UNPACKING THE STANDARDS FOR UNDERSTANDING
SUBJECT: English
GRADE: 10
QUARTER: Second
CONTENT STANDARD
PERFORMANCE STANDARD
COMPETENCIES:
The learner demonstrates
understanding of how
world literatures and other
text types serve as vehicles
of expressing and resolving
conflicts among individuals
or groups; also how to use
strategies in critical
reading, listening, and
viewing, and affirmation
and negation markers to
deliver impromptu and
extemporaneous speeches.
The learner proficiently
delivers an argumentative
speech emphasizing how to
resolve conflicts among
individuals or groups.
KNOWLEDGE:
EN10OL-IIa5, EN10OL-IIc, EN10-SS-IIe,
EN10G-IIe-28, EN10LC-IIg-13.3,
EN010LC-IIh-15.3, EN10F-IIg-3.7
KEY NOUNS IN:
BIG IDEAS:
BIG IDEAS:
world literature
critical analysis (reading,
viewing, listening)
impromptu and
extemporaneous speech
affirmation
negation
vehicles of expressing
and resolving conflicts
resolving conflicts
strategies and techniques
PROCESS:
EN10-LC-IIb-15.1, EN10VC-IIb-3.8,
EN10V-IIb-13.9, EN10LT-IIa-14.2,
EN10LT-IIc-2.2, EN10LC-IIe-13.2,
ESSENTIAL
UNDERSTANDING
ESSENTIAL
QUESTIONS
Students will
understand that
an effective
impromptu and
extemporaneous
speech depends
on the use of,
techniques and
What makes an
effective
impromptu and
extemporaneous
speech?
How can one
deliver an
HIGHEST ORDER VERB
IN
delivers
composes
present
strategies,
purposes, and
contexts
impromptu and
extemporaneous
speech
effectively?
TRANSFER GOAL:
TRANSFER TASK
IN GRASPS
FORM:
Students will, on
their own, present
an impromptu and
extemporaneous
speech that
persuades people
to take a proactive
stand on relevant
issues and
problems (e.g.
gender equality)
that may resolve
conflicts
(See below)
ADJECTIVES/ADVERBS
IN:
RUBRIC CRITERIA FOR TRANSFER
TASK:
proficient
argumentative
(see below)
GRASPS
Transfer Task Scenario Goal: To promote awareness and respect towards
individuality and gender roles among school stakeholders
Role 1: Painter
Role 2:
Role 3: Composer
Role 4: Resource
Advertisers/ Film
Speaker
Maker
Audience: School Stakeholders
Situation: To hold an exhibit highlighting gender equality through various
mediums
Product 1: Oral
Product 2: AV
Product 3:
Product 4: Speech
presentation
Presentation/
Song/Musical
explaining the
Short Film
Piece
paintings
Standards: Please see Rubric
CRITERIA
CONTENT
(40%)
RUBRIC FOR DIFFERENTIATED PERFORMANCE TASKS
4
3
2
1
Contents are Contents are
Contents are
Few or no
extensively
adequately
presented in a
elements are
presented.
presented.
limited manner. presented,
Connection
Connection
Connection
thereby; little
between ideas between ideas between ideas or
no
is
well is established
is partially
connection
established in in a clear way. established.
between
a clear and
ideas
is
detailed way.
(.8)
established.
(1.6)
(1.2)
(.4)
The
output
communicates
the main idea
ORGANIZATION in a logical and
(30%)
interesting
order.
(.8)
The
RELEVANCE
connection to
(20%)
the theme is
evident. It is
aligned with
the theme and
developed in a
compelling
way.
(.8)
The
output
EFFECTIVE
provides
USE OF
logical reasons
MEDIUM
for its point of
(10%)
view.
Arguments are
strong
and
convincing.
The output
communicates
the main idea
in a logical
order.
(.6)
The
connection to
the theme is
obvious. It is
aligned with
the theme and
developed in a
clear way.
(.6)
The
output
provides
persuasive and
logical reasons
for its point of
view.
Arguments are
consistent.
(.3)
(.4)
The
output
shows
inconsistencies
in the way the
main idea is
communicated.
(.4)
The output is
partially related
to the theme. It
is less focused
on the topic at
hand and
inconsistent in
some parts.
There is no
clear
presentation
of ideas.
(.4)
The output in
several
part
shows
conflicting
ideas thereby
creating
confusion
in
the minds of
the reader or
audience.
(.2)
(.2)
The output is
faulty in its
manner
of
providing
support for its
point of view.
(.2)
The output is
not related to
the theme. It
is not focused
on the topic
at hand.
(.1)