MODULE 2 LESSON 1: Module Assessment Task

ACTIVITY 1
What to do:
Process Oriented Learning Competencies Formulation
1. Browse the K to 12 Curriculum Guide and focus on your discipline.
2. Identify what grade level and topic to work on.
3. Think about an activity you want your student to do based on the topic that
you’ve chosen in order to develop a particular skill on them.
4. Determine the processes that your students will have to go through in order
for them to develop their knowledge, skill and attitude.
5. Try combining those skills in order for your students to perform a particular task.
6. Write a draft of it.
7. Continue to enhance the first draft of the competency you want to target for
your students.
Subject: Science
Level: 6
Topic: Solar system
Learning competency: Construct a model of solar system that show relatives
sizes of each planet and the relative distances on each planet.
Activity: Construct a model of solar system

Materials needed:
 Styrofoam shape in circle
 Stick glue
 Scissors
 Poster paints
 Paintbrush
 Wire
 Glue
 Marker
 Colored papers

Process
1. Class will be divided into 3 groups.
2. Each group will choose a team leader.
3. With the given materials, they are task to create a model of solar system.

RUBRICS
Criteria Poor Good Excellent Total
selection 1 3 5

Planets are No labels are Labels are Labels are

clearly labeled present, very presents but clearly
difficult to they may present and
find or read. have been are easy to
difficult to read.
 MODULE 2 LESSON 2: Module Assessment Task
ACTIVITY 1
find or read.
Creativity Very little or Some There is a
no creativity. thought has
large of
been put amount of
into the creativity
project. shown.
Planets are in Planets are One or twoAll planets
the correct not in the planets are
are in the
Order proper out of order.
correct
sequence. order.
Planets are Planets are The planets All planets
proportioned not correctly are are correctly
clearly proportioned. proportioned proportioned
but there to each
are a couple other.
of mistakes.
All planets are Two or more One planet All planets
found planets are is missing. are
missing accounted
for.
Presentation Students Students Students
does not was able to was able to
discuss any discuss the discuss the
details about details details
the projects. about the about the
projects. projects and
was able to
recall the
significant
amounts of
facts about
all the
planets in
the solar
system.
TOTAL:

QUESTIONS:

Questions to build up the activity

1. What’s the salient point of the K to 12 Curriculum Guide based on your chosen
discipline?
Ensuring integrated and seamless learning (spiral progression) and
nurturing the holistically develop Filipino (college and livelihood readiness let
century skills)
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ACTIVITY 1
2. What grade level you chose to work on and what topic?
The grade level that I chose is grade 6 and the topic is about the solar
system.
3. Do you have an activity in mind where in your students will do in order
for them to develop a particular skill?
Yes, the activity that I have chosen is to develop their skills,
collaboration with their groupmates, camaraderie and teamwork.
4. What processes will the students have to go through in order to develop
their knowledge, skills and attitude?
The process they may have go through to brainstorm ideas on what could be
their expected output would look like. Sharing of ideas with the group could be
a great factor for each of the learners to boost their confidence.
5. Have you thought of a task or performance for the development of the skills
of students?
Yes

ACTIVITY 2

Directions:
Using the K to 12 Curriculum Guide as your reference, determine at least
two topics in your area of specialization and formulate process-oriented
learning competencies of each of the topics.

Process-oriented learning competency

1. Pabula
(Nasasagot ang mga tanong tungkol sa napakinggang pabula)
Halimbawa: Gumawa ng isang pagsasadula sa napakinggang pabula
at gawan ito ng sariling wakas.
2. (Naiiugnay ang sariling karanasan sa nabasang teksto)
Halimbawa: Sumulat ng isang reaksiyong papel ukol sa nabasang
teksto.

Reflection
Write a short reflection about your learning on this module.

In this module, I gained knowledge about process-oriented

performance-based assessment and product-oriented learning competencies,
as well as how to design a performance task. In process-oriented
performance-based assessment, the output can include a variety of
assessments and mainly focuses on what could be the expected output of a
student needed after the lesson. In addition, in designing an activity, it must
be related to the given learning competency and that it could be a great factor
for the learners to develop their skills. Each activity that you would create
 MODULE 2 LESSON 4: Module Assessment Task
ACTIVITY 1
must also have a clear process for the learner’s definition output. This process
is what we call scaffolding. On the other hand, product-oriented learning
competencies mainly focus on the expected student output and can be the
output can include a variety of student works that target specific skills; these
include a series of levels ranging from simple to complex activities on what
could be expected output for a beginner, skill, and expert level. In designing a
task, complexity, appeal, and creativity must also be observed. Complexity
means that when a student is designing a task, they must have a wide range
of abilities to use, like, for example, they must think outside the box for them
to have a creative and output that has an impact on them, which means that
the expected output must be interesting for the student to do the task, not
just for compliance. Creativity, which means they will think outside the box to
create an output or design their expected output, or to exceed with the
expectation of the teacher.

Lastly, in designing a performance task for the students, you must first
identify your learning competencies, the activity to be included, and the
expected product or output of the learners they will do. As a teacher, you
must remain neutral in this situation because students come from a variety of
backgrounds. Understanding the various alternative assessments in
conjunction with the appropriate rubric provides me, as a future teacher, with
a different assessment strategy that can eliminate biases that may arise in the
classroom.
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ACTIVITY 1
Directions: Identify an activity that would entail more or less the same sets of
competencies. Find a task that would be interesting and enjoyable for the
students.
ACTIVITY:
GALLERY WALK
Procedure
1. The class will be divided into 4 groups.
2. Explain the gallery walk procedure and important of being to work in
groups.
3. For a gallery walk in which cooperative learning skills are needed assign
and explain the role of each group members.
4. Provide a set of criteria for the students to know how they will be
assessed, for them to take seriously the activity.
5. Prepare also feedback for the activity.

QUESTIONS:

1. Have you already thought of an activity from the two identified topics in the K
to 12 Curriculum Guide based on your discipline?

Yes, I already thought of an activity from the two identified topics in the K to
12 Curriculum Guide.

2. Where you able to identify activity? Kindly describe the activity identified and
explain how the students will have to go through about the said activity?
Yes, this activity I choose for them could be a great experience that they
would surely learn. Through the station they would go through they can see a
unique feature that would be a great source for their learnings.

3. Have you or your students determine the task to be performed?

Definitely yes.

ACTIVITY 2

Now after your analysis on the topics you’ve chosen and after formulating
learning competencies based on the topics. You will now decide what activity
to give to your learners.

Identify at least 4 tasks for each learner if it is an individual activity and for
each of the members of the group if it is a group work or collaborative learning.

Make sure that the instruction is clear for every task so each learner should be
guided.
 MODULE 2 LESSON 6: Module Assessment Task
ACTIVITY 1

Make scaffolds to guide learners on the right direction as they create the
desired outputs, outcome or performance.

Attach your works here.

1.
Learning competency: (Naiiugnay ang sariling karanasan sa nabasang teksto)

Activity: Nakasusulat ng isang reaksiyong papel ukol sa nabasang teksto.

Proseso:
1. Base sa nabasang teksto gumawa ng reaksiyong papel na may
minimum na limang daang mga salita (500).
2. Sunding ang pamantayan sa pagmarka na nasa ibaba.

Mga Kriteria: 10 8 6 4 Isk

or
a. Organisasy Maayos Maayos May Hindi
on ang ang lohikal na maayos
pagkasuno pagkasun organisas ang
d-sunod od-sunod yon organisasy
ng mga ng mga ngunit on.
ideya sa ideya sa hindi
talata at talata. mayadong
may mabisa
angkop na ang
simula, panimula.
gitna at
konklusyo
n.
b. Lalim ng Napakalali Malalim at Mababaw Napakabab
repleksyon m at makikita at hindi w at
makikita ang paanong walang
ang dating dating at makikita pag-
kaalaman kaalaman. ang pag- uugnay
at bagong uugnayan ang laman.
kaalaman. ng dating
at
kaalaman.
c. Paggamit Napakahu Mahusay Maraming Kailangang
ng wika say na dahil mal isa baguhin
paggamit kakunti grammar dahil halos
ng wika, lamang at ganun lahat ay
walang ang mali din sa mali.
maling sa gamit ng
 MODULE 2 LESSON 7: Module Assessment Task
ACTIVITY 1
grammar, grammar bantas.
tamang at mga
paggamit bantas.
ng bantas
at may
mayamng
bokabular
yo.
d. Presentasy Maayos at Malinis May Mahirap
on malinis ngunit kahirapan basahin
ang hindi g unawain dahil hindi
pagkasula gaanong ang maintindih
t sa bawat malinis pagsulat an ang
talata. ang ng bawat nilalaman.
pagkasula talata.
t sa bawat
talata.
Kabuuan

2.
Learning competency: (Naiiugnay ang sariling karanasan sa nabasang
teksto)

Activity: Gumawa ng isang sariling sanaysay ukol sa nabasang teksto.

Proseso
1. Sa ibinigay na teksto na inyong nabasa gumawa ng sanaysay tungkol
dito.
2. Pagkatapos ng isang oras, ang bawat mag-aaral ay inaasahang
makapasa ng kanilang sanaysay.

Kriterya sa pagsulat:
Nilalaman -45%
Kaugnayan sa Tema -30%
Paggamit ng salita -25%
Kabuuan -100%
 MODULE 2 LESSON 8: Module Assessment Task
ACTIVITY 1

3.
Learning competency: (Nasasagot ang mga tanong tungkol sa napakinggang
pabula)

Activity: Gumawa ng isang pagsasadula sa napakinggang pabula at gawan ito

ng sariling wakas.

Proseso
1. Bawat pangkat ay mayroong tig anim na kasapi.
2. Gumawa ng draft sa script.
3. Mag brainstorm kung ano ang pwedeng gawing wakas.
4. E finalize ang script.

Kriterya sa Lubhang Kasiya-siya Hindi kasiya-

pagsadula: kasiya-siya 10pts. siya
15 pts. 5pts.
Script Ipinakita ng Mahusay ang Hindi
buong husay sa pagkagawa ng gaanong
paggawa ng script kaso may malinaw ang
script. kulang. script
Teamwork at Kasama ang Kasama lahat ng May mga
kooperasyon lahat sa kasapi ngunit kasapi sa
pagsasadula. may kalituhan grupo na
ang ilan sa hindi
pagganap. nakitaan ng
pagganap.
Pagkaganap Makatutuhanan Hindi gaanong Halos walang
sa tauhan ang makakatotohanan kabuhay-
pagsasadula, ang pagganp. buhay ang
mahusay na sadula.
ekspresyon sa
mukha ay
makikita.
Props at Akma ang na ginamit.may Hindi angkop
kasuotan kasuotan at ilang tauhan na ang mga
props. hindi akma ang kasuotang
mga kasuotan at ginamit at
props na ginamit props.
Kabuuan
 MODULE 2 LESSON 9: Module Assessment Task
ACTIVITY 1

4.
Learning competency: (Nasasagot ang mga tanong tungkol sa napakinggang
pabula)

Activity: Short film. Gumawa ng isang short film ukol sa napakinggang

pabula at gawan ito ng sariling wakas. 3-5 na minuto.

Proseso:
1. Brainstorm. Kung wala kang umiiral na konsepto para sa isang maikling
pelikula, magsimula sa pamamagitan ng pagkahagis ng anuman at lahat
ng mga ideya ng kwento sa dingding at tingnan kung ano ang dumidikit.
2. Balangkas . Matapos mapakipot ang iyong pag-utak sa isang malinaw at
simpleng saligan, simulang balangkasin ang ideya ng pelikula.
3. Isulat ang iyong unang draft. Ngayong alam mo na ang hugis ng
iyong kwento, simulang isulat ang unang draft ng iyong maikling script
ng pelikula.
4. Isulat muli ang iskrip. Mayroong isang karaniwang parirala sa mga
manunulat na ang pagsusulat ay muling pagsusulat, at ang pagbubulat
ng iskrip ay walang kataliwasan.

Batayan ng Pagmamarka

Anggulo at kuha ng kamera -15%

Sinematograpiya at pag-iilaw -15%
Disenyong Pamproduksyon -15%
Tunog at musika -15%
Pagkasuno-sunod ng iskrip -20%
Kaangkupan sa paksa -20%
Kabuuan 100%