SAGAPI, ANGEL I.

BSED-SS 3
EDUC 7B

EXERCISE 4
A. For each of the following task, identify at least three (3) process-oriented
learning competencies:
1. Constructing a graphic organizer to illustrate child growth and development
Objectives: The activity aims to enable the students construct a graphic
organizer to illustrate child growth and development, specifically to:
a. Create a graphic organizer in a creative way showing the child growth and
development
b. Identify the different stages of child growth and development
c. Present the physical, cognitive, social, and emotional growth of young
children from prenatal development through middle childhood.

2. Constructing three-dimensional models of solids from cardboards;

Objectives: The Activity aims to enable the students to construct a three-
dimensional models of solids from cardboards, specifically to:
a. Present the different models of solids in a creative way
b. Create a three-dimensional models of solid from the things they see
around their classroom.
c. Use recycled materials and art works to construct a three-dimensional
models of solid.

3. Writing an essay about the EDSA III People Power Revolution

Objectives: The activity aims to enable the students to write an essay about
the EDSA III People Power Revolution, specifically to:
a. Pursue independent research on what happened or important events during
the EDSA III People Power Revolution
b. Maintain it essay in an organized manner and should not stray from his
main topic
c. Produce an essay that is free from any grammatical errors and is concise
and clear.

4. Performing a skit on the importance of a national language

Objectives: The activity aims to enable the students to perform a skit on
the importance of national language, specifically to:
a. Show in a creative way through skit on the importance of national
language.
b. Develop confidence in their ability to speak English spontaneously
towards their skit.
c. Manipulate body movements and facial expressions to convey appropriate
emotion and meaning in performing skit.

5. Role Playing to illustrate the concept of Filipino family values

Objectives: The activity aims to enable the students to illustrate the
concept of Filipino Family Values through Role Playing, specifically to:
a. Demonstrate how children should show respect towards their parents and
elders.
b. Exercises that give different people roles, instructions and constraints
which ultimately show the different Filipino Family Values
c. Imbibe the importance of Filipino Family Values in our life and in our
daily life.

B. Choose any five activities below and then construct your own scoring
rubrics.
 Group Debate: Where is the First in the Philippines was held?
This rubric will be use to evaluate the two group (Affirmative and Negative Team)
during the Debate. They are graded according to their Level of Performance as a
group.
Criteria 4 3 2 1 Score
1. Organization Completely Mostly clear Clear in Unclear and
and Clarity: clear and and orderly some parts disorganized
Main orderly in all parts but not throughout
arguments and presentation overall
responses are
outlined in a
clear and
orderly way.
2. Use of Very Strong Many good Some decent Few or no
Argument: and arguments arguments, real
Reasons are persuasive given with but some arguments
given to arguments only minor significant given, or
support the given problems problems all
resolution throughout arguments
given had
significant
problems
3. Use of cross- Excellent Good Cross- Decent Poor cross-
examination cross-exam exam and cross-exam exam or
and rebuttal: and defense rebuttals, and/or rebuttals,
Identificatio against with only rebuttals, failure to
n of weakness Negative/Pos minor slip- but with point out
in Negative itive teams ups some problems in
team’s Objection significant Negative’s/P
arguments and problems ositive’s
ability to team
defend itself position to
against defend
attack itself
against
attack.
4. Presentation All style Most style Few Style Very few
Style: features features features style
Tone of were used were used were used features
voice, convincingly convincingly convincingl were used,
clarity of y none of them
expression, convincingly
precision of
arguments all
contribute to
keeping
audience’s
attention and
persuading
them of the
team’s case.
Total Score (X2)
 ORAL REPORT IN SOCIAL STUDIES

PRESENCE 5 4 3 2 1 0
-body language & eye contact
-contact with the public
-poise
-physical organization

LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily

ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure
-signposting

MASTERY OF THE SUBJECT 5 4 3 2 1 0

-pertinence
-depth of commentary
-spoken, not read
-able to answer questions

VISUAL AIDS 5 4 3 2 1 0
-transparencies, slides
-handouts
-audio, video, etc.

OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication

TOTAL SCORE _______ / 30

RUBRIC FOR RESEARCH PAPER

EXPERT (30) PROFICIENT APPRENTICE NOVICE (10) SCOR

(25-20) (15) E
INTEGRATION The paper The paper The paper The paper
OF demonstrates demonstrates demonstrates does not
KNOWLEDGE that the that the that the demonstrate
author fully author, for author, to a that the
understands the most part, certain author has
and has understands extent, fully
applied and has understands understood
concepts applied and has and applied
learned in concepts applied concepts
the course. learned in the concepts learned in
Concepts are course. Some learned in the course.
integrated of the the course.
 into the conclusions,
writer’s own however, are
insights. The not supported
writer in the body of
provides the paper.
concluding
remarks that
show analysis
and synthesis
of ideas.
TOPIC FOCUS The topic is The topic is The topic is The topic is
focused focused but too broad for not clearly
narrowly lacks the scope of defined.
enough for direction. The this
the scope of paper is about assignment.
this a specific
assignment. A topic but the
thesis writer has not
statement established a
provides position.
direction for
the paper,
either by
statement of
a position or
hypothesis.
DEPTH OF In-depth In-depth The writer Cursory
DISCUSSION discussion & discussion & has omitted discussion
elaboration elaboration in pertinent in all the
in all most sections content or sections of
sections of of the paper. content runs- the paper or
the paper. on brief
excessively. discussion
Quotations in only a
from others few
outweigh the sections.
writer’s own
ideas
excessively.
COHESIVENES Ties together For the most Sometimes Does not tie
S information part, ties ties together together
from all together information information.
sources. information from all Paper does
Paper flows from all sources. not flow and
from one sources. Paper Paper does appears to
issue to the flows with not flow - be created
next without only some disjointednes from
the need for disjointedness s is disparate
headings. . Author's apparent. issues.
Author's writing Author's Headings are
writing demonstrates writing does necessary to
demonstrates an not link
an understanding demonstrate concepts.
understanding of the an Writing does
of the relationship understanding not
relationship among material of the demonstrate
among obtained from relationship understandin
 material all sources. among g any
obtained from material relationship
all sources. obtained from s
all sources.
SPELLING & No spelling Minimal Noticeable Unacceptable
GRAMMAR &/or grammar spelling &/or spelling & number of
mistakes. grammar grammar spelling
mistakes. mistakes. and/or
grammar
mistakes.
SOURCES More than 5 5 current Fewer than 5 Fewer than 5
current sources, of current current
sources, of which at least sources, or sources, or
which at 2 are peer- fewer than 2 fewer than 2
least 3 are review journal of 5 are peer of 5 are
peer review articles or reviewed peer-
journal scholarly journal reviewed
articles or books. All web articles or journal
scholarly sites utilized scholarly articles or
books. are books. All scholarly
Sources authoritative. web sites books. Not
include both utilized are all web
general credible. sites
background utilized are
sources and credible,
specialized and/or
sources. sources are
Special not current.
interest
sources and
popular
literature
are
acknowledged
as such if
they are
cited. All
web sites
utilized are
authoritative
.
CITATIONS Cites all Cites most Cites some Citation
data obtained data obtained data obtained style is
from other from other from other either
sources. APA sources. APA sources. inconsistent
citation citation style or
style is used is used in incorrect.
in both text both text and Does not
and bibliography. cite
bibliography. sources.
TOTAL SCORE
 Students will create an image that demonstrates comprehension of imagery and/or
symbolism
5 4 3 SCORE
IDEA Good Fair Poor
Student picks an Student has tried Student picks an
appropriate to pick an excerpt from the
selection from the appropriate idea text that is not
text that displays to base his/her easily represented
understanding of drawing on. The by a drawing, and
imagery to base thought and the idea has not
his/her drawing originality could been well thought
about. be better. out.

CREATION Good Fair Poor

Student creates an Student creates an Student creates an
artistic artistic artistic
representation representation representation
that clearly that has some that has little or
displays connections to no application to
connections to their scene and his/her scene and
imagery and their imagery. Creation imagery. Creation
scene from the lacks somewhat in is thrown together
text. The creation planning and and lacks thought,
is creative, neat, creativity. planning, neatness
and well executed. and originality.

EXPLANATION Good Fair Poor

Student can give a Student gives an Student is lacking
in-depth explanation as to an explanation of
explanation as to why the drawing how and why she/he
why the drawing and imagery are created the
and imagery related. drawing to
relate. (Can give Explanation is represent the
sufficient details lacking some scene and imagery.
to support this) detail and depth, Shows little or no
Shows great but thought was comprehension of
comprehension of demonstrated in the link between
the link between the project. Shows text and imagery.
ideas and imagery decent
and symbolism and comprehension of
why they are used the link between
in art and simple ideas and
literature. imagery and
symbolism.

TOTAL SCORE

EXHIBIT DESIGN RUBRIC

Criteria How would you rate your design? Circle your ratings below
3 2 1
1. The exhibit Exhibit design Exhibit design Exhibit design
captures clearly invites somewhat invites does not invite
curiosity. someone to stop someone to stop someone to stop
and spend time and spend time and spend time
with it. with it. with it.
2. Navigation of Exhibit design Exhibit design Exhibit design
the exhibit is clearly somewhat does not
understandable. demonstrates ease demonstrates ease demonstrate ease
of navigation. of navigation. of navigation.
3. The exhibit Exhibit design Exhibit design Exhibit design
inspires clearly shows that somewhat shows somewhat shows
interaction among multiple people that multiple that multiple
visitors. may use/ interact people may use/ people may use/
with it at one interact with it interact with it
time. at one time. at one time.
4. The exhibit Exhibit design Exhibit design Exhibit design
invites clearly allows somewhat allows does not allow
exploration. several possible several possible several possible
outcomes for outcomes for outcomes for
maximum discovery maximum discovery maximum discovery
learning. learning. learning.
5. The exhibit is Exhibit design is Exhibit design is Exhibit design is
accessible to clearly somewhat not interesting to
people of varying interesting to a interesting to a a variety of ages
ages and variety of ages variety of ages and experiences.
development. and experiences. and experiences.
6. A visitor can Exhibit design Exhibit design Exhibit design
take something clearly encourages somewhat does not encourage
away. you to make encourages you to you to make
connections with make connections connections with
real-life with real-life real-life
situations. situations. situations.
TOTAL SCORE:

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