Republic of the Philippines

Department of Education- Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2023-2024
English 9

HANDOUT #1
Teacher: Feb Zheenia L. Resultan

Lesson 1: Faulty Logic, Unsupported Facts, and Emotional Appeal

Based on the curriculum guide (CG), the student should be able to:
a. Recognize faulty logic, unsupported facts, and emotional appeal
Logic is the use and study of valid reasoning while a faulty logic describes poor reasoning, such as the use of
fallacious arguments like personal (ad hominem) attacks, irrelevancies, analogies. Writers and speakers should
avoid logical fallacies because they are errors in reasoning and they often lead to false conclusions.
Faulty logic has several forms including the following:
1. Appeal to Pity (Ad Misericordiam) — an argument that appeals to another’s sympathy
“You should not find the defendant guilty of murder for it will break his poor mother’s heart to see him
in jail.”
2. Appeal to Ignorance (Ad Ignorantum) — asserting a proposition is true because it has not been proven false
“Taking vitamin X is good for you since nobody taking it has become sick.”
3. Bandwagon Appeal (Ad Populum) — an argument that suggests one is correct if they go along with the
“crowd”
“Every fashionable senior this year is wearing a piece of Navajo jewelry.”
4. Appeal to Authority — you accept a truth on blind faith just because someone you admire said it
“Gun laws should be extremely strict and it should be incredibly difficult to acquire a gun. Many
respected
people such as actor Brad Pitt have expressed their support of this movement.”
5. False Analogy — two unlike concepts or things are compared as if they are just similar to one another
“A college has no right to fire a popular teacher. To do so is like throwing out of office a public official
who has just been re-elected by the majority of the voters.”
6. False Cause (Post Hoc) — this argument equates sequence with causality: Because Event A was followed by
Event B, the first caused the second
“Every time I wash my car, it rains. I washed my car today, therefore it will rain today.”
7. False Dilemma — occurs when someone is only given two choices for possible alternatives when more than
two exist
“Since you don’t spend a lot, you must be saving a lot.”
8. Poisoning the Well/Personal Attack (Ad Hominem) — an argument that personally attacks another as to
discredit the issue at hand
Two students are running for student body president. Prior to the casting of votes, one candidate puts up
fliers all over the building indicating that the other boy is a cheater, liar, and has bad grades.
9. Slippery Slope — someone assumes that a very small action will lead to extreme outcomes
“If you continue to watch professional wrestling, your grades will drop, you will become violent, and
eventually you will end up in jail.”
10. Sweeping Generalization (Dicto Simpliciter) — someone comes up with a conclusion based on limited
number of examples
“Divorce is rampant in America, Mary. I heard that 50% of marriages end in divorce within three years.
So I’ve decided not to marry you because the odds are against us.”
Facts are those things that have occurred. However, unsupported facts are those facts claimed by an individual
or a group of individuals that have occurred but were unable to provide enough evidence to support their claim.
“People who live in the North of Britain are friendlier than those who live in the South.”

An emotional appeal is a method of persuasion that is designed to create an emotional response. Emotional
appeals persuade audiences by arousing the emotions. They refer to the speaker or writer’s goal of arousing the
emotions of an audience to move them to act.

A college student asks his professor to accept a late paper: "I've worked all weekend on this report. I know that
it is past your deadline, but I have to work full-time while also attending college."

Activity 1: Check Me Out

Identify if the statements reflect false logic (FL), unsupported fact (UF), or emotional appeal (EA). Complete
the chart by checking.

FL UF EA
1. "The Lakers is a great team, so every player must be great too."

2. Young men in Britain between the ages 18 and 25 drink too much
alcohol.
3. A telephone company ad shows a small, sweet grandmother sitting
patiently by the phone waiting for her loved ones to call.
4. Our house burglarized right after that new family moved in next door.

5. People in Puerto Galera are much nicer than the people in Boracay.

Activity 2: Think Twice, Be Wise

For nos. 1-5, identify the statement if it is a faulty logic, an unsupported fact, or an emotional appeal. Choose
your answer from Box 1. For nos. 6-10, identity what forms of faulty logic the statements comprise. Choose
your answer from Box 2.
Box 2
Box 1 d. Sweeping Generalization
a. Faulty Logic e. Bandwagon Appeal
b. Unsupported Fact f. False Cause
g. Poisoning the Well
c. Emotional Appeal
h. Slippery Slope
1. I saw a great movie before my test. That must be why I did so well.
2. Every year, hundreds of bloodthirsty killers go out and ruthlessly slaughter thousands of innocent people.
3. El Nido is such a beauty compared to Coron.
4. The drink everybody knows, Coca-Cola!
5. The Lakers is a great team, so every player must be great too.
6. She doesn’t deserve the position because she is spoiled and vain.
7. If we allow our 13 year-old to have her first date tonight, what’s next? A wedding?
8. You can’t prove that there isn’t a mirror universe of our own, so there must be one out there somewhere.
9. Jones raised taxes, and then violent crime went up. Jones is responsible for the rise in crime.
10. Everyone on campus is wearing Stefan Janoski. I need to buy those sneakers.
 Republic of the Philippines
Department of Education- Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2023-2024
English 9
HANDOUT #2
Teacher: Feb Zheenia L. Resultan
Lesson 2: Biases and Prejudices
Based on the curriculum guide (CG), the student should be able to:
a. Differentiate biases and prejudices
Have you been judged before because of your appearance and behavior? Have you selectively listened
to someone who is speaking in preference to your choice? Have you become so receptive or friendly to certain
people only? Have you ever experienced not being selected and not being given a favor?

Every day we communicate with people and make countless decisions. Our decisions tend to be
influenced by our environment and stereotypes that already exist in the society into which we were born. This
decision may be a product of our thinking and instinctive feelings that play a strong part in influencing our
judgments away from being balanced or even-handed.

Whether purposely or unintentionally, this can have very real and potentially detrimental consequences
in society and our being because of our prejudiced thinking and biased actions

Bias and prejudice are closely related and often used interchangeably. Both have a negative impact on
our dealings.
Bias is a tendency to look at things in a certain way, in preference to another way. It means a tendency to favor
or support or against a particular one person, group, thing, or point of view over another resulting in unfairness.
Some of the Most Common Meanings Examples
Types of Bias
Anchoring Bias This happens when people are too From what I know, I chose you
relied on current information or because I believed others are not
the initial information they find in as good as you.
decision-making
Media Bias This happens when the journalists As a witness to the incident, I can
and news producers in the mass attest that the reported news is far
media select what to report and from what I see because the events
cover. are reversed and untrue.
Confirmation This happens when one tends to When he found out that the report
search for, interpret, favor and did not agree with his views, he
remember information supporting immediately researched facts to
one's belief and views. prove that he was right.
Conformity This happens when one makes a Although I did not agree with my
wrong or uncomfortable decision will, I went with them to be happy.
to fit in to please the group of I was ashamed of my own helpless
people. decision.
Halo Effect This happens when one sees the Among the applicants, only Leo's
wonderful thing about a person papers were completely reviewed
and let the perceptions on because the manager was
everything else about that person impressed with his awards and
 be distorted. commendations.
Prejudice refers to pre-judging before looking at the evidence. It is an unfavorable opinion or feeling
beforehand or without knowledge, thought, or reason. Prejudice can have a strong influence on how people
behave and interact with others, particularly with those who are different from another group.
Some of the Most Common Meanings Examples
Types of Prejudice
Racism This is the idea that groups of All Chinese in the country are
people exhibit different personality considered virus carriers due to the
characteristics and can be COVID-19 disease.
separated based on the dominance
of one race over another
Sexism This is a prejudice based on sex or Women are considered weak and
gender. lack the strength and ability to do
the work of men.
Classism This is a prejudice based on social The poor are uneducated and do
class or grouping of individuals not help our country; they should
based on wealth, occupation, not be treated well by the
income, education, and social government.
network.
Ageism This is a prejudicial attitude All adults should not be hired
towards older people, old age, and because they only become a
the aging process. burden, especially those who
deserve to retire.
Religion This is the attitude towards a He lost his job because of his
person or group differently religion, which was believed to
because of the particular beliefs conflict with his employer.
about religion.

Activity 1: Categorical Review

Read the statements in the pool below. Categorize the statement in the correct group of action where it belongs.
1. All victims of the typhoon Ulysses were given assistance and food

2. Those vaccines are offered for free to the rich people only.

3. Handicapped persons are considered impotent.

4. It is believed that Ana won the contest because of her close attachment to the judges.

5. Only intelligent students are exempted from the requirements.

Fairness Unfairness Judging Others

Activity 2: Two in One
The statements in the boxes B below show prejudiced thought and biased action. Match the statement in boxes
B to the corresponding type of prejudice in boxes A and type of bias in boxes C. Connect them using a line.

A B C

1. What was reported in that news was

really wrong. They did not reveal the fact
that blind and deaf children can pass the
Ageism exam given. News producers no longer
Confirmation

want to favor these people because they

are considered a liability to the
educational system.
2. Joel understands that age is not the
cornerstone of a friend's decision. Yet even
Physical his colleagues prefer young men
intentionally over aged people because Anchoring
Disability
they assume that older people are difficult
to understand in all respects. While Joel
wants to have an older friend, he chooses
to follow the group's wishes to upset them.

3. As a man, I prefer to hear works

Religion expressing men's capability. Any sort of Conformity
writing about views comparing men to
women is, in my opinion, appropriate. Yet
accepting that women are better is
inappropriate because they are
fundamentally inept.
4. I prefer my father's belief because it is
Sexism what I learned from the word of God. I do Halo Effect
not know much about my mother's faith
and practices. All I know, based on my
grandfather's stories, is that it is not
socially acceptable.
5. When Liza found out that Luis was a
poor man, she abandoned him. He
Classism Media
preferred Leo because he was wealthy
enough to meet her needs. For Lisa, the
poor people have no space in her life,
considering they do not have enough
income and good education.

Republic of the Philippines

 Department of Education- Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2023-2024
English 9
HANDOUT #3
Teacher: Feb Zheenia L. Resultan
Lesson 3: Relevance and Truthfulness of Ideas
Based on the curriculum guide (CG), the student should be able to:
a. Determine the relevance and the truthfulness of the ideas presented

The judgment of ideas, points of view, and arguments presented in texts or other platforms are important
for students' growth as independent thinkers. Learning how to analyze and critically evaluate information's
truthfulness helps you develop a sound framework to test your arguments and enrich your points of view.
Moreover, it is only through sound judgment and worth of ideas that students can distinguish among
challenging claims for truth and determine which arguments and points of views they can trust and those of
which they should be skeptical, especially when they view and/or listen to the information in the internet or
other technological advancement.
Remember that reading is a goal-directed activity such that a reader seeks to reach a particular outcome.
Thus, text relevance refers to the match between a reader's goal and information germane to that goal. Consider
the following when reading texts online:
• Information that closely matches a reader's goal is more relevant, whereas information that does not match the
goal is less relevant, regardless of its importance.
• Relevance differs from importance in that readers assign relevance to information. In contrast, importance is
author-defined and is cued by various characteristics internal to the text (e.g., first mention, text signals,
elaboration) McCrudden, M. T., & Schraw, G. (2007).
Activity 1: Play Sequence
Read the summary of a radio play presented below and answer the activity that follows.
Sorry, Wrong Number
by Lucille Fletcher
Mrs. Elbert Smythe Stevenson is the only character in Lucille Fletcher's 1943 drama, which was
originally produced for the Suspense radio program. An invalid whose unspecified health condition keeps her
confined to her bed in an upstairs room, Mrs. Stevenson (whose first name is not provided) is usually attended
by a maid. On the night the drama takes place, she has given the maid the night off. As her husband, Elbert, is
still at work, she is alone.
The play opens with Mrs. Stevenson speaking to the telephone operator. She reports that her attempt to
call a particular number was unsuccessful. Surmising that some wires had gotten crossed, she reports that she
was patched into the wrong number. The conversation between two men that she listened to revealed "the most
dreadful thing," a murder plot. She directs the operator to trace the call. (The audience cannot hear the operator's
lines of dialogue.)
Mrs. Stevenson admits to the operator that it was not her business, but she defends her actions because
the men she heard are "cold-blooded fiends" who are going to commit murder. The intended victim is a "poor,
innocent woman," alone in her house, which is near a bridge. She pleads with the operator to help her stop the
would-be killers. Mrs. Stevenson speaks sharply to the apparently unsympathetic operator, blaming them for
misdialing her original call. She suggests that the operator repeat their original, careless mistake.
The operator apparently does not comply, as Mrs. Stevenson gets the busy signal of the number she had
originally dialed. Mrs. Stevenson redials the operator again and becomes more insistent, saying that tracing the
call is her "civic duty." She now agrees to be connected to the chief operator, to whom she repeats her story.
Mrs. Stevenson insists that it is absolutely necessary to stop the terrible, coldblooded murder of an innocent
woman.
 She provides her own name and phone number to the chief operator, repeating her demand that the other
call be traced. She again provides the reason that her intent is to prevent the dangerous men from killing
someone, which will occur at 11:15 that night. As the operator apparently tells her to contact the police directly,
she first dismisses the "idiotic" suggestion as tying her up in "red tape," then hangs up and calls the police.
Stating that she is reporting a murder, she revises the claim to indicate that it is a forthcoming murder.
The men she heard are planning to murder a woman who lives "in a house near a bridge." Other details of their
conversation include references to the client who hired the men to kill her with a knife and steal her jewelry. As
she provides her name, phone number, and address, she reveals that her home is near the Queensborough Bridge
and Second Avenue. She also states that she is invalid, her husband is working late, and it is the maid's night
off. She asks that they send a radio car.
As she muses that the neighborhood described sounds like her own, she also admits that she is nervous
about being alone. She describes her maid, Eloise, as big and strong but lazy and tells them how much her
husband adores her. She has been ill for twelve years. As the police officer apparently declines to help, she
insists that her situation is a high priority, calls him an idiot, and slams down the phone.
Next, she calls the operator again and has them call her husband's number, 4 which is still busy. Then
the phone rings. When she answers, there is no one there. This happens once more; then she redials the
operator. Admittedly very nervous, she berates the young female operator for the inefficient service and her
"unpardonable rudeness." Stressing her own "suffering," she explodes: "You're so stupid!"
After she hangs up, the phone rings again, and again no one is there. The next time she picks up,
however, the call is from Western Union with a telegram from Elbert: he is not coming home but going to
Boston on business at 11 p.m.
Now Mrs. Stevenson is truly distraught; she thinks that if she has to stay home alone, she will "go mad."
She decides to hire a nurse to stay with her. From the operator, she gets the number of Henchly Hospital, then
dials them direct, asking for the Nurses Registry and telling the reception that she wants "a trained nurse,"
whom she will "hire immediately . . . for the night." However, the woman she must speak with, Miss Phillips,
had gone to dinner at 11 p.m. In this way, Mrs. Stevenson—now shouting into the phone—learns that the time
is 11:14 p.m. While still on the line, she hears a click, indicating that someone is on the extension phone
downstairs in the kitchen. She hangs up with the hospital and once again dials the operator.
As the play ends, she whispers into the phone, urging the operator to believe that she is in "desperate
trouble" and cannot speak louder because someone could overhear. Someone is in the house; she insists—the
murderer. She knows he is listening on the extension. As she begs the operator to get the police, she hears the
click when he hangs up the extension, then hears him coming up the stairs.
As she orders over and over that the operator call the police, her voice is drowned out by the noise of a
train crossing the bridge outside. Her scream coincides with the train whistle.
Next, for the first time, the audience hears a different voice. At the police station, Sergeant Martin is
answering a call. He responds to the man on the other end:
"Yes, sir— What, sir? Wrong number? Okay. Good night, sir."
(Source: https://www.enotes.com/topics/sorry-wrong-number)

Directions: Arrange the events according to their occurrence in the play. Write I if it occurred first, II if second,
and so on.
___1. She accidentally overheard a conversation between two men planning a murder of a woman near her
residence.
___2. Desperate to prevent the crime, she began a series of call---to the operator, to the police, hospital and
others.
___3. Mrs. Stevenson is an invalid confined to her bed, and her only lifeline was the telephone.
___4. One night, while she was waiting for her husband to return home, she picked up the phone and called his
office.
___5. Her conversation with Sgt. Duffy made her realize the description of the crime scene and victim.
Activity 2: Truth, Untruth
Read the following statements inside the boxes. Tell whether they express TRUTH about the radio play.
Otherwise, write UNTRUTH. Write your answer inside the bubble.

Admittedly very nervous, Mrs. Stevenson

scolds the young female operator for the
inefficient service and her rudeness. She The conversation between two men that
even calls her (operator) stupid. (1) she listened to revealed “the most
dreadful thing,” a murder plot. She directs
the operator to trace the call. (2)

Mrs. Stevenson was able to escape from

the murder by calling the police officer at
11:15PM, the time when the killer went
up to her room. (3)
She does not plead with the operator to
help her stop the would-be killers. Mrs.
Stevenson speaks kindly to the apparently
unsympathetic operator. (4)

She dials Henchly Hospital to ask for the

Nurses Registry and telling the reception
that she wants a trained nurse. (5)
 Republic of the Philippines
Department of Education- Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2023-2024
English 9
HANDOUT #4
Teacher: Feb Zheenia L. Resultan
Lesson 4: One-Act Play
Based on the curriculum guide (CG), the student should be able to:
b. Analyze a one-act play
A one-act play is a short piece of drama that consists of only one act. Usually, it has one or more scenes but
does not exceed one act.
1. Setting – is the place and time a story takes place, together with other conditions such as the atmosphere and
social and cultural context
2. Characters – are the people, or sometimes animals, subjected in the drama and are portrayed by the actors and
actresses in the play. They are one of the main components that move the action of the play forward. Characters
can be categorized into three types according to the roles they play. The main character of the play is known as
the protagonist. The antagonist is the character who opposes the protagonist. The other characters that are
neither the protagonist nor the antagonist are called the secondary characters. They may have a major part of a
minor involvement in the drama.
3. Dialogue – The question of style in a play is confined to dialogue. The dialogue should be spoken and heard
with ease. It is intended to be spoken by the character and heard by an audience who understands what it is all
about.
4. Plot – referring to the play's basic storyline, is the structure of a play that tells what happens as the story goes.
The plot structure can be divided into six stages: exposition, inciting incident, rising action, climax, falling
action, and denouement
 The exposition is simply an introductory part that provides the background information needed to
understand the story properly.
 The rising action is a series of events, including complications and discoveries. The main character is in
crisis and events leading up to facing the conflict begin to unfold. The story becomes complicated.
 The climax is the turning point, or the peak, of a plot that holds the play's utmost emotional intensity.
 The falling action is a series of events following the climax that leads to the conflicts' solution.
 The denouement serves as the conclusion of the plot in which the conflicts are unraveled. It is the ending
scene of the drama.
5. Theme – Most plays have a theme or main ideas, such as the value of prayer, the rewards of showing
patience, or the healing power of love. The play's outcome implies some lessons or morals about the theme or
affirms some meaningful observation or conclusion about life.
6. Genre – is the type of play. The examples of the play's genre include tragedy, comedy, romantic, mystery,
and historical play.
7. Audience –is a group of people who watch the play. An audience can be the most important element of drama
to be considered since it is the audience that determines whether the play is successful. Many playwrights also
write the drama's plot with great concern regarding their groups of the audience rather than their interests.

IFL (Integration of Faith & Learning)

Life is a stage and you only get one performance. Make it a good one.
References
English Quarter 3 – Module 6 Elements of One-Act Play. Retrieved from SLM-E9Q3M6.pdf (zdnorte.net)
Activity 1: SWBST Chart
Read the plot summary of Romeo and Juliet by William Shakespeare and accomplish the “SWBST (Somebody,
Wanted, But, So, Then) Chart” below by filing in each box with brief details from the plot summary.

On a hot summer's day, the young men of each faction fight until the Prince of Verona intercedes and
threatens to banish them. Soon after, the head of the Capulet family plans a feast. His goal is to introduce his
daughter Juliet to a Count named Paris, who seeks to marry Juliet.
Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and resolve to go in
disguise. Romeo hopes to see his beloved Rosaline at the party. Instead, while there, he meets Juliet and falls
instantly in love with her. Juliet's cousin Tybalt recognizes the Montague boys and forces them to leave just as
Romeo and Juliet discover one another.
Romeo lingers near the Capulet's house to talk with Juliet when she appears in her window. The pair
declares their love for one another and intends to marry the next day. With Juliet's Nurse's help, the lovers
arrange to marry when Juliet goes for confession at the cell of Friar Laurence. There, they are secretly married
(talk about a short engagement).
Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo. Romeo refuses to
fight, which angers his friend Mercutio who then fights with Tybalt. Mercutio is accidentally killed as Romeo
intervenes to stop the fight. In anger, Romeo pursues Tybalt, kills him, and is banished by the Prince.
Juliet is anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death, and Romeo's
banishment. Friar Laurence arranges for Romeo to spend the night with Juliet before he leaves for Mantua.
Meanwhile, the Capulet family grieves for Tybalt, so Lord Capulet moves Juliet's marriage to Paris to the next.
Juliet's parents are angry when Juliet doesn't want to marry Paris, but they don't know about her secret marriage
to Romeo.
Friar Laurence helps Juliet by providing a sleeping draught that will make her seem dead. When the
wedding party arrives to greet Juliet the next day, they believe she is dead. The Friar sends a messenger to warn
Romeo of Juliet's plan and bids him come to the Capulet family monument to rescue his sleeping wife.
The vital message to Romeo doesn't arrive in time because the plague is in town (so the messenger
cannot leave Verona). Hearing from his servant that Juliet is dead, Romeo buys poison from an Apothecary in
Mantua. He returns to Verona and goes to the tomb where he surprises and kills the mourning Paris. Romeo
takes his poison and dies, while Juliet awakens from her drugged coma. She learns what has happened from
Friar Laurence, but she refuses to leave the tomb and stabs herself. The Friar returns with the Prince, the
Capulets, and Romeo's lately widowed father. The deaths of their children lead the families to make peace, and
they promise to erect a monument in Romeo and Juliet's memory.
Source: Summary of Romeo and Juliet | Shakespeare Birthplace
Trust
Somebody Wanted But So Then
Who is the main What does the main What is the How does the What is the result
character? character want? problem or problem get or outcome?
conflict? solved?
Activity 2: Communication in View
View each video and answer each video’s following questions. Write your answers in the corresponding cells in
the table below. Provide as well the common ideas found in the video and your understanding about your
answer of the essential question based on the videos. Consider the essential question: How can we enhance
daily communicative skills?
Video 1: https://www.youtube.com/watch?v=fNCj7D6fo14
1. Write answer in ‘Answer’ box.
How is effective communication being defined?
2. Write answer in ‘Supporting texts’ box.
Which part of the video supports your claim?
3. Write answer in ‘Reason’ box.
Why do you say that it supports your claim?

Video 2: https://www.youtube.com/watch?v=clmFNFFaJuA
1. Write answer in ‘Answer’ box.
How does non-verbal communication function when you don’t act what you say?
2. Write answer in ‘Supporting texts’ box.
Which part of the video supports your claim?
3. Write answer in ‘Reason’ box.
Why do you say that it supports your claim?

Video 3: https://www.youtube.com/watch?v=B_Mnqa3n9K4&t=48s
1. Write answer in ‘Answer’ box.
How did the verbal and non-verbal strategies of the characters affect their communication?
2. Which part of the video supports your claim?
3. Write answer in ‘Reason’ box.
Why do you say that it supports your claim?
Essential Video 1 Video 2 Video 3
Question
How can we Title: How do we define Title: 6 Functions of DMV Tyrant written by
enhance daily effective communication? Non-verbal Christopher Durang
communicative Communication
skills? Link: https://www.youtube.com
Link: Link: /watch?
https:// https://www.youtube.com v=B_Mnqa3n9K4&t=6s
www.youtube.com/ /
watch?v=fNCj7D6fo14 watch?v=clmFNFFaJuA

Answer: Answer: Answer:

Supporting texts: Supporting texts: Supporting texts:

 Reason: Reason: Reason:

Holistic Rubric
Possible Score Criteria Rating
4 The student’s answer shows in-
depth inference beyond class
discussion of EU and other
evidences related to the text.
3 The student’s explanation shows
no major errors or omissions
regarding the EU. Justification
shows logical reasoning with
appropriate text citation.
2 The student’s explanation contains
major errors or omissions
regarding the EU. Justification
shows logical reasoning but text
citation is not relevant.
1 The student’s explanation has no
major reference to the EU.
Justification is either incomplete,
missing, or lacks the support of
evidence.
0 The student has no experience or
justifications in the answer.
 Week 7/PT: One-Act Play Video
Performance Standard
Based on the curriculum guide (CG), the student should be able to:
a. Skilfully perform in one-act play through utilizing effective verbal and non-verbal strategies and
ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions
Many people poorly communicate. Misinterpretations, misunderstandings, misconceptions lead to broken
relationships. With this, it is essential for the people to know the strategies on how to effectively communicate
either verbal or non-verbal. As a theatre actor or actress, it is your task to show your audiences the verbal and
non-verbal communicative strategies through a one-act play video.

Note: Because of the pandemic restrictions, your group mates for the one-act play will be your family members.
Pass the video through this email: febzheeniaresultan@gmail.com. Be certain to include your name.

Criteria 4 3 2 1 Rating

Overall All aspects of the Many aspects of the Many aspects of the The aspects of the
Presentation presentation fit presentation fit presentation do not presentation
together, making the together, making fit together, making hardly fit together,
whole presentation most of the most of the making the whole
strong and solid. presentation effective presentation weak presentation weak
and satisfactory. and ineffective in and ineffective.
many parts.

Audible Loudness Speaks very Speaks confidently, Speaks somewhat Speaks inaudibly,
confidently, audibly, audibly, and clearly. confidently, audibly, with little
clearly, and and clearly. confidence or
expressively. clarity.

Creativity The use of props and The use of props and The use of props and The use of props
costumes shows costumes shows costumes lacks and costumes is
remarkable creativity adequate creativity creativity and hardly creative
and attention to and attention to attention to detail in and shows very
detail. detail. many parts. little or no
attention to detail.

Use of Audio The appropriate and The use of audio The audio resources The audio
Resources effective use of audio resources is mostly used are mostly resources used are
resources enhances appropriate and inappropriate and hardly appropriate
the emotional impact effective, adding ineffective, adding or effective,
and realism of the fairly well to the little to the emotional adding no
presentation. emotional impact and impact or realism of emotional impact
realism of the the presentation. or realism to the
presentation. presentation.