2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: ENGLISH Grade Level: 8

Unit Topic: Creative Entertainment Speech Quarter: Second Quarter

EXPLORE

This unit is about composing and delivering CREATIVE ENTERTAINMENT SPEECH.

Consider this (essential) question: How a creative entertainment speech delivered or formed?

Map of Conceptual Change: BEFORE AND NOW

Answer this question: How a creative entertainment speech delivered/formed?

Instructions:Complete the statement below to answer the question. Answer only the BEFORE part. Once
done
Link: https://forms.gle/Zmtzvmq1b36JSW4u6
Screenshot of Online Resource:

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 FIRM-UP (ACQUISITION)

LC1: Identify the Activity 1: African Folktales and Short stories

distinguishing
Instructions: (specific for students to follow even without the teacher
features of notable
East-Asian poems,
folktales, and short
Read the statement carefully. Based on the statement, identify the
stories.
features of notable SouthEast Asian Literature . Write P if the statement is
about poem, SS if the statement is about short stories and E if the

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 statement is about epic.

Learning Targets:
I can identify the parts Clickable Links : (website URL)
and features of notable :https://quizizz.com/admin/quiz/6212f07887e37b001dfb2ba3/african-folktales-and-
East Asian poems, short-stories?source=MainHeader&page=FeaturedPage
folktales, and short
stories.

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

Activity 2:

Instructions: Read the following features of notable works in SouthEast

Asian literature. After reading, answer the following questions assigned
using quizizz app.

Clickable Links: (website URL)

https://quizizz.com/admin/quiz/5f62f225a53a8e001b0c9247/african-literature-
chants-myths-folktales

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

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 LC2: Describe the Activity 3: (Title)
notable literary
Instructions: (specific for students to follow even without the teacher)
genres contributed
by the East-Asian
writers
Analyze the content found inside the frayer model. Using the frayer
model, fill out the culture, characteristics of literary genres,authors and
the relevant theme found in the literature of South East Asia. Make sure
Learning Targets:
that you answer with complete sentences.
I can describe the
notable literary genres
contributed by the
East-Asian writers
Clickable Links : (Offline Reading Material)
Screenshot of Online Resource:

‘’

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 Activity 4
Instructions: (specific for students to follow even without the teacher)

Read and analyze the following test items carefully.

Clickable Links : (website URL)

https://play.kahoot.it/v2/lobby?quizId=20d8ff96-47c7-4217-a35b-
c8f09fb6af4f

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

Activity 5
LC3: Recognize
prosodic features: Instructions: (specific for students to follow even without the teacher)
volume, projection,
pitch, stress,
intonation, juncture,
and speech rate that
serve as carriers of
meaning
Read the verbatim and prepared speech of former pres Nelson Mandela
entitled,"Madiba addresses audience at 6th Nelson Mandela Annual
Lecture in Kliptown, Soweto. "

Learning Targets:
I can recognize
prosodic features:

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 volume, projection, Clickable Links : (website URL)
pitch, stress,
http://db.nelsonmandela.org/speeches/pub_view.asp?
intonation, juncture, pg=item&ItemID=NMS985&txtstr
and speech rate that
serve as carriers of
meaning

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

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 Activity 6
Instructions: (specific for students to follow even without the teacher)

Go to the website, https://www.merriam-webster.com.Using the online

application, write the unfamilliar words you have encountered in the
speech of Nelson Mandela. Identify the meaning of the word used and
the proper intonation, rate and probunciation of the unfamilliar word.

Clickable Links : https://www.merriam-webster.com/

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

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 Scaffold for TRANSFER 1
Activity : (Title: Script Organizer)
Instructions: Complete the sandwich diagram organizer which can be accessed
at this link https://bit.ly/3unVFtG to outline the possible content of your script
using your knowledge and skills in organizing ideas using graphic organizers.
2. Research for significant materials that can support and enhance your
content by applying your knowledge and skills in citing sources and bibliography.
3. Use strong and effective supporting information that can establish the
credibility of your speech. Make your output organized and logical.
4. Submit your work to your teacher for comments once you are satisfied
with it.

Clickable Links : https://bubbl.us/

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

Scaffold for TRANSFER 2

Activity 6: (Title: Video Recording :Piece Rehearsal)

Instructions: To improve your output, practice your speech with a video

recording as your piece of rehearsal.

Clickable Links : (website URL)

https://inshot.com/
https://www.capcut.net/

https://www.tiktok.com/fil-PH/

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

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 Self-assessment:
Instructions:

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 Interactive Quiz 1:
Instructions: Read the statement carefully. Based on the statement,
identify the features of notable SouthEast Asian Literature . Write P if the
statement is about poem, SS if the statement is about short stories and E
if the statement is about epic.

Link : https://quizizz.com/admin/quiz/6212f07887e37b001dfb2ba3/african-folktales-
and-short-stories?source=MainHeader&page=FeaturedPage

Screenshot:

DEEPEN (MEANING MAKING)

LC3: ______________ Instructions:

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 ___________________
___________________
___________________
___________________ GUIDED GENERALIZATION TABLE

Learning Targets: Essential Text 1 Text 2 Text 3

Question
I can ______________
Answer: Answer: Answer:
___________________
___________________

I can ______________
___________________
___________________ Supporting Texts: Supporting Texts: Supporting Texts:

LC4: ______________
___________________
___________________
___________________
Reason: Reason: Reason:
___________________

Learning Targets:
I can ______________
___________________
Common Ideas in Reasons:
___________________

I can ______________
___________________
___________________

Enduring Understanding/Generalization:

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 C-E-R Questions:
1.
2.
3.
4. EQ:

Prompt for Generalization:

1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

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

Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

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 Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3: Script Delivery

In this task, your goal is to practice delivering your script draft. Follow the
instructions given below.

1. Practice delivering your manuscript in an informative, persuasive, and

engaging manner using your knowledge and skills in applying appropriate
prosodic features of speech and correct stance, and behavior.
2. Prepare to record your speech by downloading the free InShot app on
your gadget at https://play.google.com/store or
https://www.apple.com/ph/app-store/ once you are satisfied with your
practice.
3. Record your script using the Inshot app and review it once done.
4. Submit your script recording to your teacher for critiquing after.

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 Map of Conceptual Change:

BEFORE AND NOW

Answer this question: How a creative entertainment speech
delivered/formed?
After our thorough discussion, it is now time for you to answer the NOW part.
Link: https://forms.gle/Zmtzvmq1b36JSW4u6

TRANSFER

Performance Standard: Transfer Goal: The students on their own and in the long run will be able to creatively
The learner transfers deliver an entertainment speech to encourage and bring hope to the young individuals
learning by composing and who are experiencing mental health problems in this time of pandemic.
delivering a brief and
creative entertainment
speech featuring a variety Performance Task:
of effective paragraphs,
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 appropriate grammatical
signals or expressions in
topic development, and Kind: Differentiated Product
appropriate prosodic Research would show that many out of school youth are experiencing
features, stance, and mental health problems and with that they feel hopeless and discouraged
behavior.
to do the right thing. Due to this, most of them settle with the thoughts
that they are no longer capable and beneficial citizens. As a famous
influencer in social media, you are invited to deliver an entertainment
speech to amuse and enlighten them to change their perspective and to
give hope on what they can do in order to become productive individual
in the society in the midst of pandemic.

Learning Targets:
Use of Web 2.0 App for Output (Ex. InShot, etc)
I can effectively
compose an
entertainment speech
using grammatical
signals or expressions.

I can creatively deliver

an entertainment
speech

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 Analytic Rubric:

Criterion Excellent Satisfactor Developin Beginning Score

(4) y g (1)
(3) (2)

Relevant The given The given Relevant

context is context is The given The given
extensively presented. context is context is
exhibited The output partially not
and showcases shown. presented.
scrutinized. correct The output The output
The real- shows shows a
output world inconsisten misunderst
showcases connection t real- anding of
clear s to world the issue;
and address connection hence, no
compelling the issue. s in real-world
real- addressing connection
world the issue. s have
connection been
s to made.
address
the issue.

Engaging Engaging
The output The output
The output The output
presents a presents a
is generally is
clear and smooth less inconsisten
effective delivery.
appealing t. The
delivery. The and stance,
The stance, stance, organized. behavior,
behavior, behavior,
The and
and and stance, prosodic
prosodic prosodicbehavior, features of
features of features of
and speech are
speech are speech are
prosodic inappropri
creatively properlyfeatures of ately
performed, performed
speech are performed
hence , hence
inadequat , hence
indicating a indicating
ely indicating
delivery a delivery
performed a delivery
that is that , is hence that is dry.
impactful. appealing.
indicating
a delivery For printed
For printed For printed that is modular:
modular: modular: The

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 The scoring The incomplete scoring
symbols scoring . symbols
and symbols and
annotation and For printed annotation
s are annotation modular: s are used
applied s are used The incorrectly
appropriat correctly, scoring and
ely and hence symbols insufficient
consistentl making the and ly, hence
y, hence output annotation making the
making the appealing. s are used output
output sparingly, confusing.
impactful. hence
making the
output dry.

Effective The output The output The output Effective

employs The output utilizes utilizes
clear and employs appropriat incorrect
well- correct e but and
thought- and minimal insufficient
out parallel sufficient parallel parallel
structures parallel structures structures
and structures and and
cohesive and cohesive cohesive
devices cohesive devices devices
that make devices that that make
the details that make make the the
interesting. the details details details
coherent inadequat confusing
and e. and
organized. erratic.

Meaningfu The The Meaningfu

l The The content of content of l
content of content of the output the output
the output the output partially shows a
achieves achieves achieves misunderst
the the the anding of
purpose purpose purpose. the
comprehen clearly. The purpose.
sively. The The message is The
message is message is appropriat message is
both appropriat e but both
timely and e. distracting. inappropri
relatable. ate and
distracting.

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 Self-Assessment:

I understand all I
the lesson and More than 50% still need more
concepts and i of concepts i activities to
can apply it in fully understand all
the activities understand the concepts

I can effectively
compose
paragraphs for my
speech

I can help my
fellow youth to
share positivity
even in this time of
pandemic

I can express my
opinion clearly

I can generalize
that being hopeful
and having
positive state of
mind is not
impossible in the
midst of problems
and difficulties

I can integrate
moral values in
real life situations

Value Integration:

1. What skills and concepts have you gained in accomplishing the

performance task?
2. What behavior/s or attitudes are developed in you as you work for the
success of the assigned task?
3. Do you think you can develop/enhance these skills and attitudes of
yours?
4. In what practical ways can you develop these values?

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 5. As an English learner, how can you impart/share these values more to
others?

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

WEEK 2

MON TUE WED THU FRI

WEEK 3

MON TUE WED THU FRI

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 WEEK 4

MON TUE WED THU FRI

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 UNIT ASSESSMENT SAMPLES
A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

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

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

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

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

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 Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

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)

__________________________________________________________________________________

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 ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

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…

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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…

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

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 Q4 Q5 Q6

Q7 Q8 Q9

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
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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:

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
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 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:
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

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5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

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):

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 PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

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.

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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).
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 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

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARD:

SITUATION:

ROLE:

GOAL:

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

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 AUDIENCE:

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:

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 PERFORMANCE STANDARD:

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

[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

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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

Step 3: PRACTICE

Step 4: SHOW

Step 5:

Step 6:

Step 7:

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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
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.

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 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

TOTAL:

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