The document outlines a GRASPS (Goal, Role, Audience, Situation, Product, Standards) method for an integrative performance task in Grade 11. The goal is to either create a graphic organizer or write an informative essay. Students will take on the role of information organizers/writers. Their audience will be other students. They will gather information about the three Abrahamic religions in their community. For the product, they will create either a graphic organizer or essay. The task aligns with several competencies and standards related to world religions, research, physical education, science, and statistics.

1. GRASPS METHOD
Performance Based Integrative Assessment in Grade 11 (Week 7-8)
Subject Focused Competency/ies
1. Introduction to World Religion Compare and contrast the uniqueness and similarity of Judaism, Christianity and Islam
Subject Integration Competency/ies
2. Pagbasa at Pagsusuri ng
Iba't- ibang Teksto Tungo sa
Pananaliksik
Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa katangian at
kabuluhan nito sa pamilya, komunidad, bansa at daigdig
3. Practical Research 1 Presents written review of literature
4. Reading and Writing Skills Identify claims explicitly or implicitly made in a written text( claim of fact; policy; value)
5. Health Optimizing Physical
Education 2
Engages in moderate to vigorous physical activities for at least 60 minutes most days of the
week in a variety of settings in-and-out of school
6. Physical Science Identify the active ingredient(s) of cleaning products used at home
7. Statistics and Probability Define the sampling distribution of the sampling mean using the central limit theory.

2. GRASPS METHOD
Performance Based Integrative Assessment in Grade 11 (Week 7-8)
GOAL Make a Graphic Organizer
ROLE Information organizers and expounders
AUDIENCE Students
SITUATION As information organizers and expounders, you are task to make a graphic organizer that would expound
the learnings of the students in your community about the Abrahamic religions. You should be able to
explain and deepen the differences and similarities of the three Abrahamic religions namely: Judaism,
Christianity and Islam in Asia based on published and reviewed literature. The organizers should assign a
representative for its introduction, explanation, and conclusion.
PRODUCT Graphic Organizer
STANDARDS 1. Introduction to World Religion- The learner conducts a panel discussion on Muslim beliefs and practices
(when possible inviting a Muslim).
2. Pagbasa at Pagsusuri ng Iba't- ibang Teksto Tungo sa Pananaliksik -Nakasusulat ng panimulang
pananaliksik sa mga ponemang kultural at panlipunan sa bansa.
3. Practical Research 1-Present written review of relate literature
4. Reading and Writing Skills - The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.
5. HOPE 2- The learner leads fitness events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.
6. Physical Science- make either a poster, a flyer, or a brochure on a product (such as fuels, household, or
personal care products) indicating its uses, properties, mode of action, and precautions.
7. Statistics and Probability- The learner is able to apply a suitable sampling and sampling distributions of
the sample mean to solve real-life problems in different disciplines.

3. GRASPS METHOD
Written Integrative Assessment in Grade 11 (Week 7-8)
Subject Focused Competency/ies
1. Introduction to World Religion Compare and contrast the uniqueness and similarity of Judaism, Christianity and Islam
Subject Integration Competency/ies
2. Pagbasa at Pagsusuri ng
Iba't- ibang Teksto Tungo sa
Pananaliksik
Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa katangian at
kabuluhan nito sa pamilya, komunidad, bansa at daigdig
3. Practical Research 1 Presents written review of literature
4. Reading and Writing Skills Identify claims explicitly or implicitly made in a written text( claim of fact; policy; value)
5. Health Optimizing Physical
Education 2
Engages in moderate to vigorous physical activities for at least 60 minutes most days of the
week in a variety of settings in-and-out of school
6. Physical Science Identify the active ingredient(s) of cleaning products used at home
7. Statistics and Probability Define the sampling distribution of the sampling mean using the central limit theory.

4. GRASPS METHOD
Written Integrative Assessment in Grade 11 (Week 7-8)
GOAL Make an informative essay
ROLE Writer
AUDIENCE Students
SITUATION As a writer, you are tasked to gather facts and information about the three Abrahamic Religions (Judaism,
Christianity and Islam) in your community. You will identify the number of families that belongs to the three
Abrahamic religions. In addition, you need to describe their religious practices and gatherings.
PRODUCT Informative essay
STANDARDS 1. Introduction to World Religion- The learner demonstrates understanding of the elements of
Christianity, Judaism and Islam
2. Pagbasa at Pagsusuri ng Iba't- ibang Teksto Tungo sa Pananaliksik - Nasusuri ang iba’t
ibang uri ng binasang
teksto ayon sa kaugnayan nito sa sarili, pamilya, komunidad, bansa at daigdig
3. Practical Research 1- 1. the criteria in selecting, citing, and synthesizing related literature 2. ethical
standards in writing related literature
4. Reading and Writing Skills - The learner realizes that information in a written text may be selected
and organized to achieve a particular purpose.
5. HOPE 2- The learner demonstrates understanding of fitness and exercise in optimizing one’s health as
a habit; as requisite for physical activity assessment performance, and as a career opportunity.
6. Physical Science- 1. the following aspects of chemical changes: a. how fast a reaction takes place b.
how much reactants are needed and how much products are formed in a reaction c. how much energy is
involved in a reaction 2. how energy is harnessed
7. Statistics and Probability- The learner demonstrate the understanding of key concepts of
sampling and sampling distributions of the sample mean.

10. RUBRIC FOR STATISTICS & PROBABILITY GRAPHIC ORGANIZER Performance Task for Week 7-8
Criteria 4 3 2 1
Organization All essential parts are
discussed
comprehensively in the
graphic organizer.
All essential parts are discussed
however. Not comprehensively.
The graphic organizer lacks
some details and is not
discussed comprehensively.
The graphic organizer
lacks substance.
Accuracy All statistics and data are
accurate and resources
are all properly cited.
Some statistics and data may be
misleading or unclear but
resources are all properly cited.
Some statistics and data cannot
be verified due to resources
being improperly cited.
Explanations are
minimal to
nonexistent and
statistics and data are
not cited.
Creativity Additional elements, such
as symbols, pictures or
maps, are incorporated to
enhance the graphic
organizer.
Additional elements are used, but
not enhance the graphic
organizer.
No additional elements are used. Additional elements
are included that are
not relevant to the
topic of the graphic
organizer.
Overall Impact The graphic organizer is
flawlessly written and well
presented.
The graphic organizer is
satisfactorily written and well-
presented.
The graphic organizer is flawed
and lacks essence.
The graphic organizer
is poorly written.

11. RUBRIC FOR H.O.P.E. 2 WRITTEN OUTPOPUT
(Informative essay)
WEEK 7-8
CRITERIA 10 8 6
Demonstration on
understanding of
sports in optimizing
one’s health as a
habit.
.
Effectively demonstrates
understanding of
sports in optimizing
one’s health as a
habit.
Satisfactorily demonstrates
understanding of
sports in optimizing
one’s health as a
habit.
Poorly demonstrates
understanding of sports in
optimizing one’s health as a habit.
Demonstration on understanding on
sports as requisite for physical activity
assessment
performance.
Effectively demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Satisfactorily demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Poorly demonstrates
understanding on sports as
requisite for physical activity
assessment
performance.
Demonstration on understanding on
sports
as a career opportunity.
Effectively demonstrates
understanding on sports as a
career opportunity
Satisfactorily demonstrates
understanding on sports as a
career opportunity
Poorly demonstrates
understanding on sports as a
career opportunity