INTEGRATED BASIC EDUCATION DEPARTMENT
TASK ORIENTATION FORM IN ENGLISH 2
1ST QUARTER OF S.Y. 2022-2023
DATE OF ORIENTATION: October 16, 2023
DATE/S OF COMPLETION: October 17-26, 2023
DATE/S OF PRESENTATION: October 27, 2023
CONTENT STANDARDS:
PERFORMANCE STANDARDS:
FORMATION STANDARDS:
LIFE-LONG LEARNING AND LIFE-WIDE GOAL:
LEARNING COMPETENCY AT THE TRANSFER LEVEL:
21st Century Skills
LEARNING & INNOVATION SKILLS
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication
 Collaboration
LIFE AND CAREER SKILLS
 Flexibility and Adaptability
The learners understand the use of strategies in linking textual information, appraising the unity of plot,
setting, and characterization, and evaluation strategies of different text types in World literature and
Philippine Literature.
The learners compose a persuasive text that promotes awareness of the importance of resolving personal
conflicts.
FILIAL COMPASSION: The Olshconians become empowered individuals who see the worth and
integrity of acquired information in resolving personal conflicts.
The learners continue to use the art of persuasion in resolving personal conflicts and issues in their
family, community, and workplace.
Compose a persuasive essay of three to five paragraphs expressing one’s stand on contemporary issues
(e.g. COVID-19 Pandemic, Poverty and Income Inequality, Corruption, Human Rights, Climate Change
and Natural Disasters, Education System, Political Dynasties, Cybersecurity and Online Privacy,
Infrastructure Development, and Foreign Relations) that promotes awareness of the importance of
resolving personal conflicts.
Constructive Dimension Action Orientation
Persuasive Essay  Contemporary Issues (e.g. COVID-19 Pandemic,
 It encourages the practical application of the art Poverty and Income Inequality, Corruption, Human
of persuasion in managing real-life situations Rights, Climate Change and Natural Disasters,
such as conflict resolution, negotiation, Education System, Political Dynasties,
advertising, public speaking, campaigns, and Cybersecurity and Online Privacy, Infrastructure
advocacies. Development, and Foreign Relations)
 Conflict Resolution
 Advocacy and campaigns for Contemporary Issues
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Scaffolding as Enabler:
1. Intentionality: clarity of purpose  Review of standards
 Discussion on the challenges and expectations of the lifelong-life wide goal
 Orientation on the task to be performed including the standards-based evaluative criteria
2. Appropriateness: related tasks, problems, S1 – Brainstorming of possible topics about contemporary issues which will be done by group (with template)
questions that can be solved with guidance S2 – Identifying problems/conflicts and formulating possible solutions by group (with template)
S3- Writing a persuasive essay outline by pair (using OREO graphic organizer and assisted by the teacher)
S4 - Writing a persuasive essay about recovering from the aftermath of COVID-19 pandemic (individual)
3. Structure: Modeling and questioning Sample copy of Persuasive Essay
structured activities around a model
4. Collaboration: collaborative feedbacking, Facilitating collaborative feedbacking
not evaluative
5. Internalization: external scaffolding Individual writing of a persuasive essay with three to five paragraphs expressing one’s stand on contemporary issues (e.g.
gradually withdrawn with internalized Poverty and Income Inequality, Corruption, Human Rights, Climate Change and Natural Disasters, Education System,
patterns Political Dynasties, Cybersecurity and Online Privacy, Infrastructure Development, and Foreign Relations) that promotes
awareness of the importance of resolving personal conflicts.

Rubrics: (standards-based)

Criteria 4 3 2 1
Content is comprehensive. Content is comprehensive and Content is incomplete and it The writing does not contain
Persuasive appeals are persuasive. Persuasive appeals lacks persuasive appeals. any reasons. It also does not
Content and Development identifiable. Major points are are identifiable but are reiterate opinion throughout the
stated clearly and are supported questionable. essay.
with concrete details.

The essay contains an The essay lacks one of the parts The essay lacks proper
The essay has a definite
introduction, body, and (introduction, body, and organization pattern, making the
introduction, body, and
Format and Organization conclusion. There is conclusion). flow of thoughts confusing.
conclusion. The organization of
organization in thought.
thought flows smoothly.

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Reasons and Evidences
Three or more excellent reasons
are stated with good support.
The supporting details for the
opinion are strong. It is evident
that a lot of thought and research
was put into the essay.
Three or more reasons are Two reasons are made but with Less than two reasons are made.
stated. Provides specific and weak arguments. Provides some Lacks support and elaboration.
elaborated support for the elaborated support for the
writer’s position. writer’s position but with little
elaboration.

Writing Conventions
The output exceeds expectations The output is free of errors in The output has some errors in The output has many errors in
and demonstrates a high level of grammar, punctuation, spelling, grammar, punctuation, spelling, grammar, punctuation, spelling,
mastery in grammatical and capitalization. and capitalization. and capitalization.
accuracy, expertise in using
punctuation and capitalization,
and proper spelling of words.

Collaboratively prepared by: Checked by: Approved by:

(List of all English Teachers (1-10)) Mrs. Mary Elaine O. Mendoza Marissa G. Onosa, MAEd
Academic Area Coordinator of the Arts IBED Principal
Date prepared: Date checked: Date Approved:

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 TASK ORIENTATION FORM

DATE OF ORIENTATION:
DATE/S OF COMPLETION:
DATE/S OF PRESENTATION:

SUBJECT: GENERAL PHYSICS 1

QUARTER: FIRST QUARTER/FIRST SEMESTER

CONTENT STANDARD: The learners demonstrate an understanding of the effect of instruments on measurements, uncertainties and deviations in
measurement, vectors and vector addition, average acceleration, and instantaneous acceleration, uniformly accelerated linear
motion, free-fall motion, relative motion, Newton’s Law of Motion, dot or scalar Product, work -energy relation, Energy
Conservation, work, and power problems, and Center of Mass, Impulse, Momentum, and Collision Problems.
PERFORMANCE STANDARD: The learners will create a blueprint of different rides (just like in the carnival) using AutoCAD or sketch app that can be later
applied/used in the community as a source of income.
FORMATION STANDARD: ACCOUNTABILITY: The OLSHCOnians will become ready for their future and responsible for accumulating data that can be a
big help to the community.
LIFE-LONG LEARNING AND LIFE- Creating a model of different rides (just like in the carnival) using AutoCAD or sketch app that can be applied/used in the
WIDE GOAL: (practical, authentic, real- community as a source of income for the people of Guimba, Nueva Ecija.
life)
LEARNING COMPETENCY AT THE Produce a blueprint of different rides.
TRANSFER LEVEL:

21 Century Skills
st
Constructive Dimension Action Orientation
Reference: P21 Document The usefulness of the product/task. What problem can we solve?
With complete/full sentences.
List 21st-century skills that can demonstrate in doing the task.
Blueprint- a design plan or other technical drawing. Right of way
Prevent commotion in the neighborhood
 Critical thinking
 Collaboration
 Creativity

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Scaffolding as Enabler:

1. Intentionality: Clarity of purpose Review of standards

2. Appropriateness: related tasks, problems, and questions that can be solved with
guidance
3. Structure: Modeling and questioning structured activities around a model
4. Collaboration: Collaborative feedbacking, not evaluative
5. Internalization: External scaffolding gradually withdrawn with internalized patterns
Discussion on the challenges and expectations of the life-long life-wide goal
Orientation on the task to be performed including the standards-based evaluative
criteria
S1- Survey of the area (by CLG)
S2- Layout of different rides (by Pair and with the help of the teacher)
Sample blueprint from the Assessor’s Office /DAR
Identify specific evaluative criteria/rubrics set for the graded product.
Blueprint of different rides (using AutoCAD)

Rubrics:

Criteria 4 3 2 1
Accuracy of All measurements/scales are 1-2 measurements/scales are 3-4 measurements/scales are 5 and up of the measurements/scale
Measurements/Scale accurate. inaccurate. inaccurate. are inaccurate.
Dimension Lines All of the following criteria are 1-2 dimension lines are missing at 3-4 dimension lines are missing at 5 and up of the dimension lines are
present for all dimension lines: least one if not all of the following least one if not all of the following missing at least one if not all of the
 End markers criteria: criteria: following criteria:
 Dimensions written in  End markers  End markers  End markers
between lines  Dimensions written in  Dimensions written in  Dimensions written in
 Unit of measure between lines between lines between lines
 Unit of measure  Unit of measure  Unit of measure
Presence of Labels All materials are labeled and all Most materials are labeled and Few materials are labeled and few There are no materials labeled and no
major details of the structure are most major details of the structure major details of the structure are major details of the structure are
labeled. are labeled. labeled. labeled.
Use of Color Color is present and completed Color is present but messy Lacking color but completed neatly Lacking color and messy
neatly
Ruler and Pencil Usage Used a ruler and pencil Mostly used a ruler and pencil Barely used ruler and pencil Did not use ruler and pencil
throughout
Punctuality on Submit the output/product on Submit the output/product 1 day Submit the output/product 2 days Submit the output/product 3 days late
Submission time late late

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