STAGE II: ASSESSMENT EVIDENCES

Formative Assessment Summative Assessment

- Diagnostic test - Long Test

- Drills - Short Test
- Paper and pen - Assignments
- Oral Recitation - Quarterly Exam
- Group activities - Guided Transfer
- Scaffold 1 - Performance Task
- Scaffold 2
- Seatworks
Level 1: Directed Prompt – “Poem Composition”
Target Date/s: ________________

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to a poem using the language of
their region.
Skills: Imaginative, Creativity, Writing

Teacher’s Role:
Before the activity, the teacher will:
- Give the complete instruction to the students what to do during the activity.

During the activity, the teacher will:

- Ensure that the students are participating.
- Objectively evaluate the performances of each student.
- Entertain questions and clarifications from the students.

After the activity, the teacher will:

- Provide constructive feedback to each student based on what she had observed during the activity
- Let some students present their output.
- Give scores to the team/s using the following rubrics.

Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.

During the activity, the student will:

- Work individually.
- Each student can be innovative with their composition as long as it will not totally divert from the standards

After the activity, the student will:

- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher after the checking.

Expected output: Native Poem

___________________________________________________________________________________________________________
Level 2: Open Prompt- Poem Translation
Target Date: ____________

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to translate into English the native
poem they composed.
Skills: Critical Thinking, Writing, Creativity

Teacher’s Role:
Before the activity, the teacher will:
- Review the lesson
- Present the instructions and rules to the class.

During the activity, the teacher will:

- Ensure that the students are working on the task.
- Objectively evaluate the output of each student.
- Take note of the strengths and weaknesses of student that will be given as feedback.

After the activity, the teacher will:

- Give the rating of each student.
- Provide constructive feedback on what she had observed in their output.
- Give scores to the team/s using the rubrics.
Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Plan on how they will decide on plotting a literary piece.

During the activity, the student will:

- Make an outline of the piece.
- Work individually.

After the activity, the student will:

- Identify their weaknesses and strengths.
- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher.

Product: Translated poem

___________________________________________________________________________________________________________
Level 3: Guided Transfer- Teleplay: Audio of Adapted Song
Target Date: ____________

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to provide an audio of their song
adaptation.
Skills: Critical Thinking, Writing, Creativity, Innovative

Teacher’s Role:
Before the activity, the teacher will:
- Present the instructions and rules to the class.

During the activity, the teacher will:

- Ensure that the students are working in the group.
- Objectively evaluate the output of the students.
- Take note of the strengths and weaknesses of each student.

After the activity, the teacher will:

- Give the rating.
- Provide constructive feedback to base on what she had observed in their output.
- Give scores using the rubrics.

Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Decide on how they will present the teleplay.

During the activity, the student will:

- Focus on the activity.
- Work in unity with the group mates.

After the activity, the student will:

- Identify their own weaknesses and strengths as a group.
- Self-assess their work
- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher.

Product: Song Audio

PRODUCT/PERFORMANCE TASK:
Level 4: Music Video
Target Date: _______________

Pre-requisite Skills: Critical thinking, writing, Imaginative, Creativity, innovative

CONCEPTS: We can create a good representation of the literary text by applying multi-media skills. Technology has made it possible
for us to create picture, video adaptation, and many more with the help of programs and ICT

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to produce a music video based on
the song they adapted from a canonical poem.

Situation: In the 21st century, referred to as the period of the technological migrants, the Generation Z, and the millennials, by whatever
labels they are called, Filipinos have been confronted with a different way of life. They were born in the world of modernization when
technology is “a way of life, “where information is within everybody’s reach because of the world wide web, and where media in the
production of pieces are not limited to oral nor transmission but technological transmission.
 GRASP
This year, students under 21st Century Literature class will adapt a song in English based on their chosen Filipino poem. They will
employ ICT skills in order to succeed to their very own music video.

Rubrics:
Criteria 10 8 6 5 3 0
Excellen Very Satisfactor Unsatisfactory Poor Non
t Satisfactor y Compliance
y
Arrangement
 The lyrics were written in English
 The thought is still evident in the song
 The lyrics are very well organized
 Value added
Creative Adaptation
 The adaptation helps viewers to understand and explore
the original literary work in new way
 The adaptation works closely with the original text
 Innovative
 Presents a high quality product
Music
 The melody is appealing and easy to follow
 The notes are perfectly plotted
 The music matches with the lyrics
Presentation/performance
 All were performing their task accordingly
 Well-organized
 Emotions, feelings, and other aspects were evident
 Value added
Video quality and choreography
 The video has clear quality with effects appropriately
emphasized
 The audio is clear
 The video shows the correct concept
 Value added
TOTAL

Prepared by: Checked, Rated and Approved by:

Ratee Rater

T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo
SHS Faculty SHS Focal Person

Rubrics for Stage 2

Quantity Quality Timeliness

Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
1. Types of formative and summative assessment to be used before the deadline
Rating: are enumerated. 4 - submitted 1 day before the
3 - if submitted 2. Ensures the alignment of the performance task to the deadline
0 - if not submitted DepEd Performance Standard and the crafted transfer goal. 3 - submitted on the day of the
3. Scaffolds 1, 2, & 3 follow the Gradual Release of deadline
Responsibility (GRR), and includes correct concepts, skills, 2 - submitted 1 day after the
values, teacher's task, and student's task. deadline
4. Performance Task uses real-life scenario (indicate source) 1 - submitted 2 days after the
and GRASPS is correctly reflected. Deadline
5. With value-added (no typographical error) 0 - submitted 3 or more days
after the deadline
Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present