Republic of the Philippines

Department of Education
REGION V
Schools Division Of Sorsogon City
SORSOGON NATIONAL HIGH SCHOOL
School ID: 302279

GRASPS MODEL
Topic: Work Immersion Concept Paper Subject: Work Immersion
Strand: General Academic Strand
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PERFORMANCE STANDARD:

3I’s: No Performance Standard is indicated in the Curriculum Guide

Applied Economics: Conduct a socioeconomic impact study on consumers (new product and services);
suppliers; investors (capital, income) government (tax revenues, poverty alleviation, basic services);
households (standard of living, employment) and international trade (exports and imports of goods and
services) leading to options in venturing into a business,
Trends, Networks, and Critical Thinking in the 21 st century: The learner creates a social map that
traces the various roles that students play in the community (family members, community leader, etc.) and
rank the significance of the roles played within the community.
MEDIA AND INFORMATION LITERACY: The learner produces a living museum or electronic portfolio or
any other creative forms of multimedia showcasing their / his/her understanding, insights, and perceptions
of the different resources of media and information.
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MOST ESSENTIAL LEARNING COMPETENCIES (MELCs):

3I’s: Form logical conclusions, make recommendations based on conclusions and write clear report.
Trends, Networks, and Critical Thinking in the 21st century: Identify the significant social roles students
play within the community by creating a social map of their relationships.
Media and Information Literacy: Produce a creative text-based, visual-based, audio-based, motion-
based, and manipulative-based presentation using design principle and elements.
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PERFORMANCE TASK

APPLICATION PROJECT CONCEPT PAPER

(See attached template for Work Immersion Concept Paper)
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GOAL

Students are asked to identify three issues or concerns in the school and community that they would like to
address. Also, make a list of the project's goals and consider what interventions might be effective in
addressing the issues and concerns raised. Moreover, the students are also expected to present the
project's advantages and impacts to their classmates and/or community through an infographic.

ROLE

Students will act as the driving force or the proponent behind school/community-based projects that
address issues and concerns in the classroom and/or community.
AUDIENCE
Th possible audience for the expected outputs are as follow: Respective communities/barangay including
the barangay officials and its residents; stakeholders including administrators, teachers, staff members,
students, parents, families, community members, local business leaders, and elected officials such as
school board members.
SITUATION
To propose a school/community-based concept paper addressing school/community issues and concerns.
PRODUCT
A concept paper that addresses school and community concerns and issues.
An infographic as visual presentation of the results.
STANDARD
A scoring rubric to rate the student’s concept paper will be used.
Criteria 4 3
The paper demonstrates that
the proponents/students fully
understand and have applied
Integration of concepts learned in the
Knowledge course. The
proponents/students provide
concluding remarks that
show analysis and synthesis
of ideas.
Content and Depth of Balanced presentation of
Discussion relevant and legitimate
information that clearly
supports a central purpose or
argument and shows a
thoughtful, in-depth analysis
of a significant topic. Reader
gains important insights.
Paper flows from one issue
to the next.
Proponents/Students’ writing
demonstrates an
understanding of the
relationship among materials
Cohesiveness obtained from all
sources.
Writing is clear, concise, and
well organized with excellent
sentence/paragraph
construction. No spelling,
grammar, or syntax errors
Mechanics per page of writing.
Relevance and Highly significant and
Significance of the relevant, beneficiaries are
Project clearly cited and benefits are
clearly stated
Content Content is accurate and all
required information is
presented in a logical order.
Presentation of Presentation flows well and
Information logically. Presentation
reflects extensive use of
tools in a creative way.
Organization of Text The organization of elements
Elements is smartly thought of.
Use of Visual Design Use of visual design
elements are appropriate.
Layout is pleasing to the eye.
Use of Visual Design Use of visual design
Principles principles are used
appropriately.
CONCEPT PAPER RUBRIC
The paper demonstrates that the
proponents/students for the most
part understand and have applied proponents/students to a
concepts learned in the course. limited extent understand
Some of the conclusions,
however, are not supported in the
body of the paper.
Information provides reasonable
support for a central purpose or
argument and displays evidence
of a basic analysis of a significant
topic. Reader gains some insights.
Paper flows with only some
disjointedness.
Proponents/Students’ writing
demonstrates an understanding of
the relationship among materials
obtained
from all sources.
Writing is mostly clear, concise,
and well organized with good
sentence/paragraph construction.
There are no more than three
spelling, grammar, or syntax
errors per page of writing.
Highly significant and relevant,
beneficiaries are clearly cited but
benefits are not clearly stated
INFOGRAPHIC RUBRIC
Content is accurate but some
required information is missing
and/or not presented in a logical
order, but is still generally easy to
follow.
Presentation flows well. Tools are
used correctly. Overall
presentation is interesting.
The organization of elements is
clear and direct.
Visual design elements are
appropriate. Layout is cluttered.
A visual design principle is
violated.
2 1 REMARKS
The paper demonstrates The paper fails to
that the demonstrate the
concepts learned in
the course.
and have applied
concepts learned in the
course.
Information supports a Information supports
central purpose or a central purpose or
argument at times. argument at times.
Analysis is basic or Analysis is basic or
general. Reader gains general. Reader
few insights. Central gains few insights.
purpose or argument is Central purpose or
not clearly identified. argument is not
Analysis is vague or not clearly identified.
evident. Reader is Analysis is vague or
confused or may be not evident. Reader
misinformed. is confused or may
be misinformed.
Paper does not flow – Paper does not flow
disjointedness is and appears to be
apparent. created from
Proponents/Students’ disparate issues.
writing does not Writing does not
demonstrate an demonstrate any
understanding of relationships
the relationship among between sources.
material obtained from
all sources.
Writing is unclear and/or Writing is unclear
disorganized. There are and disorganized.
not more than five There are numerous
spelling, grammar, or spelling, grammar, or
syntax errors per page of syntax errors
writing. throughout the
writing.
Significant and relevant, Not significant and
beneficiaries are cited relevant at all.
and benefits are stated
Content is accurate but Content is
some required questionable.
information is missing Information is not
and/or not presented in a presented in a logical
logical order, making it order, making it
difficult to follow. difficult to follow.
Presentation flows well. Presentation is
Some tools are used to unorganized. Tools
show acceptable are not used in a
understanding. relevant manner.
There is an organization There is an
of the elements but a organization of the
portion is confusing. elements but multiple
portions are
confusing.
Most visual design Visual design
elements are appropriate elements are
inappropriate or
layout is messy
Two visual design Many visual design
principles are violated. principles were used
inappropriately.
 Mechanics No spelling errors. No
grammar errors. Text is in
authors’ own words.
Content Content is accurate and all
required information is
presented in a logical order.
Presentation of Presentation flows well and
Information logically. Presentation
reflects extensive use of
tools in a creative way.
Organization of Text The organization of elements
Elements is smartly thought of.
Use of Visual Design Use of visual design
elements are appropriate.
Layout is pleasing to the eye.
Eye contact Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes.
Ability to respond to Demonstrates full knowledge
questions by answering all class
questions with explanations
and elaboration.
Presentation Provides clear purpose and
subject; pertinent examples,
facts, and/or statistics;
supports conclusions/ideas.
The slides are readable from
anywhere in the room.
Enthusiasm/Audience Demonstrates strong
Awareness enthusiasm about topic
during entire presentation.
Significantly increases
audience understanding and
knowledge of topic;
convinces an audience to
recognize the validity and
importance of the subject
Speaking Skills and Student speaks clearly all of
Delivery the time, volume is
appropriate, stays on topic
100% of the time,
establishes and uses
vocabulary that is
appropriate for the audience.
WORK IMMERSION Concept Paper
Name of Participant
Name of School
Division
Introduction What is your understanding of Work Immersion as a subject?
maximum of 100 words What is the role of your school/ local community in delivering the objectives of Work
Immersion?
Introduction
Few spelling errors. Few grammar
errors. Text is in authors’ own
words.
Content is accurate but some
required information is missing
and/or not presented in a logical
order, but is still generally easy to
follow.
Presentation flows well. Tools are
used correctly. Overall
presentation is interesting.
The organization of elements is
clear and direct.
Visual design elements are
appropriate. Layout is cluttered.
ORAL PRESENTATION RUBRIC
Consistent use of direct eye
contact with audience, but still
returns to notes
Is at ease with expected answers
to all questions, without
elaboration.
Has somewhat clear purpose and
subject; some examples, facts,
and/or statistics that support the
subject; includes some data or
evidence that supports
conclusions
Most slides are readable.
Shows some enthusiastic feelings
about topic. Raises audience
understanding and awareness of
most points
Student speaks clearly most of the
time, volume is appropriate most
of the time, generally stays on
topic, and usually uses vocabulary
appropriate for audience.
Grade and Section
Some spelling errors.
Some grammar errors.
Text is in authors’ own
words
Content is accurate but
some required
information is missing
and/or not presented in a
logical order, making it
difficult to follow.
Presentation flows well.
Some tools are used to
show acceptable
understanding.
There is an organization
of the elements but a
portion is confusing.
Most visual design
elements are appropriate
Displays minimal eye
contact with audience,
while reading mostly from
the notes.
Is uncomfortable with
information and is able to
answer only rudimentary
questions.
Attempts to define
purpose and subject;
provides weak examples,
facts, and/ or statistics,
which do not adequately
support the subject;
includes very thin data or
evidence
A few slides are readable.
• Shows little or mixed
feelings about the topic
being presented. Raises
audience understanding
and knowledge of some
points.
Student speaks clearly
some of the time, strays
from topic, and is
sometimes poor, volume
is not consistent,
vocabulary is poor.
District
Region
Some spelling errors.
Some grammar
errors. Most of text is
in authors’ own
words.
Content is
questionable.
Information is not
presented in a logical
order, making it
difficult to follow.
Presentation is
unorganized. Tools
are not used in a
relevant manner.
There is an
organization of the
elements but multiple
portions are
confusing.
Visual design
elements are
inappropriate or
layout is messy
Holds no eye contact
with audience, as
entire report is read
from notes.
Does not have grasp
of information and
cannot answer
questions about
subject
Does not clearly
define subject and
purpose; provides
weak or no support
of subject; gives
insufficient support
for ideas or
conclusions.
Most of the slides are
readable.
Shows no interest in
topic presented. Fails
to increase audience
understanding of
knowledge of topic.
Student often
mumbles and/or
cannot be
understood, hard to
tell what topic is, and
makes major
grammatical and
pronunciation
mistakes
 WORK IMMERSION Concept Paper

Problem Description Nominate three issues and/or concerns in your school/ school/local community that
you would like to work on.

For each problem, answer the following questions. Give quantifiable or

observable indicators.

(1) What is the problem? (maximum 20 words)

(2) When does the problem happen? (maximum 20 words)
(3) Where does the problem happen? (maximum 20 words)
(4) Who are affected by the problem? (maximum 20 words)

Problem 1

Problem 2

Problem 3

Statement of Project After identifying three issues and concern in school and local community, start defining
Objective your project objectives.

For each problem, answer the following questions. Develop SMART (Specific,
Measurable, Attainable, Result-Oriented and Relevant, and Time Bound) Objectives

(1) What exactly do you want to accomplish?

(2) What are the reasons, purpose or benefits of accomplishing the objective?
(3) What significant social roles do you play within your school and community
(Trends, Networks and Critical Thinking in the 21ST Century)
(4) Who is involved?
(5) How will you know when objective is accomplished?
(6) Do you have sufficient financial capacity to accomplish your objective?
(7) Do you have personnel with sufficient abilities and skills to accomplish your
objective (including evaluation)?
(8) What other types of resources do you need to attain your objectives (i.e.,
technology, space, equipment, etc.)
(9) Will the project be worthwhile?
(10) When will you achieve this objective?
(11) When will you undertake activities to achieve our objective?
(12) When can we expect to see some short-term outcomes?

Objective 1

Intervention 1

Discussion 1

Objective 2

Intervention 2

Discussion 2
 WORK IMMERSION Concept Paper

Objective 3

Intervention 3

Discussion 3

Benefits of solving the After defining the project objectives, make an impression about the would-be projects
problem and interventions addressing the issues and concerns in school and local community.

Guide Questions:
(1) What might be the impact or benefits of the would-be school/community-
based projects?
(2) What conclusions can you draw from solving these problems? (Inquiries,
Investigation and Immersion)
(3) What recommendations can you suggest based on the conclusions?
(Inquiries, Investigation and Immersion)

Problem/Intervention 1

Problem/Intervention 2

Problem/Intervention 3

Your signature over Date submitted

printed name

Prepared by:
Cesar D. Herrera Jr. – Grade 12 – GAS 1 Prudence
Blazy R. Formacil – Grade 12 – GAS 5 Sustainability
Lea J. Digo – Grade 12 – GAS 4 Persuasiveness