The document provides information about an upcoming performance-based summative assessment (PBSA) for an English 7 class. The PBSA will involve students presenting a narrative-persuasive speech in small groups. The speech aims to promote Philippine tourism and culture based on a travelogue the groups previously created. It provides guidelines for the speech content, format, and evaluation criteria. Students will be assessed on expression, content, organization, time limits, and group dynamics.
This presentation is a semantic approach to language teaching. Syntagmatic competence versus paradigmatic traditional teaching.Conveying meaning is basically producing utterances which vary from naming an item, to its description, its definition or being able to explain about it.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
This presentation is a semantic approach to language teaching. Syntagmatic competence versus paradigmatic traditional teaching.Conveying meaning is basically producing utterances which vary from naming an item, to its description, its definition or being able to explain about it.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
The Formal Informative Speech (5-8 Minutes)Review your speech plan.docxarmitageclaire49
The Formal Informative Speech (5-8 Minutes)
Review your speech plans in Week 8 Discussion Board before you complete work here.
You must select a current events topic from the media (newspaper/magazine, radio, TV, or Internet).
This can be based on a social, economic or political activity of concern to you.
REVIEW THE GUIDELINES AND GRADING MATRIX BELOW.
Assignment #5: The Formal Informative Speech (5-8 Minutes)
Due: Week 9 (this week).
Speech Assignment:
Communicate on Your Feet, an Expository Speech
Follow the speech plan Action Steps to prepare a five to eight minute informative speech in which you present carefully researched, in-depth information about a complex topic. You may choose one of the topics from Figure 16.2 in the textbook, or a topic suggested by your coursework; or a topic about which you are interested; or a topic suggested by your instructor. Your instructor must approve your topic.
Criteria for evaluation include all the general criteria of topic and purpose, content, organization, and presentation, but special emphasis will be placed on how intellectually stimulating the topic is made for the audience, how creatively ideas are presented, and how clearly the important information is emphasized. Use the Expository Speech Evaluation Checklist, Figure 16.3 in the textbook to critique yourself as you practice your speech.
Prior to presenting your speech, prepare an outline, a source list in APA format, and a written plan for adapting your speech to the audience. Your adaptation plan should describe both verbal and visual strategies and should address how you will:
Establish common ground
Build and maintain audience interest
Adjust to the audience’s knowledge and sophistication
Build speaker credibility
Adapt to the audience’s attitudes toward your speech goal
Adapt to audiences from different cultures and language communities (if relevant for you in this speech)
The United States has gone to war with North Korea in the past (1950-1953). It was a challenging undertaking due to geography
and
climate, and bec
ause of the Chinese and the Soviets taking the side of the North Koreans. Millions died in the process, and N
orth Korea has used this as one of the pretexts in their quest for the weapons of mass destruction. Of course, conflicts are unpredictable and they tend to spiral out of control. Not many players would wish to rush to war since the outcome is uncertain. I look forward to reevaluating this issue to understand the history behind the Korean crisis, all the parties involved, any intervention measures being put in place to prevent war, any successes and/or stalemates, as well as why there is a lot of mistrust. I hope to be able to predict development on the Korean issue over the next few months with relative certainty.
There has been a lot of talk about the North Korean nuclear activity; and, of course, this is concerning since North Korea does not seem to be slowing down. The North Koreans insist on developing and po.
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Formal Informative Speech (5-8 Minutes)Review your speech plan.docxarmitageclaire49
The Formal Informative Speech (5-8 Minutes)
Review your speech plans in Week 8 Discussion Board before you complete work here.
You must select a current events topic from the media (newspaper/magazine, radio, TV, or Internet).
This can be based on a social, economic or political activity of concern to you.
REVIEW THE GUIDELINES AND GRADING MATRIX BELOW.
Assignment #5: The Formal Informative Speech (5-8 Minutes)
Due: Week 9 (this week).
Speech Assignment:
Communicate on Your Feet, an Expository Speech
Follow the speech plan Action Steps to prepare a five to eight minute informative speech in which you present carefully researched, in-depth information about a complex topic. You may choose one of the topics from Figure 16.2 in the textbook, or a topic suggested by your coursework; or a topic about which you are interested; or a topic suggested by your instructor. Your instructor must approve your topic.
Criteria for evaluation include all the general criteria of topic and purpose, content, organization, and presentation, but special emphasis will be placed on how intellectually stimulating the topic is made for the audience, how creatively ideas are presented, and how clearly the important information is emphasized. Use the Expository Speech Evaluation Checklist, Figure 16.3 in the textbook to critique yourself as you practice your speech.
Prior to presenting your speech, prepare an outline, a source list in APA format, and a written plan for adapting your speech to the audience. Your adaptation plan should describe both verbal and visual strategies and should address how you will:
Establish common ground
Build and maintain audience interest
Adjust to the audience’s knowledge and sophistication
Build speaker credibility
Adapt to the audience’s attitudes toward your speech goal
Adapt to audiences from different cultures and language communities (if relevant for you in this speech)
The United States has gone to war with North Korea in the past (1950-1953). It was a challenging undertaking due to geography
and
climate, and bec
ause of the Chinese and the Soviets taking the side of the North Koreans. Millions died in the process, and N
orth Korea has used this as one of the pretexts in their quest for the weapons of mass destruction. Of course, conflicts are unpredictable and they tend to spiral out of control. Not many players would wish to rush to war since the outcome is uncertain. I look forward to reevaluating this issue to understand the history behind the Korean crisis, all the parties involved, any intervention measures being put in place to prevent war, any successes and/or stalemates, as well as why there is a lot of mistrust. I hope to be able to predict development on the Korean issue over the next few months with relative certainty.
There has been a lot of talk about the North Korean nuclear activity; and, of course, this is concerning since North Korea does not seem to be slowing down. The North Koreans insist on developing and po.
1
Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric
This form is provided to you to use as a guide in preparing your speech. You will see the rubric
explanation (grading criteria) and the possible points for each section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION
Does the speaker gains the audience’s attention right away in the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation relevant to
the topic. Is the topic suitable to persuade the audience to change a
behavior, discontinue a behavior, or start a new behavior? Is the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a need for
change by showing the audience a serious problem with the current
situation. Did the speaker make strong assertions? How did examples,
statistics, and other support materials work to reinforce the assertions?
Did the speaker use pathos and logos appeals to convince the audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the audience’s
problem or need? Did the speaker show how the solution will work?
How did examples, statistics, and other support materials work to show
that the speaker’s plan can work effectively?
5
CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in quality and
variety. Supporting material is unarguably linked to the thesis of the speech,
and further is of such quality that it decidedly enhances the credibility of the
speaker and the clarity of the topic. Three sources and reference material
are orally cited by the speaker during the body of the presentation. Main
points of the speech are amply supported by specific research. Research is of
sufficient variety (statistics, examples, comparisons, quotations, etc.).
You are required to effectively use a visual aid to reinforce one or more of
your main claims.
10
2
CONTENT
COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and appropriate.
The speaker chooses language that enhances audience comprehension and
enthusiasm for the speech, whi ...
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
E7-Unit-3-PBE (1).docx
1. SAINT LOUIS UNIVERSITY
BASIC EDUCATION SCHOOL
LABORATORY HIGH SCHOOL DEPARTMENT
AY: 2022-2023
ENGLISH 7
Unit 3 – Performance-Based Summative Assessment (Examination)
CONTENT STANDARD:
The learner demonstrates understanding of: Philippine literature in the Period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and associations; informative speech
forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses,
and sentence connectors.
PERFORMANCE STANDARD:
The learner transfers learning by: showing ways of asserting one’s identity; comprehending
informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written
and spoken communication using direct/reported speech, active/passive voice, simple past and
past perfect tenses and connectors correctly and appropriately.
LEARNING COMPETENCIES:
ACQUISITION
1. identify the distinguishing features of literature during the Period of Emergence;
2. identify the distinguishing features of revolutionary songs, poems, short stories, drama,
and novels;
3. identify the author’s intentions for writing;
4. determine the key message conveyed in the material viewed;
5. recognize main points and supporting ideas in the text listened to;
6. identify words or expressions with part-whole (partitive) relations;
7. categorize words or expressions according to shades of meaning;
8. determine the order of ideas as signaled by cues;
MEANING MAKING
9. make a stand on the material viewed;
10. infer thoughts and feelings expressed in the text listened to;
11. react to assertions made by the author in the text;
12. discover literature as a tool to assert one’s unique identity and to better
2. ENGLISH 7
Unit 3 – Performance-Based Summative Assessment (Examination)
50 POINTS
CN: ___ Name:___________________________ CN: ___ Name:____________________________
CN: ___ Name:___________________________ CN: ___ Name:____________________________
CN: ___ Name:___________________________ CN: ___ Name:____________________________
Grade and Section: 7 – ___________________ Over-all Score: _________ / 50
GUIDELINES AND CRITERIA:
1. The Performance-Based Summative Assessment (PBSA) will be performed by group, following the
groupings assigned in the recent Culminating Performance Task (CPT).
2. This PBSA is also connected to your CPT product/output.
3. Situation:
The Department of Tourism, in cooperation with the Department of Education, is
looking for a travel youth ambassador who will participate in the International Conference on
Tourism Management and Tourism Development which aims to bring together leading researchers
3. and research scholars to share their experiences and exchange best practices on all aspects
concerning international tourism management and development. This event will be held in
Stockholm, Sweden. As such, you are tasked to create and submit a travelogue that promotes the
best features of a city or a province that you had already visited in your native country, the
Philippines. (CPT)
After the submitting the travelogue, you will be required to present a narrative-persuasive
speech towards the end of the conference, and it should be able to highlight your travel
experiences in your country. This speech must be able to assert the Filipino identity and promote
the tourism industry of the Philippines. (PBSA)
Note:
Our identity is influenced by traveling because of the endless experiences that are
possible. Expansions in personal and cultural contexts allow an individual to become closer with
himself or the world around him.
4. A narrative speech is used to tell a story, often one that is based on personal experience, while
a persuasive speech is given with the intention of convincing the audience to believe or do
something.
5. Write a 4-paragraph narrative-persuasive speech with a creative title and with the complete parts:
Introduction, Body and Conclusion. As stated in number 3, this speech should be able to recount
your travel experiences in your country so the content may be based on the group’s travelogue.
You would also explain how travelling in your own country can help in asserting (stating a
fact/belief confidently) our identity as Filipinos and in boosting our tourism industry.
6. Be able to use at least 6 transitional devices in your entire speech.
7. Use a short bond paper for the speech, which can either be encoded or handwritten.
i. For HANDWRITTEN OUTPUTS: Please observe legibility of penmanship, proper use of
margin (and spacing, and neatness of work.
ii. For ENCODED OUTPUTS: Font style and size: Century Gothic 12; margin -1 inch for all sides;
spacing - 1.5.
8. Based from your submitted written output, be able to perform a 3-5 minute narrative-persuasive
speech.
9. Click the links below for sample video presentations of narrative-persuasive speeches.
https://www.youtube.com/watch?v=Q1ymfx6CuMg
https://www.youtube.com/watch?v=7rdmZbnrrSA
4. https://www.youtube.com/watch?v=_Ck_cD2Qung
10. Your PBSA will be evaluated based on the following rubric: (50 points)
Criteria Level 4
(10 Points)
Level 3
(8 Points)
Level 2
(6 points)
Level 1
(4 Points)
Expression and
Body Language
Always expresses
emotions through
voice, facial
expression, and
gestures
Usually expresses
emotions through
voice, facial
expression, and
gestures
Often expresses
emotions through
voice, facial
expression, and
gestures
Rarely expresses
emotions through
voice, facial
expression, and
gestures
Content/Ideas All ideas made
sense. Stayed on
track. Included
many interesting
details.
There are 6 or
more transitional
devices used in the
speech.
All ideas made
sense. Stayed on
track. Included
some interesting
details.
There are 4-5
transitional devices
used in the
speech.
Not all ideas made
sense. Some parts
went off the track.
Included a few
interesting details.
There are 3
transitional devices
used in the
speech.
No ideas made
sense. All parts
went off the track.
No interesting
detail was
included.
There is/are 1-2
transitional
device/s used in
the speech.
Organization Strong beginning
and sentences
were tied together.
Details were
presented in order.
Effective
organization well
suited to purpose.
Main points are
clearly distinct from
supporting details.
Graceful transitions
create coherent
progress toward
conclusion.
Strong beginning
and sentences
were tied together.
Details were
somewhat
presented in order.
Clear
organizational
pattern. Main
points are distinct
from supporting
details. Smooth
transitions
differentiate key
points.
Weak beginning.
Few sentences
were tied together.
Details were mixed
up or not in order.
General
structure/organizat
ion seems
adequate.
Difference
between main
points and
supporting details
is blurred. Logical
flow, but no clear
Weak beginning.
No sentences
were tied
together. Details
were not in order.
Lack of structure.
Ideas are not
coherent. No
transitions.
Difficult to
identify
introduction,
body, and
conclusion.
5. signposts for
transitions.
Time Limit Presentation is 3-
5 minutes long.
Presentation
is 2:50 minutes
long or longer
than 5 minutes.
Presentation is 2
to 2:30 minutes
long.
Presentation
is less than 2
minutes.
Group
Dynamics
(Use the
evaluation
form.)
It is evident that all
members were
able to contribute
ideas and organize
the final output
together.
It is evident that
most members
were able to
contribute ideas
and organize the
final output
together.
It is evident that
some members
were able to
contribute ideas
and organize the
final output
together.
Few members
were able to
contribute ideas
and organize the
final output
together.
6. FOR GROUP LEADERS ONLY:
INDIVIDUAL MEMBER EVALUATION FORM FOR UNIT 3 PBSA
(Attendance, Participation, Contribution)
Score:
10 points
Brief Explanation/Description
of your Rating
Group Member 1:
______________________________
(Name)
Group Member 2:
______________________________
(Name)
Group Member 3:
______________________________
(Name)
Group Member 4:
______________________________
(Name)
Group Member 5:
______________________________
(Name)
Evaluated by:
_______________________________________
Group Leader’s Name and Signature
