Training on HOTS-PLP for English, Science, and Mathematics Teachers

Session 2C: Activity 1

WHERE DO I BELONG?
Directions: Analyze the contents of the learning tasks and learners’ responses in the first column and
classify them to what SOLO levels they belong. Place the colored sticker button (yellow, green, blue,
orange, red) to the second column to categorize the level of each task or response.

Learning Area: ENGLISH JOHN RONNEL M. VERGARA

Learning Tasks Category

1. List different digital tools that can be used to enhance the teaching
and learning of English language skills and literature comprehension?

2. Identify specific examples of how technology can promote critical

thinking in English language and literature education.

3. Propose innovative ways to use interactive media to enhance

students' understanding of complex literary concepts or themes.

4. Develop a research project to investigate the effectiveness of specific

digital tools in improving English language skills and fostering a
deeper appreciation for literature.

5. List the active reading strategies that the students are encouraged to
use in preparation for the literature circle.

Learning Area: ENGLISH

Learners’ Response Category

6. The learner is unable to identify any main characters in a story.

7. The learner identifies the main character in a story but cannot provide
any additional details about them.

8. The learner identifies and describes the main characters, setting, and
basic plot events in a story but does not demonstrate an understanding
of their connections or significance.

9. The learner responds, “The sentence not only provides information

about the cat's color and sleeping habits but also establishes a
relationship between the cat's preference for sunny spots and its
behavior during the day.”

10. The learner analyzes the social and cultural implications of a literary work
and proposes alternative interpretations.

Legend/ Categories: