Template for Online Asynchronous Learning (consolidated)

Subject English: ENGLISH Grade Level: 7

Unit Topic: PERSONAL STORY (Creative NonFiction) Quarter: 3

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The students on their own Personal Story

and in the long run will be (Creative
able to compose and Nonfiction)
present a personal
narrative on how they
cope amidst all the

Identify the feature

of narrative writing EQ: How do you compose
Link sentences and deliver a personal
using logical narrative?
connectors that
signal EU: Students will understand
that delivering personal
narrative involves
comprehending informative

EXPLORE

This unit is about a personal narrative that describes a specific story of our lives.
They form the lens through which we view the world and are formed by a
combination of experiences and personality.

Consider this question: How do you compose and deliver a personal narrative?
(EQ)

Map of Conceptual Change:

Instructions: Answer the question below and fill the initial part of the IRF
sheet with your answer.

PEAC2021Page 1
 How do you compose and deliver a personal narrative?

Initial

Revised

Final
LEARNING
COMPETENCY
FIRM-UP
LC1 : Identify feature Activity 1 - “Matching Type” - OFFLINE ACTIVITY
of narrative writing
Instructions: Match the items in Column A with those in Column B.

Learning Targets:
Clickable Links : Printed worksheet activity
I can identify the
Screenshot of Online Resource:
different features of
narrative writing.

Activity 2 - Matching Type (ONLINE ACTIVITY)

Instructions: Match the features of Narrative writing to its corresponding
description.

Clickable Links :[Link]

Screenshot of Online Resource:

LC2: Link sentences Activity 3 - Multiple Choice- OFFLINE ACTIVITY

using logical
Instructions: Shade the circle of the correct answer on each number.
connectors that signal
chronological and
logical sequence and
summation. Clickable Links : Printable worksheet activity
Screenshot of Online Resource:

PEAC2021Page 2
 Learning Targets:
I can recognize the
various logical
connectors.

I can use the logical

connectors that signal
chronological and
logical sequence and
summation, correctly.

Activity 4 - Multiple Choice (Online Activity)

Instructions: Choose the correct logical connectors on each statement.

Clickable Links :
[Link]
source=admin&trigger=quizPage

Screenshot of Online Resource:

Scaffold for TRANSFER 1

Activity 5 (Close Reading)

Instructions:l The students will be given the following articles below. Their task is
to highlight the direct and reported speech presented in each. A discussion will then
take place afterwards.

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 (Three-Way Venn Diagram)
LC3: Use direct and Instructions: The students will read the following articles given below. Based from
reported speech the articles, they will create a Three-Way Venn-Diagram. A discussion will then
appropriately in take place afterwards.
journalistic writing

Clickable Links :
Article 1
Learning Targets:
I can identify direct
and reported speech in
a given text.

Article 2

LC4: Use the passive

and active voice
meaningfully in varied
Article 3
contexts

Learning Targets:

Scaffold for TRANSFER 2

Activity 6 (Draft Making of their Personal Story)

PEAC2021Page 4
 Instructions: The students will make a draft of their personal story. They should
include active and passive voices in their written output.

It should also consist of the following standards:

(Written Output) engaging, organized, grammatically [Link]/reported

speech, active/passive voice, simple and past tenses and connectors.

(Oral Presentation)
Organization, correct language usage, voice, speaking skills, non verbal language.

Clickable Links : Google Docs

Screenshot of Online Resource:

Self-assessment:
Instructions: The students will answer the self-assessment tool below:

PEAC2021Page 5
 Interactive Quiz1
Instructions: The students will do a Close Reading using Insert Learning.
Link :
Screenshot:

Interactive Quiz 2
Instructions: The students will write their draft using a Google Docs wherein the
teacher themselves can edit/make comments on the file.
Link : Google Docs
Screenshot:

LEARNING DEEPEN
COMPETENCY
LC 3: Discover Instructions: Read the Texts provided below. Then, write your answer
literature as a tool to for the essential question, provide your supporting text, and state
assert one's unique your reason. Lastly, tell the Common Ideas in Reasons.
identity and to better

PEAC2021Page 6
 understand other
people.
GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Learning Targets: Question
This is I Believe My Father’s My Other Name
Tragedy
by Carlos P. by Gilford
I can cite evidences Romulo by Carlos Doquila
and reasons as to Bulosan

how literature as a I believe I was five

tool asserts one's above all that a It was one of when I learned I
unique identity. those lean years had another
man should be
true to himself. I of our lives. Our name, besides
believe a man rice field was what my parents
I can make a claim destroyed by gave me. The
should be
locusts that came name was first
on how literature as a prepared at all
from the born out of my
tool helps me to times to sacrifice
neighboring younger sister’s
better understand everything for his towns. When the
other people. convictions. anger who never
locusts were
Twice during my understood my
gone, we planted
life I have been difference—
string beans but a
called upon to fire burned the which for her and
make this kind of whole plantation. other kids was
sacrifice. After My brothers went unusual and
Pearl Harbor, the away because difficult to
Philippines was they got tired comprehend. For
invaded by Japan. working for them, the world
I had never been nothing. Mother operated in black
a soldier. I was a and my sisters and white. Dolls
went from house are for girls; cars
journalist. But
to house, asking and toy guns are
something
for something to for boys. I
impelled me to
do, but every wouldn’t blame
enlist.
family was them, we were
I was plagued with
taught to see the
attached to some kind of
world in such
General disaster. The
banality and
MacArthur’s staff children walked
in the streets [Link]
and went with growing up was
looking for the
him first to tough if you
fruit that fell to
Bataan and later happen to be in
the ground from
to Corregidor. In the acacia tree. the gray area.
Corregidor, I was The men hung on
placed in charge As I ran my
the fence around
of the broadcast soft little hands
the market and
called the Voice watched the meat and patted it
of Freedom. The dealers hungrily. against the black
Japanese reacted We were all silky hair of my
violently to the suffering from sister’s limited
broadcast. I lack of proper edition Barbie
learned that a food. doll—donned in
prize had been gold Filipiñana,
But the
PEAC2021Page 7
 put on my head, professional beaded in
and worse that gamblers had intricate red
they had gone money. They sat gumamela
after my wife and in the fish house patterns, and
four sons who at the station and crowned with
had been left gave their orders pearls towering
behind in the aloud. The loafers on her head like
and other
occupied those queens in
bystanders
territory. I Sagala, I was
watched them eat
suffered caught in a
boiled rice and
indescribable fried fish with trance,
torment, worrying silver spoons. mesmerized in an
about my loved They never used unknown cadence
ones. I wanted to forks because the of beauty that I
go back to Manila prongs stuck can’t help but
at whatever cost. between their adore. I continued
But I was ordered teeth. They patting her, held
to proceed to always cut their her brown legs,
Australia on the lips and tongues making sure not
eve of the fall of with the knives, to spoil the crisp
Bataan. so they never sparkling saya
asked for them. If shaping her
From the waiter was hourglass figure.
Australia, I was new and he put
I lifted her slim
sent on to the the knives on the
brown arms,
United States, table, they looked
waving them like
where I continued at each other
furtively and queens do. She
to make the
slipped them into was beaming with
Voice of Freedom
their pockets. her white teeth
heard, regardless
They washed framed in her
of the
their hands in one cherry red lips. I
consequences to
big wooden bowl giggled in
my family. I did
of water and adoration until I
not see them
wiped their heard my sister’s
again until after mouths with the voice.
the liberation of leaves of the
my country by arbor trees that “Maaaa. Si
the American fell on the Kuya o! He’s
forces under ground. playing with my
General Barbie!” she
MacArthur, aided shrieked as she
by the Filipino The rainy season bolted into the
guerillas who had was approaching. room, terrorized
carried on There
a were with what she
vigorous rumors of famine. saw. I believe it
resistance during The grass did not was the idea of
the more than grow and our me playing it first
three years of carabao became before she could
thin. Father’s
enemy that fumed her
fighting cock,
occupation. anger. The doll
Burick, was
was her birthday
The second practically the
gift when she
time I was called only healthy thing
turned four after
PEAC2021Page 8
 upon to make a in our household. all; her rage was
considerable Its father, justified.
sacrifice for my Kanaway, had
won a house for Her voice
convictions was
us some three broke the trance I
during the 1953
years before, and was in, and the
national elections
Fathers had cadence faded
in the Philippines.
commanded me away, overruled
I had never been
to give it the by her threat.
a politician, but
choicest rice. He
having become “Hala ka! I
took the soft-
convinced that I boiled eggs from will tell this to
should do the plate of my Mama!” Her
everything I sister Marcela, brows met in
could to help who was sick anger.
effect a change of with meningitis
“What is
government in that year. He was
happening here?”
my country, I preparing Burick
Mama came as
resigned as for something
big, but the great the jury,
Ambassador to
catastrophe came investigating my
the United States
to our town. The sister’s
and permanent
peasants and most complaint.
representative to
of the rich men
the United My sister
spent their money
Nations in order pleaded her case,
on food. They
to enter the field but Mama already
had stopped
against the gave her verdict.
going to the
incumbent cockpit for fear of She grabbed
president. I temptation; if Barbie from my
founded a third they went at all, sweating palms,
party, the they just sat in the and handed them
Democratic Party, gallery and over to my sister.
and accepted the shouted at the top
“You can’t
nomination for of their lungs.
play with this.”
president. I They went home
with their heads Mama said
started a vigorous
down, thinking of sternly. My father
campaign to
the money they was surely absent
awaken the
would have won. during these
Filipino people to
times, so Mama
the need for a It was during
was the only
change in this impasse that
parent-figure I
administration. Father sat every
had. Dad was
day in our
Midway in the busy making ends
backyard with his
campaign, it meet as a
fighting cock. He
became apparent seafarer, cruising
would not go
that the two the vastness of
anywhere. He
opposition parties the sea anchored
would not do
might lose the with the promise
anything. He just
election if they of a better life for
sat there
remained divided, us—the family he
caressing Burick
but had an had left.
and exercising his
excellent chance
legs. He spat at
to win if they
PEAC2021Page 9
 would present a his hackles and
united front. I rubbed them,
made the painful looking far away
decision to
with a big dream. [Continue
withdraw my When mother reading with the
candidacy. After came home with provided link
withdrawing my some food, he below]
own candidacy, I went to the
was the campaign granary and sat
manager of Mr. there till evening. Link:
Ramón Sometimes he [Link]
Magsaysay and slept there with om/my-other-
campaigned up Burick, but at name/#more-
and down the dawn the cock 2176
land for him. I woke him up with
could not have its majestic
worked harder if I
crowing. He crept
had been the into the house
candidate [Link] fumbled for
the cold rice in
the pot under the
[Continue stove. Then, he
reading with the put the cock in
provided link the pen and slept
below] on the bench all
day.

Link:
[Link] [Continue
[Link]/essay/16935 reading with the
/ provided link
below]

Link:
[Link]
[Link]/2
010/08/my-
fathers-tragedy-
by-carlos-
[Link]

How do you Answer: Answer: Answer:

compose and
deliver a personal A personal A personal A personal
narrative can be narrative can be narrative can be

PEAC2021Page 10
 narrative? composed composed composed
effectively effectively effectively
through telling it through telling it through telling it
with with with
corresponding corresponding corresponding
personal personal personal
experiences and experiences experiences and
is delivered through proper is delivered
through application of proper
application of direct/reported application of
connectors speeches direct speeches
correctly and and of
appropriately connectors
correctly and
appropriately

Supporting Supporting Supporting

Texts: Texts: Texts:

Lines: Line: Lines:

“It was one of
those lean years
“I believe above “The name came
of our lives.”
all that a man out from me this
should be true to time with a thrill
himself. I believe that my voice
“Mother took my didn’t shake nor
a man should be
sister Francisca did it shy away
prepared at all
with her.” from saying it.
times to sacrifice
My tongue
everything for…”
welcomed it like
“Yes, Sir,” I a delectable
said.” treat, a dessert I
“I believe a man could not
should be decline. So I
prepared at all opened my
times to sacrifice Reported
Speeches: mouth and said,
everything for his
convictions.” “Ah, bayot?”
The name and I
“Mother told my
became one.”
“I prefer to sister to cook
describe it as some of the rice.”
being true to
“Despite the
one’s self, no
name being
matter what the
cost.” tainted with
Direct Speeches: weakness, I had
found strength—
Connectors: my own strength
in finally
PEAC2021Page 11
 “Is that all you knowing who I
can do?” she was.”
“After Pearl
shouted at him.”
Harbor,”
“...I realized I
“I would like to am not who they
“In Corregidor,”
wring that cock’s think I was. I am
neck,” mother more than what
said.” they say because
“From
nowhere was I
Australia,”
weak in finally
accepting who I
am.”
“As I look back,”

Direct Speeches:

“So I opened my
mouth and said,
“Ah, bayot?”

“One day at
work, an
officemate came
to me seemingly
troubled with a
thought. “I have
a question to
ask,” she
lowered her
voice as if telling
a secret. “I hope
you wouldn’t
take offense with
it.”

Connectors:

“Often,”
“Later then,”
“One day at
work,”

PEAC2021Page 12
 Reason: Reason: Reason:
My evidence My evidence My evidence
supports my supports my supports my
claim because claim because claim because
they show they show they show
strategies on how strategies on how strategies on how
to effectively to effectively to effectively
compose (using compose (using compose (using
pronoun I) and pronouns [our, pronouns [me, I,
deliver (using my, I]) and my]) and deliver
Connectors) a deliver (using (using Direct
personal Direct/Reported Speeches and
narrative. Speeches) a Connectors) a
personal personal
narrative. narrative.

Common Ideas in Reasons:

The use of Pronouns [I, our, my), Reported/Direct Speeches) and
Connectors are essential in effectively composing and delivering a personal
narrative.

Enduring Understanding/Generalization:
Students will understand that delivering personal narrative involves
comprehending informative short narrative texts such as anecdotes; and
enriching written and spoken communication through proper application of
direct/reported speech and connectors correctly and appropriately.

C-E-R Questions:
1. How does each text answer the essential question? Do the three authors have
similar or different styles of writing a personal narrative?
2. What part of the video/specific lines of the text in the situation supports your
answer?
3. Why do you say that part of the video/specific lines of the text supports your
answer?
4. EQ: How do you compose and deliver a personal narrative?

Prompt for Generalization:

1. Delivering personal narrative involves …
2. Delivering personal narrative includes…
3. Delivering personal narrative encompasses…

PEAC2021Page 13
 ASYCHRONOUS ONLINE LEARNING MATERIALS
(examples: [Link], insertlearning, kami, [Link])
Text 1: This is I Believe by Carlos P. Romulo
Link: ([Link]

Text 2: My Father’s Tragedy by Carlos Bulosan

Link: ([Link]
[Link])

Text 3: My Other Name by Gilford Doquila

Link: ([Link]

Link for Guided Generalization Table:

[Link]
MByJ/edit

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Activity: At this part, the students will review the draft they made for their personal
story. They should then be able to make the necessary comments and suggestions of
their teacher. They are also expected to use different multimedia resources in
creating their work. This could include the use of text or pictures/graphics in their
personal story.

PEAC2021Page 14
 Clickable Links: [Link]

Scaffold for Transfer 4:

Activity: After making the drafts, the students will now create a vlog. They are
advised to use different

Map of Conceptual Change

Instructions: Answer the question below and fill the revised part of the IRF sheet
with your answer.

How do you compose and deliver a personal narrative

Initial

Revised

Final

Learning Competency TRANSFER

LC 4: Use direct and Transfer Goal: The students on their own and in the long run will be able to
reported speech compose and present a personal narrative on how they cope amidst
appropriately in all the challenges that have come their way due to the on-going
journalistic writing. pandemic.

LC 5: Use the passive

PEAC2021Page 15
 and active voice Performance Task
meaningfully in varied
1. One Product: Composition of a Personal Narrative (Essay)
contexts.
2. Differentiated Products
A. Composition of a Personal Narrative (Essay)
LC 6: Use correct and
appropriate multi- B. Presentation of a Personal Narrative (Vlog)
media resources when
orally giving
information, 3. Modality-based Products
instructions, making A. Modular: Personal Essay
explanations and B. Online: Recorded Speech
narrating events in
personal or factual 4. Integrated Subjects
recounts. A. Health
B. Science

LC 7: Use the 5. Design Thinking

appropriate oral
language, stance and
behavior when giving
information,
instructions, making
explanations, and
narrating events in
factual and personal
recounts.

Learning Targets:
I can present a factual
reported speech
showing appropriate
oral language, stance
and behavior using
multimedia resources.

Use of Web 2.0 App for Output (Capcut, Tiktok, Kine Master, etc.)

PEAC2021Page 16
 Analytic Rubric:

Map of Conceptual Change

PEAC2021Page 17
 How do you compose and deliver a personal narrative

Initial

Revised

Final

Self-Assessment:

Value Integration:
They will make a two-minute paper on how they could connect their learnings to
the core value of Accountability and Health Awareness.

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
Discussion of Logical Connectors Completion of
Activities
Discussion of the Features of Narrative
Writing

PEAC2021Page 18
 WEEK 2
MON TUE WED THU FRI
Review of the Summative Test
Lessons

Discussion of the Texts for Guided Generalization

WEEK 3
MON TUE WED THU FRI
Discussion of Discussion of Scaffold 2: Completion of
Direct and Passive and Active Activities
Scaffold 1: Draft Making of
Reported Speech Voice
their Personal
Close Reading
Story

WEEK 4
MON TUE WED THU FRI

Scaffold 3: Video Recording

Scaffold 4: Video Editing
Submission of Outputs

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW (Constructed-Response Type)

LEARNING COMPETENCIES:

KNOW SHOW
Direction:List all the things that you know based Direction: What can you write to show what you know
on the success criteria. about the items on the left.
Features of a narrative writing:
Types of Logical Connectors:
Direct and Reported Speech:
Passive and Active Voice:
Writing a Personal Story:

FORMATIVE CHECKLIST ITEMS

PEAC2021Page 19
 CONSTRUCTED
RESPONSE TYPE
KNOW-SHOW 1. The learning target or competency is stated. “Students are able to…”
2. A table with 2 columns is provided with the left for KNOW and the
right for SHOW.
3. Instructions are given to students in each column on how to answer
KNOW and SHOW. KNOW: Here is what I know about the
competency. (The KNOW column may be answered or left blank.)
SHOW: I can show what I know about the competency by…
4. A minimum number of answers under each column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING TEST ITEMS

COMPETENCY
LC1: Identify features of 1. Which of the following is not a feature of narrative writing?
narrative writing.
A. plot, setting, character, conflict, and theme
B. plot, setting, conflict, and concept
C. plot, setting, character, conflict, and concept
D. plot, setting, character, conflict

LC2: 1. Get the right form first ______, fill up the form meticulously.
Link sentences using logical A. Finally
connectors that signal
B. Meanwhile
chronological and logical
sequence and summation. C. However
D. Then
ANSWER KEY: 1. A 2. D

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M) Discover literature as a tool to assert one's unique identity and to better
understand other people.
INSTRUCTIONS: Below are articles of different Philippine literature. Read the selections and select
which is the best considered piece. 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/PROBLEM: This is I Believe, My Father’s Tragedy, My Other Name

QUESTION: Which of the three is the best considered piece. Discuss your choice and support your answer
with quotations or statements from the chosen article.

YOUR CLAIM:

Cite from the article two evidences that support your claim:

PEAC2021Page 20
 EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
CLAIM-EVIDENCE- An article or problem is given to the student to read and analyze.
REASONING TABLE Question(s) related to the Make Meaning competency are given for students to
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 a student can use to begin his or her answer.

4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M) Discover literature as a tool to assert one's unique

identity and to better understand other people.

ARTICLE: Article 1

PRACTICE 1: PRACTICE 1: PRACTICE 2:

Compose a short reflection
essay based on the article Giving correct information on Organize your articles using a
read. how to prevent the spread of newsletter template using MS
Covid-19. Word.

PRACTICE 2: LEARN: Do this first! PRACTICE 1:

Organize your articles using a Read stories from Covid19 Emphasis on Covid-19
newsletter template using Survivors. Choose 1 ONLY. awareness since a lot of
Powerpoint. people are misguided on how
Article 1 they have contracted the virus.
Article 2
Article 3
PRACTICE 1: PRACTICE 2: PRACTICE 2:
How some people survived Organize your articles using a Organize your articles using a
the Covid-19 and how some newsletter template using newsletter template using
people did not make it. Powerpoint. Powerpoint.

4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

PEAC2021Page 21
 QUESTION NO. 5:
CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that support my answer is…

REASONING: The evidence I chose supports my answer because…

4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

LEARNING COMPETENCY: (M)

ARTICLE:

PRACTICE 1: PRACTICE 1: PRACTICE 2:

Compose a short reflection essay
based on the article read. Giving correct information on Organize your articles using a
how to prevent the spread of newsletter template using MS
Covid-19. Word.

PRACTICE 2: LEARN: Do this first! PRACTICE 1:

Organize your articles using a Read stories from Covid19 Emphasis on Covid-19
newsletter template using Survivors. Choose 1 ONLY. awareness since a lot of people
Powerpoint. are misguided on how they have
Article 1 contracted the virus.
Article 2
Article 3

PEAC2021Page 22
 PRACTICE 1: PRACTICE 2: PRACTICE 2:
How some people survived the Organize your articles using a Organize your articles using a
Covid-19 and how some people newsletter template using newsletter template using
did not make it. Powerpoint. Powerpoint.

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read and analyze.
REASONING 2. Question(s) are given in line with Make Meaning competency for
TIC TAC TOE students to answer in the form of a tic tac toe board.
ASSESSMENT BOARD, 3. Students have to answer Q5 at the center of the board. The Q5
ANSWER SHEET AND question is directly related to the competency.
ANSWER KEY 4. Students have to select 2 other questions to form a straight line either
horizontal, vertical or diagonal.
5. In the students’ Answer sheet, a table for the students’ answers to
selected questions is provided. The table contains a part for the
Question No., another for Claim, another for Evidence and a final
part for Reasoning. Each part may have prompts that students can use
to begin their answer. Students have to refer to the article to provide
Evidence.
6. In the Answer Key, the Make Meaning type of Learning Competency
is stated. The Evidence or supporting text in the article is stated
below each question.

5. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M) Discover literature as a tool to assert one's unique identity and to better
understand other people.

NAME_______________________ GRADE _____7_____ SUBJECT: English

DIRECTIONS: Below are articles of different Philippine literature. Read the selections and select
which is the best considered piece. 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: This is I Believe

[Link]
ARTICLE 2: My Father’s Tragedy
[Link]
ARTICLE 3: My Other Name
[Link]
DIRECTIONS: After reading the three articles, decide which of the three is the best considered piece.
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 CHECKLIST ITEMS

RESPONSE TYPE
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.
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 3. Directions ask the student to determine which selection is the best in line
with the Make Meaning-type of learning competency. The student is also
asked to support his/her 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.

6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using schema and appropriate listening and
viewing strategies; expressing ideas, opinions, and feelings through various formats; and enriching written
and spoken communication using direct/reported speech, active/passive voice, simple past and past perfect
tenses and connectors correctly and appropriately.

SITUATION: The country is experiencing an ongoing pandemic brought by COVID 19.

GOAL: Aims to present a varied personal narrative on how the students cope with the challenges brought
by the pandemic.

ROLE: You are a member of the School’s English Society Club

PRODUCT: Narrative Essay

AUDIENCE: The participants in the Face to Face gathering of the school’s Act as One event.
STANDARDS: Informative, Organized, Focused with logical connectors.

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

[Link] 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 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.

6B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD: The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies; expressing ideas, opinions, and feelings
through various formats; and enriching written and spoken communication using direct/reported

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 speech, active/passive voice, simple past and past perfect tenses and connectors correctly and
appropriately.

SITUATION: The country is experiencing an ongoing pandemic brought by COVID 19.

GOAL: Aims to present varied personal narrative on how to cope with the challenges brought by the
pandemic
ROLE: You are a member of the World’s Act as One Program of the World Health Organization (WHO)
PRODUCT CHOICES:Differentiated product (narrative essay and delivery)

AUDIENCE: The delegates in the “World’s Act as One” of the World Health Organization

STANDARDS: Your personal narrative must consist of the following standards:

(Written output): engaging, organized, focused with logical connectors (direct/reported speech,
active/passive voice, simple and past tenses and connectors), has reflective conclusion.
(Oral presentation): Your Oral presentation must consist of the following criteria: organization, correct
language usage, voice, speaking skills, non-verbal language.

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

[Link] 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 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.

6C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD: The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using schema and appropri
ate listening and viewing strategies; expressing ideas, opinions, and feelings through various formats; and
enriching written and spoken communication using direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and appropriately.

SITUATION: After the pandemic that we have experienced for more than two years, an international
organization of filmmakers is conducting an International Video Contest which aims to give an opportunity
for young filmmakers from various countries in the world to showcase their filmmaking skills. For this year,
the participating teams are to inspire others by creating short videos showing resilience on how their country
copes with the pandemic.
GOAL: You are tasked to create a 3-5 minute video on the theme: HOW FILIPINOS COPE WITH THE
PANDEMIC?
ROLE: You are a member of a team who participated in an International Video Contest.
PRODUCT CHOICES

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 Your team must have five to six members who will have the following roles; researchers, scriptwriter,video
editor, reader/presenter.
Your team must write a script that reflects the theme of the event, present elements of description and
following organization, writing conventions and techniques.
Your team must create the video following the script. The video should be within 3-5 minutes only including
credits.
AUDIENCE: You are to show your video to the organizers and co-participants of the festival.
STANDARDS: Your video will be rated according to the following criteria: Content/Organizations,
Introduction,Video Continuity/Editing and Graphics.

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

[Link] 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 that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
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).
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.

6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS

GRADE LEVEL: QUARTER PERFORMANCE STANDARD

SUBJECT

SUBJECT 1 The learner consistently demonstrates personal responsibility and healthful practices in
Health the prevention and control of noncommunicable disease.
SUBJECT 2 The learners shall be able to conduct a forum on mitigation and disaster risk reduction.
Science
COMMON THEME IN SUBJECT STANDARDS: Health awareness

COMMON OUTPUT: Health Awareness Campaign Article

PERFORMANCE STANDARDS:
English: The learner transfers learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive voice, simple past and past perfect tenses and
connectors correctly and appropriately.

Science: The learners shall be able to conduct a forum on mitigation and disaster risk reduction.

Health: The learner consistently demonstrates personal responsibility and healthful practices in the
prevention and control of noncommunicable disease.

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 SITUATION: The country is experiencing an ongoing pandemic brought by COVID 19 and students are
prone to infection.
ROLE: You are one of the school’s newspaper writers.
GOAL: To share and give health and safety awareness to the students.
INTEGRATED PRODUCT: (1 output with requirements from another subject area)
Health Awareness Campaign Article showing proper ways of protecting oneself through proper hygiene.
AUDIENCE: Students and teachers

STANDARDS: (criteria from each subject area)

Your personal narrative must consist of the following standards:
Content, Comprehensibility, Organization, and Grammar, Mechanics, Spelling, and Sentence Structure

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

[Link] 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.. 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 STANDARDS are consistent with
the Unit Performance Standard.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

(written output) Used a strategy in Used an engaging Attempted to use a Began story with
a creative way: strategy: dialogue, strategy but the the basic line “one
Engaging dialogue, action, action, question, strategy was not day….”when I
question, interesting fact; very effective was…. Used no
interesting fact; sound effect strategy
sound effect

Organized Has a clear focus Has a focused Could have Unfocused topic;
with story details topic with story missing parts that missing many
that support a details that support interfere with important details
creative, a logical flow of understanding; so story is very
interesting, logical events; uses may be unfocused; difficult to follow,
flow of events/uses transition words rambling; few or very confusing; no
transition words no transition words flow
effectively

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 Focus on logical Used descriptive Used Used some but Used very few or
sonnectors adjectives/ vivid adjectives/vivid could have used no adjectives
verbs verbs more adj. and vivid and/or vivid verbs
verbs

Conclusion Great Effective ending; Confusing ending; Undeveloped

conclusion/ending Wraps up narrative does not ending; quick
Wraps up narrative and shows insight effectively reflect close; no
creatively and about the situation back on the reflection; or no
shows insight experience ending
about the situation!

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