GRADE 10

Integrative Assessment
No. 1
 Competencies:
Subject Focus: ARALING PANLIPUNAN: Nasusuri ang dahilan ng
migrasyon

MATH: Understand, describe,interpret graph of a linear function.

ENGLISH: Formulate a statement or assertion
Filipino: Nabubuo ang sistematikong panunuri sa mga datus
ESP: Napatunayan na gamit ang katuwiran sinadya (deliberate)
at niloob ng tao ang makataong kilos; kaya
pananagutan niya angkawastuhano kamalian nito.
 Nakapagsusuri ng Sariling kilos na dapat panagutan at
nakagagawa ng paraan upang maging mapanagutan
sa pagkilos.
Goal: The student will be able to analyze and
interpret the given data about the causes of
migration and deliberately make an assertion.

Role: The task is to interpret data out of

the information given from a graph acting
as a research specialist/ Data analyst

Audience: Family, neighbors and teachers

Situation:
You are employed as a data analyst of the OWWA
and is given a task by your department chief to analyze
the data gathered. The data were from the latest
survey for the proposed program of the said agency.
Product:
The student will formulate a statement or assertion
(Interpretive Essay) from the data shown in the graph
on the causes of migration.
 Rubrics for Interpretive Essay on the Causes of Migration

CRITERIA EXCELLENT VERY GOOD GOOD

5 4 3
TOPIC Able to give 10 causes of migration Able to give 7-8 causes of Able to give at least 5 causes of
migration migration
STRUCTURE Able to write his/her Able to write his/her Able to write his/her interpretation
interpretation coherently and interpretation systematically. but notGr systematically.
systematically.
(Nabubuo ang sistematikong
panunuri sa mga datus)
INTERPRETATION Able to clearly express his/ her Able to clearly express his/ Able to clearly express his/ her data
interpretation of the data. her interpretation of the data with 4-6 mistakes.
but with 2-3 mistakes.
The graph is correctly interpreted The graph is correctly The graph is incorrectly interpreted as
as to what its trend shows interpreted as to what its to what its trends shows
trend shows
GRAMMAR AND Punctuation, grammar, spelling, There are least (1-3) errors in There are 4-6 errors in punctuation,
SPELLING and capitalizations are correct. punctuation, grammar, grammar, spelling, and or
spelling, and or capitalization. capitalization.
Integrative
Assessment
No. 2
 Competencies:
Subject Focus: ENGLISH: Delivering a Speech
ENGLISH: Deliver a prepared or impromptu talk on an issue
employing the technique in public speaking
AGRI: Store waste material in a designated according to workplace
procedure (OHS) procedure
Filipino: Naibibigay ang sariling pananaw o opinyon batay sa binigay
na sitwasyon
ESP: Naipaliliwanag na may pagkukusa sa makataong kilos kung
nagmumula ito sa kalooban na malayang isinagawa sa pamamatnubat
ng isip/kaalaman.(week 1, 5.1)
: natutukoy ang mga kilos na dapat panagutan (week 1,5.2)
 GOAL
The students will be able to
deliver a prepared or impromptu
talk on the proper ways of waste
segregation.
 ROLE
The leaner is the primary Resource
Speaker and Writer

When the task is internalized, the learner

becomes a Living Example of the task
given.
AUDIENCE:

Whole neighborhood,
friends and
family members
 Scenario:
 Youare asked to be a resource speaker in a
school symposium on the proper ways of
waste segregation.
 The audience will express or give their
opinions on the proper ways of waste
segregation.
 The audience will be able to apply the
proper ways of waste segregation.
PRODUCT
A well-delivered speech
(Proper Ways of Waste
Segregation) with a clear
and concise message or
concept.
 Rubrics for Delivering a Speech on the Proper Ways of Waste Segregation
CRITERIA EXCELLENT VERY GOOD GOOD
5 4 3
TOPIC Able to give 10 Proper Ways of Able to give 7-8 Proper Ways of Able to give at least 5 Proper Ways of
Waste Segregation Waste Segregation Waste Segregation
ORGANIZATION/ Uses effective organizational pattern General structure/organization Lack of structure. Ideas are not coherent
STRUCTURE for speech purpose. Main points are seems adequate but some and transitions are blurred. Difficult to
clearly distinguished from supporting blurring between main points identify introduction, body, and
details. Sign posts are effectively and supporting details. Logical conclusion.
used for smooth and coherent flow, but no clear signposts for
transitions. smooth transitions.

DELIVERY  Speech is clear at all time  Speech is clear most of  Parts of the speech may be unclear
(CLARITY)  Uses appropriate volume all of the time  Limited use of appropriate volume.
(VOLUME) the time  Uses appropriate volume
  most of the time

INTERACTION  Stays on task and communicate
effectively; almost always tries
to develop the interaction.
 Stays on task most of the  Tries to communicate, but
time and communicates sometimes does not respond
effectively; generally, appropriately or clearly.
responds appropriately
and keeps trying to
develop the interaction.