RUBRICS COMPLIATION

(A Journey Through Anglo-American Literature)

Espiridion F. Apostol, M.A.Ed

Subject Teacher

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Criteria Description Excellent (10)
1. Expression and Reads with good
Volume expression and
enthusiasm throughout
the text. Sounds like
natural language. The
reader is able to vary
expression and volume to
match his/her
interpretation of the
passage.
2. Phrasing Generally well phrased,
mostly in clause and
sentence units, with
adequate attention to
expression.
3. Smoothness Generally smooth reading
with some breaks, but
word and structure
difficulties are
resolved quickly,
usually through self-
correction.
4. Pace (during Consistently
sections of conversational
minimal
disruption)
Libungan High School
Libungan, Cotabato
Rubrics for Choral Reading
Very Good (8)
Sounds like natural
language throughout
the better part of the
passage. Occasionally
slips into
expressionless
reading. Voice volume
is generally
appropriate throughout
the text.
Mixture of run-ons,
midsentence pauses for
breath, and possible
some choppiness;
reasonable
stress/intonation.
Occasional breaks in
smoothness caused by
difficulties with
specific words and/or
structures.
Uneven mixture of fast
and slow reading.
Date: __________ Total Score : ____________
Good (6)
Some expression. Begins to
use voice to make text
sound like natural
language in some areas of
the text but not others.
Focus remains largely on
saying the words. Still
reads in a quiet voice.
Frequent two- and three
word phrases giving the
impression of choppy
reading; improper stress
and intonation that fail
to mark ends of sentences
and clauses.
Several “rough spots” in
text where extended
pauses, hesitations, etc.,
are more frequent and
disruptive.
Moderately Slow
2
Needs Improvement (4) Rating
Reads with little
expression or
enthusiasm in voice.
Read words as if simply
to get them out. Little
sense of trying to make
text sound like natural
language. Tends to read
in a quiet voice.
Monotonic with little
sense of phrase
boundaries, frequent
word-by-word reading.
Frequent extended
pauses, hesitations,
false starts, sound-
outs, repetitions
and/or multiple
attempts.
Slow and laborious.

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Criteria Description
1. Organization and Clarity:
viewpoints and responses are
outlined both clearly and
orderly.
2. Use of Arguments:
reasons are given to support
viewpoint.
3. Use of Examples and
Facts:
examples and facts are given
to support reasons.
4. Use of Rebuttal:
arguments made by the other
teams are responded to and
dealt with effectively.
5. Presentation Style:
tone of voice, use of
gestures, and level of
enthusiasm are convincing to
audience.
3
Libungan High School
Libungan, Cotabato
Date: __________ Total Score : ____________
Rubrics for Class Debate
Levels of Performance RATING
Needs Improvement Good Very Good Excellent
(1) (2) (3) (4)
Unclear in most parts Clear in some parts Most clear and orderly Completely clear and
but not over all in all parts orderly presentation
Few or no relevant Some relevant Most reasons given: Most relevant reasons
reasons given reasons given most relevant given in support
Few or no relevant Some relevant Many examples/facts Many relevant supporting
supporting examples/facts given given: most relevant examples and facts given
examples/facts
No effective counter- Few effective Some effective Many effective counter-
arguments made counter-arguments counter-arguments made arguments made
made
Few style features Few style features All style features All style features were
were used; not were used were used, most used convincingly
convincingly convincingly convincingly
 4

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Comedy Theater

Criteria Description Fully Developed (10)
1. Blocking/ Movement is very innovative,
Movement/ accentuates the lines, adds
Body Language greatly to the depth of the
character, and supports plot.
Creates well balanced
poignant pictures. Body
Language for each character
is clear & decisive and
conveys character clearly.
Developed (8)
Movement accents the
lines, adds to the depth of
the character, and is
interesting to the
audience. Creates
interesting pictures. Body
Language is clear &
conveys the different
characters created.
Developing (6)
There is movement, and it
accents the lines being read.
Still a bit awkward at
times/fidgety/lacking
movement in parts. Pictures
created are most often
interesting. Body Language
reflects different characters.
Not Developed (4) Rating
Movement is awkward, not
well-thought out. Does not
create an interesting
picture. Body language is
often about how the actor
moves & not really about the
character or each character
is not distinct.

2. Voice/ Diction Superior vocal control,
(vocal quality, differentiation in pace &
pitch, pace, inflection, resonance, quality
enunciation and and very clear & distinct
pronunciation) enunciation. Communicates
character's uniqueness. Each
character is clearly heard and
has a distinct difference in
quality, tone, & pacing.
Voice shows excellent
expression, differentiation
in pace, inflection,
resonance, quality and
enunciation. Hear the
character's uniqueness.
Each character is distinct.
Voice shows expression,
differentiation in pace and
inflection, and enunciation. Can
hear a unique voice true to the
character. Each one can be
distinguished from the other.
Monotone .Unclear at times;
too quick/ too slow several
times; too high/too low
several times. Lacks
consistency. Voice not
representing character.
Characters blend on into the
other.

3. Characterization/ Has internalized the subtext
Believability and self-talk & the actor is
transformed into the
character throughout the
performance. The characters
are each alive and real and
different one
4. Emotional Brilliant! Well developed with
Commitment/ a great variety of emotion and
Energyminimal very realistic
disruption)
5. Memorization/ The student has achieved an
Concentration "ownership of lines" as if they
are saying their own words to
the point you almost forget
there ever was a script.
Performer has internalized
to the point that a distinct
character has developed
and stayed in character
throughout the
performance. Very
Credible.
Well developed with a
variety of different
emotional levels and good
realism
Lines appear to be
memorized, accurate, and
flow is fluent. The student
has achieved an
"ownership of lines" as if
they are saying their own
words.
Performer has a distinct
character and stayed in
character through almost all of
the performance. Each
character is unique
Good variation of with
emotional levels. Very few spots
that were lacking focus
Lines appear to be memorized,
accurate, and lines flow easily.
A few unneeded pauses.
5
Performer did not have a
distinct character and broke
character several times. The
two characters are
indistinguishable.
Weak commitment , one-
dimensional, very little
focus, very little emotional
variety and few levels.
Lines are there, but student
has to ask for help or look at
script as a promp.

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Criteria Description Excellent (10)
1. Image Maximal use of
significant details
(There is no or just 1
abstraction,
generalization and
judgment)
2. Characterization Maximal use of
characters’ p0hysical
appearance, action,
thoughts, symbols, etc.
to reveal character
(complete indirect
characterization)
3. Voice Maximal use of images to
make voice appealing
4. Story Uses narrative to convey
purpose
6
Libungan High School
Libungan, Cotabato
Date: __________ Total Score : ____________
Rubrics for Creative Writing
Very Good (8) Good (6) Needs Improvement (4) Rating
Several use of Minimal use of significant No use of significant
significant details details (They are details (They are
(they are significantly less than significantly less than
significantly more abstractions, abstractions,
than abstractions, generalizations and generalizations and
generalizations and judgments) judgments)
judgments)
Several use of Minimal use of characters’ No use of characters’
characters’ physical physical appearances, physical appearances,
appearances, actions, actions, thoughts, actions, thoughts,
thoughts, symbols etc. symbols, etc. to reveal symbols, etc. to reveal
to reveal characters character character
Several use of images Minimal use of images to No use of images to
to make the voice make the voice appealing make the voice
appealing appealing.
- - No use of narrative to
convey purpose (Purpose
is conveyed through
formal statement)
 7

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Declamation

Criteria Description Excellent (10)
1. Introduction -Gives detailed context for
text
-Summarizes the main ideas
in the text
- Makes a sophisticated
argument about the relevance
of the passage
Very Good (8)
-Gives accurate context for
text
-Summarizes the main ideas in
the text
- Makes a clear and accurate
argument about the relevance
of the passage
Good (6)
- Context may be inaccurate,
incomplete, vague or unclear
- Summary of main ideas may be
inaccurate, incomplete, vague,
and/or unclear
- Argument about the relevance of
the passage may be inaccurate,
incomplete, unclear and or/vague
Needs Improvement (4) Rating
- Does not provide any
context for the piece
- Does not summarize the
main ideas in the text
- Does not make a valid
argument about the
relevance of the passage

2. Articulation -All words (including names,
place names, etc.)
pronounced correctly, with
proper accentuation
-All words are clear and
Audible
3. Voice Always speaks loudly and
clearly with strong volume
-Always uses a measured pace
-Most words pronounced
correctly
-Most words are clear and
audible
-Speaks loudly and clearly
most of the time
-Most always uses a
measured pace
- frequently mispronounces - the majority of the
and/or mumbles words declamation is
mispronounced and/or
mumbled
Speaks loudly and clearly some of Does not speak loudly
the time, little volume and clearly
-Sometimes uses a measured pace -Rarely uses a measured
Pace

4. Demeanor -Stands with proper posture
throughout entire
declamation
-Makes effective eye contact
all of the time
-Stands with proper posture
throughout most of the
declamation
-Makes eye contact most of
the time
-Stands with proper posture -Does not stand with
throughout some of declamation proper posture
-Rarely makes eye contact -Does not make eye
contact

5. Emotion -Makes effective and
appropriate artistic choices in
tone and emotion
- Makes effective and
appropriate hand gesture
and/or facial expressions
6. Memorization -Passage fully memorized
- Never falters
-Makes appropriate artistic
choices in tone and emotion
- Makes appropriate hand
gestures and/or facial
expressions
-Passage fully memorized
- Falters once
- Artistic choices for tone and
emotion may be inappropriate or
used inconsistently
- Hand gestures and/or facial
expressions may be inappropriate
or used inconsistently
-Passage nearly memorized in its
entirety
- Falters twice
8
-Does not make any
artistic choices for tone
and emotion
- Does not use hand
gestures and/or facial
expression
-Less than half of the
passage is memorized
- Falters three or more
Times
 9

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Essay/Individual Writing

Criteria Description Excellent (10)
Content Answer is appropriate to the
question.
Content is factually correct.
Organization Clear sense of order. Begins with a
thesis or topic sentence.
Supporting points are presented in
a logical progression.
Development Develops each point with may
specific details. Answers question
completely.
Very Good (8)
Answer is appropriate to the
question.
Content ma have one or two
factual errors.
May lack a thesis sentence, but
points are presented in a
logical progression.
Each point supported with
some details and evidence.
All important points included.
Satisfactory (6)
Content relates peripherally to the
question;
Contains significant factual errors.
Logic of argument is minimally
perceivable.
Points presented in a seemingly
random fashion, but all support
argument.
Sparse details or evidence.
Question only partially answered.
Needs Improvement (4) Rating
Content unrelated to question.
Lacks clear organizational plan.
Reader is confused.
Statements are unsupported
by any detail or explanation.
Repetitious, incoherent, illogical
development.

Use of Language Uses technical or scientific
terminology appropriately and
correctly.
No major grammatical or spelling
errors.
Accurate word choice. No Ordinary word choice; use of Limited vocabulary;
more than 2 major errors and Scientific terminology avoided. Some errors impair communication.
a few minor errors. serious errors (but they don’t impair
communication).

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Indicators Very Strong Evidence
(5-4)
Examples -Examples are vivid, precise and
clearly explained.
-Examples are original, logical and
relevant
Delivery -Speaks very articulately without
hesitation.
-Never has the need for
unnecessary pauses or hesitation
when speaking.
Tone -Appropriate tone is consistent.
-Speaks at the right places to be
clear.
-Pronunciation of words is very
clear and intent is apparent.
Detail Orientation -Is able to stay fully detail
oriented.
-Always provides details which
support answers/basis of the
question.
10
Libungan High School
Libungan, Cotabato
Date: __________ Total Score : ____________
Rubrics for Extemporaneous Speaking
Moderate Evidence Skill is present Evidence Skill is not present Points Weight Total
(3-2) (2-1) Earned
-Examples are usually concrete, but -Examples are abstract or not
sometimes needs clarification. - clearly defined. X10
Examples are effective, but need more -Examples are sometimes
originality or thought. confusing, leaving the
listeners with questions.
-Speaks articulately, but sometimes - Speaks articulately, but
hesitates. frequently hesitates. X15
-Occasionally has the need for a long -Frequently hesitates or has
pause or moderate hesitation when long, awkward pauses while
speaking. speaking.
-Appropriate tone is usually consistent. - -Has difficulty using an
-Speaks at the right place most of the appropriate tone. X15
time, but shows some nervousness. -Pace is too fast, nervous.
-Pronunciation of words is usually clear, -Pronunciation of words is
sometimes vague. difficult to understand.
-Is mostly detail oriented. -Has difficulty being detail
-Usually provides details which are oriented. X20
supportive of the answers/basis of the -Sometimes overlooks details
questions. that could be very beneficial
to the answers/basis of the
question.
 11

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Jingle Presentation

Indicators Fully Developed Developed Developing Not Developed Rating

(15) (12) (9) (6)
Motto Motto is unique, creative, and Motto shows creativity Motto relates to product. Motto is unrelated to
sells the product. and relates to the product.
product.
Rhyme Jingle includes at least two Jingle includes at least Jingle includes at least one Jingle includes no rhyme
rhymes, has a selling point one rhyme has a selling rhyme, but has an unclear and is directed toward no
and addresses a clear point and addresses a selling point and one in particular. Unclear
audience. clear audience. ambiguous audience. message.
Presentation All members of the group All members of the All members of the group Not all members of the
present a piece of the group present a piece of present a piece of the group present.
product. Creativity is shown the product. product.
in delivery.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Criteria Emerging
(0-12 points)
Organization Ideas may not be focused or developed; the
main purpose is not clear. The introduction is
undeveloped. Main points are difficult to
identify. Transitions may be needed. There is no
conclusion or may not be clear the presentation
has concluded. Conclusion does not tie back to
the introduction. Audience cannot understand
presentation because there is no sequence of
information.
Topic Student does not have grasp of information;
Knowledge student cannot answer questions about the
subject. Few, if any, sources are cited. Citations
are attributed incorrectly. Inaccurate,
generalized, or inappropriate supporting
material may be used. Over dependence on
notes may be observed.
Libungan High School
Libungan, Cotabato
Date: __________
Rubrics for Oral Presentation
Developing
(13-16 points)
Main idea is evident, but the organizational
structure many need to be strengthened; ideas
may not clearly developed or always flow
smoothly and the purpose is not clearly stated.
The introduction may not be well developed. Main
points are not clear. Transitions may be awkward.
Supporting material may lack in development.
The conclusion may need additional development.
Audience has difficulty understanding the
presentation because the sequence of information
is unclear.
Student has a partial grasp of the information.
Supporting material may lack in originality.
Citations are generally introduced and attributed
appropriately. Student is at ease with expected
answers to all questions but fails to elaborate.
Over dependence on notes may be observed.
12
Total Score : ____________
Advanced Score
(17-20 points)
Ideas are clearly organized, developed, and
supported to achieve a purpose; the
purpose is clear. The introduction gets the
attention of the audience and clearly
states the specific purpose of the speech.
Main points are clear and organized
effectively. The conclusion is satisfying
and relates back to introduction. (If the
purpose of the presentation is to
persuade, there is a clear action step
identified and an overt call to action.)
Student has a clear grasp of information.
Citations are introduced and attributed
appropriately and accurately. Supporting
material is original, logical and relevant.
Student demonstrates full knowledge
(more than required) by answering all
class questions with explanations and
elaboration. Speaking outline or note
cards are used for reference only.

Audience The presenter is not able to keep the audience
Adaptation engaged. The verbal or nonverbal feedback from
the audience may suggest a lack of interest or
confusion. Topic selection does not relate to
audience needs and interests.
4. Language Use Language choices may be limited, peppered
with slang or jargon, too complex, or too dull.
(Verbal Language is questionable or inappropriate for a
Effectiveness) particular audience, occasion, or setting. Some
biased or unclear language may be used.
5. Delivery The delivery detracts from the message; eye
contact may be very limited; the presenter may
(Nonverbal tend to look at the floor, mumble, speak
Effectiveness) inaudibly, fidget, or read most of the speech;
gestures and movements may be jerky or
excessive. The delivery may appear inconsistent
with the message. Nonfluencies (“ums”) are
used excessively. Articulation and
pronunciation tend to be sloppy. Poise of
composure is lost during any distractions.
Audience members have difficulty hearing the
presentation.
The presenter is able to keep the audience
engaged most of the time. When feedback
indicates a need for idea clarification, the speaker
makes an attempt to clarify or restate ideas.
Generally, the speaker demonstrates audience
awareness through nonverbal and verbal
behaviors. Topic selection and examples are
somewhat appropriate for the audience, occasion,
or setting. Some effort to make the material
relevant to audience needs and interests.
Language used is mostly respectful or inoffensive.
Language is appropriate, but word choices are not
particularly vivid or precise.
The delivery generally seems effective – however,
effective use of volume, eye contact, vocal control,
etc. may not be consistent; some hesitancy may
be observed. Vocal tone, facial expressions,
clothing and other nonverbal expressions do not
detract significantly from the message. The
delivery style, tone of voice, and clothing choices
do not seem out-of-place or disrespectful to the
audience or occasion. Some use of nonfluencies
are observed. Generally, articulation and
pronunciation are clear. Most audience members
can hear the presentation.
13
The presenter is able to effectively keep
the audience engaged. Material is modified
or clarified as needed given audience
verbal and nonverbal feedback. Nonverbal
behaviors are used to keep the audience
engaged. Delivery style is modified as
needed. Topic selection and examples are
interesting and relevant for the audience
and occasion.
Language is familiar to the audience,
appropriate for the setting, and free of
bias; the presenter may “code-switch”
(use a different language form) when
appropriate. Language choices are vivid
and precise.
The delivery is extemporaneous -- natural,
confident, and enhances the message –
posture, eye contact, smooth gestures,
facial expressions, volume, pace, etc.
indicate confidence, a commitment to the
topic, and a willingness to communicate.
The vocal tone, delivery style, and clothing
are consistent with the message. Delivery
style and clothing choices suggest an
awareness of expectations and norms.
Limited use of nonfluencies is observed.
Articulation and pronunciation are clear.
All audience members can hear the
presentation.

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Skill Level 4 (4)
Topic Appropriately focused topic with
a clearly communicated
understanding of the purpose for
the speech
Organization Clearly and logically organized
speech with an engaging
introduction, a logically
sequenced body with appropriate
transitions, and a clear and
convincing conclusion
Language Uses sophisticated and varied
language that is suited to the
topic and audience; word choice
is concise, original, and
effectively conveys the
appropriate tone given the
purpose of the speech
Libungan High School
Libungan, Cotabato
Rubrics for Oration
Level 3 (3)
Focused topic with partially
demonstrated understanding of
the purpose for the speech
Clear attempt at organization
with a beginning, middle, and end
and an attempt to use transitions
Uses appropriate language and
word choice, but with less
sophistication, expressiveness
and/or originality
Date: __________ Total Score : ____________
Level 2 (2)
Somewhat focused topic or a
vague sense of the purpose for
the speech, which require the
audience to make assumptions
Some inconsistencies in
organization and/or a lack of
sustained focus throughout the
speech with inconsistently use
transitions
Use words that may be
unsuited to the topic, audience
or purpose of the speech; word
choice lacks originality and fails
to convey an appropriate tone
for the speech
14
Level 1 (1) Ratings
A lack of focus or confused
purpose, which result in
confusion on the part of the
audience
A lack of organization makes it
difficult to follow the speaker’s
ideas; speech may be too
conversational and may
ramble
without a clear beginning,
middle, or end
Inappropriate use of language
distracts the audience
because it is too informal or
too imprecise given the topic
and purpose of the
speech

Stylistic Skillful use of various stylistic
Devices devices (e.g., repetition,
parallelism, anecdotes,
analogies,
figurative language, different
types of appeals) greatly
enhance
the effectiveness of the speech
Delivery A combination of appropriate and
effective eye contact, clarity and
projection of voice, tone and
pace, and gestures significantly
enhance the speaker’s words
Overall Speaker remains enthusiastic,
Effectiveness audience attention is maintained,
and the purpose of the speech is
achieved
Effective use of at least one
stylistic device (e.g., repetition,
parallelism, anecdotes,
analogies,
figurative language, different
types of appeals) enhances the
effectiveness of the speech
A combination of appropriate eye
contact, clarity and projection of
voice, tone and pace, and
gestures
are used but without the
smoothness of level four
Speaker shows some
enthusiasm,
the audience remains mostly
interested, and the purpose of the
speech is achieved
An attempt to use at least one
stylistic device (e.g., repetition,
parallelism, anecdotes,
analogies, figurative language,
different types of appeals) but it
does not enhance the
effectiveness of the
speech
Inconsistent use of eye contact,
clarity and projection of voice,
tone and pace, and/or gestures
interrupt the flow of the speech
Speaker shows limited
enthusiasm, audience interest
is not sustained, and the
purpose of
the speech is only partially
achieved
15
No attempt to use stylistic
devices to enhance the
meaning of the speech
Lack of eye contact, clarity and
projection of voice, tone and
pace, and/or appropriate
gestures
make the speech difficult to
follow
Speaker lacks enthusiasm, the
audience shows a lack of
interest, and the purpose of
the speech is not achieved
 16

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for News Reporting

Category Excellent (20) Good (15) Adequate (10) Inadequate (5) SCORE
Opening & Clearly, quickly Established focus by Gained attention. Little or no intro,
intro established the focus the end of the intro, Audience had an idea of what was such that audience did not know
of the presentation, gained but went off on a tangent or two. coming, but the intro did not clarify the speaker’s main focus.
audience attention the main focus.

Clarity & Main points clearly Main points fairly clear; some Main points must be inferred by Presentation jumps among
Organization stated and explained; logical, missing links or transitions. audience; holes are evident. random topics. Main points
smooth organization unclear

Content Evidence clearly presented.
Thorough, Knowledgeable
interesting, logical.
Assumptions and interpretations
clear, and clearly identified.
Style & Audience could see &
Delivery hear speakers clearly.
Effective pauses and
verbal intonation.
Evidence perhaps not
quite clearly separated from
assumptions and interpretation of
evidence, but story is logical.
Audience could see
& hear speakers
clearly, Most pauses
& verbal intonation
were effective.
Evidence,
assumptions, and
interpretation difficult to untangle
from one another.
Audience could
mostly see & hear
speakers. Speakers show some
hesitation or uncertainty.
Lacks key
Observations. Evidence unclear.
Appears largely opinion-based.
Speakers spoke to
the screen or mostly
to one person in the audience.
Poorly timed. Appears to have
not practiced.
 17

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Readers Theater

Category Excellent (20)
Delivery Student read the script with
confidence and expression, made
gestures and good eye contact,
and used props to add to
the performance
Cooperation Student worked
with group cooperatively with the group in
all aspects of the project and
shared all responsibilities
and ideas well
Individual Quality and variety of expression
Expression and tone makes the
and reading interesting and appealing
Presentation and effectively reading
interesting and
appealing and effectively
conveys the character and
message of the text.
Good (15)
Student read the script with
some expression, gestures, eye
contact, and use of props
Student worked cooperatively
with group in most aspects of the
project and shared most
responsibilities and ideas
Quality and
variety of expression and
tone makes the reading
interesting and appealing.
Adequate (10)
Student read the script but had
little expression, few gestures, little
eye contact, or did not use props
appropriately
Student worked cooperatively
with group in some aspects of
the project but sometimes could not
agree on what to do
and wasted time
Reading has a pleasant, but
Largely unchanging tone.
Inadequate (5) SCORE
Student had difficulty reading
the script and consistently did
not use expression, eye
contact, or prop
Student did not
work cooperatively
together with group and could
not agree on what to do. Student
did not share responsibilities or
ideas and wasted time
Minimal expression
makes the reading difficult to
attend to.
 18

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics for Role Playing

Indicators Fully Developed Developed Developing Not Developed Rating
(15) (12) (9) (6)
Works Actively works with partner to Works with partner to Works with Is off task and
Cooperatively accomplish task. Works accomplish task. Works partner, but is somewhat off Contributes little to nothing
with partner well, is on task, and is a well, is mostly on task, and task. His / her to the group.
contributing member. is a contributing partner does a
member with few needed greater share of the work.
cues from the teacher. .

Presents Speaks clearly For the most Speaks Presentation is

perspective and loudly when part, speaks Somewhat clearly. There not clear. Little
clearly presenting clearly and is some voice intonation to no intonation
using voice loudly, using voice andexpression. and expression
intonation and expression. intonation and expression. used.

Uses primary Statement of opinion is Statement of Statement of Statement of

source quote accurate and reflects opinion is opinion is opinion has
to determine historical understanding accurate and for mostly accurate multiple inaccuracies
an accurate of the perspective the most part, and reflects some historical and reflects little to no
statement of given. reflects historical understanding of the understanding of the
what his / her understanding of the perspective perspective given.
person might perspective given. given.
say
 19

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics Scriptwriting

CATEGORY 5 4
Characters The main characters (3-4)are
named and clearly described in
text as well as pictures. All
readers could describe the
characters accurately.
Character analysis is correct
with sufficient evidence from
play to back it up.
Organization The story is very well
organized. One idea or scene
follows another in a logical
sequence with clear
transitions.
The main characters (3-4) are
named and described. Most
readers would have some idea
of what the characters looked
like. Character analysis is
correct.
The story is pretty well
organized. One idea or scene
may seem out of place. Clear
transitions are used.
3 2
The main characters are named.
The reader knows very little
about the characters. There are
less than required amount of
main characters. Character
analysis was incomplete.
The story is a little hard to
follow. The transitions are
sometimes not clear.
Rating
It is hard to tell who the main
characters are. There is only 1
main character. Character
analysis could not be
completed due to lack of main
characters.
Ideas and scenes seem to be
randomly arranged.

Creativity/ The story contains many
Stage creative details and/or
directions descriptions that contribute to
the reader's enjoyment. The
author has really used his
imagination with regards to
stage directions.
The story contains a few The story contains a few creative There is little evidence of
creative details and/or details and/or descriptions, but creativity in the story. The
descriptions that contribute to they distract from the story. The author does not seem to have
the reader's enjoyment. The author has tried to use his used much imagination. There
author has used his imagination, but has minimal are no stage directions.
imagination with stage stage directions.
directions, but more could
have been used.
 20

Setting Many vivid, descriptive words
are used to tell when and
where the story took place.
Nothing is left to the
imagination for any act/scene.
Some vivid, descriptive words
are used to tell the audience
when and where the story took
place. It is not clear where all
scenes take place.
The reader can figure out when
and where the story took place,
but the author didn't supply
much detail. Hard to visualize a
stage.
The reader has trouble figuring
out when and where the story
took place. No introduction is
given, and if there is, specifics
are not.

Dialogue It is always clear which
character is speaking. Proper
'print' and format used.
Dialogue is well developed and
varied.
Problem/Confl It is very easy for the reader to
ict understand the problem the
main characters face and why
it is a problem.
It is usually clear which
character is speaking and
proper 'print' and format is
used. Dialogue is well
developed, but could be more
varied in structure.
It is fairly easy for the reader
to understand the problem the
main characters face and why
it is a problem.
It is usually clear which Hard to follow characters'
character is speaking, but dialogue and minimal effort is
proper 'print' is not used put into conversations.
correctly throughout. Dialogue
is choppy and not well
developed.
It is fairly easy for the reader to It is not clear what problem the
understand the problem the main characters face.
main characters face but it is
not clear why it is a problem.

Solution/Reso The solution to the character's The solution to the character's The solution to the character's No solution is attempted or it is
lution problem is easy to understand, problem is easy to problem is a little hard to impossible to understand.
and is logical. There are no understand, and is somewhat understand.
loose ends. logical.

Spelling and There are no spelling or There is one spelling or There are 2-3 spelling and The final draft has more than 3
Punctuation punctuation errors in the final punctuation error in the final punctuation errors in the final spelling and punctuation
draft. Character and place draft. draft. errors.
names that the author invented
are spelled consistently
throughout.
Requirements All of the written requirements Almost all (about 90%) the Most (about 75%) of the written Many requirements were not
(# of pages, type, 'title page' written requirements were requirements were met, but met.
format) are correct. met. several were not.

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Rubrics Simulation
Criteria High Quality (15)
Accurate & Current Information correct and
does not contain material
that is out of date.
Clear & Concise Language used is age
Language appropriate and vocabulary
is understandable.
User Guide & The documentation is
Documentation excellent resource for use in
a lesson. Documentation
should help students use
the material.
Simulation: Validity The simulation is an
of Simulation; accurate representation of
Realistic, Accurate actual situations.
Depiction of Reality
Clear Directions The directions are clearly
for Play and stated and easy for users to
Debriefing understand.
Libungan High School
Libungan, Cotabato
Date: __________
Medium Quality (10)
Information correct but
does contain material that
may be out of date.
Language used is nearly age
appropriate and some
vocabulary is above/below
student age.
The documentation is good
resource for use in a lesson.
Documentation may help
students use the material.
There is some relationship
between the simulation and
actual situations.
The directions are
confusing for users at some
points.
21
Total Score : ____________
Low Quality (5) Rating
Information not correct
and does contain material
that is out of date.
Language used is not age
appropriate and vocabulary
is clearly inappropriate for
student age.
The documentation is poor
resource for use in a lesson.
Documentation does not
help students use the
material.
There is little or no
correlation between the
simulation and actual
situations.
The directions are poorly
stated and difficult for users
to understand.
 22

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics Slam Poetry

Indicators Fully Developed Developed Developing Not Developed Rating

(15) (12) (9) (6)
Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be heard enough to be heard enough to be heard soft to be heard by
by all audience by all audience by all audience all audience members.
members throughout members at least members at least
the presentation. 90% of the time. 80% of the time.

Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of
and body language and body language and body language facial expressions
generate a strong sometimes generate are used to try to or body language.
interest and a strong interest and generate Did not generate
enthusiasm about enthusiasm about enthusiasm, but much interest in
the topic in others. the topic in others. seem somewhat topic being
faked. presented.

Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding understanding of understand SLAM
SLAM assignment. SLAM assignment. SLAM assignment. assignment.

Time-Limit Poem is between Presentation is 2-3 Presentation is 1-2 Presentation is

2-3 minutes long minutes long but minutes long. barely at time and
and not too fast or poorly paced. poorly paced.
too slow.
 23

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics Slogan Writing

LEGEND 1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The slogan or banner accurately illustrates the positions, beliefs, or platform of the individual or group it represents or promotes.
1 2 3 4 5
2. The message of the slogan or banner is clear and appropriate to the topic.
1 2 3 4 5
3. The slogan or banner is concise, creative, catchy, and effective.
1 2 3 4 5
4. The slogan or banner is clean and neat, and the information on it is well organized.
1 2 3 4 5
5. The spelling, punctuation, and grammar of any text on the slogan or banner are accurate.
1 2 3 4 5
6. Any artwork on the slogan or banner is appropriate and carefully executed.
1 2 3 4 5
7. The slogan or banner demonstrates understanding of the topic and related concepts.
1 2 3 4 5
8. The slogan or banner fulfills the requirements of the assignment.
1 2 3 4 5
9. The student did a good job presenting the slogan or banner to the class.
1 2 3 4 5
10. Overall, the final product represents the student’s full potential.
1 2 3 4 5

Additional Comments:
_____________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
 24

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics Speech Choir

CATEGORIES LEVEL 1 (2) LEVEL 2 (4) LEVEL 3 (6) LEVEL 4 (8) Rating

First Performance
- Very organized. Group
 to a minimal  to a moderate  to a considerable  to a exceptional degree
clearly used the time
degree degree degree
necessary to prepare for
the assignment.
- Voice is clear, articulate
and loud.
- Group uses a variety of
choral speaking
techniques and performs
unison appropriately.
Presentation

Movement: Exciting  to a minimal  to a moderate  to a substantial  to a exceptional degree 

choices to symbolize the degree degree degree
text. Emphasized and
connected well to lines.
Gestures are big and
powerful. Lots of variety
in levels and overall
movement.
 25

Vocal: Interesting choices  to a minimal  to a moderate  to a substantial  to a exceptional degree 

in emphasis, lots of degree degree degree
variety in pitch, tone,
volume, temp. Choices
made that suit the line
being said.
Variety: Group chooses a  to a minimal  to a moderate  to a substantial  to a exceptional degree 
variety of choral speaking degree degree degree
techniques and chose
techniques that suite the
line.
Unison: Group is always  to a minimal  to a moderate  to a substantial  to a exceptional degree 
in unison when reciting degree degree degree
lines and showing variety
in their expression.
Movement is carefully
synchronized with all
group members either in
unison or balanced.
Memorization: Poem is  to a minimal  to a moderate  to a substantial  to a exceptional degree 
fully memorized, and degree degree degree
expression is carefully
planned (not guessed at).
 26

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Rubrics Story Telling

Voice Intonation
4 - Phrasing is fluent and voice is compelling
3 - Phrasing is fluent
2 - Phrasing is a little choppy
1 - Phrasing is very choppy
Gestures
4 - Hand and body movements are used to enhance the story
3 - Hand and/or body movements do not detract from the story
2 - Some hand and/or body movements take the attention away from the story
1 - It is difficult to concentrate on the story because of the many hand and/or body movements
Projection
4 - Voice could be easily heard by the entire audience with no teacher cueing
3 - Voice could be heard with some teacher cueing
2 - Voice difficult to hear even with teacher cueing
1 - Voice could not be heard throughout most of the story
Eye Contact
4 - Storyteller used eye contact to pull the audience into the story
3 - Storyteller made eye contact with audience most of the time
2 - Storyteller seldom made eye contact with the audience
1 - Storyteller didn’t look at the audience
Story Structure
4 - Storyteller moved the story from beginning to end with confidence
3 - Storyteller moved the story from beginning to end with few mistakes
2 - Storyteller knew the beginning and ending, but mixed up the sequence
1 - Storyteller failed to tell the story RATING ____________________________
 27

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Collage Rubric
CATEGORY 4 3 2 1 Comments
Creativity All of the graphics or Most of the graphics or Only a few graphics or None of the graphics
objects used in the objects used in the objects reflect student or objects reflects ____________________________
collage reflect a collage reflect student creativity, but the student creativity.
degree of student creativity in their ideas were typical ____________________________
creativity in their display. rather than creative.
display.
____________________________
Graphics are cut to an 1-2 graphics are 3-4 graphics are Graphics are not an ____________________________
Design
appropriate size, lacking in design or lacking in design or appropriate size ____________________________
shape and are placement. There placement. Too much shape. Glue marks
arranged neatly. Care may be a few background is evident. Most of the ____________________________
has been taken to smudges or glue showing. There are background is ____________________________
balance the pictures marks. noticeable smudges or showing. It appears
across the area. glue marks. little attention was ____________________________
Items are glued neatly given to designing the
and securely. collage.
____________________________
The collage includes The collage includes The collage includes 9 The collage contains ____________________________
Number of Items
15 or more items, 10-14 different items. different items. fewer than 9 different ____________________________
each different. items.
____________________________
____________________________
____________________________
____________________________
 28

Much time and effort Time was used wisely. Time was not always Time was not used Suggestions
went into the planning Student could have used wisely, but wisely and the student
Time and Effort and design of the put in more of an student did do some put in little or no effort
collage. It is clear the effort. There is not work; however, the to complete the collage ____________________________
student read the book distinction between the project is not easily neatly and convey ____________________________
and conveys the two elements. understood. information to the
meaning of the each reader. ____________________________
element.
____________________________
Titles, Pictures Titles and text were Titles and text were Titles and text were Titles and/or text are
written clearly and written clearly and not written clearly and hard to read. Many of ____________________________
and Text were easy to read. All were easy to read. were not easy to read. the county non- ____________________________
county non- Some county non- Many of the county negotiables are not
negotiables are used negotiables are used non-negotiables are used and/or not all of ____________________________
and pictures clearly and text clearly makes not used and not all of the text is clearly ____________________________
makes a connection to a connection to the the text is clearly connected to the
the element. element. connected to the element. ____________________________
element.
____________________________
Attention to The student gives a The student gives a The student gives a The student's
reasonable reasonable fairly reasonable explanations are weak ____________________________
Themes explanation of how explanation of how explanation of how and illustrate difficulty ____________________________
every item in the most items in the most items in the understanding how to
collage is related to collage are related to collage are related to relate items to the ____________________________
the assigned theme. the assigned theme. the assigned theme. assigned theme. ____________________________
For most items, the For many of the items,
relationship is clear the relationship is ____________________________
without explanation. clear without
explanation.
 29

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Alternative: Radio Play Rubric

Criteria 1 2 3 4 5
Concept/Focus/  Disorganized or  Rudimentary plotting  Competent if formulaic  Consistent success in most  Consistent success with
confused script with with too obvious or silly plotting and sound choices or all elements flashes of brilliance, insight
Purpose
baffling sound choices sound choices or passion
Production Values of PSA  Little connection  Sound sort of fits text in  Sounds suit text and are  Sounds complement text  Sound punctuates text
between choices of dull, robotic or non- acceptable though predictable and tell part of story perfectly and adds best
sound and ostensible artistic ways choices atmosphere/tone
purpose

Structure and Pacing
Sense of
Audience/Response
 Script panders to heavy  Script and sounds  Sounds solidly support script  Script takes audience  Story becomes an event
handed use of sounds compete for priority or through experience; sound evoking real emotion;
instead of to coherence sounds fade without paints credible picture sound thrills
enhancing script
 Audience dumbfounded  Audience feels  Audience accepts the effort  Audience is entertained  Audience is mesmerized
or offended; cannot manipulated by sound
accept message or effects or is laughing at
comprehend it them
 30

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Grading Rubric for Poster

5 4
Content Content is accurate and
all required information is
presented in a logical
order.
Presentation Presentation flows well
and logically. Presentation
reflects extensive use of
tools in a creative way.
Each member’s
information is
represented and
identified with their
name.
Pictures, Clip Images are appropriate.
Layout is pleasing to the
Art Background
eye.
Mechanics No spelling errors. No
grammar errors. Text is
in authors’ own words.
Content is accurate but some
required information is missing
and/or not presented in a logical
order, but is still generally easy to
follow.
Presentation flows well. Tools are
used correctly
Each member’s information is
represented and identified with
their name. Overall presentation is
interesting.
Images are appropriate. Layout is
cluttered.
Few spelling errors. Few grammar
errors. Text is in authors’ own
words.
3 2
Content is accurate but some
required information is missing
and/or not presented in a logical
order, making it difficult to
follow.
Presentation flows well. Some
tools are used to show acceptable
understanding.
Each member’s information is
represented and identified with
their name.
Most images are appropriate
Some spelling errors. Some
grammar errors.
Text is in authors’ own words.
Content is questionable. Information
is not presented in a logical order,
making it difficult to follow.
Presentation is unorganized. Tools
are not used in a relevant manner.
Lacking some of the members’
information/ and or information is
not identified
Images are inappropriate or layout
is messy.
Some spelling errors. Some grammar
errors. Most of text is in authors’
own words.
1
Content is inaccurate. Information
is not presented in a logical order,
making it difficult to follow.
Presentation has no flow.
Insufficient information and lacking
some of the member’s information.
No images
Many spelling and or grammar
errors. Text is copied.
 31

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Bring a Character to Life Rubric

TASK: Bring a character to life from the fiction book you are currently reading or have recently finished.

Part One: Prepared Oral Reading

Choose a 2-4 page passage from your book that demonstrates the true nature of your chosen character.
Practice reading aloud the passage so you can read it fluently and with appropriate expression. Your
passage should take 1-2 minutes to read aloud. Think of props you can bring and/or a costume you can wear
that will help the audience understand the characteristics (looks, likes, dislikes, personality traits, etc.) of this
character. You want to bring this character to life!

Part Two: Interview

Be prepared to answer all of the following questions as your character. You will be asked 2-4 of these questions during your presentation.
■ What are three words you would use to describe yourself?
■ What was your problem in the story and how was it solved?
■ What is your favorite memory (from the story) and why?
■ Share something in the story you wish you hadn’t done. If there isn’t one, share something you did in the story that you are
particularly proud of.
■ How did you change throughout this story?
■ What connection do you have with a character from another book?
 32

Book Title ____________________________________________________ Author _______________________________________________

Read Aloud Passage: page ___________________ to _____________________

Character’s Name: ___________________________________________________

Reading Grade A B C D
Exceeds Expectations Meets Expectations Progressing toward expectations Needs significant support to progress

Fiction Comprehension
- uses evidence to support opinions
- identifies the problem and solution
- makes connections
- makes, confirms, and revises predictions

Develops/Expands Vocabulary
- uses appropriately challenging vocabulary in response to interview questions
- develops vocabulary by reading a ‘just-right’ text

Reads Orally with Fluency and Accuracy

- uses expression to convey meaning
- uses appropriate pauses, heeds most punctuation, uses meaningful phrases
- reads at least 80 words per minute with 96% accuracy or greater

Oral Communication Grade A B C D

Exceeds Expectations Meets Expectations Progressing toward expectations Needs significant support to progress

Expresses ideas coherently and clearly

- uses evidence to support opinions
- organizes information for clarity
- uses grammatically correct language and specific vocabulary
- uses language and style appropriate to the audience
Listens to and records information
- identifies at least three books to add to personal “want to read” list, from
actively listening to classmates’ reports
 33

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Print Ad Rubric
R 1 2 3 4
>2.5 2.5-2.9 3-3.4 3.5-3.9 4-5 Score
Ad does not have a Ad demonstrates a Ad demonstrates Ad demonstrates Ad is geared towards
target audience and limited use of a target some use of a target considerable use an obvious audience
Audience and does not audience and shows audience and shows of a target and has a very
Purpose demonstrate a limited purpose some purpose audience and has effective purpose
purpose a considerable
purpose /5

The ad does not The message in the ad is Ad demonstrates a Ad considerably Ad demonstrates an

Message and have a clear confusing and therefore message to the demonstrates an overt and implied
Persuasion message and is not is not very persuasive for audience for them to overt and implied message in order
persuasive the audience to purchase buy the product, but message in order persuade the
the product it is only somewhat persuade the audience to purchase
persuasive audience to the product with a
purchase the high degree of
product effectiveness /5
 34

Ad is not appealing Ad is plain and limited Ad is somewhat Ad is Ad is visually

Creativity and almost no effort effort was put into its visually appealing considerably appealing and
was put into creating creation and creative appealing and extremely creative.
it creative
/5

Does not incorporate Incorporates “Design Incorporates Incorporates Incorporates “Design

Use of Design “Design Elements” Elements” with a limited “Design Elements” “Design Elements” with a high
Elements into print ad effectiveness with a some Elements” with a degree of
effectiveness considerable effectiveness
effectiveness
/5
 35

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed
Monologue Rubric

Criteria Level 1 Level 2 Level 3 Level 4

the monologue rarely reveals the the monologue occasionally reveals the monologue interprets the the monologue effectively elaborates
thoughts, feelings, and context of the thoughts, feelings, and context thoughts, feelings, and context of the thoughts, feelings, and context of
the speaker of the speaker the speaker the speaker
Purpose
point of view and person are point of view and person are clear point of view and person are clear, point of view and person are integrated;
inconsistent; an implied listener and consistent; an implied listener focussed, and consistent; an an implied listener is evident
is seldom evident is evident implied listener is established throughout the monologue
Elements
lacks involvement; no movement behaviors, gestures, or movements gestures or movements are fine,
or gestures do not fit the character but may have omitted obvious natural gestures and movement
Physical character behaviors enhance message; fit character or role
Delivery
uses volume, tone, and pace uses volume, tone, and pace uses volume, tone, and pace
Speaking inappropriately or ineffectively; somewhat to suit the content and appropriate to the content and adjusts volume, tone, and pace to
Techniques limited use of nonverbal gestures purpose; nonverbal gestures and purpose; nonverbal gestures and achieve a special effect or for impact;
and facial expressions facial expressions are occasionally facial expression suit the character nonverbal gestures and facial
distracting or inappropriate to the expression enhance characterization
character
is not able to perform without needs constant prompting to is able to perform with little is able to perform successfully with no
Knowledge script perform prompting prompting
of Script
 36

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed
Rubric for Evaluating Concept Maps

Map Construction 0-5 pts 6-10 pts 11-15 pts

Layout Unorganized, no coherent use of
hierarchy, no connections
Graphics No use of color, no use of
geometric shapes, font difficult to
read
Detail No words/phrases on connections
Scattered layout of items, minimal hierarchy
used, connections non-directional
Minimal color or inconsistent use of color,
some geometric shapes used, font legible
Less then half of the connecting lines have
words or phrases
Clear thought to pattern, more than two levels of
hierarchy, connections directional
Color consistently used to differentiate levels or topics,
consistent use of geometric shapes, font clear/may use
font to designate levels
All connecting lines are clearly labeled.

Map Content 0-9 pts 10-19 pts 20-25 pts

Center idea(s) No center idea(s) illustrated Center idea(s) unclear from layout of map Center idea(s) clearly illustrated
Levels of hierarchy Only primary and secondary Multiple levels Multiple levels with connections across all levels

Presentation Concepts 0-9 pts 10-19 pts 20-25 pts

Evidence of Concepts are presented in a vague Concepts are presented that demonstrate a Concepts are presented that demonstrate a deep
understanding or loose manor with little detail basic understanding of the concepts. understanding of the material and connections between
concepts concepts.

Presentation Format 0-9 pts 10-19 pts 20-25 pts

Map is presented in a Unorganized with evidence of little Group each understands their presentation Flawless presentation with the group having lots of
professional and practice within the group parts but seem uneducated about other parts interaction with each other.
organized manner of the map and/or presentation
Ability to answer Little understanding of the material Students are only able to answer questions Students have a deep understanding of the concepts are
questions to the point where it is difficult to directly related to the map and or their areas able to answer questions that assimilate information.
answer questions. of expertise but are not able to synthesize
information.

Name: ________________________________________________
Subject Teacher: Espiridion F. Apostol, M.A.Ed
Success criteria
Advertisement concept
(a) Development of a
concept design for an
advertisement
(b) Demonstration of an
awareness of the target
audience
Oral presentation
(a) Relevant and appropriate
content
(b) Appropriate structure of
the presentation
(c) Effective skills of oral
presentation
Libungan High School
Rubric for Advertisement Task
High (11-15)
Presents advertisement as concept design,
including sketch and detailed labelling.
Employs a range of strategies highly
appropriate for the target audience of the
advertisement, eg choice of language,
images, and persuasive techniques.
Clearly explains use of persuasive
strategies with close reference to text and
image, product and target audience.
Shows evidence of having planned and
structured the presentation logically
and coherently.
Demonstrates a consistent awareness of
the audience for the oral presentation, eg
by actively promoting the concept
advertisement and seeking to convince the
audience of its effectiveness.
Libungan, Cotabato
Date: __________
Indicators of student performance
Medium(6-10)
Presents advertisement in a form that is
close to or just a little more than the
concept design stage with minimal
labelling.
Employs some generally appropriate
strategies for the target audience of the
advertisement.
Explains use of persuasive strategies
with reference to some elements of text
and image, product and
target audience.
Shows some evidence of planning and
structure.
Demonstrates an awareness of the
audience for the oral presentation.
37
Total Score : ____________
Low(1-5)
Presents advertisement as a finished product
or as a rough sketch.
Employs few or generally inappropriate
strategies for the target audience of the
advertisement.
Experiences difficulties explaining the use of
persuasive strategies or may lack strategies.
Shows limited ability
to structure the presentation.
Demonstrates limited awareness or
acknowledgement of audience.
 38

Uses body language (eye contact, posture,
gestures) appropriately and effectively to
enhance and support speech.
Speaks clearly and accurately, and at an
appropriate volume and pace.
Uses some aspects of body language (eye
contact, posture, gestures) appropriately
and effectively to enhance and support
speech.
Generally speaks clearly and accurately,
and at an appropriate volume and pace.
Uses little or no body language (eye contact,
posture, gestures) to enhance and support
speech.
Speaks hesitantly, at a volume that is either
too quick or too slow.

Comments:

____________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________
______________________
 39

Libungan High School

Libungan, Cotabato

Name: ________________________________________________ Date: __________ Total Score : ____________

Subject Teacher: Espiridion F. Apostol, M.A.Ed

Panel Discussion Rubric

___+ Consistently ___ Usually ___- Seldom

Knowledge:
____ The student (group) used research to advance arguments and defend positions.
Comments
____ Research was effectively applied to arguments.
Understanding: _______________________________________________
_______________________________________________
____ The student (group) demonstrates understanding of the issue.
_______________________________________________
____ The student (group) presented key points. _______________________________________________
____ The student (group) presented original ideas. _______________________________________________
_______________________________________________
____ The student (group) was able to use examples or analogies to defend an argument.
_______________________________________________
____ The student (group) demonstrated empathy for the cause he or she represented. _______________________________________________
____ The student (group) showed respect for others’ opinions. _______________________________________________
Communication: _______________________________________________
_______________________________________________
____ The student (group) was logical in presenting arguments.
_______________________________________________
____ The student (group) was able to communicate effectively and clearly. _______________________________________________
____ The student (group) incorporated key terminology/vocabulary. _______________________________________________
_______________________________________________
___________________________________________
 40

Participation:
____ The student contributed to the discussion.
____ The student tended to dominate a discussion, thereby hindering others’ participation.
For group evaluation:
____ All students participated in the discussion.
____ Students within the group tended to dominate discussion within the group,
hindering other group members’ participation?

Suggestions

________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
41
 42

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 43
ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR.
for PRESIDENT for PRESIDENT for PRESIDENT

ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR.

ALCY CAMINO CAPARIDA, JR.
for PRESIDENT for PRESIDENT
for PRESIDENT

ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR.
for PRESIDENT for PRESIDENT for PRESIDENT

ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA,JR.
for PRESIDENT for PRESIDENT for PRESIDENT

ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR.
for PRESIDENT for PRESIDENT for PRESIDENT

ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR. ALCY CAMINO CAPARIDA, JR.
for PRESIDENT for PRESIDENT for PRESIDENT