2022 JHS INSET Template for Modular/Online Learning

UNIT LEARNING PLAN

Subject: ARALING PANLIPUNANN Grade Level: ___10

Unit Topic: Mga Isyu sa Karapang Pantao at Gender ________ Quarter: ______3

EXPLORE (Romnick )

This unit is about:

Naipapamalas ng mag-aaral ang pag-unawa sa Mga Isyu sa Karapang Pantao at Gender
Consider this (essential) question:
Paano natin mapapangalagaan ang ating mga karapatan?
Pagtatasa ng Dating Kaalaman:

Bawat isa sa atin ay may mga karapatan bilang tao at mamayan.

Alam mo ba.kung ano-anong karapatan ang iyong tinatamasa at alin ang hindi?

Aking mga Karapatan

Tinatamasa Hindi Tinatamasa

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 FIRM-UP (ACQUISITION)

LC1: Gawain 1: Panunuod ng Bidyo

Nakapagpaplano ng
symposium na “Mga Isyu sa Karapang Pantao at Gender”
tumatalakay sa
kaugnayan ng
karapatang pantao at https://www.youtube.com/watch?v=TptNK5aqWwk
pagtugon sa
responsibilidad bilang
mamamayan tungo sa
pagpapanatili ng isang
pamayanan at bansa
nakumikilala sa
karapatang pantao

Learning Targets:
Maipapamalas ko ang
sumusunod na
kaalaman, kakayahan,
at pag-unawa sa:

1. Pagtukoy sa
mga karapatang Gawain 2:
pantao mula
Paghinuha ng Batayang Konsepto: Pagbuo ng Graphic Organizer
pagka bata
hanggang
kamatayan
Gamit ang graphic organizer ay paghambingin ang iba’t ibang uri ng Karapatan
Karapatang Likas o Natural at Karapatang Ayon sa Batas.
2. Pagtukoy sa
iba’t ibang uri Karapatang Likas o Natural Karapatang Ayon sa Batas

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 Karapatan

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 Scaffold for TRANSFER 1

Activity 5:

Panuto: Ano-ano ang mga Karapatan mo bilang isang tao?

Scaffold for TRANSFER 2

Activity 6: graphic organizer

Panuto: Magbasa ng pahayagan, manood ng telebisyon, o magmasid sa

pamayanan ng mga isyu o sitwasyong nagpapakita ng paglabas sa karapatan.
Isulat ang nasabing mga paglabag sa mga kahon.

Paglabag sa Karapatan
Kabataan
Kababaihan
Indigenous People

Self-assessment:
Instructions: Suriin ang iyong sarali gamit ang check list.

Ikaw ba ang Ako Paminsa Bihira Hindi Ako

inilalarawan nito? n-minsan
1. Mapagmasid sa mga
nangyayari sa paligid
2. Inaalam ang mga
Karapatang pantao.
3.Sinusuri paglabag sa
karapatang pantao
4. Nagpapahayag ng
saloobin sa mga
karapatang naabuso
5. Ibinabahagi ang
kaalaman hinggil sa mga
karapatang pantao

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 DEEPEN (MAKING MEANING )(Eugene & Thelma)

LC3: Instructions: Sa bahaging ito ng aralin, ilalapat mo ang mga natutunan mong
konsepto tungkol sa ibat ibang uri ng kalamidad. Basahin at unawain ang
Nasusuri ang mga
sitwasyon sa ibaba. Suriin ito sa pamamagitan ng pagkilala sa maaring
halimbawa ng
paglabag sa kahihinatnan ng kilos sa bawat sitwasyon.
karapatang pantao
sa pamayanan,
bansa,at daigdig GUIDED GENERALIZATION TABLE
Learning Targets:
Natutukoy ng mga
Essential Sitwasyon 1 Text 2 Text 3
mag-aaral ang kani-
Question
kanilang mga
Karapatang Pantao at Paano natin Paano mo
Bakit mo Paano mo masisiguro
hindi naabuso. mapapangala na hindi maabuso
kailangang mapapangalaga
gaan ang ang iyong
malaman ang an ang iyung
ating mga karapatang pantao?
karapatan? iyong karapatan? karapatang
pantao?
LC4: Answer: Answer: Answer:
Nakapagmumungk Paano natin
ahi ng ng mga mapapangala
pamamaraan sa gaan ang
pangangalaga ng ating mga
karapatang Pantao karapatan? Supporting text: Supporting text: Supporting text:
Learning Targets:
Natutukoy ng mga
Simula sa Pangunahing Ang Pilipinas ay
mag-aaral ang kani- pagkapanganak pa karapatan ng tao kasapi sa United
kanilang mga lamang ay ang mabuhay Nations. Ang
Karapatang Pantao at natatamasa na ang nang Malaya- universal Declaration
hindi naabuso. tiyak, di- Malaya sa of Human Rights ay
maihihiwalay, buo, anumang paninikil nabuo at nilagdaan
at di-maitatangging ng kahit na sino, upang ipatupad ang
mga karapatan ang kapwa man niya pagiging Malaya at
tao na mananatili sa tao, grupo ng tao, pagkakapantay-
kanya hanggang sa o institusyon sa pantay ng bawat tao
kanyang libingan. lipunan. at pagbabawal sa
diskriminasyon.

Common Ideas in Karapatang Pantao:

1. Ang Karapatang Pantao ay tiyak, di-nahihiwalay, buo, at di

maitatangging mga karapatan ang tao na mananatili sa kanyang
hanggang libingan.

2. Ang Karapatang Pantao ay may kaakibat na kaparusahan kung itoy

maabuso.

3. Ang Karapatang Pantao ay naayun sa ibat-ibang uri at kategorya

nito.

Enduring Understanding/Generalization:
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 Mapapahalagahan ang mga Karapatang Pantao at maiiwasang maabuso
ito.

C-E-R Questions:
1. Ano ang iyung gagawin kapag naabuso ang iyong karapatang pantao?
2. Bakit my mga taong umaabuso sa karapatan ng kanilang kapwa Pilipino?
3. Paano mapapanatili ang karapatang pantao na hindi ito naabuso?

Prompt for Generalization:

1. Bakit kaylangan mong malaman ang iyong karapatang pantao?
2. Ano ang isinasaan patungkol Karapatang Sibil o Panlipunan?
3. Ano ang mangyayari kung hindi mo alam ang iyung karapatan bilang isang
tao?

TRANSFER

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 Performance Standard: Transfer Goal: Maisasabuhay ang mga Karapatang Pantao at hindi ito maabuso.
nakapagpaplano
ng symposium na
tumatalakay sa
kaugnayan ng Performance Task: Journal
karapatang pantao
at pagtugon sa Instructions: Sumulat ng isang Journal kung paano natin mapapangalagaan an gating
responsibilidad mga karapatan.
bilang
mamamayan tungo sa
pagpapanatili ng isang Gawain sa Pagganap:
pamayanan at bansa Goal: Layunin mong maka gawa ng journal kung paano natin mapapangalagaan an
na kumikilala sa gating mga karapatan.
karapatang pantao

Learning Targets: Role: Ikaw ang naatasang magbigay ng husga o marka sa journal na kanilang ginawa.
Natutukoy ng mga Audience: Ang iyong gagawing journal ay masasaksihan ng mga mag-aaral kung
mag-aaral ang kani- anong mga bagay na iyong gagawin upang mapangalagaan ang iyong karapatang
kanilang mga Pantao.
Karapatang Pantao at
Situation: Dahil sa dumaraming kaso ng paglabag sa mga karapatang pantao ng bansa,
hindi naabuso.
Sumulat ng isang Journal kung paano natin mapapangalagaan an gating mga karapatan.

Product/Performance: Isang malikhaing journal na nagpapakita ng mga

mahahalagang detalye tungkol sa kung sa papaanong paraan ninyu mapapangalagaan
ang inyung karapatan..
Standards: Ang inyong performance/journal ay huhusgahan sa angkin nitong
Kawastuhan ng Nilalaman, Kaugnayan sa Paksa, at Pagkamalikhain.

Analytic Rubric:

ANALYTIC RUBRIC
Panagalan: _____________________________________ Puntos: ____________
Baitang: _____________________ Petsa : _____________________
Marka:_____________
Lagyan ng tsek (✔) ang hanay ng iyong sagot.

Pamantayan Lubus na Mahusay Di-gaanong Kailangan

Mahusay (3) Mahusay pang
(4) (2) Magsanay
(1)
Lubhang Makabuluhan Hindi Mali ang
makabuluhan at wasto and gaanong mensaheng
at wasto and mensaheng makabuluhan binigyan ng
Makabuluhan mensaheng bibigyan ng at wasto and interpretasyo
bibigyan ng interpretasyo mensaheng n
interpretasyo n bibigyan ng
n interpretasyo
n
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 Makatotohan Lubhang Makatotohan Hindi Hindi
an at kapani- maayus ang an at kapani-gaanong makatotohan
paniwala mga datos at paniwala ang makatotohan an at kapani-
materyales mga an at kapani- paniwala ang
kayat mensaheg paniwala ang mga
makatotohan binigyan ng mga mensaheg
an at kapani- interpretasyomensaheg binigyan ng
paniwala ang n binigyan ng interpretasyo
mga interpretasyo n
impormasyon n
Malinaw na Angkop na Angkop at Hindi Maraming
Naipahayag angkop at wasto ang gaanong kamalian sa
wasto ang mga ginamit angkop at pagkakabigka
mga ginamit at wasto ang s at paggamit
at pagkakabigka mga ginamit ng mga salita
pagkakabigka s ng mga at at pahayag
s ng mga salita at pagkakabigka
salita at pahayag s ng mga
pahayag salita at
pahayag
Makahihikaya Nakahihikaya Nakahihikaya Bahagyang Hindi
t t ng lubos an t ang nakahihikayat nakahihikayat
g ginawang ginawang ang ang
Gawain Gawain ginawang ginawang
Gawain. gawain

Self-Assessment:
Panuto: Pumili ng isa sa tatlong emojis na tumutugma ng iyong sagot. Lagyan
ng tsek ang kahon sa ibaba ng emoji bilang pagtugon.

Kailangan ko ng Nahihirapan ako

Mga Gawain Nagagawa ko ito tulong sa gawaing ito

1. Natutukoy ko ang
kahulugan ng
Karapatang Pantao.

2. Naiisa-isa ko ang
iba’t ibang uri ng
karapatan at
kategorya nito.

3. Naipapaliwanag ko
ang kahalagahan ng
Karapatang Pantao.

4. Nakagagawa ng
hakbang upang
maiwasang maabuso
ang karapatang
pantao

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 Values Integration:
Pagkilala sa Karapatang Pantao at hindi maabuso ito.

UNIT ASSESSMENT SAMPLES

A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM(S)

LC1: Nakapagpaplano ng Maraming Pagpipilian

symposium na tumatalakay sa
kaugnayan ng karapatang pantao at 1. Alin sa mga sumusunod ang uri ng ating karapatan.
pagtugon sa responsibilidad bilang
A. Likas na Karapatan
mamamayan tungo sa pagpapanatili
ng isang pamayanan at bansa B. Karapatang Pambahay
nakumikilala sa karapatang pantao
C. Karapatang Pilipino

LC1: Nakapagpaplano ng Maraming Pagpipilian

symposium na tumatalakay sa
kaugnayan ng karapatang pantao at 2. Alin sa mga sumusunod ang maituturing na
pagtugon sa responsibilidad bilang paglabag sa karapatan
mamamayan tungo sa pagpapanatili
ng isang pamayanan at bansa
nakumikilala sa karapatang pantao
A. Pananakit
B. Pag-aaral
C. Pagboto

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

LEARNING COMPETENCY: (M)

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__________________________________________________________________________________

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

ARTICLE/PROBLEM:

Seksyon 1. Hindi dapat alisin ng buhay, kalayaan, o ari-arian ang sino mang tao nang hindi kaparaanan ng batas, ni
pagkaitan ang sino mang tao ng pantay na pangangalaga.

QUESTION:
Sa papaanong paraan maproprotektahan ng mga tao ang kanilang karapatan kapag
naabuso ang kanilang kalayaan?

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

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
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 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.

2 . CER WITH OPEN BOOKS:

NAME: ______________________________________ GRADE AND SECTION: _______________

SUBJECT: ____________________________

LEARNING COMPETENCY: (M)

__________________________________________________________________________________

DIRECTIONS: Below are articles about Karapatang Pantao. 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:
Simula sa pagkapanganak pa lamang ay natatamasa na ang tiyak, di-maihihiwalay, buo, at di-maitatangging mga
karapatan ang tao na mananatili sa kanya hanggang sa kanyang libingan.

ARTICLE 2:
Pangunahing karapatan ng tao ang mabuhay nang Malaya- Malaya sa anumang paninikil ng kahit na sino, kapwa man
niya tao, grupo ng tao, o institusyon sa lipunan.

ARTICLE 3:
. Ang Pilipinas ay kasapi sa United Nations. Ang universal Declaration of Human Rights ay nabuo at nilagdaan upang
ipatupad ang pagiging Malaya at pagkakapantay-pantay ng bawat tao at pagbabawal sa diskriminasyon.
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

PEAC2022Page 11
 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.

3. 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

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.

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 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
1A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:
nakapagpaplano ng symposium na tumatalakay sa kaugnayan ng karapatang pantao at
pagtugon sa responsibilidad bilang
mamamayan tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa karapatang
pantao

SITUATION:

Dahil sa dumaraming kaso ng paglabag sa mga karapatang pantao ng bansa, Sumulat ng isang Journal kung
paano natin mapapangalagaan an gating mga karapatan.

GOAL:
: Layunin mong maka gawa ng journal kung paano natin mapapangalagaan an gating mga karapatan

ROLE:
Ikaw ang naatasang magbigay ng husga o marka sa journal na kanilang ginawa.

PRODUCT:
Isang malikhaing journal na nagpapakita ng mga mahahalagang detalye tungkol sa kung sa papaanong
paraan ninyu mapapangalagaan ang inyung karapatan..

AUDIENCE:
Ang iyong gagawing journal ay masasaksihan ng mga mag-aaral kung anong mga bagay na iyong gagawin
upang mapangalagaan ang iyong karapatang Pantao.

STANDARDS:
Ang inyong performance/journal ay huhusgahan sa angkin nitong Kawastuhan ng Nilalaman, Kaugnayan sa
Paksa, at Pagkamalikhain.
Analytic Rubric:
ANALYTIC RUBRIC
Panagalan: _____________________________________ Puntos: ____________
Baitang: _____________________ Petsa : _____________________ Marka:_____________
Lagyan ng tsek (✔) ang hanay ng iyong sagot.

Pamantayan Lubus na Mahusay Di-gaanong Kailangan

Mahusay (3) Mahusay pang

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 (4) (2) Magsanay
(1)
Lubhang Makabuluhan Hindi Mali ang
makabuluhan at wasto andgaanong mensaheng
at wasto and mensaheng makabuluhan binigyan ng
Makabuluhan mensaheng bibigyan ng at wasto and interpretasyo
bibigyan ng interpretasyo
mensaheng n
interpretasyo n bibigyan ng
n interpretasyo
n
Makatotohan Lubhang Makatotohan Hindi Hindi
an at kapani- maayus ang an at kapani- gaanong makatotohan
paniwala mga datos at paniwala ang makatotohan an at kapani-
materyales mga an at kapani- paniwala ang
kayat mensaheg paniwala ang mga
makatotohan binigyan ng mga mensaheg
an at kapani- interpretasyo mensaheg binigyan ng
paniwala ang n binigyan ng interpretasyo
mga interpretasyo n
impormasyon n
Malinaw na Angkop na Angkop at Hindi Maraming
Naipahayag angkop at wasto ang gaanong kamalian sa
wasto ang mga ginamit angkop at pagkakabigka
mga ginamit at wasto ang s at paggamit
at pagkakabigka mga ginamit ng mga salita
pagkakabigka s ng mga at at pahayag
s ng mga salita at pagkakabigka
salita at pahayag s ng mga
pahayag salita at
pahayag
Makahihikaya Nakahihikaya Nakahihikaya Bahagyang Hindi
t t ng lubos an t ang nakahihikayat nakahihikayat
g ginawang ginawang ang ang
Gawain Gawain ginawang ginawang
Gawain. gawain

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

PEAC2022Page 14
 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.

1B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

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

PEAC2022Page 15
 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.

1C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this
PEAC2022Page 16
 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.

1D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL QUARTER ____

SUBJECT: PERFORMANCE STANDARD:

SUBJECT 1

SUBJECT 2

COMMON THEME IN SUBJECT STANDARDS:

COMMON OUTPUT :

PERFORMANCE STANDARD:

SITUATION:

PEAC2022Page 17
 ROLE:

GOAL:

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

AUDIENCE:

STANDARDS: (criteria from each subject area)

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. 5.. The student will work on 1 PRODUCT that shows the combination of performance
standards from different subjects.
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). There are STANDARDS that are applicable to each subject. The

PEAC2022Page 18
 STANDARDS are consistent with the Unit Performance Standard.

1E. Mga Isyu sa Karapang Pantao at Gender

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

Step 2: PRACTICE

Step 3: PRACTICE

Step 4: SHOW

Step 5:

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 Step 6:

Step 7:

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.

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 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-E)

CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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 TOTAL:

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