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2022 JHS INSET for Modular/Online Learning

UNIT LEARNING PLAN

Subject: English Grade Level: 8

Unit Topic: Creative Entertainment Speech Quarter: 2

EXPLORE

This unit is about showcasing significant human experiences.

East Asia is a geographical sub-region of the Asian continent.
It is composed of the following states: China, Japan, North
Korea, South Korea,Mongolia,Taiwan,and the Chinese
administrative regions of Hong Kong and Macau.There are
three major literatures in East Asia:Chinese, Japanese, and
Korean. In comparison with other literatures around the
world, these three had a long and rich history.The oldest
among them is Chinese literature. Its language and writing
system were considered to be flexible and influential. Even
ancient conquering tribes failed to disrupt its continuity. The
Japanese and Koreans later adopted several aspects of it
which led to the development of their own official language,
writing system, and set of literary texts and oral
traditions.Traditional and Classical East Asian Literature was
shaped mostly by social norms and standards.

Consider this (essential) question:

1.What makes an effective entertainment speech?
2.How can a speaker deliver an entertainment speech effectively?
3.What is the importance of observing the varied features of entertainment speech delivery?

Map of Conceptual Change:

Instructions: Considering the question above, complete the KWL CHART by placing the
information you know and what you know. Reserve the last column at the end of the
lesson.
Clickable Link: https://app.wizer.me/learn/SGZJDZ
 FIRM-UP (ACQUISITION)
LC1:EN8LT-IIa-9.1: Activity 1: Genres I know!
Describe the notable Instruction: Using the concept map, identify the different literary genres.
literary genres
contributed by East
Asian writers
Learning Targets:
I can identify the
different literary
genres.

Clickable Links : https://www.mentimeter.com/

Instruction: Give five different literary genres to form a word cloud.

Screenshot of Online Resource: (to make sure that students are on the right page)
I can describe the Activity 2: Literary Genres of East Asian Writers
notable literary genres Instruction: Using the concept map, describe the notable literary genres contributed
contributed by East by East Asian writers.
Asian writers.

Clickable Links: https://docs.google.com/document/

Instruction: Using the given concept map, describe the notable literary genres
contributed by East Asian writers.
Screenshot of Online Resource: (to make sure that students are on the right page)

LC2: EN8LT-IIa-9.2: Activity 3: Literatures of East Asian

Identify the distinguishing Instructions: Identify the different features of notable East Asian.
features of notable East Encircle the letter of the correct answer.
Asian poems, folktales, and
short stories

Learning Targets: Clickable Links : https://nearpod.com/

I can identify the features
of notable East Asian Instruction: Choose the letter of the correct answer.
poems, folktales, and
short stories
Screenshot of Online Resource: (to make sure that students are on the right page)
I can distinguish the
different features of
notable east asian poems, Activity 4: Distinct Features of East Asian Literature
folktales, and short Instruction: Complete the table by differentiating the features of notable east
stories asian poems, folktales, and short stories.

East Asian Literatures Distinct Features

Poems

Folktales

Short stories

Clickable Links : https://docs.google.com/document/

Instruction: Complete the table by differentiating the features of notable east

asian poems, folktales, and short stories.

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

LC 3
EN8V-IIa-24.1: Distinguish
between and among verbal, Activity 5: My Understanding!
situational, and dramatic
types of irony and give Instruction: Identify what is being asked in the sentence, and write your
examples of each. answer on the blanks provided.

Learning Targets: ________ 1.

I can identify verbal, __________ 2.
situational, and dramatic
types of irony. Clickable Links :https://quizizz.com/
 Instruction: Identify what is being asked or described in the given items
below.

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

I can distinguish among Activity 6: Applying the Lesson!

verbal, situational, and Instruction: Complete the table by differentiating verbal, situational, and dramatic
dramatic types of irony and types of irony and give examples of each.
give examples of each.

Meaning Examples

Verbal

Situational

Clickable Links : https://docs.google.com/document/

Instruction: Complete the table by differentiating verbal, situational, and dramatic

types of irony and give examples of each.

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

Self-assessment: Check the statement that best explains your learning in

this lesson.

LC3: M.1.EN8LT-IIe-0-9:
Appreciate literature as an
art form inspired and
influenced by nature.
DEEPEN (MEANING MAKING)
Scaffold for Transfer 2:
Instruction: Explain how these selections influenced the culture,
history,environment or other factors.
Learning Targets: GUIDED GENERALIZATION TABLE
I can explain how a
selection may be Essential Verses from the The Growth The Analects of
influenced by culture, Question Book of Tao Rings Confucius (Book
history, environment, or (http:// II)
other factors mydescentintoma (http:// (https://
dness.wordpress. hs2englishlitera ebooks.adelaide.e
I can relate content or com/2010/05/20/ ture.blogspot.c du.au/c/
themes to previous tao-te-ching- om/2010/07/ confucius/c748a/)
experiences and verse-7/) growth-rings-
background knowledge deng-
hainan.html)

How are literary Answer: Answer: Answer:

pieces affected by The poem teaches us The poem tells us Book II turns the
culture, history, to live a Tao centered that our life is like a attention to matters of
environment, and life, instead of an ego tree. government or the
other factors? nature of good
centered life. If we are
governance.
able to do this in our
minds and actions we
will find inner peace
and fulfillment.

Supporting Texts: Supporting Texts: Supporting Texts:

Those who strive to Like a Chapters 1,2, and 3
get ahead are quickly cerebrum,Everythin deal with
g that has been
fatigued and wear government issues
experienced has
themselves down. been stored in these and the importance
Impatience and whorlsThough they of te, or character.
discontent are poison can neither sing nor Confucius compares
to the mind, therefore tell tales. The rain's
moisture,The the moral leader to
to the body as well. one whose character
snow's caress,The
That's how it works. chirping from the is like the North star
The one who chases bird's nest in the (which remains fixed
his own happiness branchesThe roar of
the thunder and in place while all the
will never catch it.
lightning other stars orbit
He just rushes from
overhead,The black respectfully around
the cradle to the bear's embrace,The it.) Chapter 3 echoes
grave. He may reach woodpecker's kiss.
far and gather a Chapter 1 in stating
fortune, but when that a moral leader
will he have time to does not use
enjoy it? punishment to rule
but relies again on
 the strength of moral
character.
Reason: Reason: Reason:
It’s kind of an We start being Though Book II deals
oxymoron that self- small like a seed with government,
realization only and until time goes interestingly, the
occurs when you by, we learn and we subject of filial piety is
shut off your self- understand things visited in this book as
importance and self- we should know in well. Consider the
obsession. You must this world. The tree duality the text presents
lose the ego in order represents who we in dealing with how
to find your true self. are. Not by its one should rule over
appearance. But by others while also
its own strengths. discussing how one
As we learn, we should conduct
grow. We themselves in
understand things deference to their
and we accept our parents. The text seems
mistakes then learn to imply a parental duty
from them. Along when one is tasked
the way, they were with ruling over others.
challenges. We are
standing strong all
the time like the
tree, the tree is
standing strong
even if there is
wind going strong.
Common Ideas in Reasons:

Service, self-realization

Enduring Understanding/Generalization:
The learners will be able to relate/reflect their life experiences to a literary piece and can
make their own entertainment speech.

C-E-R Questions:
1. What does the text imply?
2. What do you think is the basis of the author in coming up with the text?
3. How are the author’s basis and the text’s meaning connect with one another?
4. EQ: How are literary pieces affected by culture, history, environment, and
other factors?

Prompt for Generalization:

1. Literature is a reflection of humanity and a way for us to understand each other. By
listening to the voice of another person we can begin to figure out how that individual
thinks. I believe that literature is important because of its purpose and in a society, which
is becoming increasingly detached from human interaction, novels create a conversation .
2. Literature gives us glimpses of much earlier ages. These glimpses take our
imaginations back to the roots of our culture, in some instances. The study of Literature,
through our history, enhances our understanding of our modern world

ASYNCHRONOUS ONLINE LEARNING MATERIALS

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

Text 1: Verses from the Book of Tao

(http://mydescentintomadness.wordpress.com/2010/05/20/tao-te-ching-verse-7/)
Link: https://newsela.com/

Text 2:The Growth Rings

(http://hs2englishliterature.blogspot.com/2010/07/growth-rings-deng-
hainan.html)
Link: https://insertlearning.com/

Text 3: The Analects of Confucius (Book II)

(https://ebooks.adelaide.edu.au/c/confucius/c748a/)
Link: https://www.wizer.me/
 Holistic Rubric

TRANSFER
Performance Standard: Scaffold for Transfer Level 3:
Instructions: Write a two-paragraph speech about any topics.
The learner transfers
learning by composing and Clickable Links : www.padlet.com
delivering a brief and Instruction: Using the padlet, make a two-paragraph speech about any topics.
creative entertainment
speech featuring a variety Screenshot of Online Resource:
of effective paragraphs,
appropriate grammatical
signals or expressions in
topic development, and
appropriate prosodic
features, stance, and
behavior.

Learning Targets:
I can compose a creative
entertainment speech
about “Modern Day
Heroes”.
 Scaffold for Transfer Level 4:
I can use the guidelines, Instructions: Find a partner and recite the speech they have written observing the
features, and structure in proper guidelines, features, and structure in effective speech.
composing an effective
creative entertainment
speech.
Clickable Link: www.telegram.com
I can deliver a 2-3 minute Screenshot of Online Resource:
creative entertainment
speech.

Transfer Goal:
Students on their own will be able to compose and deliver an entertainment
speech by observing the guidelines, features, and structure of an entertainment
speech.

Performance Task:
The municipality of San Isidro will be having a program in celebration of Independence
Day (SITUATION). You are invited to be one of their guest speakers (ROLE) for the
said activity. You will be writing (for Modular Class) and delivering (for Online Class) a
powerful and creative entertainment speech (PRODUCT) consisting of not less than
four paragraphs talking about modern-day heroes. Your purpose is to inspire and
entertain your listeners (GOAL), people of San Isidro, (AUDIENCE) about your
viewpoint and ideas about the modern-day heroes. You must present your speech
creatively to entertain your audience. Your work will be graded based on the following
criteria/scores (STANDARD): Purpose, Organization, Supporting Statements, Use of
Language, Attention to Audience and Delivery.

Performance Task Playlist (alternative to scaffolding in Firm Up and Deepen; see

below)
1. Video Presentation
Before writing the speech, the students will watch a video clip on how to prepare
an outline using the link below.
https://www.youtube.com/watch?v=8xgFp7Afhlk

2. Graphic Organizer (Speech Outlining)

Using the outline they have made, the students will write their speech draft using
the graphic organizer below.

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

Google Docs (Composition), Kinemaster and CapCut (Video Editing

Applications)
Analytic Rubric:

CRITERIA EXCELLENT (4) SATISFACTORY DEVELOPING (2) BEGINNING (1)

(3)

Purpose Provides arguments,

illustrations, and Provides arguments, Provides insufficient Provides insufficient
words that forcefully illustrations, and arguments, arguments,
appeal to the words that appeal to illustrations, and illustrations, and
audience and the audience and words that lack words that do not
effectively serve a serve a persuasive appeal to the appeal to the
persuasive and and entertainment audience and serve a audience and serve a
entertainment purpose. persuasive and persuasive and
purpose. entertainment entertainment
purpose. purpose.

Organization The speaker The speaker The speaker The speaker

delivers a delivers a delivers a delivers a
speech with a speech with speech in a speech yet it
clear chronological chronological lacks
chronological sequence and sequence with chronological
sequence and appropriate occasional sequence.
coherent transition to inconsistencies.
transitions to easily
better understand its
understand its main point.
main point.

Supporting Provide specific Provide Provide credible Provide limited

Statements and well- elaborated sources but not credible sources
elaborated credible sources well- elaborate but not
credible sources that will that will lessen effectively
that will strengthen the to strengthen strengthen the
strengthen the main point of the main point main point of
main point of the speech. of the speech. the speech.
the speech.

Use of Language Uses transitions Uses transitions Uses transitions Uses transitions
to connect ideas to connect ideas to connect ideas but does not
smoothly and and no but has few properly connect
effectively mechanical mechanical ideas and has
follow the errors. errors. multiple
mechanical mechanical
rules. errors.

Attention to Argument Argument Argument Argument

 Audience demonstrates a demonstrates a demonstrates an demonstrates an
clear clear understanding of understanding of
understanding of understanding of the potential the potential
the potential the potential audience but it audience but it
audience and audience. lacks clarity. is unclear.
anticipates
counterargumen
ts.

Delivery The speaker The speaker The speaker has The speaker
holds the entire captures the minimal eye lacks eye
audience interest of the contact with the contact with the
through direct audience audience and audience and
eye contact and through direct often reads his does not exhibit
without any eye contact and notes. enthusiasm and
notes to look at exhibiting confidence
and exhibits enthusiasm and which leads the
enthusiasm and confidence. audience to
confidence disengage.
which leads the
audience to
engage.

Self-Assessment:

1. Checklist. The students will rate their own performance by looking at the
considerations found in the checklist.

2. Journal Writing/Learning Logs. Using their journals/learning logs, the students

will write their thoughts about the performance task, the concepts/ideas that they
need more help with, and the learning and insights that they have gained.

Values Integration:

Students will exhibit the values of credibility, creativity, confidence and honesty
and pursuit of wisdom as they perform the task assigned to them.

CALENDAR OF ACTIVITIES
WEEK 1
 MON TUE WED THU FRI
Explore Explore Deepen
Explore: Firm Up
Introduction to Activity 2 Activity 1
the Unit Activity 1
Activity 1:
Picture-Picture Getting to Reading and
Genres I know! know him analyzing of
(Arouse the
students’ interest (Discussing a text:
by showing some (Using the short biography Title : Verses
pictures and ask concept map, of Tao Te Ching) from the Book of
them what do students will Tao
the pic) identify the Activity 3
different literary Guess it!
genres) (Crossword
Puzzle for
vocabulary
improvement)

WEEK 2
MON TUE WED THU FRI
Firm Up Explore Deepen Firm Up Firm Up
Activity 2:
Literary Genres of Activity 3 Activity 2 Activity 3: Activity 4:
East Asian Writers Literatures of East Distinct Features
Getting to Reading and Asian of East Asian
(Using the know him analyzing of (Identifying the Literature
concept map, (Discussing a text: different features (Completing the
describe the short biography Title : The Growth of notable East table by
notable literary of Deng Hainan) Rings Asian.) differentiating the
genres features of
contributed by Activity 4 notable east
East Asian Guess it! asian poems,
writers.) (Crossword folktales, and
Puzzle for short stories.)
vocabulary
improvement)

WEEK 3
MON TUE WED THU FRI
Firm Up Firm Up Explore Deepen Deepen
Activity 5: My
Understanding! Activity 1: Activity 5 Reading and Guided
(Identifying what Generalization:
Identifying analyzing of
is being asked in Figures of Getting to know text: (Students will
the sentence, and Speech him Title: The analyze the three
write your answer (Discussing a Analects of given texts then
on the blanks (Identify what short biography of Confucius (Book they will come up
provided.) figures of speech Confucius) II) with a
is used in the generalization
Activity 6: using the CER
lines from the Activity 6
questions and
Applying the notable east Guess it! guided
Lesson! asian folktales (Crossword Puzzle generalization
(Completing the and short for vocabulary prompt.)
table by stories.) improvement)
differentiating
verbal,
situational, and
dramatic types of
irony and give
examples of
each.)

WEEK 4
MON TUE WED THU FRI
Transfer Transfer Transfer Transfer Transfer

Activity 1: Activity 2: Activity 3: Activity 4: Activity 5

Introduction to Graphic
Checking/Revision
Speech Outlining Organizer: Delivery of Writing a
(via Video of speech Speech (Recorded journal/self
Speech Outlining
Presentation) Video) assessment
(Using the
(The students will
outline they have (Students will be write their
made, the graded using the thoughts about
students will analytic rubric.)
the performance
write their
task, the
 speech draft concepts/ideas
using the graphic that they need
organizer) more help with,
and the learning
and insights that
they have
gained.)

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

Describe the notable literary genres
contributed by East Asian writers
GRAPHIC ORGANIZER:
A. Using the concept map, identify the different literary
genres. Give 5 literary genres to complete the word
cloud.

B. Use the graphic organizer in describing the East Asian

Literary Genres.
ONLINE QUIZ

A. Identify what literary genre is being described by the following:

1. Thisliterary extends thousands of years, from the earliest recorded
dynastic court archives to the mature vernacular fiction novels
that arose during the Ming dynasty to entertain the masses of
literate citizens.
2. This East Asian literary genre contains unique linguistic forms,
styles, and aesthetics which has been significant in the
development of literary topics and expressions, often inspiring
new forms and images.
3. This East Asian literary genre encapsulates a rich cultural
heritage emerging from specific historical experiences, reflecting
a diverse development of communication, identification and
education. It also plays a supporting role in the dissemination of
certain political, religious and social agendas.

B. Identify the East Asian literary genre depicted in the pictures:

Identify the features of notable East
Asian poems, folktales, and short
stories
Distinguish between and among
verbal, situational, and dramatic types
of irony and give examples of each.
Instruction:Choose the answer from the word choices .
1.__________or composition written in verse or prose. The term “drama” comes
from a Greek word meaning 2._________, which means “to do/act” or “to
perform”. It refers to the performance of written 3.___________and stage action.
The person who writes drama for stage directions is known as a “dramatist” or
4.__________.The elements of Drama involve character, setting, plot, point of
view, theme and 5._________ such as acts, scenes, dialogue, and stage
directions. A Novel is a long 1._________work of fiction with some realism. It is
often in prose form and is published as a single book. The word ‘novel’ has been
derived from the Italian word 2._________ which means “new”. Similar to a short
story, a novel has some 3.___________ like a representation of characters,
dialogues, setting, plot, climax, conflict, and4.__________. However, it does not
require all the 5.____________ to be a good novel.
Playwright Dran Dialogue Genres
Techniques Novella Resolution
Narrative Elements Features
IDENTIFICATION:
Fill in the Blanks
Identify whether each of the following is an example of verbal, situational or
Dramatic Irony:
____________1. The Bureau of Fire Protection building is on fire!
____________2. All of you failed the test. Very good!
 ____________3. King Oedipus wanted to kill the person who killed his father.
____________4. A small child does not flush the toilet, and the mother says,
"I really appreciate when you flush the toilet! Thank you for
remembering your manners!"
____________5. In Beauty and the Beast, an animated Disney movie, Belle
refuses to marry Gaston by saying "I just don't deserve you!"

Online Activity:
Click the letter bubbles that would identify the types of irony depicted in each
statement. V bubble for Verbal, S bubble for Situational and D bubble for
Dramatic.
1. King Duncan says that he trusts Macbeth, the gentleman on who
plot to kill Duncan.
2. A marriage counselor files for divorce.
3. Romeo and Juliet, the audience knows that Juliet is only asleep-
not dead-but Romeo does not, and he kills himself.
4. A post on Facebook complains about how useless Facebook is.
5. You have a very fit body that your dress is about to burst.

Completion Table:
Complete the table by differentiating verbal,
situational, and dramatic types of irony and give examples of each.

Meaning Examples

Verbal

Situational

Dramatic

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

LEARNING COMPETENCY: (M)

Appreciate literature as an art form inspired and influenced by nature

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

ARTICLE/PROBLEM:

Forests are rightly called the lungs of the earth. They are the most important part of
our ecosystem and are pivotal in maintaining the balance in the food cycle and the
natural equilibrium on the planet. Forests cover almost 31% of the surface of the earth.
They are a habitat for not only wildlife and trees but also to some of the rarest of rare
animals and plants on earth.

Man has been using the resources of forests for thousands of years. As much as the
forest has provided man with his livelihood, man has not given back to the forest as
much as he should have. And this overuse, imbalance and greed of man led to a
disturbance in the natural cycle of the earth.

Source:https://www.aplustopper.com/essay-on-forest/

QUESTION:
What is the significance of forest to all living things?
YOUR CLAIM:
Forests are rightly called the lungs of the earth.

Cite from the article two evidences that support your claim:

EVIDENCE 1:They are the most important part of our ecosystem and are pivotal in
maintaining the balance in the food cycle and the natural equilibrium.

EVIDENCE 2: Man has been using the resources of forests for thousands of years. As
much as the forest has provided man with his livelihood, man has not given back to the
forest as much as he should have.

Explain how your evidences support your claim.

 It shows that forests are important to humans, animals , and plants. It provides
livelihood resources to human and to animals it serve as their home.

REASONING:
Forest covers 31% of the surface of the earth. They are a habitat for not nly wildlife
and trees but also to some of the rarest of rare animals and plants on earth.

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): Appreciate literature as an art form inspired and influenced by
nature
_________________________________________________________________________________
_

ARTICLE: https://www.youtube.com/watch?v=SNHMxkWYBo0

Q1 Q2 Q3
How does the story make If you were in the situation, Do any of the characters
you feel? what could have you done to remind you of someone
understand the signs from in real life?
 nature?

Q4
How did this literature
teach us a lesson applicable
to real life scenario?
Q5 Q6
What does this story
How are the characters, make you wonder about?
setting, and problems like
those in other stories you
know?

Q7
How well did the author
and illustrator do in making
you think they can create
the kinds of stories that
will give us a great lesson?
Q8
What did the author do to
interest the reader so that he
or she continued to read to
the end?
Q9
What words created a
feeling or picture in your
mind? Describe the
feeling or picture. How
did these works evoke
these images or feelings?

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…

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)Appreciate literature as an art form inspired and

influenced by nature

____________________________________________________________________
_

SITUATION:

Q1
How does the story make
you feel?
Evidence
He ran after his grandfather
crying. Odison why, Odison
why, why?
But, Odison did not answer.
He had no time to explain.
He was thinking of the 400
lives and per by the edge of
the see.
Q2
If you were in the
situation, what could
have you done to
understand the signs
from nature?
Evidence
They could see strings of
paper lantern festoon
between bamboo polls.
Above the roofs of the
houses, festival banners
hang motionless in heavy
Q3
Do any of the characters
remind you of someone in
real life?
Evidence
One day when the air was
very hot and still. Odison sits
on the balcony of his house
and looked at the rice field.
The precious grain was ripe
and ready for the harvest.
Below he saw the field of the
villagers leading down the

Q4
How did this literature
teach us a lesson applicable
to real life scenario?
Evidence
My home still stand the old
man said. There is room for
many and he led their way
to the house.
Q7
How well did the author
and illustrator do in making
you think they can create
the kinds of stories that will
give us a great lesson?
Evidence:
The village was longer
there only broken bamboo
poles scattered a long the
shore, when the voice of
odison was heard again
saying gently, that why i
set fire to the rice field.
warm air. This is valley like an enormous
earthquake rather, said flights of gold and steps.
Odison. At presently an
earthquake came.
Q5 Q6
How are the characters, What does this story make
setting, and problems like you wonder about.
those in other stories you Evidence:
know?
One day when the air was
Evidence
very hot and still, odison sat
A village stood beside the
in the balcony of his house
sea. when the water was
calm, the village children and looked at his rice field.
play by the gentle waves
chatting and laughing.
Q8 Q9
What did the author do to What words created a
interest the reader so feeling or picture in your
that he or she continued mind? Describe the feeling
to read to the end? or picture. How did these
Evidence works evoke these images or
But sometimes the sea feelings?
was angry and waves Evidence
came tearing up the As the quaking seas odisan
keen old eyes looked at the
beach in the very edge of
seashore.The water had
the town, then everyone,
darkened quiet suddenly.
children, father’s and
mother’s ran from the
shore to go back in their
 homes.
CONSTRUCTED RESPONSE TYPE
CLAIM-EVIDENCE-REASONING
TIC TAC TOE ASSESSMENT BOARD, ANSWER
SHEET AND ANSWER KEY
3 . CER WITH OPEN BOOKS:
NAME: ______________________________________ GRADE AND SECTION:
_______________ SUBJECT: ____________________________
CHECKLIST ITEMS
1. An article or problem is given to the
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.
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:
https://friendsoftheearth.uk/nature/importance-nature (Importance of Nature)

ARTICLE 2:
https://www.educationworld.in/the-importance-o-art-appreciation/ (The Importance
of Art Appreciation)

ARTICLE 3: https://www.art-is-fun.com/nature-in-art (Nature in Art)

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
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
China, Japan, North Korea, China, Japan, North Korea, The distance between the
South South Korea,Mongolia,Taiwan places are not quite
 Korea,Mongolia,Taiwan,and connected.
the Chinese administrative
regions of Hong Kong and
Macau
This painting was heavily Southern France It is found in Western
influenced by my up-close societies.
observations of plants and
insect life whilst living on
an isolated hilltop in
southern France.

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
5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:
The learner transfers learning by composing and delivering a brief and creative entertainment
speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions
in topic development, and appropriate prosodic features, stance, and behavior.

SITUATION:
The municipality of San Isidro will be having a program in celebration of Independence Day.

GOAL:

To inspire and entertain your listeners.

ROLE:

Guest speakers
 PRODUCT:

Creative entertainment speech

AUDIENCE:

People of San Isidro

STANDARDS:

Purpose, Organization, Supporting Statements, Use of Language, Attention to Audience and Delivery

Narrative:
The municipality of San Isidro will be having a program in celebration of Independence Day
(SITUATION). You are invited to be one of their guest speakers (ROLE) for the said activity;
you will be writing and delivering a powerful and creative entertainment speech (PRODUCT)
consisting of not less than four paragraphs talking about modern-day heroes. Your purpose is to
inspire and entertain your listeners (GOAL), people of San Isidro, (AUDIENCE) about your
viewpoint and ideas about the modern-day hero. You must present your reason/argument
logically and convince your audience into accepting what you believe in. Your work will be
graded based on the following criteria/scores (STANDARD): Purpose, Organization, Supporting
Statements, Use of Language, Attention to Audience and Delivery.

RUBRIC

CRITERIA EXCELLENT (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)

Purpose Provides arguments,

illustrations, and words Provides arguments, Provides insufficient Provides insufficient
that forcefully appeal to illustrations, and words arguments, illustrations, arguments, illustrations,
the audience and that appeal to the and words that lack and words that do not
effectively serve a audience and serve a appeal to the audience appeal to the audience
persuasive and persuasive and and serve a persuasive and serve a persuasive
entertainment purpose. entertainment purpose. and entertainment and entertainment
purpose. purpose.

Organization The speaker delivers a The speaker delivers a The speaker delivers a The speaker delivers a
speech with a clear speech with speech in a speech yet it lacks
chronological sequence chronological sequence chronological sequence chronological
and coherent and appropriate with occasional sequence.
transitions to better transition to easily inconsistencies.
understand its main understand its main
point. point.

Supporting Statements Provide specific and Provide elaborated Provide credible Provide limited credible
 well-elaborated credible sources that sources but not well- sources but not
credible sources that will strengthen the elaborate that will effectively strengthen
will strengthen the main point of the lessen to strengthen the main point of the
main point of the speech. the main point of the speech.
speech. speech.

Use of Language Uses transitions to Uses transitions to Uses transitions to Uses transitions but
connect ideas smoothly connect ideas and no connect ideas but has does not properly
and effectively follow mechanical errors. few mechanical errors. connect ideas and has
the mechanical rules. multiple mechanical
errors.

Attention to Audience Argument Argument Argument Argument

demonstrates a clear demonstrates a clear demonstrates an demonstrates an
understanding of the understanding of the understanding of the understanding of the
potential audience and potential audience. potential audience but potential audience but
anticipates it lacks clarity. it is unclear.
counterarguments.

Delivery The speaker holds the The speaker captures The speaker has The speaker lacks eye
entire audience the interest of the minimal eye contact contact with the
through direct eye audience through with the audience and audience and does not
contact and without direct eye contact and often reads his notes. exhibit enthusiasm and
any notes to look at exhibiting enthusiasm confidence which leads
and exhibits and confidence. the audience to
enthusiasm and disengage.
confidence which leads
the audience to
engage.

TOTAL

COMMENTS AND
SUGGESTION

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):

 PERFORMANCE STANDARD:The learner transfers learning by composing and delivering a brief
and creative entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic features,
stance, and behavior.

SITUATION:

The municipality of San Isidro will be having a program in celebration of Independence Day.

GOAL:

To inspire and entertain your listeners

ROLE:

Guest speakers

PRODUCT CHOICES:

3-5 minute video of yourself delivering a powerful and creative speech.

AUDIENCE:

People of San Isidro

STANDARDS: Purpose, Organization, Supporting Statements, Use of Language, Attention to Audience,

and Delivery.
.

Narrative:
The municipality of San Isidro will be having a program in celebration of Independence Day
(SITUATION). You are invited to be one of their guest speakers (ROLE) for the said activity;
you will take a 3-5 minute video of yourself delivering a powerful and creative entertainment
speech (PRODUCT) consisting of not less than four paragraphs talking about modern-day
heroes. Your purpose is to inspire and entertain your listeners (GOAL), people of San Isidro,
(AUDIENCE) about your viewpoint and ideas about the modern-day hero. You must present
your reason/argument logically and convince your audience into accepting what you believe in.
Your work will be graded based on the following criteria/scores (STANDARD): Purpose,
Organization, Supporting Statements, Use of Language, Attention to Audience, and Delivery,

RUBRIC

CRITERIA EXCELLENT (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)

Purpose Provides arguments,

illustrations, and words Provides arguments, Provides insufficient Provides insufficient
that forcefully appeal to illustrations, and words arguments, illustrations, arguments, illustrations,
the audience and that appeal to the and words that lack and words that do not
effectively serve a audience and serve a appeal to the audience appeal to the audience
persuasive and persuasive and and serve a persuasive and serve a persuasive
entertainment purpose. entertainment purpose. and entertainment and entertainment
purpose. purpose.

Organization The speaker delivers a The speaker delivers a The speaker delivers a The speaker delivers a
speech with a clear speech with speech in a speech yet it lacks
chronological sequence chronological sequence chronological sequence chronological
and coherent and appropriate with occasional sequence.
transitions to better transition to easily inconsistencies.
understand its main understand its main
point. point.

Supporting Statements Provide specific and Provide elaborated Provide credible Provide limited credible
well-elaborated credible sources that sources but not well- sources but not
credible sources that will strengthen the elaborate that will effectively strengthen
will strengthen the main point of the lessen to strengthen the main point of the
main point of the speech. the main point of the speech.
speech. speech.

Use of Language Uses transitions to Uses transitions to Uses transitions to Uses transitions but
connect ideas smoothly connect ideas and no connect ideas but has does not properly
and effectively follow mechanical errors. few mechanical errors. connect ideas and has
the mechanical rules. multiple mechanical
errors.

Attention to Audience Argument Argument Argument Argument

demonstrates a clear demonstrates a clear demonstrates an demonstrates an
understanding of the understanding of the understanding of the understanding of the
potential audience and potential audience. potential audience but potential audience but
anticipates it lacks clarity. it is unclear.
counterarguments.

Delivery The speaker holds the The speaker captures The speaker has The speaker lacks eye
entire audience the interest of the minimal eye contact contact with the
through direct eye audience through with the audience and audience and does not
contact and without direct eye contact and often reads his notes. exhibit enthusiasm and
 any notes to look at exhibiting enthusiasm confidence which leads
and exhibits and confidence. the audience to
enthusiasm and disengage.
confidence which leads
the audience to
engage.

TOTAL

COMMENTS AND
SUGGESTION

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.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:
The learner transfers learning by composing and delivering a brief and creative entertainment
speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions
in topic development, and appropriate prosodic features, stance, and behavior.

SITUATION:
 The municipality of San Isidro will be having a program in celebration of Independence Day

GOAL:

To inspire and entertain your listeners

ROLE:

Guest speakers

PRODUCT CHOICES:

writing (for Modular Class) and delivering (for Online Class) a powerful and creative entertainment speech

AUDIENCE:

People of San Isidro

STANDARDS:

Purpose, Organization, Supporting Statements, Use of Language, Attention to Audience , and Delivery.

NARRATIVE:
The municipality of San Isidro will be having a program in celebration of Independence Day
(SITUATION). You are invited to be one of their guest speakers (ROLE) for the said activity;
you will be writing (for Modular Class) and delivering (for Online Class) a powerful and
creative entertainment speech (PRODUCT) consisting of not less than four paragraphs talking
about modern-day heroes. Your purpose is to inspire and entertain your listeners (GOAL),
people of San Isidro, (AUDIENCE) about your viewpoint and ideas about the modern-day hero.
You must present your reason/argument logically and convince your audience into accepting
what you believe in. Your work will be graded based on the following criteria/scores
(STANDARD): Purpose, Organization, Supporting Statements, Use of Language, Attention to
Audience and Delivery.
 RUBRIC

CRITERIA EXCELLENT (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)

Purpose Provides arguments,

illustrations, and words Provides arguments, Provides insufficient Provides insufficient
that forcefully appeal to illustrations, and words arguments, illustrations, arguments, illustrations,
the audience and that appeal to the and words that lack and words that do not
effectively serve a audience and serve a appeal to the audience appeal to the audience
persuasive and persuasive and and serve a persuasive and serve a persuasive
entertainment purpose. entertainment purpose. and entertainment and entertainment
purpose. purpose.

Organization The speaker delivers a The speaker delivers a The speaker delivers a The speaker delivers a
speech with a clear speech with speech in a speech yet it lacks
chronological sequence chronological sequence chronological sequence chronological
and coherent and appropriate with occasional sequence.
transitions to better transition to easily inconsistencies.
understand its main understand its main
point. point.

Supporting Statements Provide specific and Provide elaborated Provide credible Provide limited credible
well-elaborated credible sources that sources but not well- sources but not
credible sources that will strengthen the elaborate that will effectively strengthen
will strengthen the main point of the lessen to strengthen the main point of the
main point of the speech. the main point of the speech.
speech. speech.

Use of Language Uses transitions to Uses transitions to Uses transitions to Uses transitions but
connect ideas smoothly connect ideas and no connect ideas but has does not properly
and effectively follow mechanical errors. few mechanical errors. connect ideas and has
the mechanical rules. multiple mechanical
errors.

Attention to Audience Argument Argument Argument Argument

demonstrates a clear demonstrates a clear demonstrates an demonstrates an
understanding of the understanding of the understanding of the understanding of the
potential audience and potential audience. potential audience but potential audience but
anticipates it lacks clarity. it is unclear.
counterarguments.

Delivery The speaker holds the The speaker captures The speaker has The speaker lacks eye
entire audience the interest of the minimal eye contact contact with the
through direct eye audience through with the audience and audience and does not
contact and without direct eye contact and often reads his notes. exhibit enthusiasm and
any notes to look at exhibiting enthusiasm confidence which leads
and exhibits and confidence. the audience to
enthusiasm and disengage.
confidence which leads
the audience to
engage.

TOTAL

COMMENTS AND
SUGGESTION

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).
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: 8 QUARTER: 2

SUBJECT: ENGLISH PERFORMANCE STANDARD:

The learner transfers learning by composing and

delivering a brief and creative entertainment
speech featuring a variety of effective
paragraphs, appropriate grammatical signals or
expressions in topic development, and
appropriate prosodic features, stance, and
behavior.

SUBJECT 1: Health The learner consistently demonstrates personal

responsibility and healthful practices in the
prevention and control of communicable diseases.

SUBJECT 2: Filipino Naiuugnay ang mga kaisipan sa akda sa mga

kaganapan sa sarili, lipunan at daigdig.

COMMON THEME IN SUBJECT

 STANDARDS:

Relevant stories of delivering a creative speech

on health practices in the prevention and control
of communicable disease and the relevant
situation of resiliency and nationalism in the
personal, society and world.

COMMON OUTPUT :
Creative Entertainment Speech

PERFORMANCE STANDARD:

The learner transfers learning by composing and delivering a brief and creative entertainment
speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions
in topic development, and appropriate prosodic features, stance, and behavior.

SITUATION:
The municipality of San Isidro will be having a program in celebration of Independence Day

ROLE:
Speaker
GOAL:

To inspire and entertain your listeners

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

Creative Entertainment Speech
AUDIENCE:

People of San Isidro

STANDARDS: (criteria from each subject area)

Purpose, Organization, Supporting Statements, Use of Language, Attention to Audience, and Delivery.

Narrative
The municipality of San Isidro will be having a program in celebration of Independence
Day (SITUATION). You are invited to be one of their guest speakers (ROLE) for the said
activity; you will be writing and delivering a powerful and creative entertainment speech
(PRODUCT) consisting of not less than four paragraphs talking about modern-day
heroes which reflects the pandemic situation on how health workers contribute in the
prevention and control of Coronavirus (HEALTH). Likewise, this speech to be made also
advocate the resiliency and nationalism as Filipino (FILIPINO).Your purpose is to inspire
and entertain your listeners (GOAL), people of San Isidro, (AUDIENCE) about your
viewpoint and ideas about the modern-day hero. You must present your
reason/argument logically and convince your audience into accepting what you believe
in. Your work will be graded based on the following criteria/scores (STANDARD):
Purpose, Organization, Supporting Statements, Use of Language, Attention to Audience
and Delivery.

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.The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
5. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
6. 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)

English
SUBJECT:

UNIT TOPIC: Showcasing Significant Human Experiences

The learner demonstrates understanding of: East Asian literature

CONTENT STANDARD: as an art form inspired and influenced by nature; relationship of
 visual, sensory, and verbal signals in both literary and expository
texts; strategies in listening to long descriptive and narrative texts;
value of literal and figurative language; and appropriate
grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.
The learner transfers learning by composing and delivering a brief
PERFORMANCE STANDARD: and creative entertainment speech featuring a variety of effective
paragraphs, appropriate grammatical signals or expressions in
topic development, and appropriate prosodic features, stance, and
behavior.

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

[Entertainment Creative Speech ]
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 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 In this step, you will stusy and review the given
sample of preparing an outline for speech writing. Review of
speech writing and
outlining.
Before writing the speech, the students will watch a
video clip on how to prepare an outline using the link
below.
https://www.youtube.com/watch?v=8xgFp7Afhlk

Step 2: PRACTICE In this step, you are to recall the situations happening Reflective Essay
during pandemic and how modern day hero such as
health workers contribute contribute in the prevention
and control of Coronavirus. Be reflective as you can add
your personal experience.

Step 3: PRACTICE In this part, you are to write a speech about modern-day Speech essay.
heroes consisting of not less than four paragraphs. You
will be writing and delivering a powerful and creative
 entertainment speech.

Step 4: Learn In this step, you will learn to do video editing and be Sample Video Edit.
familiar with the video editing applications such as
Kinemaster and CapCut.
To start learning these inputs, begin by accessing the link
to the following resources:
https://www.youtube.com/watch?v=C4QCY8K1RJI
https://www.youtube.com/watch?v=1xEDL7ZF97c

Step 5: Practice In this step, you will create initial compose speech and Initial composed
layout of your creative entertainment speech using the and layout creative
learning you have about video editing and speech writing. entertainment
speech.

Step 6: Checkpoint In this section, you must check in with your teacher and
get feedback given by your teacher. Begin by accessing
the comments of your teacher regarding your initial
layout.

Step 7: Show In this step, you are about to deliver your creative Creative
entertainment speech about Modern day heroes. Entertainment
Speech.

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.
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)

RUBRIC

CRITERIA EXCELLENT (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)

Purpose Provides arguments,
illustrations, and words Provides arguments, Provides insufficient Provides insufficient
that forcefully appeal to illustrations, and words arguments, illustrations, arguments, illustrations,
the audience and that appeal to the and words that lack and words that do not
effectively serve a audience and serve a appeal to the audience appeal to the audience
persuasive and persuasive and and serve a persuasive and serve a persuasive
entertainment purpose. entertainment purpose. and entertainment and entertainment
purpose. purpose.

Organization The speaker delivers a The speaker delivers a The speaker delivers a The speaker delivers a
speech with a clear speech with speech in a speech yet it lacks
chronological sequence chronological sequence chronological sequence chronological
and coherent and appropriate with occasional sequence.
transitions to better transition to easily inconsistencies.
understand its main understand its main
point. point.

Supporting Statements Provide specific and Provide elaborated Provide credible Provide limited credible
well-elaborated credible sources that sources but not well- sources but not
credible sources that will strengthen the elaborate that will effectively strengthen
will strengthen the main point of the lessen to strengthen the main point of the
main point of the speech. the main point of the speech.
speech. speech.

Use of Language Uses transitions to Uses transitions to Uses transitions to Uses transitions but
connect ideas smoothly connect ideas and no connect ideas but has does not properly
and effectively follow mechanical errors. few mechanical errors. connect ideas and has
the mechanical rules. multiple mechanical
errors.

Attention to Audience Argument Argument Argument Argument

demonstrates a clear demonstrates a clear demonstrates an demonstrates an
understanding of the understanding of the understanding of the understanding of the
potential audience and potential audience. potential audience but potential audience but
anticipates it lacks clarity. it is unclear.
counterarguments.

Delivery The speaker holds the The speaker captures The speaker has The speaker lacks eye
entire audience the interest of the minimal eye contact contact with the
through direct eye audience through with the audience and audience and does not
contact and without direct eye contact and often reads his notes. exhibit enthusiasm and
any notes to look at exhibiting enthusiasm confidence which leads
and exhibits and confidence. the audience to
enthusiasm and disengage.
confidence which leads
the audience to
engage.

TOTAL

COMMENTS AND
SUGGESTION