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 P.E a nd He a lth
 Co o ke ry
 Anima l Pro d uc tio n
 Ko munika syo ng a t Pa na na liksik
 Ge nMa th
 Ea rth a nd Life Sc ie nc e
 DRR
 Ora l Co mm unic a tio n
 Pe rso na l De ve lo p m e nt
 Em p o we rm e nt Te c hno lo g ie s

THEME
PANDEMIC KA LANG, FILIPINO AKO!
 This Assessment Guide highlights the importance of individual responsibility among
Filipino learners. The activity in this Assessment Guide will allow the student to channel their
ethical behavior applying their knowledge in motion as an element used in everyday activity
in this time of pandemic.

MOST ESSENTIAL LEARNING COMPETENCIES

1. P.E AND HEALTH

Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA participation. (PEH11FA-Ik-t-10)

2. COOKERY
Prepare vegetables dishes. (TLE_HECK9-12VVD-IIa-9)

3. ANIMAL PRODUCTION
Maintain the poultry and facilities. (TVL-AFAAPPc9-12MPE-IIIC-ea27)

4. KOMUNIKASYON AT PANANALIKSIK
Naiuugnay ang mga konseptong pang wika sa mga napakinggan/napanood na sitwasyon
pang komunikasyon sa radio,talumpati, mga panayam at telebisyon. (F11PN-Ia-86)
5. GENERAL MATHEMATICS
Represents real-life situations using functions, including piece-wise. (MIIGM-la-1)
6. EARTH AND LIFE SCIENCE
Describe the various hazards that may happen in the event of earthquakes, volcanic
eruptions and landslides. (J11/12ES-lf-30)
7. DRR
Explain one impact of various hazards on people & the environment; (DRR11/12-le-16)
8. ORAL COMMUNICATION
Distinguishes types of speeches and speech style. (EN11/12OC-lfj-17).

9. PERSONAL DEVELOPMENT
Demonstrate personal ways to cope with stress and maintain mental health. (Esp-
PD11/12CS-lg-5.3)

10. EMPOWERMENT TECHNOLOGIES

Evaluate existing websites and online resources base on the principles of layout, graphic
and visual message design. (CS-ICT11/12-ICTPT-le-f-6)

RESOURCES NEEDED

Prepare the following materials to be used in making your output.

1. Cellphone
2. Laptop
3. Art Materials
4. Scoring rubric
 FINAL LEARNING EVIDENCE/OUTPUT

Your expected output in this Performance Assessment Guide is a Scrapbook. Your

scrapbook must contain all the outputs in all learning areas.

PROCEDURE

The following procedures below are your guides in creating a creative scrapbook.

1. Prepare art materials such as bond paper, neon paper, scissors, pencil, coloring pen, glue,
etc.
2. Use any type of paper to make your own creative scrapbook.
3. On your scrapbook the following parts must be present.
 Title page( part 1)
 Acknowledgement( part2)
 Table of contents(page3)
4. Come up with an artistic and creative output by applying the elements of arts such as
colors, design, etc.
5. Put/attach your outputs in all learning areas in the scrapbook.
a. Photo Collage
b. Dialogue
c. Script of informative speech
6. Submit your output to your teacher on the scheduled date.
 SCORING RUBRIC
The following rubrics below will serve as your reference in making your output.

Subject Area: P.E and Health

Cookery
Animal Production
Learning Competency:
- Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation (PEH11FA-Ik-t-10)
- Prepare vegetables dishes. (TLE_HECK9-12VD-IIa-9)

- Maintain the poultry and facilities. (TVL-AFAAPPc9-12MPE-IIIc-ea27)Learning Experience:

Use polygons in visual representations of dialogues about care for Humanity .

Criteria 1 2 3 4
Variety of pictures  limited variety of  adequate variety of  good variety of pictures  excellent variety of pictures used to
 used to develop main idea pictures used to develop pictures used to develop used to develop the main develop the main idea
the main idea the main idea idea

Ideas  few original ideas in  some original ideas in  several original ideas in  many original ideas in material
 originality material or display are material or display are material or display are and display are evident and
evident to stimulate evident to stimulated evident to stimulate stimulate a great deal of interest
 interest
interest some interest much interest
Relevance of material  little material selected is  some material selected  material selected is mostly  material selected is all relevant and
 connected to main idea relevant and rarely is relevant and relevant and connected to clearly connected to the main idea
connected to the main somewhat connected to the main idea
idea the main idea

Visual Impact  overall visual impact is  overall visual impact  overall visual impact is  overall visual impact is very
effectiveness of overall limited is somewhat effective effective
presentation effective
Subject Area: Komunikasyon at Pananaliksik
GENERAL MATHEMATICS
 Learning Competency:
 Naiuugnay ang mga konseptong pang wika sa mga napakinggan/napanood na sitwasyon pang komunikasyon sa radio,talumpati, mga panayam at
telebisyon. (F11PN-Ia-86)

 Represents real-life situations using functions, including piece-wise. (MIIGM-la-1)

Traits Level 4 Level 3 Level 2 Level 1

Writing/ Conventions Writing follows the dialogue Writing mostly follows the Writing follows the conversations of Dialogue is vague and/ or
without exception. Writing conversations of dialogue with dialogue with some expectations. inappropriate. Dialogue is not
evidences, a clear, sophisticated few expectations. Writing Writing shows an attempt at written in conventional form.
structure. No errors in spelling, evidences, a clear structure. structure, but lacks consistency. Many Frequency errors in spelling,
punctuation and grammar Few errors in spelling, errors in spelling, punctuation and punctuation and grammar that
punctuation and grammar. grammar. interfere with caning and/
readability.
Fluency/Performance The scene moves smoothly The scene moves smoothly The actors of the scene are usually The actions of the scene are unclear.
throughout. Actors expend and throughout. The actors are clear. Focus is often lost during the Actors are unaware of actions from
explores ideas. Actors are always audible and express emotion scene. Actors are sometimes inaudible, moment to moment. Actors may
audible, clearly focused and and purpose. Actors sustain unprepared for new events in the laugh or distract each other. Voices
committed to the emotions and the scene, with some scene or “break character.” are too soft to be heard and/ or words
purpose. distraction caused by mistakes are spoken too fast.
or” breaking character.”
Creativity/ Voice Scene relies entirely upon Scene relies mostly upon Scene relies in part upon author- Scene relies almost entirely upon
original, student-generated original, student-generated generated circumstances. Voices of author-generated circumstances.
circumstances, but preserves the circumstances, but preserves the characters veer from original Voices of the characters veer
voices of the characters. the voices of the character. somewhat. significantly from original.
Meaning Dialogue demonstrates an Dialogue demonstrates a solid Dialogue demonstrates an unclear Dialogue demonstrate a lack of
insightful understanding of the understanding of the task, the understanding of the task, the understanding of the task, the
task, the characters chosen, their characters, their motivations character, their motivations and their characters, their motivations and
motivations and their and their relationship in the relationship in the novel. their relationship in the novel.
relationship in the novel. novel.

Subject Area: Earth and life Science

DRR
Oral Com
Personal Development
Learning Competency:
 Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions and landslides.( J11/12ES-lf-30)

 Explain one impact of various hazards on people & the environment; (DRR11/12-le-16)

 Distinguishes types of speeches and speech style.( EN11/12OC-lfj-17).

 Demonstrate personal ways to cope with stress and maintain mental health. ( Esp-PD11/12CS-lg-5.3)
Learning Experience:
Describe and explain the impact of various hazards on people and the environment and how these affects to their mental health.

Rubric for Informative/Explanatory Speech

Content – 4 3 2 1
STANDARDS Exceeds Standard Meets Standard Works on approaching Not meeting/ barely
Standard meeting Standard

INTRODUCTION Attention-getter grabs the Attention-getter gets Attention-getter is present Attention getter isn’t
ATTENTION reader creates information reader involved but limited. The present. Topic statement
GETTER hunger. A clear explanation (mentally or physically). explanation of topic is late, isn’t present.
PURPOSE of topic leads audience Explanation of topic weak or makes it harder
smoothly into the speech leads us into the speech. for us to follow you into
the speech

ORGANIZATION Organization of complex ideas Used logical order to The speech lacked a There is no discernible
TRANSITIONS is logical, coherent and deliver information. logical order, utilized order, no transitions, and the
RELATIONSHIPS relevant which helps convey Utilized basic transitions minimal transitions, and ideas, concepts and
message clearly. Smooth and organized ideas, only hints at organized information are unorganized
transitions were made so that concepts and information ideas, concepts,
each new element builds on information.
the preceding to create unified
whole

DEVELOPMENT OF Developed topic thoroughly Developed topic by Topic needs more Very few, if any, relevant
TOPIC by selecting most significant selecting significant and development. Included facts, definitions, details, etc.
and relevant facts, definitions, relevant facts, minimal significant and included in speech
details, quotations, appropriate definitions, details, etc. relevant facts, definitions,
 to purpose. appropriate to the details, etc.
purpose of the speech

CONTENT You made your topic You used appropriate You used some Very few appropriate word
LANGUAGE interesting to specified reader, word choices, appropriate word choices, choices, vocabulary,
using appropriate word vocabulary, and vocabulary, examples. examples. Details and word
choices, vocabulary, figurative examples. Detail and Need help to make detail choices not appropriate to
language and level of word choice were and word choice reader.
complexity. Detail and word appropriate to reader. appropriate to reader.
choice and examples were
appropriate to reader.

 CONCLUSION You provided a concluding You concluded the Development of each main Little development of main
statement that summarized the speech by adequately point is spotty. points.
main points, referred back to summarizing the main
the introduction or supplied a points, mentioning a
looking forward statement to previous anecdote, or
bring speech full circle and mentioning future
left reader with lasting research.
impression.

FINAL LEARNING EVIDENCE/OUTPUT: SCRAPBOOK

Guide for Scoring:

16-20 (Highly Proficient) 11-15 (Proficient) 6-10(Nearly Proficient) 1-5(Not Proficient)

Performance Creative Scrapbook Scoring Rubric [ ] Holistic [ ] Analytic

Evidence
Score Description of Criteria
Performance
16-20 Pinakamadayaw/  Output planned carefully, understanding concepts and instructions is clearly demonstrated based on the theme
Pinakamarajaw  Excellent output using indigenous materials.
 Show an outstanding craftmanship with clear attention to control, adaptation, and understanding of the medium/
media.
 Demonstrates a challenging level of production and creativity.
11-15 Madayaw/ Marajaw  Output is planned carefully; understanding most concepts is demonstrated based on the theme
 Good output using indigenous materials.
  Show a good craftmanship with some attention to control, adaptation, and understanding of the medium/ media.
 Demonstrates a satisfactory level of production and creativity.
6-10 Dili Kadayaw/  Output shows little evidence of understanding the concepts and instruction based on the theme
Dilikarajaw  Uses little of indigenous materials
 Shows limited craftmanship and little attend to control, adaption, and understanding of the medium/media
 Demonstrate satisfactory level of production and creativity.
1-5 Padayawon  Output shows no understanding of the concepts and instructions based on the theme
Pa/Dajawon Pa  Not using indigenous materials
 Shows minimal or no craftmanship and attention to control, and understanding of the medium/media
 Demonstrate very little attention to production and creativity.

Marking Notes for Scoring:

1. The score of the student in the analytic rubric for every subject area is equivalent to three (3) Performance Tasks in the whole quarter.
2. The score of the student in the holistic rubric is equivalent to the fourth Performance Task in the entire quarter.

Mga Dapat Tandaan sa Pagmamarka:

1. Ang iskor ng bawat mag-aaral sa tatlong Pamantayan sa Pagmamarka sa bawat asignatura ay katumbas sa tatlong Gawaing Pagganap
(Performance Task) sa buong markahan/kwarter.
2. Ang iskor ng bawat mag-aaral sa Kabuuang Pamantayan Para sa Gawaing Pagganap ay katumas sa ikaapat na Gawaing Pagganap
(Performance Task) sa buong markahan/kwarter