Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL
TABLE OF SPECIFICATION FOR MEDIA AND INFORMATION LITERACY
(FIRST QUARTERLY EXAMINATION)
MOST ESSENTIAL LEARNING COMPETENCIES
1.
2.
3.
4.
5.
Describe how communication is influenced by media and information and
identify the similarities and differences between and among media literacy,
information literacy, and technology literacy (MIL11/12IMILIIIa-1)
Explain how the evolution of media from traditional to new media shaped
the values and norms of people and society and discuss responsible use of
media and information
Compare and contrast how one particular issue or news is presented
through the different types of media (print, broadcast, online) and
contrast indigenous media to other common sources of information
such as library, internet, etc.
Present an issue in varied ways to disseminate information using the
codes, convention, and language of media
Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
TOTAL
Prepared by:
No. of
days
based
on LC
Codes
%
No. of
Items
Lower-order
Thinking Skills
Moderate-order
Thinking Skills
Rem
App
10
30
15
1-5
6-10
10
30
15
16-20
21-25
5
15
7.5
31-37
5
15
7.5
2
10
5
32
100%
50
Und
Eval
Cre
46-48
49-50
3
2
Item Placement
11-15
26-30
38-45
15
20
5
Checked by:
JULIETA O. DIWATA
SST-II
Ana
Higher-order
Thinking Skills
CONCORDIO G. CUBELO, JR.
PRINCIPAL I
5
Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL
TABLE OF SPECIFICATION FOR 21ST CENTURY OF THE PHILIPPINES AND THE WORLD
(FIRST QUARTERLY EXAMINATION)
MOST ESSENTIAL LEARNING COMPETENCIES
No. of
days
based
on LC
Codes
%
No. of
Items
Lower-order
Thinking Skills
Moderate-order
Thinking Skills
Rem
App
Und
Ana
Higherorder
Thinking
Skills
Eval
Cre
Item Placement
1. Writing a close analysis and critical interpretation of literary texts and doing
an adaptation of these require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary
b. representative texts and authors from each region (e.g., engage in oral
history research with focus on key personalities from the students’
region/province/town)
2. Compare and contrast the various 21st century literary genres and the ones
from the earlier genres/periods citing their elements, structures and
traditions
3. Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding and produce a creative representation of a literary
text by applying multimedia and ICT skills
4. Do self- and/or peer-assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation
Total
Prepared by:
10
30
15
1-5
6-10
10
30
15
16-20
21-25
10
30
15
31-35
2
10
5
32
100%
50
46-48
26-30
36-45
15
20
Checked by:
JULIETA O. DIWATA
SST-II
11-15
CONCORDIO G. CUBELO
PRINCIPAL II
49-50
5
5
3
2
Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL
TABLE OF SPECIFICATION in HOPE 3
(FIRST QUARTERLY EXAMINATION)
MOST ESSENTIAL LEARNING COMPETENCIES
No. of
days
based
on LC
Codes
%
No. of
Items
Lower-order
Thinking Skills
Moderate-order
Thinking Skills
Rem
App
Und
Ana
Higherorder
Thinking
Skills
Eval
Cre
Item Placement
1. Self-assesses health-related fitness (HRF). status, barriers to physical
activity assessment participation and one’s diet (PEH12FH-Ig-i-6)
2. Sets Frequency Intensity Time Type (FITT) goals based on training
principles to achieve and/or maintain health-related fitness (HRF)
(PEH11FH-Ii-j-7)
3. Engages in moderate to vigorous physical activities (MVPAs) for at
least 60 minutes most days of the week in a variety of settings in- and out
of school (PEH12FH-Ia-t-8)
4. Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort. (PEH12FH-Ia-t-9)
Total
Prepared by:
JULIETA O. DIWATA
SST-II
10
30
15
1-5
10
30
15
16-20
10
30
15
31-40
2
10
5
32
100%
50
Checked by:
6-10
11-15
21-25
46-48
26-30
41-45
15
20
CONCORDIO G. CUBELO
PRINCIPAL II
49-50
5
5
3
2
Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL
TABLE OF SPECIFICATION in HOPE 1
(FIRST QUARTERLY EXAMINATION)
MOST ESSENTIAL LEARNING COMPETENCIES
No. of
days
based
on LC
Codes
%
No. of
Items
Lower-order
Thinking Skills
Moderate-order
Thinking Skills
Rem
App
Und
Ana
Higherorder
Thinking
Skills
Eval
Cre
Item Placement
1. Self-assesses health-related fitness (HRF). status, barriers to physical
activity assessment participation and one’s diet (PEH11FH-Ig-i-6)
2. Sets Frequency Intensity Time Type (FITT) goals based on training
principles to achieve and/or maintain health-related fitness (HRF)
(PEH11FH-Ii-j-7)
3. Engages in moderate to vigorous physical activities (MVPAs) for at
least 60 minutes most days of the week in a variety of settings in- and out
of school
4. Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort.
Total
Prepared by:
JULIETA O. DIWATA
SST-II
10
30
15
1-5
6-10
10
30
15
16-20
21-25
10
30
15
31-40
2
10
5
41-45
32
100%
50
Checked by:
15
20
CONCORDIO G. CUBELO
PRINCIPAL II
11-15
26-30
46-48
49-50
5
5
3
2
Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL
Republic of the Philippines
Department of Education
CARAGA REGION XIII
SCHOOLS DIVISION OF SURIGAO DEL NORTE
TIMAMANA NATIONAL HIGH SCHOOL