2024 JHS INSET Group Workshop Output

Subject : English Grade Level: 7 .

Unit Topic: Philippine Prose Quarter: Second .
Group Members:
Andres,Lea T. , Besas, Gerlowendy D., Medina, Erika E., Sanico, Hanna Joy P.Galletis, Razil, Baggas, Shiella B.,
Claveria, Lovely Joy A., Malingay Jr., Moreno B., Gano, Lynette A. , Aggalaw, Girly Ann B., Chan, Cristal A.,
Sulayao Jr., Reynaldo A, Balanban, Delight M., Santos, Cherry Maey R., Acedo, Antonette C., Alzate, Jorge III L.,
Balajo, Jenny Grace N., De La Cruz, Jodi, San Buenaventura, Bea S. , Garoy, Christian Dave L.

I. 2024 JHS INSET Unit Curriculum Map

TOPIC/ CONTENT PERFORMANCE LEARNING ASSESSMENTS ACTIVITIES RESOURCES INSTITUTIONAL
STANDARD STANDARD COMPETENCIES CORE VALUES
QUARTER

ACQUISITION

PHILIPPINE The learners The learners A.1. Identify 11 A.1. A.1. Retrieval A.1. A.1.
LITERATURE demonstrate analyze the style, elements of a Identification Mnemonics
Copy of the Christian Character-
their form, and features Philippine prose
(PROSE) (Music Song Appreciation of
multiliteracies of Philippine (i.e. conflict,
Mnemonics) Philippine Prose
and prose (short story character,
communicative and novel); characterizatio
SECOND n,plot, tone and Audio
QUARTER competence in evaluate prose for
mood, style,
evaluating clarity of
motifs, POVs
Philippine meaning, and narrative
literature purpose, and techniques,
(prose) for target audience; organic unity)
clarity of and compose and
meaning, publish an A.2 A.2. A.2. Graphic A.2. Worksheet A.2.
purpose, and original Differentiate 4 Organizer (Web
Short-response Cultural Awareness
literary lenses
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 target audience multimodal (Structural, (Short answer) Map) and Sensitivity
as a foundation literary text (short Biographical,
for publishing story) that Historical,
original literary represents their Sociocultural) Historical
texts that meaning, Background
reflect local purpose, and Appreciation
and national target audience, A.3 Identify the A.3. A.3. A.3. A.3.
identity. and reflects their 3 fundamental Gamification
Multiple Choice Create kahoot - Historical
local and national principles (Selected (Kahoot) Kahoot! Background
identity. (maxims, answer) Appreciation
universal truths,
philosophies) of
Philippine Christian Character-
Literature Appreciation of
(Prose) Philippine Prose

MAKE MEANING

PHILIPPINE The learners The learners A.4. Analyze the A.4 CER (Claim, A.4 A. Place A.4 A. Place A.4 Honesty
LITERATURE demonstrate analyze the style, 3 fundamental Evidence, mat Graphic mat Graphic
their form, and features principles (e.g. Response) Organizer Organizer
(PROSE)
multiliteracies of Philippine maxims,
Story: Dead
and prose (short story universal truths, Stars
SECOND communicative and novel); and
QUARTER competence in evaluate prose for philosophies) By: Paz
evaluating clarity of presented in the Marquiz
Philippine meaning, literary text as a Benitez
literature purpose, and means of
Cliched and
(prose) for target audience; valuing other Corny: Paz
clarity of and compose and people and their Marquez
meaning, publish an various Benitez's
purpose, and original circumstances "Dead Stars"
target audience multimodal in life. [1/3] (mush-
festival.blo
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 as a foundation literary text (short
for publishing story) that gspot.com)
original literary represents their
texts that meaning,
reflect local purpose, and A.5. A.5. Literary A A.5. Stick It A.5. Respect and
and national target audience, Analysis Together Acceptance for one's
identity. and reflects their Analyze literary 5. Stick it
Life
local and national text as Together
expressions of
identity. Text: How my
individual or
brother Leon
communal values
brought home a
within the 3
wife
literary reading
lenses(i.e. How My
biographical Brother Leon
context, historical Brought Home
context, socio- A Wife | PDF |
cultural context) Courtroom |
Laughter
(scribd.com)

A.6.Analyze A.6. concept A.6. text A.6. printed A.6. empathy,

literary texts as mapping analysis worksheet(conc forgiveness and
expressions of ept mapping) communication
individual or
-text (The
communal values
Centipede)
within: structural
context (5
elements of a
short story,
conflict,
character,
characterization,
plot and point of
view and
narrative
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 techniques.

TRANSFER

PHILIPPINE The learners The learners A1. Identify A1-4. A1. Guided A1. Matatag A1- 4. Academic
LITERATURE demonstrate analyze the style, one’s meaning Performance practice: Text curriculum Excellence:
their form, and features and purpose in Task (Compose – analysis guide: Short Writing
(PROSE)
multiliteracies of Philippine selecting the type a multimodal story samples Competence
of literary text for
and prose (short story Short Story)
composition. Ethical
SECOND communicative and novel);
responsibilities;
QUARTER competence in evaluate prose for
Appreciation for
evaluating clarity of
cultural differences
Philippine meaning,
literature purpose, and
(prose) for target audience;
clarity of and compose and
meaning, publish an
purpose, and original
target audience multimodal
as a foundation literary text (short
for publishing story) that
original literary represents their
texts that meaning,
reflect local purpose, and
and national target audience, A1- 4. Academic
identity. and reflects their A1-4. Excellence:
A2. Matatag Writing
local and national A2.Compose Performance A2.
curriculum Competence
identity. and publish Task (Compose Brainstorm
guide; Short
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 original a multimodal and Plan the Story sample Ethical
multimodal text Short Story) flow of the and pen and responsibilities;
(short story). short story paper Appreciation for
cultural differences

A1- 4. Academic
Excellence:
A3. Rewrite A.3 Matatag Writing
A1-4. Competence
literary texts, curriculum
Performance A3.Compose a
particularly guide
Task (Compose short story Ethical
short story, to
a multimodal pen and paper responsibilities;
ensure
Short Story) Appreciation for
coherence, AI
cohesion, and
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 appropriate applications cultural differences
structure

A4. Publish an
A1- 4. Academic
original short
Excellence:
story that
Writing
reflects culture.
A1-4. A.4 Matatag Competence
Performance curriculum
Ethical
Task (Compose guide
responsibilities;
a multimodal A4. Publish an
Digital Ebook, Appreciation for
Short Story) original short
audio recorded cultural differences
story
of the self
composed
short story

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 II. 2024 JHS INSET Unit Learning Plan Template

LEARNING PLAN
EXPLORE
TOPIC: Unit Introduction and Overview:
Philippine Prose This unit is about the style, form, and features of Philippine Prose. You will learn to compose and publish an
original multimodal short story by the end of the unit.
CONTENT STANDARD:
The learners demonstrate their Essential Question:
multiliteracies and Consider this question:
communicative competence in How do the features of Philippine short stories encapsulate and reflect the distinct aspects of both local and
evaluating Philippine literature national identity?
(prose) for clarity of meaning,
purpose, and target audience as
a foundation for publishing
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
original literary texts that Students will show their initial answer to the EQ with the use of KWL Chart.
reflect local and national (Show sample below)
identity.
K-What I know W-What I want to know L- What I Learned
PERFORMANCE
STANDARD: The students will write their initial The students will not answer this The students will not answer this
The learners analyze the style, answers on this part. part. part.
form, and features of
Philippine prose (short story
and novel); evaluate prose for
clarity of meaning, purpose,
and target audience; and
compose and publish an
original multimodal literary
text (short story) that

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 represents their meaning,
purpose, and target audience,
and reflects their local and
national identity.
LEARNING
COMPETENCY (as stated
in Curriculum Map) FIRM-UP (ACQUISITION)

LC1 (A) Identify 11 Activity 1 Prose Elements Jam: Discover the 11 Key Elements with Music Mnemonics!
elements of a Philippine
prose (i.e. conflict,
character, Introduction:
characterization,plot, tone
and mood, style, motifs, Welcome to "Prose Elements Jam: Discover the 11 Key Parts with Music Mnemonics!" Today, we’re going
POVs and narrative to dive into the world of Philippine prose in a super fun way. Instead of just talking about the elements like
techniques, organic unity) conflict, character, and plot, we’re going to use a catchy song to help you remember them all!

Learning Target(s): You’ll listen to Lenka’s "Trouble is a Friend" and learn how each part of the song relates to different
elements of a story. By the end of this activity, you’ll not only know what makes a great story but also have a
1. I can enumerate the 11 cool tune to help you remember all the important parts. Let’s get ready to sing, learn, and have some fun!
key elements of a short
story.
a. conflict Instructions:

b. character 1. Introduction:
● You will start by exploring the 11 elements of prose: conflict, character, characterization, plot, tone
c. characterization and mood, style, motifs, POVs and narrative techniques, organic unity.
d. plot 2. Sing the Song:
e. tone
● You will listen to Lenka’s "Trouble is a Friend" and sing along with the modified lyrics provided.
f. mood ● Feel free to use hand motions or actions to represent each prose element as you sing.
g. style 3. Lyrics Activity:

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 h. motifs
● You will receive a handout with the lyrics that include the prose elements.
i. POVs ● Highlight or underline the prose elements mentioned in the lyrics.
j. narrative techniques 4. Group Identification Activity:
k. organic unity
● You will be divided into small groups.
● In your groups, identify and discuss the lines from the song that correspond to the different prose
elements.
2. I can define the 11 key
elements of a short story. 5. Wrap-Up:
a. conflict ● You will sing the song one more time to reinforce the prose elements you’ve learned.
b. character ● This activity uses the mnemonic song to help you remember and understand the 11 elements of prose
in a fun and memorable way.
c. characterization
d. plot
Learning Resources/Materials/Handout/Worksheet:
e. tone
A Copy of the Song, Audio
f. mood
g. style
Clickable Links :https://www.youtube.com/watch?v=7zt756yYhDg&ab_channel=Cakes%26Eclairs
h. motifs
(Show sample worksheet below)
i. POVs
j. narrative techniques
k. organic unity "Prose Elements Jam"

(to the tune of Lenka’s "Trouble Is a Friend")

Conflict is a part of every tale,

It’s where the tension really starts to sail.
Character brings the story to life,
Success Criteria: In the plot, you'll find the twists and strife.

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 1. I am able to list the 11 key
elements of a short story. Chorus: Trouble is a friend, but so is character,
Plot and conflict, and style that’s here.
a. conflict Tone and mood are what the story shows,
Motifs and POVs, the story grows.
b. character
Organic unity ties it all together,
c. characterization That’s how we remember prose forever!

d. plot
e. tone
f. mood
g. style
h. motifs
i. POVs
j. narrative techniques
k. organic unity

2. I am able to provide
definitions of the 11 key
elements of a short story.
a. conflict
b. character
c. characterization

d. plot
e. tone

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 f. mood
g. style
h. motifs
i. POVs
j. narrative techniques
k. organic unity

LC2 (A) Differentiate 4 Activity 2: Graphic Organizer (Web Map)

literary lenses (Structural,
Introduction:In this activity, they will use a Graphic Organizer (Web Map) to compare the four literary
Biographical, Historical,
lenses. This helps us see how literature reflects and connects with the world around us.
Sociocultural)

Instructions: Using the Graphic Organizer (Web Map) the learners are going to give the differences of
Learning Target(s):
structural, biographical, historical, and sociocultural lenses.
1. I can understand the
differences between
structural, biographical, Questions to Answer: What is the difference of structural, biographical, historical, and sociocultural each
historical, and sociocultural other?
contexts/lenses..

Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
Success Criteria:
I am able to state the
differences between Sample Assessment Item: Worksheet
structural, biographical,
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 historical, and sociocultural
contexts.

LC3 (A) Activity 3: Gamification

Identify the 3 fundamental Introduction: The students will join the Kahoot game and aim to top the leaderboard.
principles of (maxims,
natural truths, philosophies)
of Philippine Literature Instructions:
(Prose)
Students log in to their account in Kahoot then answer the questions being flashed on the screen.
Choose the correct answer to win the game.
Learning Target(s):
1. I can point out the 3
Questions to Answer:
fundamental principles of
(maxims, natural truths, 1. What is a maxim? - B
philosophies) of Philippine
Literature (Prose) 2. Which is the following of the universal truth? - A
3. Which of the following is an example of a philosophical maxim? - A
4. Which statements fit the fundamental principle of philosophy? - C

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 Success Criteria: 5. What is a universal truth? - A
1. I am able give meaning to
maxims, Universal truths,
Learning Resources/Materials/Handout/Worksheet:
and philosophies of
Philippine Literature (Prose) Clickable Links : Create kahoot - Kahoot!

Sample Assessment Item:

MAP OF CONCEPTUAL CHANGE

K- What I know W- What I want to know L- What I learned

The students will answer this part.

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 3 (M) Analyze the 3 C-E-R Activity
fundamental principles (e.g.
Introduction: The students will be able to fill-in the Place mat Graphic Organizer after reading the literary
maxims, universal truths,
text “Dead Stars” by Paz Marques Benitez.
and philosophies) presented
in the literary text as a Instructions:
means of valuing other
people and their various 1. Consider important content of your class (topic, text, other media) and develop a question or prompt related to
circumstances in life. that content to engage students in individual reflection and group consensus building.

2. Place students in groups of up to 4 members and give each group either a large copy of the Placemat graphic
________ organizer template or a large piece of paper on which they can draw the Placemat organizer. If drawing the
organizer, students will divide the paper into equal parts based on the number of members in the group, and a
Learning Target(s):
center square or circle for the synthesis statement.
1.I can make a claim about a
fundamental principle 3. Pose the question, statement, or topic for students to consider and give students time to write their thoughts,
present in the short story.
ideas, reactions, and/or reflections in their section of the placemat. Students should not engage in discussion
during this phase of the process and should have time to think and work alone. Consider giving a specific
*Add targets amount of time for this.

4. After all students have recorded their ideas and thoughts about the topic, invite them to read one another’s
responses, engage in discussion to clarify ideas that were written, and reach consensus around a key set of ideas
that will be written in the center of the Placemat.
Success Criteria:
I am able to explain how the 5. Each group’s key ideas are shared with the class and discussed further to compare and contrast group
lines and/or sentences from responses, extend ideas, or create a whole group synthesis.
the short story support my
claim about the fundamental
principle that helps me value
Learning Resources: Cliched and Corny: Paz Marquez Benitez's "Dead Stars" [1/3] (mush-
other people and their
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 various circumstances in festival.blogspot.com)
life.

Sample Error Analysis Assessment:

LA.5. Activity 5: Stick it Together Activity : How my Brother Leon Brought Home a Wife

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 Analyze literary text as Introduction: In this activity, students will explore and analyze the biographical, historical and socio- cultural
expressions of individual or lenses of Manuel Arguilla’s short story, “How my Brother Leon Brought Home a Wife.” This will help
communal values within the 3 students understand how these contexts shape the narratives and its themes.
literary reading lenses(i.e.
biographical context, historical
context, socio-cultural context)
Instructions:
Learning targets:
1. Pre- reading Preparation:
a. I can state the
connection of the story a. Provide students with a brief background on Manuel Arguilla, including key aspects of his life
to the three literary that may have influenced his writing.
lenses: Biographical, b. Give an overview of the historical period when the story was written (pre- World War II
Historical and Socio-
Philippines} and discuss the socio- cultural norms of rural Filipino life during this time.
cultural.
2. Reading the story:
Success Criteria: In my
analysis, I am able to write my a. Ask the students to read the story and jot down initial thoughts or questions about the story.
understanding on the
connection of the story to the 3. Group discussion:
three literary lenses:
a. Divide students into three groups: Biographical, Historical and Socio-cultural lenses.
Biographical, Historical and
Socio-cultural b. Each group will focus on the lenses and identify elements of the story related to their assigned lenses.
4. Contextual lenses:
a. Biographical: Research and discuss how the author’s life experience and background may have
influenced the character, setting and themes.
b. Historical :Examine the historical period of the story’s setting and how historical Events reflected in
the story.
c. Socio- cultural: Explore the cultural norms, tradition in the story, and social dynamics relating them
to the broader Filipino Socio- cultural practices of the time.
5. Stick it Together:
a. Write findings and insights on sticky notes or index cards.

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 b. On a large poster board or wall space, create three sections labeled “ Biographical, Historical and
Socio- cultural’
c. Paste the notes in the appropriate sections to create a collaborative visual representation of the
different lenses influencing the story.
6. Class Presentation:
a. Each group will present their findings to the class, explaining the connections they found between the
story and their assigned lenses.
7. Reflection:
a. Have the students write a short reflection on how understanding these lenses enhances their
appreciation of the story and its theme.
Question:
● How do biographical, historical, and socio-cultural lenses of Manuel Arguilla’s “How my Brother
Leon Brought Home a Wife” enhances our understanding of the story and its theme?
Learning Resources:
1. copy of the story from https://www.scribd.com/document/421412993/How-my-brother-leon-brought-
home-a-wife

2. Sample Activity Sheet:

Analyzing “How my Brother Leon Brought Home a Wife”

Name: ________________________

Group: ________________________

I. Analysis:

a. Biographical:

● How might Miguel Arguilla’s life, experiences, and background have influenced the characters, setting

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 and themes in the story?

Findings:

a. ___________________________________

b. ___________________________________

c. ___________________________________

b. Historical:

● What historical events or conditions are reflected in the story?

Findings:

a. ___________________________________

b. ___________________________________

c. ___________________________________

c. Socio-cultural:

● What socio-cultural norms and traditions are depicted in the story and how do they relate to the broader
Filipino socio-cultural practices of the time?

Findings:

a. ___________________________________

b. ___________________________________

c. ___________________________________

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 L6. Analyze literary texts as Concept Mapping
expressions of individual or
communal values within: Introduction:
structural context (5 elements
In this activity, you will create a concept map to analyze the short story” The Centipede” by Rony V. Diang.
of a short story, conflict,
You will focus on identifying and explaining the 5 elements of a story, understanding the main conflict and
character, characterization, plot
and point of view and narrative recognizing the point of view.
techniques.
Learning Targets: Instructions:
1. I can identify and
Read “ The Centipede” carefully, then create a concept map on a blank sheet of a paper or using a concept
describe the five
mapping tool, including sections for setting (where and when the story takes place), characters (main
elements of a short
story (setting, characters and brief descriptions), plot (main events), conflict (main problem and its effects), and point of
characters, plot, view (who is telling the story and how it affects understanding).
conflict, and theme) in
Questions:
a given text.
1. How do the five elements of a short story, such as setting, characters, plot, conflict, and point of view,
2. I can analyze the main
conflict in a story and work together to reveal the deeper themes and values in “The Centipede” by Rony V. Diaz?
explain how it Learning Resources/Materials
influences the
characters and the plot -Copy of “The Centipede” by Rony V. Diaz
development.
-Blank paper or concept mapping worksheet
3. I can determine the
point of view used in a Sample completed worksheet
story and discuss how
it affects the reader’s
understanding of the
characters and events.
Success criteria:
1. In my analysis, I am
able to point out and
explain the setting,
main characters, main
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 events, problems, and
the message of the
story.
2. In my analysis, I am
able to describe the
main problem in the
story and how it
changes what the
characters do and what
happen in the story.
3. In my analysis, I am
able to identify who is
telling the story and
explain how this
perspective helps me
understand the
characters and events
better.

K W L- What I Learned

The students will answer this part.

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 TRANSFER
PERFORMANCE Transfer Goal:Students on their own and in the long run will be able to compose and publish an original
STANDARD: multimodal literary text (short story) that represents their meaning, purpose and target audience and reflect
their local and national identity.
The learners analyze the
style, form, and features of
Philippine prose (short story
and novel); evaluate prose
for clarity of meaning, Performance Task GRASPS
purpose, and target
audience; and compose and You are an aspiring writer and advocate of Philippine literature and culture, and you have been given an
publish an original exciting opportunity by a local Filipino community and cultural organization. They are seeking to
multimodal literary text promote new writing talent by inviting you to compose and publish an original short story that reflects
(short story) that represents both local and national Filipino identity. You can present your work in several formats: in person as a
printed original composition, blended as a digital e-book, or online as an audio recording of your story.
their meaning, purpose, and
Your short story will be evaluated based on originality, purpose, meaningfulness, and creativity,
target audience, and reflects
highlighting how well it captures and communicates the essence of Filipino culture and identity.
their local and national
identity.

Performance Task with 21st Century Skills

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM- We are faced with various contemporary issues
SOLVING relevant to Philippine society (environmental
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 Teacher poses a problem and asks students to conservation, social justice, etc.). As a writer and
solve it or research for answers. advocate, how can you identify key perspectives
and solutions to address these issues portrayed in
Philippine prose?
COMMUNICATION Write and publish an original multimodal short
Teacher raises an issue or topic and students story that reflects local and national identity.
express their ideas with varied media. Check that your story shows the following:
Original, Purposeful, Meaningful, Creative
COLLABORATION In a group of five members, each will have a role
Teacher provides a task and students work in (ex. Researcher, writer, editor…etc.) in developing
teams where members have different roles and and refining your multimodal short story.
tasks. Integration of themes…
CREATIVITY Make and publish a multimodal short story
Teacher presents a challenge and students design reflecting local and national identity. Make sure to
a solution or an innovation. use creative approaches to storytelling,
incorporating multimedia elements.

CROSS-CULTURAL UNDERSTANDING Explore how Philippine prose compares with

Teacher shows examples from several ASEAN literary works of other ASEAN countries by
countries and asks students to describe how they discussing and reflecting on the cultural nuances
would interact with people from different cultures and perspectives, considering how different
in relation to the problem. cultural backgrounds influence audience
reception.
COMPUTER/ICT Utilize tools to enhance their original multimodal
Teacher shows digital resources and asks students short story. They will use ICT to present their
to use them to solve problems or create a project. final product incorporating digital media elements
where appropriate
CAREER LIFELONG LEARNING After publishing your output, answer the
Teacher poses a reflection question on how question: How can you apply your learning
students can personally continue to learn about experiences and understanding of Philippine prose
the issue. to future applications in education and career
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 paths?

STUDENTS’ PERFORMANCE TASK CHECKLIST:

21st CENTURY SKILLS STUDENTS’ PERFORMANCE TASK

CHECKLIST
CRITICAL THINKING AND PROBLEM- • I am able to identify the problem or question
SOLVING posed by the teacher.
Teacher poses a problem and asks students to • I have thoroughly researched and analyzed
solve it or research for answers. information to find solutions or answers.
• I have applied critical thinking skills to evaluate
the validity and relevance of the information I found.

COMMUNICATION • I am able to express my ideas and findings clearly

Teacher raises an issue or topic and studentsand effectively using various forms of media such as
express their ideas with varied media. written reports, oral presentations, or multimedia
presentations.
• I have appropriately cited my sources when
sharing information.
COLLABORATION • I am able to work effectively in a team with
Teacher provides a task and students work in fellow students, each of us having different roles and
teams where members have different roles responsibilities.
and tasks. • In relation to my assigned role or task, I have
actively contributed to the group's efforts and
maintained open communication with team members.

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 CREATIVITY • I am able to demonstrate creativity in designing
Teacher presents a challenge and students solutions or innovations to address the challenge
design a solution or an innovation. presented by the teacher.
• I have thought "outside the box" and proposed
unique and inventive ideas.
CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with
Teacher shows examples from several people from different cultures in relation to the given
ASEAN countries and asks students to problem or issue.
describe how they would interact with people • I have considered cultural differences and their
from different cultures in relation to the impact on problem-solving and communication.
problem.
COMPUTER/ICT • I am able to effectively use digital resources and
Teacher shows digital resources and asks technology tools provided by the teacher to aid in
students to use them to solve problems or problem-solving or project creation.
create a project. • I have demonstrated proficiency in using relevant
software, online platforms, or digital resources.

CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn

Teacher poses a reflection question on how about the issue or topic presented by the teacher.
students can continue to learn about the issue. • I have identified specific strategies or resources
for ongoing learning and personal development related
to the subject matter.

Performance Task Analytic Rubric

RATING
CRITERIA 4 3 2 1

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 OUTSTANDI BEGINNING
NG
SATISFACTO DEVELOPING
RY

The story The story The story The story lacks

offers a fresh provides a new presents a originality in
ORIGINALIT perspective on take on Filipino standard its depiction of
Y Filipino identity, portrayal of Filipino
identity, incorporating Filipino identity identity,
introducing familiar with few original relying heavily
unique cultural cultural elements. on superficial
elements, elements in a representations
narratives, or way that feels .
viewpoints fresh.
that are rarely
explored.

Satisfactory

It successfully It conveys the The thematic The story lacks

conveys the significance of elements are purposeful
PURPOSEFU significance of these aspects present but lack exploration of
L cultural but may not depth or fail to Filipino
values, delve as deeply fully engage identity,
traditions, and into their with the cultural offering
experiences in complexities. significance. minimal
a way that meaningful
invites insights.
reflection and
discussion.

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 It successfully The story The story The depiction
conveys the explores conveys a of cultural
MEANINGF significance of Filipino message or elements may
UL cultural identity theme, but it feel
values, providing may not be fully disconnected
traditions, and meaningful developed or or superficial,
experiences in commentary on impactful. failing to
a way that cultural values convey the
invites and meaning of the
reflection and experiences. subject matter.
discussion.

The story The story The story shows The story lacks
demonstrates shows some creative creativity, with
CREATIVIT high creativity creativity in its effort but relies a
Y through approach to on conventional straightforward
innovative storytelling, storytelling or formulaic
storytelling incorporating methods. approach to
techniques, imaginative storytelling.
imaginative elements and The depiction
plot unique plot of Filipino
developments, ideas. culture may
and original feel generic or
characterizatio uninspired,
ns. with minimal
creative
engagement.

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 Values Integration and Reflection

Title: Know your values

Introduction: We are now walking towards the end of the unit. This activity will help you to reflect on your
personal values and integrate the concept of cultural sensitivity, appreciation for diversity and peace in your
daily actions. This task also aims to help you reflect on the importance of values in fostering peace and
translate these reflections into actionable steps for creating a harmonious environment.
Instructions: You went to a vacation during your mental health break where everything is totally new to you
(i.e. people, practices, culture, belief, etc.) How will you adjust and get used to the changes in your place?
Sample Question:
1. Imagine that you are in the same situation with Leon’s wife, you were brought to a different place,
welcomed and treated according to their way of life, culture, & values. In what way can you show
cultural sensitivity?

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PEAC2024 Page 28
 ACTIVITY WORKSHEETS
PRIORITIZING STANDARDS AND LEARNING COMPETENCIES

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CONTENT STANDARD:
PERFORMANCE STANDARD:

COMPETENCIES R E A L POWER OR
(needed for next unit (needed for real life) (needed for achievement or (needed by other SUPPORTING?
or grade) admissions or job tests) subjects)

Identify 11 elements of a Philippine / x / x Supporting

prose (i.e. conflict, character,
characterization,plot, tone and
mood, style, motifs, POVs and
narrative techniques, organic unity)

Differentiate 4 literary contexts / x / x Supporting

(Structural, Biographical,
Historical, Sociocultural)

Identify the 3 fundamental principles / x / x Supporting

of Philippine Literature (Prose)

EXPLORE: MAP OF CONCEPTUAL CHANGE: (KWL)

FIRM UP: CONVERGENT THINKING TECHNIQUES

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DEEPEN: SAMPLE CLAIM-EVIDENCE-REASONING COMPLETED WORKSHEET:

LEARNING COMPETENCY: (M)

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

ARTICLE/PROBLEM:

QUESTION:

CLAIM: My claim or answer to the question is…

EVIDENCE: The evidences I can cite in line what the question is looking for are the following:…

REASONING:
The question asks about….
This means…
In line with this, my evidences show…
Therefore, my claim is…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.

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 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.

TRANSFER: PERFORMANCE TASK

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

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 benefiting from
the product.
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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.

PERFORMANCE TASK WITH 21st CENTURY SKILLS

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
COLLABORATION
Teacher provides a task and students work in teams where members have different roles
and tasks.
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
CROSS-CULTURAL UNDERSTANDING
Teacher shows examples from several ASEAN countries and asks students to describe
how they would interact with people from different cultures in relation to the problem.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
CAREER LIFELONG LEARNING
Teacher poses a reflection question on how students can personally continue to learn
about the issue.

TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21st CENTURY SKILLS:

21st CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • Have I clearly posed a problem or question for students to solve or research?
Teacher poses a problem and asks students to solve it or research for answers. • Did I provide adequate guidance and resources to support students in their
critical thinking and problem-solving process?
• Did I encourage students to use evidence and reasoning to support their
solutions or answers?
COMMUNICATION • Have I effectively communicated the issue or topic to students?

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Teacher raises an issue or topic and students express their ideas with varied media. • Did I solicit from students the use of various forms of media through which
they can express their ideas?
• Have I emphasized the importance of proper citation when sharing
information?
COLLABORATION • Did I assign roles or multiple tasks to team members, ensuring they have
Teacher provides a task and students work in teams where members have different roles different responsibilities?
and tasks. • Have I promoted a collaborative atmosphere in the classroom, encouraging
students to work together and communicate effectively?
• Did I monitor and provide guidance during group work to ensure productive
collaboration?
CREATIVITY • Have I presented a challenge that encourages students to think creatively
Teacher presents a challenge and students design a solution or an innovation. and propose innovative solutions?
• Did I allow room for students to explore and express their unique ideas and
approaches to the challenge?
• Have I provided feedback and encouragement to foster creativity among
students?
CROSS-CULTURAL UNDERSTANDING • Have I asked for examples from multiple cultures, particularly ASEAN
Teacher shows examples from several ASEAN countries and asks students to describe countries, to promote cross-cultural awareness?
how they would interact with people from different cultures in relation to the problem. • Did I clearly articulate the expectation for students to describe how they
would interact with people from different cultures in relation to the problem
or issue?
• Have I provided resources or guidance on understanding cultural
differences?
COMPUTER/ICT • Did I ask for or suggest digital resources and technology tools that are
Teacher shows digital resources and asks students to use them to solve problems or relevant to the task and aligned with learning objectives?
create a project. • Have I ensured that students have the necessary skills and access to
technology to effectively use digital resources?
• Did I provide instructions or tutorials on how to use specific software or
online platforms?
CAREER LIFELONG LEARNING • Have I included a reflection question that prompts students to consider how
Teacher poses a reflection question on how students can continue to learn about the they can continue learning about the issue beyond the task?
issue. • Did I encourage students to identify specific strategies or resources for
ongoing learning and personal development?
• Have I emphasized the importance of continuous learning in the context of
the task?

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STUDENTS’ PERFORMANCE TASK CHECKLIST:

21st CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • I am able to identify the problem or question posed by the
Teacher poses a problem and asks students to solve it or research for answers. teacher.
• I have thoroughly researched and analyzed information to
find solutions or answers.
• I have applied critical thinking skills to evaluate the validity
and relevance of the information I found.
COMMUNICATION • I am able to express my ideas and findings clearly and
Teacher raises an issue or topic and students express their ideas with varied media. effectively using various forms of media such as written
reports, oral presentations, or multimedia presentations.
• I have appropriately cited my sources when sharing
information.
COLLABORATION • I am able to work effectively in a team with fellow students,
Teacher provides a task and students work in teams where members have different roles each of us having different roles and responsibilities.
and tasks. • In relation to my assigned role or task, I have actively
contributed to the group's efforts and maintained open
communication with team members.
CREATIVITY • I am able to demonstrate creativity in designing solutions or
Teacher presents a challenge and students design a solution or an innovation. innovations to address the challenge presented by the teacher.
• I have thought "outside the box" and proposed unique and inventive
ideas.
CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with people from different
Teacher shows examples from several ASEAN countries and asks students to describe cultures in relation to the given problem or issue.
how they would interact with people from different cultures in relation to the problem. • I have considered cultural differences and their impact on problem-
solving and communication.
COMPUTER/ICT • I am able to effectively use digital resources and technology
Teacher shows digital resources and asks students to use them to solve problems or tools provided by the teacher to aid in problem-solving or
create a project. project creation.
• I have demonstrated proficiency in using relevant software,
online platforms, or digital resources.
CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn about the
Teacher poses a reflection question on how students can continue to learn about the issue or topic presented by the teacher.

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issue. • I have identified specific strategies or resources for ongoing
learning and personal development related to the subject
matter.

PERFORMANCE TASK ANALYTIC RUBRIC:

CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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