6 How will you
you think Leon’s family short story, “How My Brother differentiate the life of
accepts Maria? Why? Leon Brought Home a Wife”? people residing in the
province and in the city?

PEAC2022Page 24
 Q7 How does the theme of
the story influence the way
of living of many Filipinos
from the previous times
and nowadays?
Q8 Which scene or object in
the story may best describe
the story’s theme?
Q9 What kind of culture
is presented in the
selection? How does it
affect the identity of each
character?

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: What is the theme of the story, “How My Brother Leon Brought Home
a Wife”?

CLAIM: My answer to the question is: The theme of the story revolves around one’s social status in
life. Having different social status is not a hindrance when it comes to true love.

EVIDENCE: The statement in the article that support my answer is:

a. The evidence of my claim can be found in the descriptions about Maria, being a woman
living in the city, and how the author describes the place in Nagrebcan, including Baldo,
Leon, and the descriptions about the modes of transportation in Nagrebcan in the text.

REASONING: The evidence I chose supports my answer because the author shows various
descriptions about the difference between the way of life of the people living in a city and
province. It also encompasses the Filipino culture on how they respect and accept one’s social
status in life.

QUESTION NO. 7: How does the theme of the story influence the way of living of many Filipinos
from the previous times and nowadays?

CLAIM: My answer to the question is: The theme of story greatly influences the Filipino people

PEAC2022Page 25
 from the previous times, especially during the colonization times, because social status was
important for the countries who colonized our country, and negatively, it was used as a way of
discriminating Filipinos. Nowadays, Filipinos still have an unequal treatment between privilege and
non-privilege, although this stereotype can be changed.

EVIDENCE: The statement in the article that support my answer is:

a. During the pre-hispanic and hispanic period, there was a gap between the Filipinos and
Spanish. Moreover, it continued until the arrival of Americans and Japanese. In the story,
there is still anxiousness between the social strata of characters because Maria used to be a
city-born woman, while Leon’s family used to live in a province, in which there’s a gap
between the way of living in rural and urban areas.

REASONING: The evidence I chose supports my answer because the author vividly discuss on how
one’s social status, as well as the decisions of each character, may influence the identity of a
person. It proves that the first impression of Leon’s family with Maria was wrong, because of
unexpected turn of events during the trials/test for Maria.

QUESTION NO. 3: What kind of living does Leon and his family have?

CLAIM: My answer to the question is: Leon’s family had a simple provincial life in Nagrebcan.

EVIDENCE: The statement in the article that supports my answer is: It can be shown in the
exposition of the text that Leon and his family had a simple provincial life with the way the author
gives vivid descriptions about Nagrebcan.

REASONING: The evidence I chose supports my answer because…

2C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

1. A4. Explain how a selection may be influenced by culture, history, environment, and other
factors. EN7LT-III-h-3.
2. A5. Discover literature as a tool to assert one’s unique identity and to better understand other
people. EN7LT-III-d-5
3. A6. Determine the key message conveyed in the material viewed. EN7VC-III-c-13
____________________________________________________________________

PEAC2022Page 26
 Directions: Read the the story, “How My Brother Leon Brought Home a Wife” by Manuel Arguilla
and answer the following questions.
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.

SHORT STORY: How My Brother Leon Brought Home a Wife (American Colonial
Literature By Manuel E Arguilla (niu.edu))

Q1 Who are the characters Q2 Where and when did Q3 What kind of living does
in the story? the story happen? Leon and his family have?

Ans: Ans: in Nagrebcan, La Ans: Leon’s family had a

Union simple provincial life in
Leon/Noel - Maria's Nagrebcan.
husband, older brother of
Baldo

Maria - Leon's wife

Baldo - Leon's younger

brother, also the narrator of
this story Mother and
Father of Leon and Baldo

Aurelia - Leon and Baldo's

younger sister

Labang - the carabao

Q4 From the selection, do Q5 What is the theme of Q6 How will you

you think Leon’s family
accepts Maria? Why?
At first, Leon’s father does
not accept Maria, so he puts
her through an enduring
test. But later on, he
accepted Maria
the story, “How My
Brother Leon Brought
Home a Wife”?
Ans: The theme of the
story revolves around
one’s social status in life.
Having different social
status is not a hindrance
when it comes to true
love.
differentiate the life of
people residing in the
province and in the city?
In province, people are
working with fields, and
riding on kalesa/calesa was
their means of
transportation, while in the
city, there are vehicles like
cars and buses, and people
are experiencing quite
luxurious life.

Q7 How does the theme of Q8 Which scene or object Q9 What kind of Filipino
the story influence the way in the story may best tradition or culture is

PEAC2022Page 27
 of living of many Filipinos
from the previous times and
nowadays?
Ans: The theme of story
greatly influences the
Filipino people from the
previous times, especially
during the colonization
times, because social status
was important for the
countries who colonized our
country, and negatively, it
was used as a way of
discriminating Filipinos.
Nowadays, Filipinos still
have an unequal treatment
between privilege and non-
privilege, although this
stereotype can be changed.
describe the story’s
theme?
Ans: It is Labang, the
carabao. Labang is a sign
of Filipinos' hard working
attitude living in the
province. Although
Labang is an animal, it
can be seen in the first
scene that he accepted
Maria for who she was,
along with Baldo, by
allowing her to scratch
his forehead.
presented in the selection?
How does it affect the
identity of each character?
Ans: The kind of Filipino
culture or tradition
presented in the text is the
time when the husband
introduces his wife to his
family to get to know her
better. Moreover, it shows
how each character accepts
and respect one’s social
status in life.

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 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
the 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: ____________________________
PEAC2022Page 28
LEARNING COMPETENCY: Determine the key message conveyed in the material viewed EN7VC-III-c-
13

__________________________________________________________________________________

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:The Witch’: plot summary

On an old train, a mother is travelling with her two children: a four-year-old boy and a baby girl. The boy
keeps looking out of the train window, pointing out what he can see. He tells his mother that he saw a
witch outside, who threatened to eat him up, but he chased her away.

Just after this, a man smoking a cigar enters the train carriage and engages the boy in conversation,
asking him what he’s looking at out the window. The boy tells the man that he’s looking for witches. The
man asks the boy some other questions, and learns from his mother that his name’s Johnny. He then
asks Johnny about his baby sister, and offers to tell Johnny about his little sister.
The man then relates the story of how he loved his sister so much that he put his hands around her
neck one day and killed her. Then he dismembered her body and cut her head off and put it into a cage
with a bear, which ate the head. Johnny is gripped by this story and wants to know more, but the
mother, overhearing what the man is telling her son, tells the man to stay away from her son and leave
the carriage.

ARTICLE 2: The class of Section A did not like their new adviser, Mr. Arsenio L. Torres. He was quiet,
distant and he never smiled. When he said that the students 'looked intelligent but that remains to be
proved' they took it as a challenge. Their excellent performance, however, went unacknowledged.

Much the students did not understand about Mr.Torres. He had to be different from the more pleasant
teachers. He knew his lessons by heart, mastered them yet he showed no passion. It was like reading a
great story or reciting a lovely poem detachedly, lacking vivacity. He was 'too impersonal, too aloof, like
a proud god forced to walk among the mortals'.

There were days that Mr. Torres was absent but the students never bothered to ask why. They even
wished he would stay away a little longer. Unpopular as he was, no one noted any change in his
appearance that was out of the ordinary.

Section A was in-charge with the morning program. The theme was 'Courage'. Mr. Torres decided a
common song for the duet that was not about courage. He wanted them also to wear white because he
liked white. They voiced their protests, which he ignored. The girls for the duet wanted another song. Mr.
Torres relented but they would never forget his strange voice and the look on his face.

For Mr. Torres' death came shockingly unexpected. Apparently, he had been sick but had kept it a
secret. At the program,Section A's class president gave a speech. He spoke in a broken voice about
how Mr. Torres was misunderstood and misjudged because of his seeming indifference and his inability
to laugh or smile. Courage drove him to teach, to live each day through pain as if nothing was wrong.
With courage, he chose to be 'misunderstood rather than admit defeat'. If only they knew or made an
effort to know... but it was painfully too late for regrets.

The two girls sang Mr. Torres' song but they could not finish it. The students in white were quiet as they
proceeded to their empty classroom.

ARTICLE 3: The class of Section A did not like their new adviser, Mr. Arsenio L. Torres. He was quiet,
distant and he never smiled. When he said that the students 'looked intelligent but that remains to be
proved' they took it as a challenge. Their excellent performance, however, went unacknowledged.

PEAC2022Page 29
 Much the students did not understand about Mr.Torres. He had to be different from the more pleasant
teachers. He knew his lessons by heart, mastered them yet he showed no passion. It was like reading a
great story or reciting a lovely poem detachedly, lacking vivacity. He was 'too impersonal, too aloof, like
a proud god forced to walk among the mortals'.

There were days that Mr. Torres was absent but the students never bothered to ask why. They even
wished he would stay away a little longer. Unpopular as he was, no one noted any change in his
appearance that was out of the ordinary.

Section A was in-charge with the morning program. The theme was 'Courage'. Mr. Torres decided a
common song for the duet that was not about courage. He wanted them also to wear white because he
liked white. They voiced their protests, which he ignored. The girls for the duet wanted another song. Mr.
Torres relented but they would never forget his strange voice and the look on his face.

For Mr. Torres' death came shockingly unexpected. Apparently, he had been sick but had kept it a
secret. At the program,Section A's class president gave a speech. He spoke in a broken voice about
how Mr. Torres was misunderstood and misjudged because of his seeming indifference and his inability
to laugh or smile. Courage drove him to teach, to live each day through pain as if nothing was wrong.
With courage, he chose to be 'misunderstood rather than admit defeat'. If only they knew or made an
effort to know... but it was painfully too late for regrets.

The two girls sang Mr. Torres' song but they could not finish it. The students in white were quiet as they
proceeded to their empty classroom.

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. The student is also asked to
support the 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.
PEAC2022Page 30
 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:

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: The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative texts using schema and

PEAC2022Page 31
 appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken communication using direct/reported
speech, active/passive voice, simple past and past perfect tenses and connectors correctly
and appropriately.

SITUATION:
Basa Air Base High School will hold a field trip which aims to explore and be aware about
Philippine culture and tradition. As part of your work (Tourism Officer), you were tasked to create
a blog/vlog to let students have an idea about the places that they are going to visit. Your output
should be informative, comprehensive, accurate and appealing.

GOAL:
Students on their own and in the long run will be able to compose and deliver personal narrative
for a travelogue to show and assert their identity as a Filipino.

ROLE:
Tourism Officer

PRODUCT:
Travelogue

AUDIENCE:
Students

STANDARDS:

The performance will be assessed based on a rubric.

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: The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short narrative texts using schema and
appropriate listening and viewing strategies; expressing ideas, opinions, and feelings through

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 various formats; and enriching written and spoken communication using direct/reported
speech, active/passive voice, simple past and past perfect tenses and connectors correctly
and appropriately.

SITUATION:
Basa Air Base High School will hold a field trip which
aims to explore and be aware about Philippine culture
and tradition. As part of your work (Tourism Officer),
you were tasked to create a blog/vlog to let students
have an idea about the places that they are going to
visit. Your output should be informative,
comprehensive, accurate and appealing.

GOAL:
Students on their own and in the long run will be able to compose and deliver personal narrative
for a travelogue to show and assert their identity as a Filipino.

ROLE:
Tourism Officer

PRODUCT CHOICES:
Travelogue
1. Blog
2. Vlog

AUDIENCE:
Students

STANDARDS:

The performance will be assessed based on a rubric.

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.

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5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

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

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 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

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:

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 STANDARDS: (criteria from each subject area)

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:

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 DESIGN STEPS AND TASK QUESTIONS TO ANSWER IMPLEMENTATION IN
SCAFFOLD/PERFORMANCE
TASK

1. Empathize

2. Define

3. Ideate

4. Prototype

5. Test

6. Publish

5F. Performance Task Playlist Template

PERSONAL STORY (CREATIVE NONFICTION)

TRAVELOGUE (BLOG OR VLOG)

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

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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 the
number of steps for Learn, Practice and Show.

Activity Directions/Resource Choices/Content/Link Output Date

Completed

Step 1: LEARN In this step you will study and review the steps on how Blog
to make an awesome travelogue (blog/vlog). In doing
Vlog
your task, use the checklist that contains the guidelines in
creating a blog/vlog.
How to Write Awesome School Blog Posts
(campussuite.com)
How to Start a Vlog in 5 Easy Steps (uschamber.com)

Once done, complete your review then upload your

output to the designated LMS folder.

Step 2: PRACTICE In this part, you will gather and fact-check your written
articles. In performing your work, use this site Plagiarism
Checker - No 1 Free plagiarism Detector to check the
originality of your work and the information you have
used.

Once complete, upload your output to the designated

LMS folder.

Step 3: PRACTICE In this step, you will create an initial layout of your Initial blog/vlog
blog/vlog using your gathered articles that are already layout
fact-checked.

Begin by studying and aligning your output from the

guidelines. Then proceed to lay-outing your output by
choosing any of the given templates below:
A. Canva template
B. Google Docs or MS Word
C. Powerpoint
D. Filmora
E. Visme
F. Vistacreate
Once done, upload your work to the assigned LMS folder.

Step 4: SHOW In this section, you must check in with your teacher and
get feedback on your output. Then, ask for approval for
you to proceed to the next step.

Step 5: LEARN In this step, you will learn about editing and publication. Output Draft
To start learning these inputs, begin by accessing the links

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 to the following resources:
A. Video Tutorial on Layout Editing
B. Media/Platforms Used in Publication
Proceed to study its content carefully.

After completing the task, upload your output to the

assigned LMS folder.

Step 6: PRACTICE In this part, you will edit your draft using your learning in Edited Draft
the previous step.
To start doing this task, access your draft then apply the
lay-outing guidelines you learned in the given resources
in the step 5.
Improve the areas of your blog/vlog that need to be
further checked and edited.
After finishing the task, upload your edited output to your
assigned group folder in our LMS.

Step 7: SHOW In this step, you will now publish your blog/vlog. Publication of
blog/vlog
To accomplish this task, decide on what medium or
platform you want to use in publishing your output. Self Rating Rubric
After choosing the desired platform, publish your
blog/vlog.
Submit the access link to the publication to your teacher
for evaluation.
End with a self-rating by completing this rubric/checklist

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.
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
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 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

Content is Content is Content is Content is

accurate and accurate but accurate but questionable.
Content
all required some required some Information is
information is information is required not presented in
presented in a missing and/or information is a logical order,
logical order. not presented in missing making it
a logical order, and/or not difficult to
but is still presented in follow.
generally easy a logical
to follow order, making
it difficult to
follow

Good Organized Some Poorly

organization; points are organization; organized; no
points are somewhat points jump logical
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 logically jumpy; sense of around; progression;
ordered; beginning and beginning beginning and
Organization
sharp sense ending. and ending ending are
of beginning are unclear. vague.
and end.

The summary The summary The summary The summary

exhibits has no errors in has a number has errors in
careful writing grammar, of lapses in grammar,
skills as spelling and grammar, spelling, and
evidenced by punctuation. spelling, and punctuation that
excellent punctuation prevents the
Mechanics grammar; but do not reader from fully
spelling and interfere with understanding
punctuation. understandin the content.
g the content.

Excellent Good Acceptable Low level of

presentation. presentation. level of rehearsal.
Presentation
No Few rehearsal. Numerous
Skills
pronunciation pronunciation Some pronunciation
errors or errors or other pronunciation errors or other
other mistakes. errors or mistakes.
mistakes. other
mistakes

TOTAL:

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