2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: English Grade Level: 7

Unit Topic: Personal Story (Creative Nonfiction) Quarter: 3rd

EXPLORE

This unit is about Personal Story (Creative Nonfiction). The learners will be engaged in
activities that will give them the opportunity to explore how a creative nonfiction narrative may be
formed.

Begin with the following question in mind: How does one form a creative nonfiction
narrative?

Map of Conceptual Change:

Before you begin to unlock the unit’s topics and activities, take time to answer the question found in this
map by writing down your thoughts inside the BEFORE space. At the end of this module, you will then share
inside the NOW what you have acquired as you coursed your way through the learning process.

Click this Link to access the form: https://forms.gle/S7PMcWrog5pGjJ7J9

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 FIRM-UP (ACQUISITION)

LC1: Link sentences Activity 1: You Complete Me!

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

Learning Targets:
I can combine
sentences using
logical connectors.

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 Activity 2: Complete to Connect
Instructions: Complete following sentences using an appropriate
connecting word.
1. Alice seems to be quite intelligent; ……………………, she often gets poor
grades.
● whereas
● otherwise
● nonetheless

2. This restaurant has some of the best chefs in the town. ………………….
their service is excellent.
● In addition to
● beside
● moreover

3. I’ve never been to the US …………………… . having friends and relatives

there.

● although
● however
● in spite of

4. He is a reckless driver; ………………….., he hasn’t had any accidents.

● even as
● although
● even so

5. My sister works three jobs in a day; ………………… ., she doesn’t earn

much money.

● however
● even as
● moreover

6. We went out ………………… .. the cold weather.

● despite
● although

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 ● besides

7. I tried to look happy ……………………… feeling miserable.

● although
● in spite of
● however

Clickable Links: https://www.englishgrammar.org/sentence-connectors-

exercise-2/?
fbclid=IwAR3a86mP7URfqGsHt_ibDv658t6NgjA54jT5DkU4mG3jYV0-
l4GMoGpNaRQ

Screenshot of Online Resource:

LC2: Recognize main Activity 3: I Choose You!

points and supporting
Instructions: Read and understand the given selection. Choose the letter of
ideas in the text.
the correct answer

Learning Targets:
I can identify the
main ideas in a text.

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 I can identify the
supporting ideas in a
text.

Activity 4: Recognize Me!

Instructions: Go to your browser and open the link. Right after, read the
scenarios and identify the main idea.

Clickable Links :
https://www.wisc-online.com/learn/humanities/literature/rdg808/identifyin
g-the-main-idea

Screenshot of Online Resource:

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 LC3: Identify features Activity 5: Identify Me!
of narrative writing
Instructions: Read and understand each statement. Choose your answer
on the box below. Write your answers on the space provided before the
number.

Learning Targets:
I can identify the
elements of a short plot character theme
narrative. setting conflict ending

______________________1. It is the sequence of events that make up

a story, whether it's told, written, filmed, or sung.

______________________2. It is known as the people or subjects of the

story.

______________________3. It is the central meaning of a narrative. It

tells the reader what the work is about.

______________________4. It is the location and time frame in which

the action of a narrative takes place.

______________________5. It is a struggle between two people or

things in a story.

Clickable Links :
https://quizizz.com/admin/quiz/629fffef9400a2001d1cdbad

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

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 Scaffold for TRANSFER 1
Activity 6: My Pandemic Christmas
In this unit’s performance task, you are expected to orally express your
thoughts through a talk show.
• Follow the instructions below in preparing for your transfer task.
Instructions:
1. Write a personal recount of your Christmas Celebration during the
pandemic.
2. Use the correct tense of the verb in writing.
3. Use varied sentences in passive and active forms.
4. Submit output to your teacher.

Scaffold for TRANSFER 2

Activity 7: Recipe
• Instructions: In this unit’s performance task, you are expected to
orally express your thoughts through a talk show.
Follow the instructions below in preparing for your transfer task.

Instructions:

1. Produce an instructional video of a recipe of your choice.

2. Use images and texts in recording your instructional video.

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 3. Use sequence markers to achieve logical organization.

4. Submit output to your teacher.

Self-assessment: Reflective Checkpoint

Instructions:
Before you proceed to the next activities, take a moment to reflect and do this
self-assessment.

Click the link to access the self-assessment:

https://www.menti.com/s68zkdvqmg
or go to www.menti.com and type code 5490 9187 to participate.

DEEPEN (MEANING MAKING)

LC4: Explain how a Instructions: Click and read the given selection below. For the
selection may be answer column, answer the essential question based on what you
influenced by culture, have read. For supporting texts, identify which portion of the text
history, environment, that will support your answers. You may cite sentences, lines, or
or other factors even paragraphs that will serve evidence to justify your answers.
Provide also reasons on why you think those answers are correct
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 and come up with a common idea to provide one common reason.
Learning Targets:
I can make a claim GUIDED GENERALIZATION TABLE
about a text.

Essential Text 1 Text 2 Text 3

I can cite evidence to Question
My Other Choosing to Baybayin All
support my claim
Name Stay Home Over Her Face
about a text.
https:// https:// https://
katitikan.com/ katitikan.com/ katitikan.com/
I can cite reasons my-other-name/ choosing-to- baybayin-all-over-
that explain how the stay-home/ her-face/
evidence supports my
claim.
How does one Answer: Answer: Answer:
LC5: Discover form a creative
literature as a tool to non-fiction
assert one’s unique narrative?
identity and to better
understand other
people

Supporting Texts: Supporting Texts: Supporting Texts:

Learning Targets:
I can
_________________
__
_________________
__
Reason: Reason: Reason:

I can
______________
_________________
__
_________________
__ Common Ideas in Reasons:

LC6: Use one’s

schema in
understanding and
expressing opinions
about a text.
Enduring Understanding/Generalization:

Learning Targets: Students will understand that creative non-fiction narrative is formed
depending on one's understanding and appreciation of one's identity
I can and experiences, effective use of writing conventions and correct use
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 ______________
of prosodic features
_________________
__
_________________ C-E-R Questions:
__
1. Why is there a need to understand, appreciate, and embrace our
identity as Filipinos?
I can 2. What part of the selection supports your claim?
______________
3. How can you say that it supports your claim?
_________________
__
Prompt for Generalization:
_________________
__ EQ: How does one form a creative nonfiction narrative

LC7: Infer thoughts ASYCHRONOUS ONLINE LEARNING MATERIALS

and feelings
(examples: newsela.com, insert learning, kami, wizer.me)
expressed in the text

Text 1: My Other Name

Learning Targets:
Link: https://katitikan.com/my-other-name/
I can
______________
_________________
__
_________________
__

I can
______________
_________________
__ Text 2: Choosing to Stay Home

_________________ Link: https://katitikan.com/choosing-to-stay-home/

__

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 Text 3: Baybayin All Over Her Face
Link: https://katitikan.com/baybayin-all-over-her-face/

Instructions: With the use of the app.wizer.me application, click the shared
file and follow the instruction which says: You are to click the link that was
given on the boxes below. Right after, you need to read and understand
the given selections. Also, you need to type your claims, evidence (textual
evidence) and reasons by means of answering the question.

Holistic Rubric for Guided Generalization:

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 Scaffold for Transfer 3:
Instructions: In this unit’s performance task, you are expected to orally
express your thoughts through a talk show.
● Follow the instructions below in preparing for your transfer task.

Instructions:

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

2. Explain how it is used through a video recording.

3. Use direct and reported speech in your task.

4. Submit output to your teacher.

Map of Conceptual Change:

At the beginning of this learning module, you have shared your thoughts about
the question. This time, write what you now know about the question inside the
NOW.

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 Click this Link to access the form: https://forms.gle/tDU4bk21YknXeAY57

TRANSFER

Performance Transfer Goal: Students on their own and in the long run will be
Standard: The learner able to orally express and exchange ideas when giving
transfers learning by: information, instructions, explanations, and narrations to assert
showing ways of one’s identity as Filipino.
asserting one’s
identity;
comprehending
informative and short
Performance Task:
narrative texts using
schema and Kind: One Product
appropriate listening
The Department of Tourism will launch its local tourism program
and viewing
to raise awareness on the importance of appreciating our own
strategies; expressing
identity as Filipinos through our culture. In coordination with a
ideas, opinions, and
famous local TV Station, you were tasked to produce a 15-minute
feelings through
talk show with the following influential people as guests; Filipino
various formats; and
food historian, a Filipino famous craftsman and tourism secretary.
enriching written and
The talk show should include information about the history of
spoken
famous Filipino dishes and crafts that Filipinos are best known
communication using
for, personal recounts of the guests in reference to their advocacy
direct/reported
to promote Filipino culture in a different light. Your product will
speech,
be rated based on knowledge of the material, organization,
active/passive voice,
presentation, creativity, video quality.
simple past and past
perfect tenses and
connectors correctly
and appropriately.

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 Learning Targets:
I can express my
thoughts through oral
Performance Task Playlist (alternative to scaffolding in Firm Up and
communication.
Deepen; see below)

I can
______________

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

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 Self-Assessment:

Values Integration:
As a 21st Century learner, how can one’s knowledge about narrative help
you understand oneself?

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

Activity 1: You Activity 1: You Activity 3: I Activity 5:

Complete Me Complete Me Choose You! Identify Me!

Activity 2: Activity 2: Activity 4:

Complete to Complete to Recognize Me!
MCC Connect Connect

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 WEEK 2

MON TUE WED THU FRI

Scaffold for Scaffold for Scaffold for Scaffold for

Transfer 1 Transfer 1 TRANSFER 2 TRANSFER 2
Activity 6: My Activity 6: My Activity 7: Activity 7:
Activity 5: Pandemic Pandemic Recipe Recipe
Identify Me! Christmas Christmas

WEEK 3

MON TUE WED THU FRI

GUIDED GUIDED Scaffold for Scaffold for

GENERALIZATI GENERALIZATI Transfer 3: My Transfer 3: My
Self-
ON TABLE ON TABLE App App
assessment:
Reflective
Checkpoint

WEEK 4

MON TUE WED THU FRI

Performance Performance Performance Performance Performance

Task Task Task Task Task

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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

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 TOTAL:

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