2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE* Transfer

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other indicators given for the
rubric of this plan.

SUBJECT : ENGLISH GRADE : 10 QUARTER : 1st

TOPIC : PERSUASIVE SPEECH TEACHER(S) :
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Expectations Expectations or Curricular for
Standard Standard Curricular Alone or Focus
& Skill & Skill Remediation Materials Teaching
and LCs and LCs Materials Layered
Breakdown Breakdown Strategies
In and Action
*Standards/ *Standards/
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)
What previous What is the How is the missed Will the missed or What is the What is the What rubric What intervention How will existing What month,
standard and LCs standard and standard or partially covered mastery mastery indicators or remediation curricular materials unit/module,
were missed or learning partially covered standard and LCs expectation? Skills expectation? Skills closely align? strategies, action, be transferred, and/or lessons will
standard and LCs
partially covered? competencies at addressed in stand alone in required to master required to master What will be the resources and updated, or added the missing or
the current grade existing curricular teaching, or can it the missed or the missed or focus indicators tools will be used to accomplish the partially covered
level that build on materials? be layered in with partially covered partially covered during to achieve mastery intervention or standard and LCs
the missed current grade level standard and LCs standard and LCs assessment? and the rubric remediation action be covered? What
standard and LCs? standard and LCs? that will be taught merged with the indicators? (e.g. and integrate the is the time period
If merged, state separately. current grade level mini lesson, missed or partially for doing the
the merged LC. standard and LCs? interventions, RTI, covered standard actions and
State core, flex-day, and LCs? checking on
corresponding State corresponding after school) What results of
learning targets. learning targets. are the explicit and What resources assessment?
systematic are needed to
procedures and check on students’
how is scaffolding progress to
and differentiation mastery? How can

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 done? technology be
used to
follow-up on or
enhance student
mastery?
Learning EN10WC-Ie12.2: In order for the NA The student is See attached Tier 1 Universal The additional The missed
Competency Q2 Formulate a students to expected to be RUBRICS Instruction material, learning
EN8G-IIa-9: statement of express a Compose a able to: Learn- Practice- competencies
opinion or statement of persuasive text by All the Grade 10 Show, will be used will be covered
Use appropriate assertion opinion or formulating a students will work to scaffold the on the four (4)
grammatical assertion and statement of 1. Identify on their skills needed. weeks of
signals EN10G-IVa-32: compose a opinion or features of Performance Task Differentiation will Grade 10, First
or expressions Compose a persuasive text, assertion to persuasive Playlist (Learn, be done by Quarter.
suitable to each persuasive text of they need to be express one stand text Practice process ( students
pattern of idea three paragraphs able to master on an issue. Checkpoint and will choose a Meeting 1 Day
development: expressing one’s skills in using an 2. Differentiat Show) to compose medium for the 1 LEARN: The
• general to stand on an issue appropriate e opinion and deliver a learning material students will
particular grammatical from persuasive text by such as YouTube watch videos
• claim and signals assertion formulating a Clip and Digital and check
counterclaim or expressions statement of Handouts) and by digital
• problem solution suitable to each 3. Formulate opinion or environment handouts to
• cause-effect pattern of idea a statement assertion to (group work.) learn
• and others development. of opinion express their stand formulating
and on an During statement of
assertion environmental Checkpoints, assertion and
issue. students’ outputs opinion, and
4. Compose a will be checked by features of
persuasive See procedures looking at the persuasive
text below. checklist on rubric writing
on practices
involving group Meeting 2 Day
Student Learning work. 2 PRACTICE:
Targets: The students
Technology may will answer the
be used in the quiz about
1. I can scaffold such as: persuasive
identify 1. Video about writing.
features of persuasive

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 persuasive writing and Meeting 3 Day
text speech 3 LEARN: The
2. I can delivery. students will
differentiate 2. Use of apps study the
opinion that enable guidelines in
from students to writing the
assertion write their persuasive
3. I can composition speech
formulate a example: Meeting 4 Day
statement google docs 4 PRACTICE:
of opinion and Grammarly The students
and will draft their
assertion The scaffold will persuasive text
4. I can integrate composition
compose a progressive
persuasive performance and Meeting 5 Day
text strategic, 5
procedural, CHCEKPOINT:
conceptual, and The students
metacognitive will present
scaffolding forms. their work to
thier teacher
for feedback

Meeting 6 Day
6LEARN: The
students will
revised their
draft of the
persuasive text
composition

Meeting 7
PRACTICE:
the Students
will finalize
their

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 composition
and practice
speech
delivery

Meeting 8
CHECKPOINT:
The student wil
ask for
feedback from
their teacher
about their
speech
practice
delivery

Meeting 9
SHOW: The
students will
deliver their
Persuasive
Speech
*adapted from National Institute for Excellence in Teaching (NIET)

RUBRIC FOR SCORING CRITERIA:

1 2 3 4
Performance Indicators
Emerging Developing Proficient Distinguished
Identify features of persuasive I can describe the features of I can classify the features of I can identify the features of I can analyse the features of
text persuasive text. persuasive text. persuasive text. persuasive text

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

differentiate opinion from I can recognize an opinion I can determine opinion I can differentiate opinion I can evaluate opinion statement
assertion statement from an assertion. statement from assertion statement from assertion from assertion.

Formulate a statement of opinion I can label a statement of I can point out a statement of I can formulate a statement of I can assess statement of
and assertion opinion and assertion. opinion and assertion opinion and assertion. opinion and assertion.

Compose a persuasive text by I can identify different types of I can determine the use of an I can compose a persuasive text I can compose and deliver a
formulating a statement of opinions and assertions in a opinion statement from assertion by formulating a statement of persuasive text by formulating a
opinion or assertion to express persuasive text in a persuasive text. opinion or assertion to express statement of opinion or assertion
one stand on an issue. one stand on an issue. to express one stand on an issue

Transfer Goal: The students on their own and in the long run will be able to compose and deliver a persuasive speech to take a stand on an environmental issue.

Performance Task (GRASPS):

In response to the Science Month Celebration, the School Council has come up with an advocacy campaign (situation) to address an environmental issue (goal). Your group that is composed
of writers and advocates (role) is tasked to compose a persuasive text expressing your stand on an environmental issue and deliver it (product) to the school community (audience). The
persuasive speech must be relevant, purposive and effective (standards).

RUBRIC FOR PERFORMANCE TASK:

Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)
Purpose/ subject The persuasive text reflects depth of The persuasive text reflects The persuasive text presents shallow The persuasive text seems
knowledge and understanding of the knowledge and understanding of knowledge and understanding of the understandable and lack of knowledge
knowledge content or topic. Statement of opinion the content or topic. Statement of content or topic. Statement of opinion of the content or topic. No clear

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 and assertion adequately substantiated opinion and assertion and assertion is admissible and timely connection of opinion statement and
with timely, admissible, and sufficient substantiated with timely, but has insufficient support and needs assertion to speech purpose.
support. admissible, and sufficient support. to be developed further.
Relevance of The persuasive statements are related The persuasive statements are Some persuasive statements are All persuasive statements are
to the issue and our appropriate and related to the issue and are partially relevant and correct to the irrelevant and correct to the issue and
information useful to the audience. appropriate to the audience. issue and appropriate to the audience. inappropriate to the audience.
Effectiveness The persuasive text contains precise The persuasive text contains The persuasive text contains somewhat The persuasive text has limited use of
and strong language to claim opinion strong language to claim opinion precise language to support opinion language to support opinion
statement and assertion and skillfully statements and assertion and statements and assertion and partially statements and assertion and no
utilizes persuasion techniques to properly utilizes persuasion utilizes persuasion techniques to present of persuasion techniques to
advocate the issue. techniques to advocate the issue. advocate the issue. advocate the issue.
Volume and clarity The speaker dynamically and plausibly The speaker delivers the speech The speaker delivers the speech in The speaker often mutters or cannot
delivers the speech loud, clear, and loud, clear, and distinct to express moderate voice, somewhat clear and be heard and understood and does not
distinct to express a stand on an issue. a stand on an issue. understandable to express a stand on communicate a clear stand on an
an issue. issue.

PERFORMANCE TASK IN GRASPS FORMAT:

Merged LC Compose A Persuasive Text by Formulating a Statement of Opinion or Assertion to Express One Stand on An Issue.

Mastery Missed: Competency Q2

Expectation EN8G-IIa-9: Use appropriate grammatical signals or expressions suitable to each pattern of idea development (general to particular, claim and counterclaim,
problem solution, cause-effect and others

Goal To Address an Environmental Issue

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 Role
Writers And Advocates

Audience School Community

Science Month Celebration

Situation

Delivering A Persuasive Speech

Product

Purpose/ Subject Knowledge

Relevance Of Information
Standard
Effectiveness
Volume And Clarity

PERFORMANCE TASK SCENARIO:

In response to the Science Month Celebration, the School Council has come up with an advocacy campaign (situation) to address an environmental issue (goal). Your group that is composed
of writers and advocates (role) is tasked to compose a persuasive text expressing your stand on an environmental issue and deliver it (product) to the school community (audience). The
persuasive speech must be relevant, purposive and effective (standards).

PERFORMANCE TASK PLAYLIST:

SUBJECT : ENGLISH
GRADE LEVEL : 10
TOPIC : PERSUASIVE SPEECH

PERFORMANCE STANDARD : The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

PERFORMANCE TASK SCENARIO : In response to the Science Month Celebration, the School Council has come up with an advocacy campaign (situation) to address an
environmental issue (goal). Your group that is composed of writers and advocates (role) is tasked to compose a persuasive text expressing your stand on an environmental issue and deliver it
(product) to the school community (audience). The persuasive speech must be relevant, purposive and effective (standards).

PERFORMANCE TASK OUTPUT : PERSUASIVE SPEECH

DIRECTIONS : Complete the activities on the checklist in order from top to bottom. You will find directions for each step as well as a place to record any notes or thoughts you want to
remember. Record the date you have completed each step in the last column. You will have some control over how fast you move through these steps, but be sure to pay attention to the final
due date.

Date
Activity Directions/Resource Choices/Content/Lin Output
Completed
Step 1: LEARN you will study how to formulate statements of opinion and assertion. You will also study the features and techniques in
writing a persuasive speech. Formulating
Statement of Opinion
For your guidance in doing the task, you may choose to watch the videos or read the digital handouts. Refer to the and Assertion,
following materials and references from varied sources. Features of
Persuasive Writing
Formulating statement of Opinion and Assertion

https://youtu.be/RTlL8jbuybY

Persuasive Writing

https://youtu.be/Ib4fcEVMYj4

Features of a Persuasive Speech

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 https://www.youtube.com/watch?
v=S6lv3Wa8EOI&t=20s&pp=2AEUkAIBygUYcGVyc3Vhc2l2ZSB0ZXh0IGZlYXR1cmVz

b. Digital Handouts

Elemenst of Persuasive Paper

https://valenciacollege.edu/students/learning-support/winter-park/communications/documents/
ElementsofPersuasive.pdf

Persuasive Writing © 2019 The Writing Center at GULC

https://www.law.georgetown.edu/wp-content/uploads/2019/09/Persuasive-Writing.

Summary Table of Persuasive Techniques

http://scsc12vceenglish.weebly.com/uploads/1/4/9/5/14954694/persuasive_devices_chart.
Step 2: PRACTICE In this step, you will do a persuasive writing quiz individually. Take note of the following steps. Persuasive writing
1. Click the given link below. quiz
https://www.proprofs.com/quiz-school/quizreport.php?title=persuasive-writing-quiz&sid=315775014
2. Review first the persuasive writing tips and strategies on the link below. (10 questions)
https://www.grammarly.com/blog/persuasive-writing/#:~:text=Persuasive%20writing%20often%20uses
%20strong,sentimental%20connections%20to%20the%20topic.
3. When done, start answering the 10 questions.
4. Click “Start” to begin the quiz.
5. Click “See results” to check your scores.
6. If you did not pass the quiz, review the persuasive writing tips and strategies once more.
7. Retry taking the quiz.
8. Redo the steps once again until such time you have passed the quiz.In this step, you will do the persuasive
text by group.
Step 3: LEARN In this part, you will study how to write persuasive text. Take note of the techniques and guidelines. You may refer to Techniques and
the given materials as references in doing the activity. Guidelines of

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 Persuasive Text
a . Video

https://youtu.be/M1irs-qY7Uw

b. Digital Handout
Guidelines in Writing Persuasive Essay
https://content.nroc.org/DevelopmentalEnglish/unit10/Foundations

Step 4. PRACTICE In this section you will be checked by your teacher and get feedback on your outline and draft of the persuasive text. Persuasive Text
Take note of corrections and other suggestions to develop your persuasive text much better. Then, ask approval for Composition
you to proceed to the next step

Step 5: CHECKPOINT In this section you will be checked by your teacher and get feedback on your outline and draft of the persuasive text.
Take note of corrections and other suggestions to develop your persuasive text much better. Then, see your teacher’s
comment and ask approval for you to proceed to the next step.
Step 6: LEARN In this section, you will revise the corrected persuasive text through applying feedback pointed out in the previous Revised Persuasive
part, Step 4: Checkpoint, and consider the following materials as your guide in persuasive speech delivery. Text Composition

To help you more in doing the the task, you may opt to use any of the following materials:
a. Videos
Persuasive Techniques Explored

https://youtu.be/q5Q-U0LfFbM

Persuasive Speaking

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 https://youtube.com/watch?v=TNwV_XhloFs&feature
=share

b. Website and Digital File

Tips for Effective Persuaive Speech
https://blog.prezi.com/10-tips-for-making-a-persuasive-presentation/

Step 7: PRACTICE In this step, You have to complete the google docs based on what you have learned in the previous text and activities. Completed Speech
To complete the document, refer to the materials and varied sources related to your work. Use the given guidelines to Composition and
assess your own output in the delivery of your speech and of your groupmates. Delivery

Be able to improve your writing composition that need to be further checked and revised, and ask for feedback from
your teacher for your speech delivery.
Step 8: CHECKPOINT In this section, you must check the persuasive speech delivery with your teacher and get feedback on your improved
delivery. Take note of corrections and suggestions to develop your final speech delivery better. Be guided by the given
rubric.

RUBRIC FOR PERFORMANCE TASK:

Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)

Purpose/ subject The persuasive text The persuasive text The persuasive text The persuasive text
knowledge reflects depth of reflects knowledge presents shallow seems understandable
knowledge and and understanding of knowledge and and lack of knowledge of
understanding of the the content or topic. understanding of the the content or topic. No
content or topic. Statement of opinion content or topic. clear connection of
Statement of opinion and and assertion Statement of opinion and opinion statement and
assertion adequately substantiated with assertion is admissible assertion to speech

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

 substantiated with timely, timely, admissible, and timely but has purpose.
admissible, and sufficient and sufficient support. insufficient support and
support. needs to be developed
further.
Relevance of The persuasive The persuasive Some persuasive All persuasive statements
information statements are related to statements are related statements are partially are irrelevant and correct
the issue and our to the issue and are relevant and correct to the to the issue and
appropriate and useful to appropriate to the issue and appropriate to inappropriate to the
the audience. audience. the audience. audience.
Effectiveness The persuasive text The persuasive text The persuasive text The persuasive text has
contains precise and contains strong contains somewhat limited use of language to
strong language to claim language to claim precise language to support opinion
opinion statement and opinion statements support opinion statements and assertion
assertion and skillfully and assertion and statements and assertion and no present of
utilizes persuasion properly utilizes and partially utilizes persuasion techniques to
techniques to advocate persuasion techniques persuasion techniques to advocate the issue.
the issue. to advocate the issue. advocate the issue.
Volume and The speaker dynamically The speaker delivers The speaker delivers the The speaker often
clarity and plausibly delivers the the speech loud, speech in moderate voice, mutters or cannot be
speech loud, clear, and clear, and distinct to somewhat clear and heard and understood
distinct to express a stand express a stand on an understandable to express and does not
on an issue. issue. a stand on an issue. communicate a clear
stand on an issue.

Step 9: SHOW In this part , you will deliver your persuasive speech with the other members of your group in front of your school Persuasive Speech
community.

Deliver your persuasive speech to your teacher for evaluation. End with the self-rating by completing this
rubric/checklist

Self-Assessment :
Complete the self-assessment for yourself to assess your performance based on the indicators. Put a check mark on the box as your response to the corresponding indicators. If no,
write your explanation.
Self- Assessment
YES NO SELF- REFLECTION
Indicator

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer

I can Identify features of
persuasive text

I can differentiate opinion from

assertion

I can Formulate a statement of

opinion and assertion

I can ompose and deliver a

persuasive speech

Group A Members:

JAROLD KIM C. POMAR EMALYN VALDERAMA

LYNETTE V. PARPA LYN F. MANATO
DANICA HAZEL FLORES MA. KENNIA C. SEGOVIA
KAREN D. MAHINAY MICHELLE D. TAYTAYON
ELLA PEARL MANALO

STANDARDS-BASED LEARNING RECOVERY PLAN | Transfer