A. Y.

2018-2019
Performance Task in English 9
First Quarter

G-oal To demonstrate learning by composing and delivering lines of poetry

appropriate and creative use of word order, punctuation marks, interjections
and effective use of verbal and nonverbal strategies.

R-ole Poet and presenter

A-udience Classmates, peers and parents

S-ituation You have been chosen to present a Shakespearean/ Petrarchan sonnet for this
year’s Renaissance Faire. You must make your original sonnet and present
your story creatively and confidently in front of your classmates.

P-roduct Sonnet and presentation

S-tandards for Success Rubric for Writing a Sonnet and Rubric for Oral presentation

Rubric for Writing a Sonnet

CRITERIA Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1

THE Student devoted a lot Student devoted Student devoted Student devoted little
WRITING of time and effort to adequate time and some time and effort time and effort to the
PROCESS the writing process effort to the writing to the writing process writing process. It
and worked hard to process and worked to but was not very appears that the student
make the poem a get the job done. The thorough. Does does not care about the
good read. The poem poem may have one or enough to get by. task. The poem has
has no errors. two errors. There are several many errors.
errors.

TITLE The poem has a title The poem has a title The poem has a title The poem has no title
that clearly relates to that relates to the
the poem and adds poem
interest to the theme
or message of the
poem

NEATNESS The draft/ final draft The draft/ final draft The draft/ final draft The draft/ final draft is
of the poem is of the poem is of the poem is not neat or attractive. It
readable, clean, neat readable, neat and readable and some of looks like the student
 and attractive. It is attractive. It may have the pages are just wanted to get it done
free of erasures and one or two erasures, attractive. It looks and didn’t care what it
crossed-out words. It but they are not like parts of it might looked like.
looks like the author distracting. It looks have been done in a
took great pride in it. like the author took hurry.
some pride in it.

STYLE The poem is written The poem is written The poem is written The poem lacks
with a great sense of with a defined with somewhat with Shakespearean or
Shakespearean or Shakespearean or Shakespearean or Petrarchan style and the
Petrarchan style. The Petrarchanstyle. Petrarchan style. thoughts did not come
poem has been well Thoughts are clear to Thoughts are clear to out clearly on paper.
thought out and read and a degree.
makes sense to the understandable.
reader.

VOCABULARY The poem is filled The poem includes The poem includes The poem lacks
with descriptive many descriptive some descriptive description and does not
vocabulary that elements and is words and phrases. allow the reader to
appeals to the reader. appealing. visualize the poem.

WORD Writer uses vivid Writer uses great Writer uses words Writer uses an immature
CHOICE words and phrases words and phrases that that lack in variety and limited vocabulary
that paint a picture in sometimes paint a and it is sometimes that is not at grade level.
the reader’s mind. picture in the reader’s dull and boring.
Every word is in the mind.
perfect place.

GRAMMAR If mistakes in Writer makes 1-2 Writer makes 3-4 Writer makes 5 or more
AND grammar and mistakes in spelling mistakes in spelling mistakes in spelling or
SPELLING spelling are made it and grammar. or grammar. grammar and/or the
is clear that they project is presented in
were made on pencil.
purpose to advance
the poem. Other
wise- no mistakes
were made.

ADDING The writer seems to The writer may be The writing does not The ideas and the way
PERSONALITY
(VOICE) be writing from writing from “belong” to the they are expressed seem
experience. The experience, but there writer. It is boring, to belong to someone
ideas are fresh and is some lack of dull, or seems rushed. else. There seems to be
new! ownership. It does not little effort shown and/or
always sound fresh it is presented in pencil.
and new.

LITERARY The writer uses 3 or The writer uses 3 or The writer uses less The writer does little to
DEVICES more literary devices more literary devices. than 3 literary attempt identifying
and they are clearly They attempt to label devices. The attempt literary devices or did
and correctly labeled and identify them, but to label and identify not include any literary
and identified. some mistakes were them is incorrect, no devices within their
 made. obvious or rushed. poetry.

TENETS Student employed Student exhibited the Student almost Student used free verse
OF THE correctly the tenets tenets of exhibited the tenets or didn’t follow the
SONNET of Shakespearean/ Shakespearean/ of Shakespearean/ tenets of Shakespearean/
Petrarchan sonnet Petrarchan sonnet but Petrarchan sonnet Petrarchan sonne
few forms are
incorrect.

TOTAL 40

Rubric for Oral Presentation

Criteria 1 2 3 4 5
Physical Timid; unsure; Body language Comfortable; Poised; body Authoritative;body
Presence eye contact and and eye steady eye language and eye language and eye
body language contact and contact reveal contact show
contact are at
reflects confident body strong stage compelling stage
times unsure, at
nervousness language presence presence
times confident

Voice and Insufficient or Clear; adequate Clear; Very clear; crisp, Very clear; mastery
excessive appropriate effective use of of rhythm and pace;
Articulation projection; even
projection, rhythm skillful
projection; paced pacing emphasis and
and pacing
unevenly; affected pacing use of projection
delivery
Dramatic Poem is Poem is neither Poem is Style of delivery Style of delivery
Appropriateness secondary to enhanced by reflects
overwhelmed Reflects
style of delivery;
style of delivery; nor enhanced by precedence of internalization of
any
includes style of poem; all gestures
poem; poem’s
 instances of delivery gestures, facial voice is well and movements
distracting conveyed
expressions, and feel essential to
gestures, facial movement are poem’s success
expressions, and appropriate to
inflections; poem
inappropriate
tone

Level of Straight-forward One element of Contains two Contains very Contains extremely
challenging elements of
Difficulty language and challenging content Challenging content
content, challenging
content; and language; and language; length
language or content,
length is is challenging for a
moderate length length
language or poem of this
appropriate to
length complexity
complexity of
poem

Evidence of Doesn’t Satisfactorily Conveys Interprets poem Masterfully

sufficiently meaning of very well for interprets poem for
Understanding communicates
poem well audience; nuanced audience,
Communicate meaning of
meaning of poem poem deftly revealing
poem’s meaning

Overall Inadequate Sufficient Enjoyable Inspired Captivating

performance; performance; performance; performance performance—
Performance
lackluster; does lacks Successfully shows grasp of whole equals “more
disservice to meaningful delivers poem skills and enhances than the sum of the
poem parts”; shows
impact on audience’s
mastery of
audience experience of the
performance skills
poem

TOTAL 36
 A.Y. 2018-2019
Performance Task in English 9
Second Quarter

G-oal To demonstrate understanding and appreciation of how Anglo-American

literature serve as means of valuing family and other people through making an
original coat of arms

R-ole Coat of arms designer and presenter

A-udience Classmates, parents and teachers

S-ituation The British Royal family have given you a rare opportunity to design your
family’s coat of arms in honor of your family’s virtues, qualities and culture
that are noteworthy

P-roduct Coat of Arms

S-tandards for Success Rubric for Coat of Arms

Rubric for Coat of Arms

Criteria 0 1 3 5
Time Management Class time was not Some class time Class time was Class time was
and Attitude used wisely. Little was used wisely. used wisely. Some used wisely. Much
or no effort went Some time and time and effort time and effort
into the task. Often effort went into went into planning went into the
reminded to work planning of the of the design. planning and
on the task. design. Student was Mostly design of the
sometimes independently hanging poetry.
distracted motivated. Student was
actively engage and
self-motivated

Balance of The coat of arms The coat of arms The coat of arms The coat of arms
Divisions was not designed was poorly divided had some divisions was divided in a
with proper use of and looks badly and an attempt was way that is
space at all unbalanced made to be balanced or the
balanced or the coat of arms was
attempt was made designed by
use to make good spacing objects
use of space evenly
Symbols No symbols are Symbols and color No symbols were One or more
recognizable and patterns were used but a definite symbols were used
there is no color on attempted but are pattern of color is that reflect the
the coat of arms unrecognizable used or symbols students own
were used with no beliefs of
backgrounds personality and
pattern of colors self. Color was also
used as a good
background pattern.
Color No color was used Color was used but Color was used but A good choice of
poor effort and not well colors were used to
coordination and coordinated and not coordinate an
neatness pleasing to the eye attractive design

Paragraph No paragraph was A paragraph was A paragraph was A paragraph was

written written explaining written explaining written explaining
the symbols used to the symbols used to the symbols used to
represent represent represent
personality. personality. personality. The
However, the However, there are grammar and
grammar and few grammar and structure have no
structure was full structure errors error.
of errors
 A.Y. 2018-2019
Performance Task in English 9
 Third Quarter

G-oal To demonstrate understanding and appreciation of how Anglo-American

literature serve as means of connecting to the World through a persuassive
speech
R-ole Writer, orator or speaker and advocate of education

A-udience Classmates, peers, parents and Talayan community

S-ituation TED Talk has delegate you to deliver a speech that will persuade millenials on
the true essence of education

P-roduct Persuassive speech

S-tandards for Success Rubric for Persuassive Speech

Rubric for Persuassive Speech

Criteria 5 4
Attention Effective use of attention
Getter getting strategy (quote,
statistic, question, story, etc.)
to capture listeners’ attention
and to introduce topic.
Attention getter is relevant and
meaningful and seemed to gain
the desired response from
audience.
Use of relevant attention
getting strategy, but did
not seem to adequately
capture audience attention
and/or lead to desire
outcome.
3
No attention getting strategy
was evident. No clear or
relevant connection to topic
and/or speech purpose.

Thesis Speaker clearly formulated and
Statement stated thesis statement during
the speech introduction.
Thesis statement identifies
topic and
encompasses/previews main
points.
Thesis is clearly implied,
although not explicitly
stated. Topic is clearly
identified, but main points
are not clearly previewed.
No thesis statement (implied
nor explicit). Main points are
not clearly identified, audience
unsure of direction of the
message.

Connection Clearly stated the relevance of
with topic to audience needs and
interests. Thoughtful audience
Audience
analysis reflected through
choice of topic and supporting
evidence.
Topic seems somewhat
relevant to audience, but
not explicitly stated.
Vague reference to
audience needs and/or
interests.
Topic seems irrelevant to
audience needs and interests.
No attempt made to connect
topic to targeted audience.

Subject Depth of content reflects
Knowledge knowledge and understanding
of topic. Main points
adequately substantiated with
timely, relevant and sufficient
support. Provided accurate
Provides some support for
main points, but needed to
elaborate further with
explanations, examples,
descriptions, etc. Support
is relevant, but not timely.
Provides irrelevant or no
support. Explanations of
concepts are inaccurate or
incomplete. Listeners gain
little knowledge form
presentation.
 explanation of key concepts.
Organization Uses effective organizational
pattern for speech purpose.
Main points are clearly
distinguished from supporting
details. Signposts are
effectively used for smooth
and coherent transitions.
Logical Presents sound arguments to
appeal support major claim.
Arguments are supported with
sufficient, relevant and valid
evidence. Reasoning is free of
fallacies.
Emotional Effectively and ethically
appeal appeals to audience emotions
(anger, fear, compassion, etc.)
to achieve the persuasive goal.
Vivid and emotive language
effectively used to create
imagery to engage audience
emotionally.
Total
General Lack of structure. Ideas are not
structure/organization coherent and transitions are
seems adequate but some forced or blurred. Difficult to
blurring between main identify introduction, body,
points and supporting and conclusion.
details. Logical flow, but
no clear signposts for
smooth transitions.
Some arguments are Arguments lack relevant and
sufficiently supported but valid evidence. Information is
some unsupported incorrect and/or outdated.
assertions are also Many fallacies are present in
present. Minor reasoning the reasoning.
fallacies.
Appeals to audience Fails to appeal to audience
emotions (anger, fear, emotions. No attempt to use
compassion, etc.) to vivid or descriptive language
achieve the persuasive to capture audience emotions.
goal, but fails to observe
ethical responsibilities.
Creates some effective
imagery through
language.
35
 A.Y. 2018-2019
Performance Task in English 9
Fourth Quarter

G-oal To demonstrate understanding and appreciation of how Anglo-American literature

and other text types serve as means of preserving unchanging values in a changing world;
also how to use the features of a full-length play, and to enable him/her competently
performs in a full-length play.
R-ole Writer, actor/actress

A-udience Classmates, peers, parents and teachers

S-ituation PETA assigned your class to present an entertainment in Kia Theatre for the
celebration of Drama during the Renaissance.

P-roduct Your class will present a short movie adaptation of Shakespeare’s Romeo and
Juliet

S-tandards for Success Rubric for Short Movie Adaptation of Shakespeare’s Romeo and Juliet

Rubric for Short Movie Adaptation of Shakespeare’s Romeo and Juliet

Criteria 4 3 2 1
Voice was loud and Student spoke Voice and language Could not
clear; words were clearly but it was was not very clear; understand what
VOICE
easily understood difficult to could’ve been was being said due
understand some of much louder. to unclear and low
the script; could’ve speech.
been louder.

Script was fully Script was almost Script was partially Script was not at all
memorized; student fully memorized. memorized; student memorized; no
MEMORIZATION
improvised in place Some did not attempt improvisation used.
or
of lines. improvisation were improvisation.
IMPROVISATION used to make up for
missed lines.

FACIAL Great use of Contained some Needed more facial Contained little to
EXPRESSION/ gestures, facial facial expression, expressions no facial
expression and gestures & body gestures & expression, gesture
BODY
body movement! movement. movement. or movement.
LANGUAGE
The storyboard The storyboard The thumbnail There is no
illustrates the video includes thumbnail sketches on the evidence of a
STORYBOARD
presentation sketches of each storyboard are not storyboard or
structure with video scene and in logical sequence script.
thumbnail sketches includes text for and do not provide
of each scene. each segment of the complete
Notes of proposed presentation, descriptions of the
transition, special descriptions of video scenes, audio
effects, sound and background audio background, or
title tracks incl: for each scene, and notes about the
text, color, notes about dialogue
placement, proposed shots and
graphics, etc. Notes dialogue.
about proposed
dialogue/ narration
text are included

QUALITY Play was completed Play was completed Play was made, but There was no play,
and had all required and contained all had very little if or tape was totally
elements. The required items. any editing. Many unedited with no
 video was well Editing was not poor shots remain. transitions or audio
edited and moves done as well as it Video was very support of any
smoothly from should have been. fragmented and kind.
scene to scene with Some poor shots choppy with little
proper use of remain. Movie is to no audio
transitions. Audio still somewhat reinforcement..
and other choppy. Audio and
enhancements were other enhancements
well used. were utilized, but
not for maximum
effect.

BEHAVIOR/ Student met and Students met and Only a couple of Meetings were not
TEAMWORK had discussions had discussions team meetings were held and/or some of
regularly. All regularly. Most of held. Most of the the team members
students on the the students on the students on the did not contribute
team contributed to team contributed to team contributed at at all to the project.
the discussion and the discussion and some level, but a Low levels of
were part of the were part of the majority of the respect were
final project. Team final project. Team work was done by evident within the
members showed members mostly one or two. team.
respect with each showed respect
other. with each other.

THEATRE/PLAY Students made Students made Students made Students gave little
TECHNICAL excellent use of good use of acceptable use of or no thought to
ASPECTS setting, music, setting, music, setting, music, setting, music,
costumes, make up, costumes, make up, costumes, make up, costumes, make up,
and props and props and props and props

TIME Class time was Class time was Some class time Class time was not
MANAGEMENT used wisely. Much used wisely. Some was used wisely. used wisely. Little
time and effort time and effort Some time and or no effort went
went into the went into planning effort went into into the task. Often
planning and of the design. planning of the reminded to work
design of the design. on the task.
hanging poetry.

TOTAL 32

Prepared by:
Genesis Aguilar

Noted by:
Mr. Eusebio M. Basas
High School Coordinator
Approved by:
Ms. Grace G. Vargas
Principal