Fiel Angelli G.

Cain
BEED-GE 2

Course/Subject: Filipino

Topic: Nagagamit ang magalang na pananalita sa angkop na sitwasyon pagpapakilala ng ibang kasapi ng pamilya

Title of Performance-Based Assessment Task:

Mga nagagamit na mga magalang na pananalita sa angkop na sitwasyon ng pagpapakilala sa kasapi
ng pamilya.

Content Standard: Nakakikilala ng iba’t-ibang magagalang na pananalita.

Performance Standard: Nakakagamit ng mga magagalang na pananalita sa pagpapakilala ng ibang

kasapi ng pamilya.

Learning Outcome: Sa paksa na ito ang mga mag- aaral ay matuto at masasanay sa paggamit sa mga
paggalang na mga salita.

Task Description: Dula (Role Play)

Ang mga mag-aaral ay gagawa ng isang senaryo kung saan may isang pamilya na nagtuturo ng mga
mabuting asal at gumagamit ng mga paggalang na salita. Sa dula na ito ang mga bata ay matuto na sa
paggamit ng mga paggalang na salita.

Role Play Scoring Rubric: Group Work

Pamantayan Lubhang Kasiysa-siya Kasiya-siya Hindi kasiya-siya
10 pts 7 pts 5 pts
Script Ipinapakita ang buong Mahusay ang Hindi gaanong malinaw
husay ng pagkakagawa pagpapakita ng script sa ang script sa role play.
ng script sa role play. role play subalit may
kaunting kalinangan.
Teamwork at Kasama lahat ng kasapi Kasama lahat ng kasapi May mga kasapi sa
Partisipasyon ng pangkat sa role play. ng pangkat sa role play pangkat na hindi nakitaan
subalit may kalituhan ang ng pagganap.
ilan sa kanilang
pagganap.
Pagkakaganap ng Makatotohanan at kapani- Hindi gaaanong Hindi makatotohanan at
Tauhan paniwala ang makatotohanan at kapani- kapani-paniwala ang
pagkakaganap ng mga paniwala ang pagkakaganap ng mga
tauhan mula sa pagkakaganap ng mga tauhan mula sa
pananalita, galaw at tauhan mula sa pananalita, galaw at
ekspresyon ng mukha pananalita, galaw at ekspresyon ng mukha
Mahusay na ekspresyon ng mukha
paglalarawan ang
realidad na sitwasyon sa
role play
Kasuotan Naakma ang kasuotan ng May mga tauhan na hindi Hindi akma ang kasuotan
mga tauhan sa role play. akma ang kasuotan. na ginamit ng bawat
tauhan.

References: https://k12.starbooks.ph/pluginfile.php/245/mod_resource/content/5/index.html
(F1WG-IVa)
 Fiel Angelli G. Cain
BEED-GE 2

Course/Subject: English
Topic: Using asking sentences in making new friends.

Title of Performance-Based Assessment Task: Recognize telling and asking sentence

Content Standard: demonstrate the ability to distinguish between telling and asking sentences and use
them appropriately in communication.

Performance Standard: Describe ways in using asking and telling sentence.

Learning Outcome: Students will be able to identify and differentiate between asking and telling
sentences and use them effectively in making new friends

Task Description: Self-assessment

Students will create a short dialogue or conversation between two characters using both asking and
telling sentences to demonstrate their understanding.
Self-Assessment Scoring Rubric: Individual Work
Criteria 4 3 2 1
Dialogue includes a Dialogue includes Dialogue includes a Dialogue includes
Use of Asking variety of well- crafted several asking few asking sentences minimal or ineffective
sentences asking sentences that sentences that show but lacks depth or asking sentences.
effectively engage the effort in engaging the effectiveness in
other character. other character. engagement.
Dialogue includes a Dialogue includes Dialogue includes Dialogue includes
Use of telling balanced use of adequate telling some telling minimal or irrelevant
Sentences telling sentences that sentences that help sentences but lacks telling sentences.
provide necessary advance the coherence or
information and conversation. relevance.
context.
Clarity and Creativity Dialogue is clear, Dialogue is clear and Dialogue is Dialogue is confusing
engaging, and shows creativity in somewhat clear but or lacks creativity and
creatively crafted , character interaction lacks creativity or originality.
demonstrating a high and exchange. originality.
level of creativity.

Grammar and Dialogue Dialogue shows good Dialogue has Grammar and
Punctuation demonstrates grammar and noticeable grammar punctuation errors
exemplary grammar punctuation, with and punctuation are evident and
and punctuation with minor errors. errors that do not impact the
no errors. hinder understanding of the
comprehension. dialogue.

Reference: https://k12.starbooks.ph/pluginfile.php/188/mod_resource/content/12/index.html
(EN1G-IIIc-1.3; EN1GIIId-1.3; EN1G-IIIe-1.3)

Fiel Angelli G. Cain

BEED-GE 2
 Course/Subject: Mathematics
Topic: Identifying the number that is one more or less than a given number

Title of Performance-Based Assessment Task: one more or one less

Content Standard: Demonstrate the ability to identify the number that is one more or one less than a
given number.

Performance Standard: Students will accurately determine the number that is one more or one less
than a provided number in various contexts and demonstrate proficiency in basic addition and
subtraction.

Learning Outcome: students will be able to apply the concept of adding one more or subtracting one
less to solve problems and identify numerical patterns.

Task Description: students will be given a series of numbers and asked to identify the numbers and
asked to identify the number that is one more or one less than each given number.

Series Numbers Scoring Rubric: Individual Work

Criteria 4 3 2 1
Correct Student consistently Student generally Student Student struggles to
identification of and accurately identifies the number demonstrates identify the number
number one more identifies the number that is one more, with occasional accuracy that is one more, with
that is one more than minor errors in a few in identifying the frequent errors.
each given number. instances. number that is one
more, with moderate
errors.
Correct Student consistently Student generally Student Student struggles to
identification of and accurately identifies the number demonstrates identify the number
number one less identifies the number that is one less, with occasional accuracy that is one less, with
that is one less than minor errors in a few in identifying the frequent errors.
each given number. instances. number that is one
less, with moderate
errors.
Student displays a Student shows a Student Student has a limited
Demonstrates deep understanding good understanding demonstrates some understanding and
understanding of the concept of one of the concept and understanding but frequently misapplies
more and one less applies it accurately makes errors in the concept.
and consistently in most cases. application.
applies it correctly
Methodical Student Student follows a Student attempts to Student lacks a
Approach systematically and structured use a methodical methodical
logically identifies approach but may approach, but there approach and
numbers that are one have some are significant gaps appears confused
more or one less with in logic and
inconsistencies in or disorganized in
a clear and reasoning.
the method. their responses.
organized approach.

References: https://k12.starbooks.ph/pluginfile.php/42/mod_resource/content/9/index.html
(M1NS-Ib-3)
Fiel Angelli G. Cain
BEED-GE 2
 Course/Subject
Topic:
Title of Performance-Based Assessment Task:
Content Standard:
Performance Standard:
Learning Outcome:

Task Description:
Oral Presentation Scoring Rubric: Individual Work
Criteria 4 3 2 1
Display Display is Display is Some sentences Display is cluttered
thoughtfully organized and may be incomplete and missing
organized and sentences are or unclear. required
creatively. complete. information.
Organization Student presents Student presents Student presents Student presents
fact in well thought all the facts in some facts in information out of
out order and order, and the order. order.
makes the audience can
presentation understand.
entertaining.
Eye Contact Student maintains Student’s eyes Student’s eyes Student’s eyes are
eye contact connect with connect with directed at the
throughout the audience members audience 1-2 paper.
presentation. through most of the times.
presentation.
Voice Voice is clear and Students maintain Student speak Voice is mumbled
engaging, using their voice. They clearly but weak and weak voice.
expression speak clearly. voice at times
confidentially.

References: https://k12.starbooks.ph/pluginfile.php/38/mod_resource/content/12/index.html
(M1NS-Ia-1.1)

Fiel Angelli G. Cain BEED-GE 2

Course/Subject: Science
 Topic: Describing Animals and their immediate surroundings.

Title of Performance-Based Assessment Task: Know and describe the animals and their different
functions in the surrounding.

Content Standard: parts and functions of animals and importance to humans

Performance Standard: enumerate ways of grouping animals based

on their structure and importance.

Learning Outcome: students will be able to make detailed observations of animals and their
immediate surroundings, draw conclusions based on evidence, and communicate their findings
effectively.
Task Description: students will create a detailed observational log or journal documenting their
findings, including sketches, behaviors or adaptations.

Scoring Rubric: Individual Work

Criteria 4 3 2 1
Inclusion of Detailed Student includes Student Student includes some Student includes minimal
Observations thorough and includes observations but lacks observations that are
detailed detailed depth or vague or lack specificity.
observations observations comprehensiveness in
covering a wide that provide a their details.
range of aspects clear picture of
related to the the animal's
animal and its behavior and
surroundings. environment.
Quality of Sketches Student's Student's Student's sketches are Student's sketches are
sketches are sketches are present but lack detail incomplete or unclear,
accurate, clear and or accuracy in hindering the
detailed, and provide visual representing the understanding of the
enhance the support for the animal or observations.
understanding of observations surroundings.
the animal and made.
its surroundings.
Description of . Student Student Student includes basic Student's descriptions of
Behaviors provides describes descriptions of behaviors are minimal or
insightful behaviors in a behaviors but lacks inaccurate.
descriptions of detailed and depth or insight.
the animal's accurate
behaviors, manner,
including showing a
interactions with good
its environment understanding
and other of the animal's
animals. habits.

References: https://k12.starbooks.ph/pluginfile.php/1621/mod_resource/content/13/index.html
(S3LT-IIc-d-3)
Fiel Angelli g. Cain BEED-GE 2
Course/Subject: Araling Panlipunan
Topic: Pagsusunod-sunod ng mga larawan batay sa mga pangyayari sa buhay.
Title of Performance-Based Assessment Task: pagkakasunod-sunod ng mga kaganapan sa araw-araw
nating buhay
 Content Standard: maipapakita ang abilidad ng pagkakasunod-sunod na mga kaganapan sa araw-araw
nating buhay gamit ang isang biswal na presentasyon.
Performance Standard: Ang mga mag-aaral ay gagawa ng saktong pagkakasunod-sunod at dapat kanila
itong ilalarawan ayon sa kanilang mga personal na kaganapan sa mga indibiwal na buhay.
Learning Outcome: Sa pagtatapos ng paksa na ito inaasahan na mahuhubog ang mga kasanayan ng mga
mag- aaral at kanilang magagamit ang kanilang mga natutunan sa pang araw- araw na buhay nila.

Task Description:
Ang guro ay inaasahang magbibigay ng isang takdang aralin kung saan may mga larawan na
dapat nilang ilarawan ito at ibigay ang mga importansya ng mga pangyayari na ito sa kanilang
buhay.

Pamantayan 5 4 3 2
Mahusay na nailarawan ng Ang mga mag-aaral
Saktong mga mag- aaral ang bawat
pagbibigaylarawan imahe. At dapat makuha
mismo ang pinaka layunin
nito.
Kaugnayan nito sa . . .
ating pang araw-
araw na buhay.

Pangkalahatang .
presentasyon
Essay Scoring Rubric: Group Work
References: https://k12.starbooks.ph/pluginfile.php/406/mod_resource/content/2/index.html
(AP1NAT-If-10 )

Blezhl Fe L. Reyes BEED-GE 2

Course/Subject: Edukasyon Sa Pagpapakatao

 Topic: Pananagutang Pansarili at Mabuting Kasapi ng Pamilya

Title of Performance-Based Assessment Task: Pagsusuri ng mabuti sa mga bagay na may

kinalaman sa pansarili at mabuting kasapi ng pamilya

Content Standard: Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang

hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat.

Performance Standard: Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa
ikabubuti ng lahat.

Learning Outcome: Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang
desisyon na makabubuti sa pamilya
1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa sarili at pangyayari
1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng impormasyon

Task Description: Poster Making

Gumawa ng poster tungkol sa pananagutang pansarili at mabuting kasapi ng pamilya.
Mag dala ng mga gamit ng pang-gawa ng poster na makapagtutukoy ang pansarili at
mabuting kasapi ng pamilya.
Pamantayan 4 3 2 1
Nilalaman Ang aking poster ay Ang aking poster ay Ipinapakita ng aking Ang aking poster ay
nagpapakita na nagpapakita na poster na naiintindihan nagpapakita na hindi
naiintindihan ko nang naiintindihan ko ang ko ang ilan sa ko naiintindihan ang
mabuti ang nilalaman. nilalaman. nilalaman. nilalaman.
Layunin at Tema May layunin ang poster ko. Ang aking poster ay Ang aking poster ay Ang aking poster ay
Ang tema ng aking poster may layunin at tema na may layunin at tema walang layunin o tema
ay gumagawa ng isang nagbibigay ng pahayag na may kaugnayan sa na may kaugnayan sa
mahalaga at kawili-wiling tungkol sa paksa. paksa. paksa.
pahayag tungkol sa paksa.
Pagkamalikhain Gumagamit ako ng Gumagamit ako ng Sinusubukan kong Gumagamit ako ng
orihinal, nakakagulat, at orihinal at naaangkop gumamit ng orihinal at hindi orihinal o hindi
naaangkop na mga na mga graphics, teksto, naaangkop na mga naaangkop na mga
graphic, teksto, at disenyo at disenyo sa aking graphic, teksto, at graphics, teksto, o
upang maipahayag ang poster. disenyo sa aking disenyo sa aking
kahulugan sa aking poster. poster. poster.
Disenyo Gumagamit ako ng mga Gumagamit ako ng mga Gumagamit ako ng Gumagamit ako ng
linya, hugis, masa, texture, linya, hugis, masa, ilang linya, hugis, ilang mga linya na
at kulay nang malikhain. texture, at kulay. Ang masa, texture, at hugis, masa, texture, o
Ang aking poster ay kawili- aking poster ay kawili- kulay. Medyo plain ang kulay. Ang poster ko
wili, kaakit-akit, at wili at kaakit-akit. poster ko. ay palpak.
makabuluhan.

Organisasyon at Balanse ang poster ko.
Balanse Ang lahat ng mga piraso
ay nagtutulungan upang
lumikha ng isang malinaw
na mensahe.
Ang aking poster ay Medyo hindi balanse Hindi balanse ang
medyo balanse. ang poster ko. Inaalis poster ko. Ang mga
Karamihan sa mga ng ilang piraso ang piraso ay hindi
piraso ay gumagana pangkalahatang gumagana nang
nang maayos. mensahe. magkasama.

Poster Making Scoring Rubric: Group Work

References: https://www.slideshare.net/RiginoMacunayJr/esp-6-k12-teachers-guide-quarter-1 (EsP6PKP-Ia-i-37)