Philsin College Rizal Inc.

UNIT ASSESSMENT – ACTIVITIES MATRIX TEMPLATE

WEEK 1
ACQUISITION

LEVEL OF WHAT WILL I HOW WILL I RELATED

CODE HOW WILL I ASSESS
ASSESSMENT ASSESS SCORE ACTIVITIES
EN9RC-IA-16 Share prior knowledge WEEK1 ACT. 1a WEEK1 ACT. 1a.2
about a text topic QUESTION AND ANSWER SHARING
(DIAGNOSTIC) NOT RECORDED CLASS
Questions: NOR GRADED DISSCUSSION
1. Who was Thomas Eliot?
2. What particular literary
works did he created?
EN9WC-IA-8 Distinguish between WEEK 1 ACT. 2a WEEK 1 ACT. 2a.1
and among GRAPHIC ORGANIZER POINTING ARTICLE
KNOWLEDGE
informative, PRESENTATION SYSTEM ANAALYSIS
journalistic and (GROUP ACTIVITY) (1 POINT PER
literary writing. The learners will show the ANSWER) The learners will read
characteristics of Informative an article.
literary writing through chart Then, the learners will
presentation. analyze and critic the
article on how it
become an
informative article.
EN9LT-IA- Identify the WEEK 1 ACT.3a WEEK 1 ACT. 3a.1
14.1 distinguishing features CHART PRESENTATION BRAIN STORMING
of notable Anglo-
American lyric poetry, The learners will identify the The learners will
songs, poems, distinct characteristic of Anglo- simply brain storm the
sermons, and American literary works characteristics of
 allegories Anglo-American
literary works base on
their classmates
reports.
EN9LC-IA-8 Process information WEEK 1 ACT. 4a RUBRIC WEEK 1 ACT. 4a.1
mentioned in the text POEM MAKING GROUP ACTIVITY
listened The learners will compose a POEM
three stanza poem which having PRESENTATION
the same theme as the poem (reading only)
being read by the teacher.
EN91A-3.6 Perform a task by WEEK 1 ACT. 5a POITING SYSTEM WEEK 1 ACT. 5a.1
following instruction DRILL (Simon Says Game) (1 POINT PER GROUP ACTIVITY
ANSWER) (Picture Perfect)
The learners must follow the or
simply do the teachers
instructions
Or
The learners will be group into RUBRIC
two groups, then each will create
instructions to be followed by
PROCESS other group then vice versa
EN9VC-IA-3.8 Infer thoughts, WEEK 1 ACT. 6a RUBRIC WEEK 1 ACT. 6a.1
feelings and intentions POSTER MAKING CLASS
in the material viewed. The learners will create a poster RECITATION
which portrays poverty in the
Philippines
EN9V-IA-1 Provide words or WEEK 1 ACT. 7a RUBRIC WEEK 1 ACT. 7a.1
expressions DIALOG MAKING SPELLING
appropriate for a given The learners will be divided into
situation three groups.
The groups will make a dialog
which will show different
expression.
The dialog must be perform
properly in front of the class.
EN9LT-IA-14 Analyze literature as a WEEK 1 ACT. 8a RUBRIC WEEK 1 ACT. 8a.1
 means of discovering PROPAGANDA MAKING SLOGAN MAKING
the self The class will create a
Instructions: slogan with the theme
The learners will be group into “Overcoming Poverty
four. Leads to Success’
They will assume themselves as
a team running for community
officers.
They have to create propaganda
and they have to include on how
they are going to help the
community to overcome poverty

EN9OL-IA- Use the appropriate WEEK 1 ACT. 9a RUBRIC WEEK 1 ACT. 9a.1
1.15 segments (sounds of SPEECH CHOIR WRITING
English) and the PRESENTATION COMPOSITION
suprasegmentally or
prosodic features of The learners will be divided in to The class will write a
speech when lines of two groups. composition with the
poetry and prose in a They have to perform the poem use of imagery senses
speech choir, jazz “Morning in the Window” by in a poem
chants, and raps. Thomas Eliot
EN9G-IA-17 Use normal and WEEK1 ACT. 10a POINTING WEEK 1 ACT. 10a.1
inverted word or order SENTENCE SYSTEM CLASS
in creative writing IDENTIFICATION (1 POINT PER RECITATION/
Direction: Identify if the ANSWER) Sentence construction
sentences is active or passive
sentence. Write AS for active
sentence and PS for passive
sentence. Write your answer on
the blanks.

_____ 1. The hospital was built

by their company.
______ 2. Zashley cleaned the
whole room last week.
 ______ 3. My mother was being
take care by my cousins in the
hospital.
EN9G-IA- Use appropriate WEEK 1 ACT. 11a POINTING WEEK 1 ACT.11a.1
1.6/1.7 punctuation marks PARAGRAPH SYSTEM CLASS
(period, question mark ANALYSIS/CORRECTION (1 POINT PER RECITATION/
and exclamatory) and Direction: Rewrite the paragraph ANSWER) Sentence construction
capitalization (proper by writing proper capitalization
noun [names, title of and punctuation marks.
book, personal title,
first letter in a my best friends
sentence]) to convey
meaning i have four best friends, their
names were! riza, Joy. jasmin
and charity. All of them are very
understanding and kind? Though
we have different characters and
personality we still do
understand and love each other. I
am looking forward to have
them as my best friend Forever.
EN9G-IA-18 Use interjection to WEEK 1 ACT. 12a POINTING WEEK 1 ACT. 12a.1
convey meaning SENTENCE SYSTEM CLASS
IDENTIFICATION (1 POINT PER RECITATION/
Direction: tell if the numbers ANSWER) Sentence construction
contained interjection sentence
or exclamatory sentence. Write
IS for interjection sentence and
ES for exclamatory sentence.

_____ 1. Oh! I forgot my phone.

_____ 2. Be quiet!
_____ 3. Whew, I’m almost late.
_____ 4. I see a ghost lately!
MAKE MEANING
ENDURING UNDERSTANDING
Proper understanding of Anglo-American literature and other types of literary works through effective use of verbal and non-verbal strategies will
help the learners to participate effectively in speech choir upon enhancing oneself to meet the given criteria for speech choir performance.

ESSENTIAL QUESTION
1. How can we effectively participate in speech choir performance?
2. What would be the literary elements to be consider to have a satisfactory speech choir performance?

ASSESSMENT
SITUATION 1
The first group will criticize a speech choir performance (video clip)
Then, they have to answer the following:

ESSENTIAL QUESTION
1. How can we effectively participate in speech choir performance?
2. What would be the literary elements to be consider to have a satisfactory speech choir performance?
SITUATION 2
The second group will create some possible suited criteria for a speech choir presentation through answering the following:
ESSENTIAL QUESTION
1. How can we effectively participate in speech choir performance?
2. What would be the literary elements to be consider to have a satisfactory speech choir performance?
SITUATION 3
The third group will compose a poem having the theme of “Poverty no more!”
The group must consider the knowledge that we have discuss and they have to consider the following questions;
ESSENTIAL QUESTION
1. How can we effectively participate in speech choir performance?
2. What would be the literary elements to be consider to have a satisfactory speech choir performance?

TRANSFER
RIPRIZA competition was about to come. The school was aiming for the first place this year. The English club adviser was
looking for the potential students to join the speech choir team so they decided to open a speech choir audition for Grade 7 to 10
students. They are free to choose or create a piece for their audition performance and they are also free to form their own team for
their audition. The given criteria were posted in the bulletin board for their better, they were: focus, voice, delivery, facial expressions,
body movements/gestures and audience contact.
GOAL ROLE AUDIENCE SITUATION PRODDUCT PERFORMANCE
STANDARD
Be able to join Contestants/ English club RIPRIZA Actual focus, voice, delivery,
the speech choir performers adviser, other competition was performance facial expressions, body
team faculty and about to come. movements/gestures and
students The English club audience contact.
(contestants) adviser was
looking for the
 potential students
to join the speech
choir team.

CODE LEVELS OF WHAT WILL I HOW WILL I HOW WILL I RELATED

ASSESSMENT ASSESS? ASSESS? SCORE? ACTIVITIES
TRANSFER TRANSFER TASK
GOAL
The learner actively Students on their Choose a unique rubric Performing one of
participates in own and in the long literary poem to be the given literary
speech choir run be able to… performed work as speech
through using Or choir inside the
effective verbal and Be able to join the compose a unique classroom.
non-verbal speech choir team composition of
strategies based on poem with five
the following stanza containing
criteria: focus, Perform a unique four lines each.
voice, delivery, (own composed) Consider the
facial expressions, speech choir imagery of senses
body movement, presentation in and elements of
gestures and front of their literature which
audience contact. schoolmates have been
passing all the discussed in the
required criteria. class.

CRITERIA 1 2 3 4
Poor Good Satisfactory Outstanding
FOCUS The performer show poor The performer show focus The performers show high The performers
focus on their on their performance focus on their outstandingly show focus
 performance
VOICE The performers show poor
voice projection (unclear
and not well projected)
DELIVERY The performers poorly
deliver their piece
FACIAL EXPRESSION The performers show poor
facial expression
BODY The performers show poor
MOVEMENTS/GESTUR body movements and
ES inappropriate gestures
AUDIENCE CONTACT The performers execute
poor eye contact to their
audience
(few mistakes)
The performers has a
good voice modulation
(clear but not well
projected)
The performers has a
good deliberation of their
piece
The performers show
good facial expression
The performers show
good and appropriate
body movements
The performers execute
good eye contact to their
audience
performance. on their performance
(mistakes are very (no mistake, worked as
minimal) one)
The performers has a good The performers show
voice modulation (clear outstanding voice
and well projected) projection
The performers The performers
satisfactorily deliver theiroutstandingly deliver their
piece. piece
The performers The performers execute
satisfactorily show facial outstanding facial
expression expression
The performers The performers show
satisfactorily show outstanding body
appropriate body movements
movements (appropriate and moved as
one)
The performers The performers show
satisfactorily execute good outstanding eye contact to
eye contact to their their audience
audience

SCAFOLDING OF TRANSFER PERFORMANCE

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

DIRECT PROMPT
The teacher will let the students
to watch a video presentation of a
speech choir
OPEN PROMPT
The teacher will discuss the
things to consider in speech choir,
such as the possible criteria
GUIDED TRANSFER
The students will be given a
literary piece to be performed.
However the teacher will guide
them in their practice.
INDEPENDENT TRANSFER
The students will choose any
piece they want to perform in the
class as speech choir presentation,
to be graded by the rubric
provided.
 GRADUAL RELEASE OF ACTIVITIES
1. MODELING – (SHOW ME) the teacher will show how to make it done
2. SHARE – (HELP ME) the students will try to do the task with the teacher working it together
3. GUIDE – (WATCH ME) the students will do it by himself with a few oral guide of the teacher
4. APPLY – (LET ME) the students will do the task while the teacher is just watching him

WEEK 2

LEVEL OF HOW WILL I RELATED

CODE WHAT WILL I ASSESS HOW WILL I ASSESS
ASSESSMENT SCORE ACTIVITIES
EN9RC-Ib-16 Share prior knowledge ACT. 1B NOT RECORDED ACT. 1B.1
about a text topic DIAGNOSTIC NOR GRADED SHARING
Ask the following:
1. Have you been in bad
mood?
2. What did you do, or is
there something that
KNOWLEDGE happened that
changed your mood?
EN9WC-Ib-8 Distinguish between and ACT. 2B POINTING ACT. 2B.1
among informative, CHART PRESENTATION SYSTEM ESSAY WRITING
journalistic and literary The learners will identify 1 POINT PER
writing. the differences of CORRECT
journalistic, informative ANSWER
and other literary writing.
EN9LC-Ib-6.2 PROCESS Infer thoughts, feelings and ACT. 3B RUBRIC
intentions in the material POSTER MAKING
viewed. The learners will draw the
EN9VC-Ib-3.8 Infer thoughts, feelings, and sudden change of emotions
intentions in the material (from negative to positive)
 viewed.
EN9V-Ib-1 Provide words or
expressions appropriate for
a given situation
EN9LT-Ib-14 Analyze Literature as a
means of discovering self
EN9LT – Ib-14.2 Explain how the elements
specific to a selection build
its theme
EN9WC-Ib-8 Distinguish between and
among informative,
journalistic and literary
writing.
from the poem being read.
ACT. 4B RUBRIC ACT. 4B.1
PARAGRAPH MAKING SPELLING
The learners will use the
spelled words in writing a
short journalistic essay.
ACT. 5B RUBRIC ACT. 5B.1
VENN DIAGRAM POEM WRITING
PRESENTATION
The learners will compare The learners will
themselves in the situation compose a poem
of the persona in the poem which portrays
entitled “Lonely As a changing of mood.
Cloud”
ACT. 6B RUBRIC ACT.6B.1
GRAPHIC ORGANIZER GROUP
PRESENTATION PRESENTATION
The learners will choose The learners will be
suited chart to present the group into four.
distinguishing features of Each group will
the literary composition write a composition
(p.22) (poem, song, sermon
and allegory),
depends on what was
given to them.
Then, they will
present this to the
class.
ACT. 7B RUBRIC ACT. 7B.1
GROUP ACTIVITY GROUP ACTIVITY
The class will be divided
into four groups. The learners will be
Two groups will make an group into four.
informative essay while the Then, each group
other two will write a will be given a
journalistic essay. literary work to be

EN9OL-IIb-1.15 Use the appropriate
segments (sounds of
English) and the
suprasegmentally or
prosodic features of speech
when lines of poetry and
prose in a speech choir, jazz
chants, and raps.
EN9OL-Ib-1.15 Produce the correct beat and
rhythm in delivering jazz,
chants and raps
EN9G-Ib-17 Use normal and inverted
word or order in creative
writing
EN9G-Ib-1.6/1.7 Use appropriate
punctuation(semicolon,
coma) marks and
capitalization (pronoun I,
name of months and day) to
convey meaning
They have to consider the criticize.
author’s purposes (p. 29) They have to
to be assigned to them in criticize the piece of
writing a composition. work according to
the author’s
purposes.
ACT. 8B RUBRIC ACT.8B.1
GROUP Watching a short
PREESENTATION video presentation
The learners will be group
into four.
The group will choose
songs under jazz and
chants.
They have to present the
songs considering the
Voice as Medium of
Delivery on p. 30.
ACT.9B RUBRIC ACT.9B.1
SENTENCE GROUP ACTIVITY
CONSTRUCTION TIME PRESSURE
The learners will be paired CHALLENGE
The learners will construct
five sentence with passive
voice and five sentence
with passive voice
ACT.10B RUBRIC ACT.10B.1
PARAGRAPH GROUP ACTIVITY
CORRECTION/ The learners will be
The learners will be paired. group into four.
The learners will be given Each group will be
different activity to work given a piece of
on. messy paragraph to
One group will correct be corrected.
sentences, while the other
group will correct short
 paragraph.
EN9G-Ib-18 Use interjection to convey NOT
meaning

WEEK 3

LEVEL OF WHAT WILL I HOW WILL I RELATED

CODE HOW WILL I ASSESS
ASSESSMENT ASSESS SCORE ACTIVITIES
EN9RC-Ic-13.2 KNOWLEDGE Take note of sequence CHART PRESENTATION POINTING LISTENING AND
signals or connectors to The learners will be group SYSTEM TAKING DOWN
determine patterns of into four groups. NOTES/
idea development given Each group will present the INFORMATIONS
in a text. information they gathered
through listening in any of
the graphic organizers they
will choose
EN9V-Ic-15 Explain how words are GROUP ACTIVITY POINTING SEATWORK PAGE
derived from names of The learners will be group SYSTEM 46
persons and places into two. 1 POINT FOR
Each group will gather ONE CORRECT
formulated words which they ANSWER
will explain to the class, (how
the words were formed and
their meanings)
EN9WC-Ic-8 Distinguish between and MULTIPLE CHOICEE POINTING SEATWORK PAGE
among informative, Direction: Identify what SYSTEM 39
journalistic and literary figurative language does the 1 POINT FOR
writing. given sentences has. ONE CORRECT
1. The sun was smiling ANSWER
to me.
a. Metaphor
b. Personification
c. Simile
2. Your hair was as
 black ass the night.
a. Hyperbole
b. Irony
c. Simile
EN9LC-Ic-3.12 Paraphrase the text Rewriting paragraph POINTING GROUP ACTIVITY
listened to 1. The teacher who cleans SYSTEM
the room and maintain the 1 POINT FOR
orderliness of thee room ONE CORRECT
everyday was generously ANSWER
awarded by the school
principal.
EN9VC-Ic-3.8 Infer thoughts, feelings,
and intentions in the
material viewed.
EN9LT-Ic-14 Analyze Literature as a
means of enhancing the
self
EN9LT – Ic-22.2 PROCESS Explain how the elements
specific to a genre
contribute to the theme of
a particular literary
selection
EN9WC-Ic-8 Distinguish between and
among informative,
journalistic and literary
writing.
EN9OL-Ic-1.15 Use the appropriate
segments (sounds of
English) and the
suprasegmentally or
prosodic features of
speech when lines of
poetry and prose in a
speech choir, jazz chants,
and raps.
EN9F-Ic-3.1 Produce the correct beat
and rhythm in delivering
jazz chants and raps
EN9G-Ic-17 Use normal and inverted
word or order in creative
writing
EN9G-Ic-1.6/1.7 Use appropriate INDIVIDUAL ACTIVITY GROUP ACTIVITY
punctuation The learners will be given aa PARAGRAPH
marks(quotation marks, short exercises (1-10). Each CORRECTIONS
dash) and capitalization number will contain
(greetings, salutations, sentences with no proper
title with name) to punctuations.
convey meaning The students will supply the
missing punctuations.

1. My father bought twenty

five pieces of green apples
2. Henry, get your bag now,
Angela shouted very loud
3.

WEEK 4

LEVEL OF WHAT WILL I HOW WILL I RELATED

CODE HOW WILL I ASSESS
ASSESSMENT ASSESS SCORE ACTIVITIES
EN9RC-Id-13.2 Scan sequence signals or
connectors to determine
patterns of idea
development
EN9V-Id-15 KNOWLEDGE Explain how words are
derived from names of
persons and places
EN9LC-Id-8.4 Agree or disagree with
 the ideas of the speaker
EN9LC-Id-8.5 Accept or reject ideas
mentioned
EN9VC-Id-21 Summarize the contents
of the material viewed
EN9LT-Id-14 Analyze literature as a
means of discovering the
self
EN9LT – Id-2.2.1 Express appreciation for
sensory images used
EN9WC-Id-8.1 Examine sample texts
representative of each
type.
EN9OL-Id-1.15 Use the correct pitch,
juncture, stress,
intonation, rate of speech,
volume and projection
when delivering lines of
poetry and prose in
dramatic and
conventional speech
choir.

EN9G-Id-17 Use normal and inverted

word or order in creative
writing
EN9G-Id-1.6/1.7 Use appropriate
punctuation marks
(parenthesis, hyphen)and
capitalization (greetings,
subjects, location) to
convey meaning
EN9G-Id-18 Use interjection to
convey meaning
 WEEK 5

LEVEL OF WHAT WILL I HOW WILL I RELATED

CODE HOW WILL I ASSESS
ASSESSMENT ASSESS SCORE ACTIVITIES
EN9RC-Ie-1.5.1 Skim to determine key
ideas and author’s
purposes
EN9V-Ie-11 Arrive meaning of words
KNOWLEDGE
through word formation
(clipping, blending,
acronym, compounding,
folk etymology, etc.)
PROCESS
EN9LC-Ie-8.6 Make decisions based on
what is listened to
EN9VC-Ie-21 Summarize the contents
of the material viewed
EN9LT-Ie-14 Analyze literature as a
means of discovering the
self
EN9LT – Ie-2.2.2 Explain the literary
devices used
EN9WC-Ie-9 Compose forms of
literary writing
EN9OL-Ie-1.14 Use the correct pitch,
juncture, stress,
intonation, rate of speech,
volume and projection
when delivering lines of
poetry and prose in
dramatic and
conventional speech
choir.
EN9G-Ie-17 Use normal and inverted
word or order in creative
writing
EN9G-Ie-1.6/1.7 Use appropriate
punctuation marks
(parenthesis, hyphen)and
capitalization (greetings,
subjects, location) to
convey meaning
EN9G-Ie-18 Use interjection to
convey meaning

WEEK 6

LEVEL OF WHAT WILL I HOW WILL I RELATED

CODE HOW WILL I ASSESS
ASSESSMENT ASSESS SCORE ACTIVITIES
EN9RC-If-1.5.1 Skim to determine key
ideas and author’s
purposes
EN9V-If-11 Arrive meaning of words
KNOWLEDGE
through word formation
(clipping, blending,
acronym, compounding,
folk etymology, etc.)
PROCESS
EN9LC-If-8.2 Judge the relevance and
worth of ideas presented
EN9VC-If-9 Assess the relevance and
worth of ideas presented
in the material viewed
EN9LT-If-14 Analyze literature as a
means of discovering the
self
EN9LT – If-2.2.3 Determine, tone, mood,
 technique, and purpose of
the author
EN9WC-If-9 Identify types and
features of poetry.
EN9OL-If-2.6.2 Use appropriate gestures
(hand, face and body)

EN9G-If-17 Use normal and inverted

word or order in creative
writing
EN9G-If-1.6/1.7 Use appropriate
punctuation marks
(parenthesis, hyphen)and
capitalization (greetings,
subjects, location) to
convey meaning
EN9G-If-18 Use interjection to
convey meaning