S8.2 Learning Plan Template kyahau .docx

this is a learning plan for grade 7 quarter 1

1. 2024 JHS INSET Group Workshop Output
Subject: English Grade Level: 7
Unit Topic: Philippine Prose Quarter: Second
Group Members:
Acquisition Group
Toriaga, Rommel B.,Lasi, Allysa H., Morandante, Jefferson L., Malicad, Kim Aubrey L., Salibio, Lieanne
Joy M., Vergara, Loreen Mae A., Pablo, Roveljoy Precious R., Prenda, Crechena F.
Make Meaning Group:
Sarmiento, Reimarc, Tamban, Vanessa Mae G., Revadavia, Lui Anne May, Masculino, Myline, Pastorfide,
Karen, Mores, Salvacion
Transfer Group
Janiella Michelle R. Padua, Mary Grace Marianne Nemaria, Mareden Marvida, Alexeis G. Perez, Gerald
Rada, Jomarie A. Villanueva, Mary Grace Reyes, Denver Tupal
I.2024 JHS INSET Unit Curriculum Map
TOPIC/
QUARTER
CONTENT
STANDARD
PERFORMANC
E STANDARD
LEARNING
COMPETENCI
ES
ASSESSMENT
S
ACTIVITIES RESOURCE
S
INSTITUTIONA
L CORE
VALUES
ACQUISITION
Second Quarter
Philippine
Literature (Prose)
The learners
demonstrate
their multi
literacies and
communicative
competence in
evaluating
The learners
analyze the style,
form, and
features of
Philippine prose
(short story and
novel); evaluate
A.1 Identify the
notable
characteristics/fea
tures of prose.
a.pre-
colonial
A.1 MatchingA.1
Gamification
A.1.
Textbook/
Handouts
Edulyte.
(2024,
A.1. Cooperation
PEAC2024 Page 1

2. Philippine
literature
(prose) for
clarity of
meaning,
purpose, and
target audience
as a foundation
for publishing
original
literary texts
that reflect
local and
national
identity.
prose for clarity
of meaning,
purpose, and
target audience;
and compose and
publish an
original
multimodal
literary text (short
story) that
represents their
meaning,
purpose, and
target audience,
and reflects their
local and national
identity.

b.during
colonialis
m
c.postcoloni
al
February 9).
Exploring
Prose:
Definition,
types, and
examples of
prose writing.
https://www.e
dulyte.com/en
glish/prose/
Characteristics
of prose.
(2020, June 4).
[Slide show].
SlideShare.
https://www.sl
ideshare.net/sli
deshow/charac
teristics-of-
prose/2349675
54?
fbclid=IwZXh
0bgNhZW0C
MTAAAR0G
R0n8imQcPF
BMVT9qdFl
WDRc9IXErz
JHf8I-
gWyR2upJ9y
wuImdC6-
bk_aem_DWE
PEAC2024 Page 2

3. LB04YiRLYo
MoK-CRdVQ
De Guzman,
M. (2021,
September
21). Features
of Philippine
literature
[Slide show].
SlideShare.
https://www.sl
ideshare.net/sli
deshow/featur
es-of-
philippine-
literature/
250248322
https://
egyankosh.ac.i
n/bitstream/
123456789/27
394/1/Unit-
1.pdf
A.2 Distinguish
the similarities
and differences
between short
A.2 True or
False
A.2 Graphic
Organizer
A.2 Online
Articles
Playle, S.
A.2 Respect for
others; Humility
PEAC2024 Page 3

4. story and novel (2013, June
16). The
Differences
Between Short
Story and
Novel Writing.
https://www.li
minalpages.co
m/the-
difference-
between-short-
story-and-
novel-writing
Variyar, R.
(2023, May
11). Short
Story vs.
Novel:
Techniques of
Story Writing.
https://www.w
ritersdigest.co
m/write-
better-fiction/s
hort-story-vs-
novel-
techniques-of-
story-writing
A.3 Identify the
six elements of a
A.3 Multiple A.3 MnemonicsA.3 TextbooksA.3. Appreciation
PEAC2024 Page 4

5. short story:
a. Character
b. Setting
c. Plot
d. Conflict
e. Theme
f. point of View
Choice (DIWA)
Communicatin
g Confidently
in English 7,
pp.65-70
https://docs.go
ogle.com/docu
ment/u/0/d/1-
Tn4yTYxYhIi
xFilddsmf-
sh2XSKZJBX
ZvE6gsmqRn
k/mobilebasic
Rollo, J
(2023).
Elements of a
short story.
https://study.c
om/learn/lesso
n/elements-of-
a-short-story-
plot-setting-
and-
characters.htm
l
of one’s social
status and identity;
Humility
A.4 Define the
literary devices in
a short story:
A.4 Fill in the
blanks
A.4 Category
Chunking
A.4 E-
textbook.
Communicatin
A.4. Empathy and
Compassion
PEAC2024 Page 5

6. a. Figure of
speech (Simile,
Metaphor,
Personification,
Onomatopoeia,
Hyperbole)
g Confidently
in English 7,
DIWA
Learning.
Genyo LMS
“The Sadness
Collector” by
Merlinda
Bobis pages
75-81.
https://
preview.genyo
.com.ph/
resource/
library/
9/2606/view/
Communicatin
g
%20Confident
ly%20in
%20English
%207
Printed
Worksheets
MAKE MEANING
Second Quarter
Philippine
The learners
demonstrate
their multi
The learners
analyze the style,
form, and
MM. 5. Analyze
literary texts as
expressions of
MM. 5.
Narrative
Summary (Back
MM. 5.
Settings,
Characters, and
MM. 5. My
Father Goes to
Court by
MM. 5. Equality,
Integrity, and
Collaboration
PEAC2024 Page 6

7. Literature (Prose)
literacies and
communicative
competence in
evaluating
Philippine
literature
(prose) for
clarity of
meaning,
purpose, and
target audience
as a foundation
for publishing
original
literary texts
that reflect
local and
national
identity.
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
represents their
meaning,
purpose, and
target audience,
and reflects their
local and national
identity.
individual or
communal values
within the
Structural
Context.
Cover
Description)
Plot Worksheets.
Graphic
Organizers
(Four Corners)
Carlos
Bulusan
Bulosan, C.
(1943). My
Father
Goes to
Court -
Carlos
Bulosan.
Google.
https://docs.
google.com
/document/
u/0/d/1-
Tn4yTYxY
hIixFilddsm
f-
sh2XSKZJ
BXZvE6gs
mqRnk/
mobilebasic
Printed
Worksheets
MM.6. EN7LIT-
II-1 Analyze
literary texts as
expressions of
individual or
communal values
within the 4
literary reading
MM.6. Claim-
Evidence-
reasoning
MM.6. Close
reading, C-E-R
MM.6. My
Father Goes to
Court by
Carlos
Bulusan
Bulosan, C.
MM.6. Excellence
and Diversity
PEAC2024 Page 7

8. lenses (i.e.
structural,
biographical
context, historical
context, and
socio-cultural
context)
(1943). My
Father
Goes to
Court -
Carlos
Bulosan.
Google.
https://docs.
google.com
/document/
u/0/d/1-
Tn4yTYxY
hIixFilddsm
f-
sh2XSKZJ
BXZvE6gs
mqRnk/
mobilebasic
MM.7. EN7LIT-
II-2 Analyze the
maxims, universal
truths, and
philosophies
presented in the
literary text as a
means of valuing
other people and
their various
circumstances in
life.
MM.7. Textual
Analysis
MM.7.Graphic
Organizer
(Compass
Points)
MM.7. My
Father Goes to
Court by
Carlos
Bulusan
Bulosan, C.
(1943). My
Father
Goes to
Court -
Carlos
Bulosan.
MM.7. Respect
and collaboration
PEAC2024 Page 8

9. Google.
https://docs.
google.com
/document/
u/0/d/1-
Tn4yTYxY
hIixFilddsm
f-
sh2XSKZJ
BXZvE6gs
mqRnk/
mobilebasic
TRANSFER
MM.8. Reflect
one’s meaning
and purpose
through maxims,
universal truths,
and philosophies
presented in the
literary text.
MM.8. Critique
writing
MM.8. Graphic
Organizer (Plot
Map)
MM.8. My
Father Goes to
Court by
Carlos
Bulusan
Bulosan, C.
(1943). My
Father
Goes to
Court -
Carlos
Bulosan.
Google.
https://docs.
google.com
/document/
u/0/d/1-
Tn4yTYxY
MM.8.
PEAC2024 Page 9

10. hIixFilddsm
f-
sh2XSKZJ
BXZvE6gs
mqRnk/
mobilebasic
TRANSFER
Second Quarter
Philippine
Literature (Prose)
The learners
demonstrate
their multi
literacies and
communicative
competence in
evaluating
Philippine
literature
(prose) for
clarity of
meaning,
purpose, and
target audience
as a foundation
for publishing
original
literary texts
that reflect
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,
purpose, and
target audience;
and compose and
publish an
original
multimodal
literary text (short
story) that
represents their
meaning,
purpose, and
target audience,
and reflects their
local and national
identity.
A.8. Identify
one’s meaning
and purpose in
selecting the type
of literary text for
composition.
(short story)
A.8 - A.10
Performance
Task:
Composing and
Publishing
Digital Story
Book
A.8- A-10.
Scaffold 1: Text
Analysis
A.8- A-10.
https://
insertlearning.
com/
https://
www.kamiapp
.com/
A.8- A-10.
Nationalism,
Appreciation for
Diversity,
Resilience
A.9. Revise the
literary texts (eg.
short story) for
coherence and
cohesion.
A.8- A-10.
Scaffold 2:
Writing, Feed-
forwarding and
Feedbacking
A.8- A-10.
Google Docs
Padlet
A.10. Compose
and publish an
original literary
text (short story)
text that reflects
culture using
appropriate
structure.
A.8- A-10.
Scaffold 3:
Revising and
Publishing
A.8- A-10.
Google Docs
Padlet
MS Sway,
Bubblr
PEAC2024 Page 10

11. II. 2024 JHS INSET Unit Learning Plan Template

LEARNING PLAN
EXPLORE
TOPIC: Philippine
Prose
CONTENT
STANDARD: The
learners demonstrate
their multi literacies
and communicative
competence in
evaluating Philippine
literature (prose) for
clarity of meaning,
purpose, and target
audience as a
Unit Introduction and Overview:
This unit is about the features, elements and literary devices evident in Philippine
prose (short story). Spanning genres from traditional epics to contemporary narratives,
Philippine prose reflects the diverse voices and experiences of its people. Influenced
by centuries of colonization, indigenous storytelling, and modern literary movements,
Philippine prose encapsulates themes of identity, struggle, and resilience. Through its
narratives, it offers an opportunity to navigate themes of social justice, family
dynamics, spirituality, and the ever-evolving Filipino identity in the global landscape.
You will learn to compose and publish an original multimodal short story by the end
of the unit.
Essential Question:
Consider this question: How can one express a meaningful and purposeful story in
PEAC2024 Page 11

12. foundation for
publishing original
literary texts that
reflect local and
national identity.
PERFORMANCE
STANDARD: The
learners analyze the
style, 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
represents their
meaning, purpose, and
target audience, and
reflects their local and
national identity.
asserting one's identity?
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
Students will show their initial answer to the EQ with the use of IRF: Initial, Revised
and Final Answer
What is your initial answer to the question: How can one express a meaningful and
purposeful story in asserting one's identity?
Note: Fill out the Initial Answer only:
Initial Answer
Revised Answer
Final Answer
LEARNING
COMPETENCY (as
stated in Curriculum
Map)

FIRM-UP (ACQUISITION)
LC1 (A) Determine
the characteristics of
Prose.
_________________
Learning Target(s):
Activity 1: Gamification: Match My Words/Passages!
Introduction:
As we learn of the characteristics of prose, let us unpack them one by one in our game
activity: Match my words/passages! As we accomplish this activity, we will go
through words and literary passages (from short stories, essays, excerpts from novels)
to determine the characteristics of Philippine prose across different colonial periods
PEAC2024 Page 12

13. 1. I can determine the
characteristics of
prose.
Success Criteria:
1. I am able to state the
characteristics of
prose.
(emergence of national consciousness, cultural exchange, promotion of nationa
language).
Instructions:
(Key characteristics of prose will be written on the whiteboard)
Game Setup:
-The class will be divided into groups with 3-4 students each.
-Each group will be given a set of index cards or slips of paper with prose
characteristics written on them.
-Then, the teacher will provide each group with a different prose passage.
Game Rules:
-Each group will read their passage together.
-Groups will then have 10 minutes to match parts of their passage to the
characteristics of prose on the index cards.
-Each correct match earns the group a point.
-Students will be given time to discuss and collaborate to ensure accurate matches.
Game Play:
-The timer will begin and let the groups work on matching the prose characteristics to
the sample literary passages.
-The teacher will walk around the room to provide assistance and ensure students stay
on task.
Scoring and Discussion
-After the time is up, each group will present their matches to the class.
-As each group presents, their points will be tallied on the whiteboard.
-While doing so, discussion on any discrepancies and clarification on any
misunderstandings about the characteristics of prose will be done.
Questions to Answer:
1.What characteristics/features of prose did you discover?
Learning Resources/Materials/Handout/Worksheet:
-Prose passages (short stories, essays, excerpts from novels) printed or
PEAC2024 Page 13

14. displayed on a screen.
-Index cards or slips of paper with characteristics (emergence of national
consciousness, cultural exchange, promotion of nationa language) of prose
written on them.
-Timer
-Whiteboard and markers
Clickable Links :
https://www.edulyte.com/english/prose/
https://www.slideshare.net/slideshow/characteristics-of-prose/234967554?
fbclid=IwZXh0bgNhZW0CMTAAAR0GR0n8imQcPFBMVT9qdFlWDRc9IXErzJH
f8I-gWyR2upJ9ywuImdC6-bk_aem_DWELB04YiRLYoMoK-CRdVQ
https://www.slideshare.net/slideshow/features-of-philippine-literature/250248322#20
Sample Assessment Item:
Instruction: Read the following Prose excerpts in Column A and match it with the
characteristics of prose in Column B. Write the letter of your answer on the space
provided before the number.
Column A
____ 1. Early Filipino writers began to critique the Spanish colonial regime and
reflect on Filipino identity.
____ 2. Sheila reads a novel that is set during a cultural festival and vividly depicts
cultural exchange through food, music, dance, and traditional practices.
____ 3. ere are lots of Filipino writers who published different literary texts using
Filipino during the Japanese period.
____ 4. “The digital world is getting advanced and is being compared with Human
Intelligence. But it is human intelligence that develops the digital world. So the
PEAC2024 Page 14

15. advanced intelligence of modern techniques is helpful for humans but cannot replace
the willpower and mind of humans.”
Column B
A.Emergence of national consciousness
B.Cultural exchange
C.Promotion of national language
LC2 (A) Distinguish
the similarities and
differences between
short story and novel
_________________
Learning Target(s):
1. I can distinguish the
similarities between
short story and novel
2. I can distinguish the
differences between
short story and novel
Success Criteria:
1. I am able to point
out the similarities
between short story
and novel
2. I am able to point
out the differences
between short story
and novel
Activity 2 Graphic Organizer (Compare/Contrast or Venn Diagram)
Introduction: Novels and short stories both enthrall readers with their distinctive
narratives. Each form possesses an appealing quality of its own, but there are also
interesting comparisons and distinctions between them that are worth noting. Using
this Venn diagram, let's examine the similarities and differences between short stories
and novels.
Instructions:
Creating the Venn Diagram:
1.Draw two overlapping circles on the center of a piece of paper.
2.Label one circle “Short story”and the other circle as “Novel”.
3.Using your notes, write down the distinct characteristics/features of both short
story and novel.
4.In the non-overlapping area of the circle, write down characteristics/features
specific to either short stories or novels.
5.In the overlapping area, write down the characteristics/features that these two
share.
Questions to Answer:
1.What have you discovered and learned?
2.How has your understanding of short stories and novels developed through the
process of creating the Venn Diagram?
Learning Resources/Materials/Handout/Worksheet: Grap hic Organizer (Venn
Diagram)
PEAC2024 Page 15

16. Clickable Links : https://www.writersdigest.com/write-better-fiction/short-story-vs-
novel-techniques-of-story-writing
(Show sample worksheet below)
Sample Assessment Item:
PEAC2024 Page 16

17. LC3 (A) Identify the
six elements of a short
story:
a. Character
b. Setting
c. Plot
d. Conflict
e. Theme
f. point of View
_________________
Learning Target(s):
1. I can identify the
six elements of prose
text.
Success Criteria:
1. I am able to
determine the six
elements of prose text.
Activity 3 Sing With Me (Mnemonics)
Introduction:
Elements of a literary text helps us better understand its meaning and fully appreciate
its theme. A knowledge of these elements will not only give you a deep understanding
and appreciation of the story, but also help you write your own stories in the future.
Instructions:
1.Students are free to construct a song based on the elements of the story
including any tune they want to apply.
2.They will be guided by the sample song and rubric that would be provided by
the teacher.
3.Students will be grouped into 3 groups containing 10 members.
4.Each group will be given 6 minutes to prepare an output/construct their songs.
5.Each group will be given 3 minutes each to present their output.
(Sample Mnemonic lyrics below)
PEAC2024 Page 17

18. After presenting their song, each element will be discussed in detail using the text My
Father Goes to Court by Carlos Bulosan.
Questions to Answer:
1.What elements of a short story did you discover?
2.What are the types of characters?
3.What is the importance of conflict in a story?
4.What are the parts of the plot?
5.What is theme in a story?
6.What points of view could be used in writing a story?
Learning Resources/Materials/Handout/Worksheet:
https://docs.google.com/document/u/0/d/1-Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk/mobilebasic, Timer, PPT presentation for Rubric,
Laptop
Clickable Links : (The Five key elements of a story;
https://www.prodigygame.com/main-en/blog/story-elements/)
(The Five elements of a short story;
https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html)
PEAC2024 Page 18

19. Sample Assessment Item:
Multiple Choice Test
Directions: Read each item and choose the correct answer.
1. Which element of a story refers to the time and place where the events occur?
A) Plot
B) Setting
C) Theme
D) Characterization
2. What term describes the sequence of events that make up the main story in a
narrative?
A) Conflict
B) Climax
C) Exposition
D) Plot
3. Which element of a story refers to the perspective from which the story is told?
A) Theme
B) Point of view
C) Setting
D) Symbolism
4. What term describes the central idea or message of a story that the author wants to
PEAC2024 Page 19

20. convey to the reader?
A) Setting
B) Climax
C) Theme
D) Conflict
5. Which element of a story refers to the struggles between opposing forces that drive
the plot forward?
A) Climax
B) Theme
C) Conflict
D) Resolution
LC4 (A) Identify the
literary devices in a
short story:
a. Figure of speech
(Simile, Metaphor,
Personification,
Onomatopoeia,
Hyperbole)
_________________
Learning Target(s):
1. I can define literary
devices.
Activity 4: Interactive Category Chunking Activity: Defining Literary Devices
Introduction: To assess students' understanding of simile, metaphor, personification,
hyperbole, and onomatopoeia, they will be categorizing the literary devices based on
their definitions and characteristics.
Instructions: Introduce each literary device briefly, providing definitions and
examples to ensure students understand their characteristics and usage. Divide
students into small groups (3-4 students per group) and distribute the definition cards
evenly among the groups. Instruct each group to read the definition or example on
each card and decide which category (Simile, Metaphor, Personification, Hyperbole,
Onomatopoeia) it belongs to. Groups should place each card under the corresponding
category on the board or on their workspace.
Discussion and Validation:
PEAC2024 Page 20

21. Success Criteria:
1. I am able to tell the
literary devices present
in a short story.
After all groups have categorized their cards, facilitate a class discussion:
○Review each category one by one.
○Discuss why each card belongs in its designated category.
○Clarify any misunderstandings or uncertainties about the definitions
and examples provided.
Questions to Answer:
Define literary devices in a short story.
1.What is a simile?
2.Define a metaphor and distinguish it from a simile.
3.What does personification mean in literature?
4.Explain what hyperbole is.
5.Define onomatopoeia.
Learning Resources/Materials/Handout/Worksheet:
DIWA Learning Genyo LMS
Clickable Links :
https://preview.genyo.com.ph/resource/library/9/2606/view/Communicating
%20Confidently%20in%20English%207
(Show sample worksheet below)
Sample Assessment Item:
Fill in the blanks with the correct literary device that is used in composing a short
story. Write the term on the space provided.
1.A ___________ is a figure of speech that directly compares two things using
the words "like" or "as".
2.A _________ is a figure of speech that equates two things by stating that one
thing is another.
3.__________ is a literary device where human qualities are attributed to non-
human entities.
PEAC2024 Page 21

22. 4._________ refers to words that imitate the sound they describe.
5.__________ is an exaggerated statement used for emphasis or effect.
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
Students show their initial answer to the EQ with the use of IRF: Initial Answer,
Revised Answer, Final Answer
Let’s go back to the IRF.
How can one express a meaningful and purposeful story in asserting one's identity?
Fill-in the Revised Answer part.
Initial Answer
Revised Answer
Final Answer
LEARNING
COMPETENCY
DEEPEN (MAKE MEANING)
LC 5 (M) Analyze
literary texts as
expressions of
individual or
communal values
within the Structural
Context.
Learning Target(s):
1.I can draw and
Settings, Characters, and Plot Worksheet
Introduction: This activity focuses the student’s ability in Language Skills. You will be
analyzing literary text through the elements of the short story. By applying the elements of
characters, plot, and its settings, we uncover the deeper messages and insights that stories
offer. Through this process, you will not only enhance our understanding of literature but also
sharpen our ability to think critically and interpret complex ideas.
Instructions: After reading the story My Father Goes to Court fill in each box below.
PEAC2024 Page 22

23. describe the
elements of a short
story (setting and
characters) based
on what I read.
2.I can identify the
flow of the story.
3.I can reflect upon
myself what is the
purpose and
meaning of the text
I read
Success Criteria:
In my analysis, I am
able to…
1.draw and describe
the elements of a
short story (setting
and character)
based on the text
given.
2.identify the flow of
the story.
3.reflect upon myself
what is the purpose
and meaning of the
text I read
Clickable Link:
https://docs.google.com/document/u/0/d/1-Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk/mobilebasic
Four Corners Activity:
Instruction: The students will choose among the Four Corners, provide evidence and
reasons to support their viewpoints.
ISSUE FOR DISCUSSION:
Justice is served in the story "My Father Goes to Court"
Sample Worksheet and Completed Worksheet of Four Corners:
PEAC2024 Page 23

24. LC 6 (M) Analyze
literary texts as
expressions of
individual or
communal values
within the 3 literary
reading lenses (i.e.
biographical context,
historical context, and
socio-cultural context)
Learning Target(s):
1. I can identify how
individual and
communal values are
Close Reading Activity
Introduction
This activity focuses on developing analytical skills and critical thinking abilities
through a methodical examination of language, structure, and themes. You will
explore how literary texts serve as windows into the human experience, revealing
universal truths, individual perspectives, and societal values. By the end of this
exercise, you will not only have a deeper appreciation for the text but also a sharper
ability to interpret and discuss literature with insight and clarity.
Instructions
PEAC2024 Page 24

25. expressed in a literary
text.
2. I can explain why
individual and
communal values are
reflected in a literary
text, and in turn, reflect
one’s local and
national identity.
Success Criteria:
In my analysis, I am
able to:
a. identify how
individual and
communal values are
expressed in a literary
text.
b. explain why
individual and
communal values are
reflected in a literary
text, and in turn, reflect
one’s local and
national identity.
Read the selection, My Father Goes To Court by Carlos Bulusan, focusing on every
word and sentence. Take note of any noteworthy words or phrases, and contemplate
the author's intent behind their choice. Consider the story's insights into human nature
or life's lessons. Engage in discussion with others to share your insights and
discoveries. Reflect on how this story relates to your broader knowledge and
experiences. Conclude by writing a concise summary or reflection on your findings.
You may follow the guide questions to solidify your claims.
Worksheets: Printed Guide Questions
Worksheet Guide Questions:
1.How does Paeng's decision to go to court reflect his personal beliefs and
values?
2.What societal expectations influence Paeng's decision-making process?
3.How do Paeng's actions impact his family and community relationships?
4.What historical events or settings shape the characters' perspectives on justice?
5.How does the author's background influence the portrayal of familial
dynamics?
6.What cultural beliefs or traditions affect how conflicts are resolved in the
story?
7.How do gender roles and differences in wealth affect how characters interact
and make decisions?
Learning Resources/Materials/Handout: My Father Goes to Court by Carlos
Bulusan
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26. Bulosan, C. (1943). My Father Goes to Court - Carlos Bulosan. Google.
https://docs.google.com/document/u/0/d/1-Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk/mobilebasic
Close Reading Activity Rubric:

Close Reading Activity Rubrics (M2)
_____________________________________________________________________
C-E-R Activity

Introduction
In this exercise, you will explore how to make convincing arguments based on
evidence from your observations and readings. CER helps you structure your thoughts
logically and scientifically, whether you're analyzing data or discussing literature. By
the end of this activity, you'll be skilled in making clear claims, supporting them with
solid evidence, and providing thoughtful reasoning to back up your ideas.
Instructions
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27. Accomplish the template by filling in the table with what is being asked.
C-E-R Worksheet Question:
How can evaluating the clarity, purpose, and target audience of Philippine prose enhance
one’s ability to publish original works that reflect their local and national identity?
C-E-R Worksheet:
C-E-R Rubric:
CER Rubric M2
C-E-R Learning Resources/Materials/Handout: My Father Goes to Court by
Carlos Bulusan
Bulosan, C. (1943). My Father Goes to Court - Carlos Bulosan. Google.
https://docs.google.com/document/u/0/d/1-Tn4yTYxYhIixFilddsmf-
sh2XSKZJBXZvE6gsmqRnk/mobilebasic
C-E-R Sample Completed Worksheet:
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28. Sample Error Analysis Assessment:
1.Statement:
Philippine prose revolves around the real experiences of the author.
Corrected:
The themes of Philippine prose often reflect the culture of Filipinos.
2.Statement:
Character drives are often reflected through their dialogue within a story.
Corrected:
Character drives are connected through their dialogues and
characterizations.
LC 7 (M) EN7LIT-II-
2 Analyze the maxims,
universal truths, and
philosophies presented
in the literary text as a
means of valuing other
people and their
various circumstances
in life.
Compass Points Activity
Introduction: In this activity you will be asked to answer four questions from
different directions, for you to answer this you must reflect with your group the
meaning and purpose of Carlos Bulosan’s My Father Goes to Court.
Instruction: Using the modified compass points presented, each group will
collaborate in answering each direction of the compass, namely; Wisdom (West),
Nature (North), Stoutness (South), and Enthusiasm (East) to be presented in class by
the group’s representative.
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29. ________
Learning Target(s):
1. I can identify the
maxims, universal
truths, and
philosophies presented
in the literary text as a
means of valuing other
people and their
various circumstances
in life.
2. I can make a claim
about maxims,
universal truths, and
philosophies presented
in the literary text as a
means of valuing other
people and their
various circumstances
in life.
Success Criteria:
In my analysis, I am
able to:
a. identify the
maxims, universal
truths, and
philosophies presented
Compass Points:
Wisdom (West): What universal truths about human nature are revealed in the story
and how does maxims help in revealing it?
Nature (North): How does the pursuit of justice shape the characters' sense of purpose
and personal philosophies?
Enthusiasm (East): In what ways does the character’s convictions and personal
values drive the plot forward?
Stoutness (South): In displaying courage in front of adversities, how did the father’s
beliefs play in shaping the readers’ identity?
Sample Worksheet and Completed Worksheet of Compass Points:
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30. in the literary text as a
means of valuing other
people and their
various circumstances
in life.
b. make a claim about
maxims, universal
truths, and
philosophies presented
in the literary text as a
means of valuing other
people and their
various circumstances
in life.
Map of Conceptual Change Activity for Students’ Prior/New Knowledge:
Students show their initial answer to the EQ with the use of IRF: Initial Answer,
Revised Answer, Final Answer
Let’s go back to the IRF.
How can one express a meaningful and purposeful story in asserting one's identity?
Fill-in the Final Answer part.
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31. Initial Answer
Revised Answer
Final Answer
TRANSFER
PERFORMANCE
STANDARD:
The learners analyze
the style, 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
represents their
meaning, purpose, and
target audience, and
reflects their local and
national identity.
SCAFFOLD 1: TEXT ANALYSIS
Objective: To analyze the style, form, and features of a Philippine short story,
evaluating its clarity, meaning, purpose, and target audience. This activity prepares
students to compose and publish their own multimodal short stories that express their
local and national identity using kamiapp.com
Instructions:
Step 1: Text Selection and Initial Reading
1.First Reading:
○Read the story thoroughly to understand the plot and main ideas
without taking notes.
Step 2: Detailed Reading and Note-Taking
1.Second Reading:
○Read the story again, this time taking detailed notes.
2.Notes Sections:
○Plot Summary: Outline the main events of the story.
○Character Analysis: Describe the main characters, their traits, and
their roles.
○Setting Description: Note where and when the story takes place.
○Theme Identification: Identify central themes or messages.
○Stylistic Elements: Note any distinctive language or stylistic choices
(e.g., tone, diction, syntax).
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32. Step 3: Analysis of Style, Form, and Features
1.Style:
○Analyze the author's writing style. Consider tone, diction, and syntax.
○Identify and explain literary devices used (e.g., metaphors, similes,
symbolism).
2.Form:
○Describe the structure of the story. Note the narrative arc, chapters, or
sections.
○Analyze how the form influences the reader's understanding of the
story.
3.Features:
○Identify elements of Philippine culture present in the story (e.g.,
traditions, values, societal issues).
○Explain how these cultural features are integrated into the narrative.
Step 4: Evaluation of Meaning, Purpose, and Audience
1.Clarity of Meaning:
○Determine the main message or moral of the story.
○Evaluate how clearly this message is conveyed through the plot and
characters.
2.Purpose:
○Hypothesize the author’s purpose in writing this story (e.g., to inform,
entertain, criticize, celebrate).
○Assess how effectively the story achieves this purpose.
3.Target Audience:
○Identify the intended audience for the story. Consider age, cultural
background, and interests.
○Evaluate how the story caters to the interests and expectations of this
audience.
Step 5: Reflection
1.Reflection:
○Write a reflection on how the analyzed story helps you understand the
PEAC2024 Page 32

33. importance of expressing local and national identity
○Consider how the style, form, and features of the analyzed story can
influence your own writing.
Students will log in to https://www.kamiapp.com/ as they do the online worksheet
(My Father Goest to Court)
SCAFFOLD 2: OUTLINING
Objectives: To ensure a structured and efficient process for collaborative writing,
feed-forwarding, and feedbacking in Google Docs.
Creating an efficient system for writing, feed-forwarding (giving initial feedback to
guide progress), and feedbacking (providing detailed feedback on a near-final draft) in
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34. Google Docs can help streamline the collaborative writing process. Here's an outline
of activities and steps to set this up:
Outline for Writing, Feed-forwarding, and Feedbacking in Google Docs
1. Set Up the Document
●Title Page
●Title of the document
●Author(s)
●Date
●Table of Contents
●Automatically generated using headings
●Sections/Headings
●Clear headings and subheadings for each section of the document
2. Writing Phase
●Drafting
●Use the outline as a guide
●Each writer works on assigned sections
●Use "Suggesting" mode for collaborative writing
●Formatting
●Consistent styles for headings, subheadings, and text
●Use bulleted or numbered lists where necessary
●
3. Feed-forwarding Phase
●Initial Feedback
●Reviewer(s) provide high-level feedback on the structure and content
●Use comments and suggestions in Google Docs
●Focus on:
●Overall organization
●Clarity of arguments or narrative
●Identification of missing elements
●Incorporating Feedback
●Writers address comments and suggestions
●Revise sections as needed
●Ensure changes are tracked
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35. 4. Feedbacking Phase
●Detailed Feedback
●Reviewer(s) provide in-depth feedback on near-final draft
●Check for:
●Grammar and spelling errors
●Flow and coherence
●Completeness and accuracy of information
●Consistency in tone and style
●Use comments and suggestions for detailed edits
●Final Revisions
●Writers incorporate detailed feedback
●Finalize sections based on reviewer comments
●Ensure all suggestions are addressed
5. Final Review and Approval
●Proofreading
●Final check for any remaining errors or inconsistencies
●Ensure the document meets all requirements
●Approval
●Obtain final approval from all stakeholders
●Confirm the document is ready for publication or submission
●
6. Collaboration and Communication
●Regular Updates
●Schedule regular check-ins to discuss progress and challenges
●Use Google Docs' built-in chat and commenting features for ongoing
communication
●Version Control
●Keep track of document versions using Google Docs' version history
●Name versions for easy reference (e.g., "Draft 1," "Feed-forwarded Draft,"
"Final Draft")
7. Document Sharing and Permissions
●Access Control
●Share the document with collaborators using appropriate permissions (View,
PEAC2024 Page 35

36. Comment, Edit)
●Ensure only authorized individuals have access
●Tracking Changes
●Use "Suggesting" mode for making changes
●Review and accept/reject suggestions as needed
By following this outline, you can ensure a structured and efficient process for
collaborative writing, feed-forwarding, and feedbacking in Google Docs
Students will log in to https://docs.google.com/document/u/0/ as they do the online
worksheet.
Objectives: To create a collaborative and supportive environment that enhances
students' writing skills through peer learning.
Creating an engaging and structured activity in Padlet for writing, feed-forwarding,
and feedbacking can be highly beneficial for collaborative learning. Here's a step-by-
step outline to help you set up and execute this activity:
Step 1: Setting Up Padlet
Create a Padlet Board:
Go to Padlet and create a new board. Choose a suitable format like "Wall" or "Grid"
depending on your preference.
Title the board according to the activity, e.g., "Writing Workshop: Feed-Forward and
Feedback".
Organize Columns (if using Kanban or Shelf layout):
Column 1: Writing Prompts/Topics: Provide various prompts or topics for students to
choose from.
Column 2: Drafts: Space for students to post their initial drafts.
Column 3: Feed-Forward: Space for suggestions and ideas before finalizing drafts.
Column 4: Final Drafts: Space for posting revised and final drafts.
Column 5: Feedback: Space for peers to provide constructive feedback on the final
drafts.
Step 2: Writing Activity
Introduction and Instructions:
PEAC2024 Page 36

37. Explain the objectives of the activity: improving writing skills through collaborative
efforts, focusing on both feed-forwarding (pre-feedback) and feedback (post-
feedback).
Provide clear guidelines on how to give constructive feed-forward and feedback.
Writing Prompts/Topics
Post several writing prompts or topics in the first column. Ensure a variety of choices
to cater to different interests.
Initial Draft Submission:
Ask students to choose a prompt and post their initial drafts in the "Drafts" column.
Encourage them to be open to suggestions and revisions.
Step 3: Feed-Forwarding
Peer Review for Feed-Forward:
Instruct students to read at least two drafts from their peers and provide feed-forward
in the designated column.
Focus on giving suggestions for improvement, additional ideas, and constructive
criticism.
Implementing Feed-Forward:
Allow time for students to review the feed-forward they received and revise their
drafts accordingly.
Students should then move their revised drafts to the "Final Drafts" column.
Step 4: Feedbacking
Peer Review for Feedback:
Ask students to read at least two final drafts from their peers and provide detailed
feedback in the "Feedback" column.
Feedback should focus on the strengths of the piece, areas for further improvement,
and overall impressions.
Reflection:
Encourage students to reflect on the feedback they received and discuss how it could
help in future writing assignments.
PEAC2024 Page 37

38. Step 5: Wrap-Up
Discussion:
Host a class discussion or a reflective session to talk about the activity.
Ask students to share their experiences with giving and receiving feed-forward and
feedback.
Evaluation:
Provide a form or a space on Padlet for students to evaluate the activity and suggest
improvements for future sessions.
Tips for Success
Clear Guidelines: Ensure that students understand the difference between feed-
forward and feedback.
Positive and Constructive: Emphasize the importance of being positive and
constructive in their comments.
Modeling: Demonstrate examples of good feed-forward and feedback before starting
the activity.
Regular Monitoring: Monitor the activity to ensure that all students are participating
and providing meaningful input.
Students will log in to https://padlet.com/ as they do the activity.
SCAFFOLD 3: REVISING AND PUBLISHING
Objective: Students will revise and publish a short story while incorporating key
features of Philippine short story writing they will then publish their revised stories to
share with peers or the school community.
Instruction:
Peer feedback and revision ( 45 minutes )
1.Organize peer review groups where students exchange their drafts for constructive
feedback provide feedback form for specific questions to guide reviewers .
PEAC2024 Page 38

39. 2. Encourage students to revise their stories based on peer feedback, focusing on
clarity,coherence, and incorporation of Philippine short story features.
Publishing ( 60 minutes ):
3. Once revisions are completed, guide students in publishing their short stories.
These can be done digitally using word processing software or through digital
publishing tools.
4. Encourage students to consider layout, formatting and illustrations to enhance their
stories’ presentation. Discuss options for sharing their published stories , such as
creating a digital anthology, presenting to the class, or sharing on a class platform.
Reflection and Presentation ( 30 minutes )
5. Conclude the activity with reflection sessions where students discuss what they
learned about Philippine short story and the revision process.
6. Invite students to present excerpts from their stories or share their publishing
experience.
Transfer Goal: The students on their own and in the long run will be able to compose
and publish multimodal short story as means of expressing one’s local and national
identity
Show below the ff.:
Performance Task GRASPS (ONE PRODUCT)
G - express one’s local and national identity
R - digital story writers and literary enthusiasts
A - Writer Block”s Philippines Members
S- The Writer Block’s Philippines is spearheading an annual Short Story Competition
which is open to Filipino writers worldwide.
P - Original Multimodal Short Story: E- Book
S - Content and Creativity, Multimodal Elements, Originality and Authenticity,
Organization and Cohesion
PT Narrative:
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40. The Writer Block’s Philippines is spearheading an annual Short Story Competition
which is open to Filipinos worldwide. The organization is looking for original
multimodal short story to express one’s local and national identity. As digital story
writers and literary enthusiasts, you will submit an original multimodal short story as
an entry for the competition. Your entry should have content and creativity,
multimodal clements, originality and authenticity, organization and cohesion
Performance Task with 21
st
Century Skills see below
Performance Task Analytic Rubrics see below
Values Integration and Reflection
Activity Title: Double-Entry Journal
Introduction:
As we embark on our double-entry journal activity, let the words of renowned
authors guide you as you reflect on the importance of self-expression and cultural
preservation in understanding who you are and in shaping a society that values
diversity and individual voices.
This is your opportunity to explore your thoughts, feelings, and interpretations.
Instructions:
1. Read the given quotations on the left column carefully and write your
reflection on each quotation on the right side.
2. Consider how each quotation relates to your experiences, beliefs,and
understanding.
Learning Resources/Materials/Handout: Double-Entry Journal

Quotations Reflections
"The cultural heritage of a people is not just
a reminder of where they have been; it is a
roadmap for where they are going."
PEAC2024 Page 40

41. - Renée Watson

"Preservation of one's own culture does
not require contempt or disrespect for
other cultures."
— César Chávez
"Diversity is not about how we differ.
Diversity is about embracing one
another's uniqueness."
— Ola Joseph
Know your Values. Values are a set of principles and beliefs that guide us through life. We
may be different from each other ,but everyone has values.
1.What does peace mean to you and
how can your values contribute in
promoting peace?
2.How can you translate these values into actions in your daily life to create a more
peaceful environment?
a.Nationalism
b.Appreciation for Diversity
c.Resilience
PEAC2024 Page 41

42. ACTIVITY WORKSHEETS
PRIORITIZING STANDARDS AND LEARNING COMPETENCIES
CONTENT STANDARD:
PERFORMANCE STANDARD:
COMPETENCIES R
(needed for next unit
or grade)
E
(needed for real life)
A
(needed for achievement or
admissions or job tests)
L
(needed by other
subjects)
POWER OR
SUPPORTING?
Identify one’s meaning and purpose
in selecting the type of literary text
for composition. (short story)
/ / / X Supporting
Revise the literary text (short story)
for coherence and cohesion.
X X X / Supporting
Compose and publish literary texts
(Short story) using appropriate
structure.
/ / / / Power
EXPLORE: MAP OF CONCEPTUAL CHANGE: (TYPE)
FIRM UP: CONVERGENT THINKING TECHNIQUES
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43. 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.
PEAC2024 Page 43

44. 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 student can use to
begin his or her answer.
TRANSFER: PERFORMANCE TASK ( ONE PRODUCT)
PERFORMANCE STANDARD: The learners analyze the style, 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 represents their meaning, purpose, and
target audience, and reflects their local and national identity.
SITUATION: The Writer Block’s Philippines is spearheading an annual short story competition which is open to Filipino writers worldwide
GOAL: express one’s local and national identity
ROLE: Digital story writers and literary enthusiasts
PRODUCT: Original Multimodal Short Story: E- Book
AUDIENCE: Writer Block’s Philippines Members

STANDARDS: Content and Creativity, Multimodal Elements, Originality and Authenticity, Organization and Cohesion
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.
PEAC2024 Page 44

45. 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.
PERFORMANCE TASK (DIFFERENTIATED PRODUCT)
PERFORMANCE STANDARD The learners analyze the style, 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 multi-modal literary text (short story) that represents
their meaning, purpose, and target audience and reflects their local and national identity.
GOAL

to express one’s local and national identity
ROLE

digital story writers and literary enthusiast
AUDIENCE Writer's Block’s Philippines Members
SITUATION The Writer Block’s Philippines is spearheading an annual Short Story Competition
which is open to Filipino writers worldwide
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46. PRODUCT

Printed book: Big book
Digital: E-Book
Online: Prose in Audio and Visual presentation
STANDARDS CONTENT AND CREATIVITY
MULTIMODAL ELEMENTS
ORIGINALITY AND AUTHENTICITY
ORGANIZATION AND COHESION
PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCT)
1.The unit Performance Standard from the different subjects or learning areas are 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 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). These are STANDARDS that are applicable to each subject. The STANDARDS are consistent with
the Unit Performance Standard.
PEAC2024 Page 46

47. PERFORMANCE TASK (INTEGRATED SUBJECT)
PERFORMANCE STANDARD The learners analyze the style, 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 multi-modal literary text (short story) that represents their
meaning, purpose, and target audience and reflects their local and national identity.
GOAL
Showcase personal and communal experiences that reflects cultural values in Philippine
literature
ROLE
Digital story writers and literary enthusiasts
AUDIENCE
Writer Block”s Philippines Members
SITUATION
The Writer Block’s Philippines is spearheading an annual Short Story Competition
which is open to Filipino writers worldwide.
PRODUCT l Printed- Big book
l Digital - Digital E Book Collection of Prose
l Online- Prose in Audio and Visual presentation
STANDARDS CONTENT AND CREATIVITY
-Language Arts/ English- focus on narrative writing, plot development, character
creation, and use of literary devices.
-Arts- use different art techniques and styles to enhance the story's visual appeal.
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48. -Ethics/ Values Education- reflect on personal beliefs and how they shape the
narrative.
-Geography- Describe and analyze settings vividly.
MULTIMODAL ELEMENTS
-Music- integrate background music, sound effects, and possibly original
compositions to complement the story.
-Information and Communication Technology- use digital tools and software to
create and edit multimedia components (e.g., audio recordings, digital images).
-Geography- include maps, geographic imagery, or interactive elements to
enhance the setting.
ORIGINALITY AND AUTHENTICITY
-Drama/ Theater- encourage students to draw from their personal experiences and
cultural narratives.
-Science- encourages accurate representation of scientific principles.
ORGANIZATION AND COHESION
-Language Arts/ English- teach structure, transitions, and coherence in writing.
-Social Studies- teach students to contextualize their stories within broader social
and historical frameworks
PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED 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 select the output or PRODUCT that is in line with his or her modality. The
PRODUCT is aligned with the Performance Standard. Choices of PRODUCT are given also in terms of
modality (e.g.,1 for in person, 1 for blended, and 1 for purely online).
PEAC2024 Page 48

49. 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.
PERFORMANCE TASK WITH 21
st
CENTURY SKILLS
21
st
CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS
CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
MAJORITY OF THE FILIPINO READERS CAN’T ACCESS THE PRINTED
BOOKS (SHORT STORIES). BECAUSE OF THIS, WRITER BLOCK’S PHILIPPINE
MEMBERS SPEARHEADS THE ANNUAL SHORT STORY COMPETITION TO
SHOWCASE THE ESSENCE OF PHILIPPINE LITERATURE AND CULTURE. AS
A FILIPINO DIGITAL STORY WRITERS AND LITERARY ENTHUSIASTS, HOW
WILL YOU SHOWCASE PERSONAL AND COMMUNAL EXPERIENCES THAT
REFLECTS CULTURAL VALUES IN PHILIPPINE LITERATURE THROUGH
ORIGINAL, MEANINGFUL, PURPOSEFUL, AND COHERENT SHORT STORY?
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
COMPOSE AND PUBLISH AN ORIGINAL MULTIMODAL SHORT STORY:
DIGITAL STORYBOOK SHOWCASING PERSONAL AND COMMUNAL
EXPERIENCES THAT REFLECTS CULTURAL VALUES IN PHILIPPINE
LITERATURE CHECK THAT YOUR SHORT STORY SHOWS THE FOLLOWING:
CONTENT AND CREATIVITY, MULTI-MODAL ELEMENTS, ORIGINALITY
AND AUTHENTICITY, ORGANIZATION AND COHESION.
COLLABORATION
Teacher provides a task and students work in teams where members have different roles
and tasks.
IN YOUR GROUP OF THREE MEMBERS, EACH WILL CHOOSE FROM FICTION
AND NON-FICTION SHORT STORY. RESEARCH POSSIBLE THEMES AND
SYMBOLISM RELEVANT TO PHILIPPINE CULTURE ACCORDING TO THE
SELECTED TYPE OF SHORT STORY.G
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
COMPOSE AND PUBLISH AN ORIGINAL MULTIMODAL SHORT STORY :
DIGITAL STORY BOOK SHOWCASING PERSONAL AND COMMUNAL
EXPERIENCES THAT REFLECTS CULTURAL VALUES IN PHILIPPINE
LITERATURE INTEGRATING PERSONAL AND COMMUNAL EXPERIENCES
CONVERTED INTO CREATIVE AND IMAGINATIVE CONCEPT OF SHORT
STORY.
CROSS-CULTURAL UNDERSTANDING
Teacher shows examples from several ASEAN countries and asks students to describe
UTILIZE SOCIAL MEDIA BY FOLLOWING AND ENGAGING WITH OTHER
FILIPINO DIGITAL STORY WRITERS AND LITERARY ENTHUSIASTS ON
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50. how they would interact with people from different cultures in relation to the problem.PLATFORMS LIKE FACEBOOK, TWITTER, AND INSTAGRAM. USE
HASHTAGS LIKE #PHWRITERS OR #PINOYLIT TO FIND CONTENT
RELEVANT TO YOUR INTERESTS TO INVOLVE THEM IN CREATING A
MULTI-AUTHOR ANTHOLOGY OF PHILIPPINE SHORT STORY SHOWING
VARIED LOCAL IDENTITIES. SHARING THE OUTPUTS THROUGH THESE
SITES MAKE IT AVAILABLE TO OTHER INTERNATIONAL MEMBERS.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
USE MS SWAY AND BUBBLR TO PUBLISH THE ORIGINAL MULTIMODAL
SHORT STORY: DIGITAL STORY BOOK, CORRELATED IN DEVELOPING
TECHNICAL SKILLS, WRITING PROFICIENCY, CRITICAL THINKING, AND
CREATIVITY.
CAREER LIFELONG LEARNING
Teacher poses a reflection question on how students can personally continue to learn
about the issue.
AFTER PUBLISHING YOUR OUTPUT, ANSWER THE QUESTION: HOW CAN
YOU PERSONALLY DEEPEN UNDERSTANDING OF DIGITAL SHORT STORIES
WITHIN THE CONTEXT OF PHILIPPINE LITERATURE, AND WHAT
APPROACHES OR RESOURCES WILL YOU UTILIZE TO EXPLORE THE
UNIQUE CULTURAL AND NARRATIVE ELEMENTS PRESENT IN THIS
GENRE?
TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21
st
CENTURY SKILLS:
21
st
CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST
CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
•Have I clearly posed a problem or question for students to solve or research?
•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
Teacher raises an issue or topic and students express their ideas with varied media.
•Have I effectively communicated the issue or topic to students?
•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
Teacher provides a task and students work in teams where members have different roles
and tasks.
•Did I assign roles or multiple tasks to team members, ensuring they have
different responsibilities?
•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
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51. collaboration?
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
•Have I presented a challenge that encourages students to think creatively
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
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.
•Have I asked for examples from multiple cultures, particularly ASEAN
countries, to promote cross-cultural awareness?
•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
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
•Did I ask for or suggest digital resources and technology tools that are
relevant to the task and aligned with learning objectives?
•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
Teacher poses a reflection question on how students can continue to learn about the
issue.
•Have I included a reflection question that prompts students to consider how
they can continue learning about the issue beyond the task?
•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?
STUDENTS’ PERFORMANCE TASK CHECKLIST:
21
st
CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST
CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
•I am able to identify the problem or question posed by the
teacher.
•I have thoroughly researched and analyzed information to
find solutions or answers.
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52. •I have applied critical thinking skills to evaluate the validity
and relevance of the information I found.
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
•I am able to express my ideas and findings clearly and
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
Teacher provides a task and students work in teams where members have different roles
and tasks.
•I am able to work effectively in a team with fellow students,
each of us having different roles and responsibilities.
•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
Teacher presents a challenge and students design a solution or an innovation.
•I am able to demonstrate creativity in designing solutions or
innovations to address the challenge presented by the teacher.
•I have thought "outside the box" and proposed unique and inventive
ideas.
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.
•I am able to describe how I would interact with people from different
cultures in relation to the given problem or issue.
•I have considered cultural differences and their impact on problem-
solving and communication.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
•I am able to effectively use digital resources and technology
tools provided by the teacher to aid in problem-solving or
project creation.
•I have demonstrated proficiency in using relevant software,
online platforms, or digital resources.
CAREER LIFELONG LEARNING
Teacher poses a reflection question on how students can continue to learn about the
issue.
•I am able to reflect on how I can continue to learn about the
issue or topic presented by the teacher.
•I have identified specific strategies or resources for ongoing
learning and personal development related to the subject
matter.
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53. PERFORMANCE TASK ANALYTIC RUBRIC:
CRITERIA 4
OUTSTANDING
3
SATISFACTORY
2
DEVELOPING
1
BEGINNING
RATING
Content and
Creativity
The story showcases a unique and
compelling personal or communal
experience that deeply reflects the
cultural heritage of the Philippines.
The narrative is highly engaging
and insightful, demonstrating a
strong understanding of the prompt
The story presents a coherent
personal or communal experience
that reflects the cultural heritage
of the Philippines. The narrative
is engaging and shows a good
understanding of the prompt.
The story attempts to address
the prompt, but the personal
or communal experience and
cultural heritage connection
are somewhat
underdeveloped or lacking in
depth. The narrative is
somewhat engaging.
The story does not clearly address
the prompt, and the personal or
communal experience and cultural
heritage connection are not
evident. The narrative lacks
engagement.
Originality and
Authenticity
The story demonstrates a high level
of originality and authenticity, with
a unique perspective and voice that
effectively captures the personal or
communal experience and cultural
heritage of the Philippines. The
story is highly compelling and
memorable.
The story presents an original
perspective and voice that reflects
the personal or communal
experience and cultural heritage
of the Philippines. The story is
engaging and authentic.
The story shows some
originality, but the
perspective and voice lack a
strong connection to the
personal or communal
experience and cultural
heritage of the Philippines.
The story is somewhat
generic or lacks authenticity.
The story lacks originality and
authenticity, with a perspective
and voice that do not effectively
capture the personal or communal
experience and cultural heritage of
the
Philippines. The story feels generic
or inauthentic.
Organization
and Cohesion
The story is exceptionally well-
organized, with a clear and coherent
structure that guides the audience
through the narrative. The
transitions between different
elements (e.g., text, images, audio,
video) are seamless, and the overall
flow of the story is highly effective.
The story is well-organized, with
a clear structure that allows the
audience to follow the narrative.
The transitions between different
elements (e.g., text, images,
audio, video) are mostly smooth,
and the overall flow of the story
is effective.
The story's organization and
structure are somewhat
unclear or disjointed, making
it challenging for the
audience to follow the
narrative. The transitions
between different elements
(e.g., text, images, audio,
video) are inconsistent, and
the overall flow of the story is
uneven.
The story lacks a clear
organization and structure, making
it difficult for the audience to
follow the narrative. The
transitions between different
elements (e.g., text, images, audio,
video) are abrupt or nonexistent,
and the overall flow of the story is
ineffective.
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54. Multimodal
Elements
The story effectively integrates a
variety of multimodal elements
(e.g., images, audio, video) that
enhance the storytelling and deepen
the audience's understanding of the
narrative. The multimodal elements
are seamlessly incorporated and
contribute significantly to the
overall impact of the story.
The story incorporates
multimodal elements (e.g.,
images, audio, video) that support
the storytelling and contribute to
the audience's understanding of
the narrative. The multimodal
elements are appropriately used
and enhance the story.
The story includes some
multimodal elements (e.g.,
images, audio, video), but
they are not fully integrated
or do not significantly
contribute to the storytelling.
The multimodal elements are
somewhat distracting or lack
cohesion with the narrative.
The story lacks multimodal
elements, or the elements used do
not effectively support the
storytelling. The multimodal
elements are disjointed or detract
from the narrative.
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