1. WRITING PERFORMANCE ACTIVITIES
Casumpong, Carlo O. Course: English 25
Butihen, Jellie Mae
1. IMITATIVE OR WRITING DOWN
FORMING PARAGRAPHS FROM JUMBLED SENTENCES
Directions: The teacher read the rumbled sentences from the story “The Teacher” by
Peggy Melanson then, the students will write down the sentences. After, they will
arrange the rumbled sentences according to its sequence. The teacher will check the
arrangement of the sentences as will as the spelling of the words and the punctuations.
2. INTENSIVE OR CONTROLLED
a. CONTROLLED
CORRECTING SENTENCES
Directions: Teacher will post a picture to the board. The students are going to write
sentences base on what they viewed from the picture posted on the board.
b. GUIDED
ANSWERING QUESTIONS
Directions: Students will read a passage and answer the following questions below.
Maud and I were having a contest. We took out our paint and paper. We sat side by side
as we worked. First, I drew some leaves and a pot. Then, I drew the petals and stem.
Next, I took my brushed and finished up. It was beautiful, my best work ever. Maud
looked at my worked. Her face turned gloomy. She knew I would win. Just then, I heard,
“bark.. bark.. bark…” then my easel was knocked ever as Rover ran out of the door. He
didn’t care about my hard work. Maud began to laugh, “Rover must not want you to win.”
Maud said.
Questions:
1. What kind of contest were the girls having?
2. Do you think Rover cared if Maud won or not? Why or why not?
3. What kind of friend is Maud?
c. DICTO-COMP
Directions: Teacher read the story “ A Special Day for Andrew” . Students will take down
notes all the key words. Afterwards, students will write all the key words on the board
and they will compare it to other students in the class.
3. SELF-WRITING
REFLECTIVE JOURNAL
Directions: Read the story “The Necklace” by Guy de Maupassant. After which students
will make a reflective journal about the story they read.
4. DISPLAY WRITING

2. WRITING PERFORMANCE ACTIVITIES
Casumpong, Carlo O. Course: English 25
Butihen, Jellie Mae
Reflective Log (one and a half hour)
Directions: Play the documentary entitled “Report Card” crafted by GMA News with
Dingdong Dantes. After which, the students are to write a reflection on the importance of
government’s support to education.
5. REAL WRITING
a. ACADEMIC
PEER EDITING TASK (two and a half hour)
Directions: Present a photograph of the painting “Starry Starry Night” dedicated to
Vincent Van Gogh. Do the following tasks:
1.) The students are to write a poem;
2.) They are to form groups of four;
3.) Each student will submit his/her write-up to anyone in the group until he/she has
edited all works;
4.) The teacher will ask the following questions:
a.) What is/are the common mistake/s that everyone in the group has
committed?
b.) As the copy reader/editor of your groupmates’ write-up, what do you think is
the significance of your role?
c.) What should be considered in editing another person’s writing?
5.) The students are to revise and finalize their own work;
6.) The teacher will collect their write-ups and rate each of it.
b. PERSONAL
(INITIAL WRITING PROJECT)
Purpose: To know the background of the students
ONE WEEK DIARY (seven days)
Directions: The students will write a diary for seven days. They have to write it on a
stationary paper and clip/package the seven sheets creatively.
Deadline: eighth day
c. VOCATIONAL-TECHNICAL
(FOR CULINARY ARTS STUDENTS)
INVENTING/INNOVATING RECIPE (one and a half hour)
Directions: The teacher will present photographs (if realias are not available) of the
ingredients of “Pinakbet”. The students are to write a recipe of another dish based on
the presented photographs. Creativity and uniqueness will be the bases of rating.