English

First Quarter – Week 6

Use a Range of Verbs and Adjectives
to Convey Emotional Response or
Reaction to an Issue to Persuade
English – Grade 8
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 6: Use a range of verbs, adjectives and adverbs to convey
emotional response or reaction to an issue to persuade.
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
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publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writer: Senen B. Martinez, Jr.
Illustrator: Patrice Nicole D. Villaluz
Layout Artist: Redel A. Mangin
Language Editor: Hermelita S. Toralba
Content Evaluator: Maria Lourdes D. Chu
Layout Evaluator: Argie D. Pingol
Management Team: Felisa B. Batistil
Marizel J. Villaluz

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Rationale

Project PPE (Portfolio Predicated on Exemplar) is a backup contingency response of

the Schools Division of Surigao del Sur for learning delivery and learning resource which
parallel to the on-going endeavors of the higher offices in the Department. It is the
utilization of a lesson exemplar that is streamlined in a teacher-and-learner-friendly
format to cater to the new classroom setup in light of the COVID-19 health crisis. This
exemplar will be paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlights a learner’s effort that
would enable him/her to see his/her growth and achievement, ability to reflect on
his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the English- Grade 8-Quarter 1Week 6 Exemplar on Use a range of verbs
and adjectives to convey emotional response or reaction to an issue to persuade!

This exemplar was collaboratively designed, developed and reviewed by educators

from different schools in the Division to assist you in helping the learners meet the
standards anchored on Most Essential Learning Competencies (MELC) set by the
Department while overcoming the constraints in schooling brought by the COVID-19
pandemic.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

As a teacher, you are expected to orient the learners on how to use this exemplar in
the fit modality. You also need to keep track of the learners' progress while allowing
them to manage their own learning through portfolio assessment.

For the learner:

Welcome to the English- Grade 8-Quarter 1Week 6 Exemplar on Use a range of verbs
and adjectives to convey emotional response or reaction to an issue to persuade!

This exemplar was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner, either
at home or in school. To help you with this, this exemplar comes with a Weekly Portfolio
Assessment. Your teacher will provide you with a template and you will be given a
privilege to organize the portfolio in your own creative way.

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This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies you

What I Need to Know
are expected to learn in the module and the
objectives you are expected to realize.

This part includes an activity that aims to check

What I Know
what you already know about the lesson to take.

This section provides a brief discussion of the

What is It
lesson. This aims to help you discover and
understand new concepts and skills.

This section provides an activities which will help

What I Can Do (1,2 & 3)
you transfer your new knowledge or skill into real
life situations or concerns.

This task aims to evaluate your level of mastery in

What I Have Learned
achieving the learning objectives.

Answer Key This contains answers to all activities in the module.

This contain instructions about recording your

Portfolio Goal Setting
positive, realistic goals before going through this
exemplar.

This contain instructions about completing the

Portfolio Completion -Your
components of the portfolio. This also includes a
Growth Clue!
rubric to guide you of how your portfolio will be
assessed.

At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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 General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of the
exemplar. Use a separate sheet of paper in answering the activities and tasks.

2. Read the instruction carefully before doing each task.

3. Observe honesty and integrity in doing the tasks and checking your answers.

4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this exemplar, do not
hesitate to consult your teacher, parents, siblings or anybody knowledgeable and
older than you at home. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant competencies.
You can do it!

What I Need to Know

In this exemplar, you will be acquainted with determining the meaning of words
and expressions that reflect the local culture by noting clues. The scope of this
exemplar enables you to use it in many different learning situations. The activities are
arranged to follow the standard sequence of the course.

Most Essential Learning Competency:

Use a range of verbs, adjectives and adverbs to convey emotional response

or reaction to an issue to persuade.

Sub-competency:

Use a range of verbs and adjectives to convey emotional response or reaction

to an issue to persuade.

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Objectives:

After going through this exemplar, you are expected to:

A. Knowledge:

 Define and comprehend emotive language;

 Identify verbs and adjectives that are useful to and appropriate for
emotive language;

B. Skill:

 Use verbs and adjectives to boost the intensity and the emotional
appeal of a response or a statement.

c. Attitude:

 Express oneself emotively by using appropriate verbs and adjectives

in a situation involving the Filipino youth and his family.

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along with
this exemplar, accomplish now your weekly goal setting. Refer to the objectives
above. Think of positive and realistic goals that you can considerably achieve with
this exemplar. List them as your plans. Remember: Do not proceed with this exemplar
unless you have accomplished your goal setting.

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 What I Know

DIRECTION: Choose the letter of the correct answer.

1. Which of the following is a combination of an adjective and a noun?

A. Look into
B. Pitch in
C. Reach out
D. Rolling stone

2. Which of the following is a combination of a verb and a preposition?

A. Blue skies
B. Choose from
C. Loud noise
D. Summer day

3. How many adjectives are there in this sentence?

He wears a new blue silk shirt.
A. 2
B. 3
C. 4
D. 5

4. Which of the following adjectives shows the strongest emotion or feeling?

A. Afraid
B. Fearful
C. Scared
D. Terrified

5. The storm frightened the children.

Which word in the sentence shows emotion?
A. Children
B. Frightened
C. Storm
D. The

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 What is It

Study the figure below and answer the questions that follow.

I am angry! I am angry!

Angry Man 1 Angry Man 2

Figure 1

Questions: Write your answers on your notebook.

1. How do the two men feel? _________________________________________________

2. Can you tell if one is angrier than the other? ________________________________
3. How or Why? ______________________________________________________________

Now consider the next figure.

I am angry! I am angry!

Angry Man 1 Angry Man 2

Figure 2

Questions: Write your answers on your notebook.

1. Can you now tell if one is angrier than the other? ___________________________
2. If yes, then who is angrier between the two men? ___________________________
3. How were you able to tell? _________________________________________________

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 If you chose Angry Man 2 as the angrier person, you are right!
His facial expression is more intense. His teeth are gnashing.
His eyes are piercing and blazing. His eyebrows are more
raised. His expression is scary.

It is the facial expression of Angry Man 2 which made you

identify him as the ‘angrier’ person.

But what if there were no figures or drawings to help you see through
feelings and emotions. What if all you have were words. How would
you recognize the deepness and the intensity of a feeling or emotion?

Consider this scenario:

You have three friends who felt sorry for what they did to you. They all wanted to
apologize. Here’s what each has to say.

I am sorry. I am extremely I am truly sorry for

sorry. hurting your
feelings.

Andrew Ben Charlie

QUESTIONS: Write your answers on your notebook.

1. Rank the apologies as 1st, 2nd and 3rd. With 1st as your most liked apology and
3rd as your least liked apology:

1st: ________________ 2nd: ______________ 3rd: ______________

2. What is the basis for your ranking?

___________________________________________________________________________

3. Whose apology would you easily accept? __________________________________

4. Why? _______________________________________________________________

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 You probably liked Charlie’s apology best because he described his apology
as “true” and even acknowledged hurting your feelings.
You probably considered his apology as more sincere, deeper and more
emotional.

When your friends apologized, you felt something.

Your feeling is called EMOTIONAL RESPONSE.

What is Emotional Response?

Emotional response is -
 your reaction or what you feel to something that has happened;
 your reaction or what you feel to something that you have seen;
 your reaction or what you feel to something that you have heard;
 your reaction or what you feel to something that you have experienced;


In this exemplar you will learn the following:

a. Use a RANGE OF VERBS to convey or show
emotional response or reaction to an issue or
situation and to persuade
b. Use a RANGE OF ADVERBS to convey or show
emotional response or reaction to an issue and to
persuade.

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 Conveying or showing emotional response or reaction to a situation or issue
by using a RANGE of VERBS

Consider the following situations (under the column situation) and see how you would
probably feel (emotion) and react (action).

Your possible feeling Your possible action

Situation / issue
or emotion or reaction

1. There are people who

are arrested even opposition make a protest
without court warrant.

2. You saw a snake going

inside your kitchen. fear / afraid run

3. You have a very strict

teacher who wants her
students to stand always alert stand quickly
quickly when their
names are called.

4. You received a failing

grade. sad cried

5. You saw your friend fell

from the stairs. surprised could not move

6. You heard a very

talented man sang. admiration applaud him

Let us try to make sentences conveying or showing your reactions or emotions to the
situations.

1. I object to warrantless arrest.

(verb)
2. I hate the act of arresting people without warrant from the court.
(verb)
3. I run out of the kitchen when I saw the snake.
(verb)
4. The snake scared me.
(verb)
5. I stood up when my teacher called me.
(verb)
6. I cried upon seeing my failing grade in mathematics.
(verb)

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 7. I could not move when I saw my friend fell from the stairs.
(modal verb) (verb)
8. The young man was singing to us.
(verb phrase)
9. We all liked the way he sang to us.
(verb)
10. I always thought of the night I attended his concert.
(verb)

Look at the underlined words. They are all verbs. But they are verbs which showed
your reaction or feelings toward a situation. We call them EMOTIONAL RESPONSE
VERBS.

An "emotional response verb” is a verb that expresses an action or a state of

an emotional or psychological nature. With an emotional response verb,
generally someone feels something. Examples of emotional response verbs are
the following:

amuse, annoy, baffle, bewilder, bore, confuse, depress, disappoint, excite,

frighten, frustrate, interest, motivate, overwhelm, please, puzzle, shock, surprise.

These VERBS are used to “EMOTE”.

Meaning, they are used to EXPRESS OR PORTRAY AN EMOTION FOR A

DRAMATIC OR MORE EFFECTIVE and PERSUASIVE EFFECT.

THIS PORTAYAL OF AN EMOTION IN SPEAKING OR WRITING IS CALLED

‘EMOTIVE LANGUAGE’

WHAT IS EMOTIVE LANGUAGE?

Emotive language is the term used when certain word choices are made to evoke an
emotional response.

Emotive language often aims to persuade the reader or listener to share the writer or
speaker’s point of view, using language to stimulate an emotional reaction. In this
case, the word that we use is VERB.

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Now, suppose we make some changes in the sentences by replacing the verbs with
other words or expressions.

Column A Column B
(Original Sentences) (Sentence Rewrites)

1. I object to warrantless arrest.  I take a stand against warrantless

arrest.
 I oppose warrantless arrest.

2. I hate the act of arresting people  I condemn the act of arresting

without warrant from the court. people without warrant from the
court.
 I despise the act of arresting
people without warrant from the
court.

3. I run out of the kitchen when I  I bolted out of the kitchen when I
saw the snake. saw the snake.

4. The snake scared me.  The snake terrified me.

5. I stood up when my teacher  I sprang to my feet when my

called me. teacher called me.

6. I cried upon seeing my failing  I wept upon seeing my failing

grade in mathematics. grade in mathematics.

7. I could not move when I saw my  I was paralyzed when I saw my

friend fell from the stairs friend tumbled down the stairs

8. I felt like he was singing to me.  I felt like he was serenading me.

9. We all liked the way he sang to  We all adored the way he sang
us. to us.

10. I will always remember the night I  I will always reminisce and dream
went to his concert. of the night I went to his concert.

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QUESTIONS:

1. Do the sentences in column A have the same meanings to the sentences in

column B?
___________________________________________________________________________
2. Which set of sentences shows more emotions and feelings?
___________________________________________________________________________
3. Which set of sentences is more effective at evoking emotions and feelings
from the reader?
___________________________________________________________________________
4. Why do you say so?
___________________________________________________________________________
___________________________________________________________________________

LOOK AT THE SET OF VERBS ONCE AGAIN

The words may mean the same, but their intensity and emotions, and the
responses they evoke, are of different levels. Words in column B are more expressive
and emotional. Verbs in Column A are on the lower level of range of emotions while
Verbs in Column B are on the higher level of range of emotions.

Column A Column B
Take a stand against
object to
oppose
condemn
hate
despise
run bolted

scared terrified

stood up quickly sprang to my feet

cried wept

could not move paralyzed

fell tumbled down

was singing was serenading

liked adore

remember reminisce and dream

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Here are other examples:

1. The glass fell and broke into pieces.

 There are two verbs here – fell and broke.

 ‘Fell’ or ‘fall’ means to move downward without control.
 But what if we say ‘crashed down’? Isn’t there more action and
image of helplessness?
 The other verb is ‘broke’. But what if we say ‘shattered’? Do you
feel more force, violence and sense of explosion?
 Hence, for purpose of expressing an action that has more
emotional and psychological effect to the reader we can say –

The glass crashed down and shattered into pieces.

The glass tumbled down and shattered into pieces.

2. Jack ate the food

 In this sentence the verb is ate which is the past tense of eat.
 What if we say ‘devour’ which means to eat hungrily and
quickly?

Jack devoured the food.

Jack gobbled down the food.

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 NOT ALL WORDS ARE CREATED EQUAL!

Some words are more intense than the others. Words are just like people –
some are more emotional, intense and expressive than the others.
Do you have such friends? Well, we have such words below.

INTENSITY
OF HAPPY SAD ANGRY AFRAID ASHAMED
FEELING

Elated Depressed Terrified Remorseful

Furious
Excited Agonized Horrified Defamed
Enraged
Overjoyed Dejected Scared stiff Worthless
Outraged
Thrilled Miserable Petrified Disgraced
Boiling
Exuberant Sorrowful Fearful Dishonored
Seething
Ecstatic Frantic Mortified
Loathsome
Fired up Shocked
Betrayed
Passionate
HIGH

Cheerful Apprehensive
Heartbroken Mad Apologetic
Gratified Threatened
Somber Frustrated Guilty
Good Insecure
Distressed Agitated Embarrassed
Relieved Uneasy
Melancholy Disgusted Secretive
Satisfied Intimidated
Upset
Glowing

MEDIUM

Glad bashful
Unhappy Annoyed Cautious
Contented regretful
Moody Irritated Nervous
Pleasant uncomfortable
Blue Uptight Worried
Tender pitied
Disappointed Touchy Timid
Pleased silly
Dissatisfied Unsure
Mellow
LOW

YOU ARE DONE WITH USING RANGE OF VERBS TO CONVEY

EMOTIONAL RESPONSE OR REACTION TO SITUATIONS OR ISSUES.
NOW, IT’S TIME FOR ADJECTIVES.

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 Conveying or showing emotional response or reaction to a situation or issue
by using a RANGE of ADJECTIVES

INTRODUCTORY ACTIVITY:

Inspect the sentence below:

1. The bees fly over the flowers.
(noun) (verb) (noun)

The sentence above is very simple and ordinary. Not much is going on. You only see
bees flying over the flowers.
Now, consider the next sentence.

2. A swarm of busy golden bees fly over the fragrant and pretty little
flowers.

Do you see how the sentence has changed?

The second sentence evokes more feelings and imagination from the reader.
How is this achieved? The sentence is made more appealing to the senses and
emotions by adding adjectives to the sentence. Try to identify the said adjectives by
doing the activity below.

ACTIVITY 1: Read the sentence in the box and then complete the table below.
Write your answers on your notebook

A swarm of busy golden bees fly over the fragrant and pretty little flowers.

1. Which words describe or tell something about the bees?

ADJECTIVES
NOUN
(Words that describe the bees)

Bees _________ , ________

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 2. Which words describe or tell something about the flowers?

ADJECTIVES
NOUN
(Words that describe the flower)

Flower __________ , _________, ________

ACTIVITY 2: Refer to your answers above and answer the questions that follow. Write
your answers on your notebook.

1. Which adjective tells of action or movement? _______________________________

2. Which adjective tells of color? _____________________________________________
3. Which adjective tells of smell? _____________________________________________
4. Which adjectives describe appearance? ___________________________________
5. Which adjective tells of size? _______________________________________________

Answers: Activity 1
1. Words that describe bees are busy and golden
2. Words that describe flowers are fragrant, pretty and little.
Answers: Activity 2
1. Busy 2. Golden 3. Fragrant 4. Pretty 5. Little

The activity aims to remind you that an adjective describes or

modifies noun/s and pronoun/s in a sentence. It normally indicates
quality, size, shape, duration, feelings, contents, and more about a
noun or pronoun.

Adjectives usually provide relevant information about the

nouns/pronouns. They modify/describe by answering the
questions: What kind? How many? Which one? How much? Adjectives
enrich your writing by adding precision and originality to it.

In the early part of this material, you learned how to make a sentence more
expressive and emotionally appealing by using verbs of higher intensity.

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 THIS TIME WE WILL FURTHER IMPROVE THE SENTENCES AND INCREASE ITS INTENSITY
EVEN MORE BY USING A RANGE OF ADJECTIVES.

Example:

1. I object to warrantless arrest.

Sentence with an enhanced verb  I take a stand against warrantless

(1st Rewrite) arrest

Sentence with added adjectives  I strongly take a stand against the

(2nd Rewrite) oppressive warrantless arrest.

Notice how the word ‘strongly’ was inserted to intensify the verb. The word
‘oppressive’ was added to describe ‘warrantless arrest’. The additions further
gave emotional intensity to the sentence.

Example:

2. I run out of the kitchen when I saw the snake.

Sentence with an enhanced verb

 I bolted out of the kitchen when I
(1st Rewrite)
saw the snake.
 I bolted out of the kitchen when I
Sentence with added adjectives
(2nd Rewrite) saw the deadly and terrifying snake.

Notice how the adjectives ‘deadly’ and ‘terrifying’ were added to describe the
‘snake’. It makes the snake scarier.

Example:

3. I stood up when my teacher called me.

Sentence with an enhanced verb

 I sprang to my feet when my
(1st Rewrite)
teacher called me.
 I sprang to my feet when my
Sentence with added adjectives
extremely strict and old-fashioned
(2nd Rewrite)
teacher called me.

The teacher is described as ‘extremely strict’ and ‘old-fashioned’. The adjectives even
gave a clue why you sprang to your feet. They established the personality of the
teacher. It makes the sentence colorful.

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Example:

4. I could not move when I saw my friend fell from the stairs

Sentence with an enhanced verb  I was paralyzed when I saw my

(1st Rewrite) friend tumbled down the stairs
Sentence with added adjectives  I was paralyzed when I saw my
(2nd Rewrite) completely helpless friend tumbled
down the tall and winding stairs.

The adjectives ‘tall’ and ‘winding’ describe the stairs while ‘completely
helpless’ describes the noun friend.

Indeed, verbs and adjectives when properly utilized can help you create
powerful and emotionally charged statements. They are like crayons or paints that
can create beautiful images with bright colors.

When you write or speak to respond to a certain issue you must use verbs and
adjectives to make your statements and arguments clear and emotionally moving.

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 What I Can Do 1

DIRECTIONS: Below are groups of words. Identify the most intense and the
least intense verbs or adjectives in every group. There are two
answers for every number. Write first the letter of the most intense
and then the letter of the least intense.

1. Most intense is ________

Least intense is _______
A. Delighted
B. Ecstatic
C. Glad
D. Joyful

2. Most intense is ________

Least intense is _______
A. Angry
B. Furious
C. Impatient
D. Mad

3. Most intense is ________

Least intense is _______
A. Blasting
B. Noisy
C. Roaring
D. Thunderous

4. Most intense is ________

Least intense is _______
A. Attractive
B. Gorgeous
C. Lovely
D. Pleasing

5. Most intense is ________

Least intense is _______
A. Beat
B. Hit
C. Smash
D. Strike

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 What I Can Do 2

DIRECTIONS: Fill in the blank with the most emotive word. Choose the word which
shows the most intense or expressive emotion.

1. He _________ the group without saying anything.

A. Abandoned
B. Dismissed
C. Gave up
D. Left

2. He ______ his head ________ against the wall.

A. Banged: Violently
B. Bumped: Strongly
C. Hit: Firmly
D. Pushed: Quickly

3. They are moving very fast.

A. Briskly
B. Rapidly
C. Swiftly
D. At lightning speed

4. The ________ cat _________ the fence to _______ from the dog.
A. Scared – hopped away – hide
B. Fearful – bounced up – turn away
C. Terrified - leaped over – get away
D. Nervous – skipped over – walk away

5. He was killed without pity.

Which is a more emotive restatement of the sentence above.
A. He was eliminated cruelly.
B. His life was taken mercilessly.
C. He was assassinated harshly.
D. He was murdered in cold blood.

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 What I Can Do 3

DIRECTIONS: Below is an issue we are all familiar about. Make an emotional response
by filling in the blanks with the appropriate verbs and adjectives.

ISSUE: THE SCARY FACTS ABOUT TEENAGE DRUG ABUSE

Some teens may end up trying different drugs out of curiosity and peer
pressure. Responsible parenting and the presence of strict measures and
support programs are needed to help young people stay away from
drug abuse.

It is important for parents, the school and the community to recognize

the warning signs and intervene early on to prevent drug abuse from
turning into an addiction.

A. Parents must ___________ an ____________ ____________ bond

(1) (2) (3)

with their children by ___________ spending _____________ and

(4) (5)

________________ time with them.

(6)

CHOICES:
wonderful quality create
strong exceedingly consistently

B. ________________ parents must ____________ an ______________

(7) (8) (9)

and _____________ conversation with their children about the

(10)

Dangers of drug abuse.

CHOICES:
create broad-minded open honest

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 What I Have Learned

DIRECTION: Choose the letter of the correct answer.

1. Which of the following is the main purpose of using emotive language?

A. To inform the readers.
B. To entertain the readers.
C. To arouse the feelings of the readers.
D. To define the meaning of unfamiliar words.

2. Which of the following statements is false?

A. Verbs are action words.
B. Words have different degrees of strength and intensity.
C. Adjectives are used to describe or modify a noun or pronoun.
D. Words have equal strength and intensity in stimulating the feelings of
readers.

3. Which of the following groups of words contain verbs that show feelings and
emotions?
A. run – jog – sprint – race
B. loved – desired – craved – yearned
C. strolled – walked – hiked – marched
D. happy – excited – overjoyed – contented

4. Which of the following groups of words contain adjectives that show feelings and
emotions?
A. fairer – fair – fairest – just
B. good – better – best – fine
C. peaceful – restful – pleasant – relaxing
D. very – exceptionally – highly – significantly

5. The defenseless protesters were injured during the violent protest.

Which pair of words is emotive?
A. violent – injured
B. protesters – violent
C. injured – defenders
D. defenseless – violent

6. An eyewitness saw the cold-blooded murder of an innocent man.

Which pair of adjectives is emotive?
A. murder – eyewitness
B. eyewitness – innocent
C. innocent – cold-blooded
D. cold-blooded – eyewitness

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7. A person was injured when a motorcycle accidentally rammed into him.
Which of the following words can best replace the noun ‘person’?
A. An old man
B. A pedestrian
C. Awaiting passenger
D. An innocent bystander

8. Which of the following verbs is the most intense?

A. Agonize
B. Hurt
C. Suffer
D. Endure

9. Take your time. You don’t get a bonus for finishing early.
Which of the following means the same as the underlined expression?
A. Don’t hurry.
B. Rest for a while.
C. Get some sleep.
D. Get some fresh air.

10. Which sentence is the most emotive?

A. Teen goes viral after an act of generosity is caught on film.
B. Kind teen shoots to popularity after act of kindness was filmed.
C. Teen becomes popular after an act of charity is caught on film.
D. Local teen hero skyrockets to fame after an act of kindness is caught on
film.

11 – 15. Fill in the blanks with the appropriate words to create an emotive sentence.
Choose from the words bellow.

relieved ecstatic very joyfully safely

She was _____________ ____________ when her puppy returned

(11) (12)

_____________ home, _____________ bounding into her arms and

(13) (14)

licking ___________ tears from her face.

(15)

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 25
WHAT I HAVE
LEARNED
WHAT I CAN DO 3
1. C
1. Create
2. D
2. Exceedingly
3. B
3. Strong
4. C
4. Consistently
5. D
6. C
5. Wonderful
7. D
6. Quality
8. A
9. A
7. Broad-minded
10. D
8. Create
11. Very
12. Ecstatic
9. Open
13. Safely
10. Honest
14. Joyfully
15. Relieved
WHAT I CAN DO 2 WHAT I CAN DO 1 WHAT I KNOW
1. B 1. B-C 1. D
2. A 2. B-C 2. B
3. D 3. D-B 3. C
4. C 4. B-D 4. D
5. D 5. C-B 5. B
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your efforts
here enables you to see and reflect on your growth and achievement and
your ability to establish goals just to learn. Upon completion of your portfolio,
please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
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ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. Test Self Shows little Shows adequate Shows good Shows very good and
Evaluation evidence of evidence of evidence of clear evidence of
reflection and self- reflection and self- reflection and self- reflection and self- 10
assessment. assessment. assessment. assessment with
documentation.
3. The Scientist in Provides little Provides adequate Provides good Provides clear
Me evidence of growth evidences of performance or evidence of
and achievement. growth and general performance or
10
achievement. improvement in continued
achievement. improvement in
achievement.
4. My Best Test 75 - 78 79-85 86-91 92-100 10
5. Chemistry Watch Links most of the Links a number of Links analysis to the Links analysis to the
analysis to the analysis to the lessons properly. lessons completely.
10
lessons lessons slightly.
inadequately.
6. “A…Ganu’n Pala Explains the Explains the Explains the Explains the
‘yon” misconception and misconception and misconception and misconception and
10
the concept the concept the concept the concept aptly.
inadequately. somewhat. adequately.
7. Chemistry Indicates little Indicates adequate Indicates clear Indicates distinct
Connection evidence of evidence of evidence of evidence of
10
(optional) creativity/analytical creativity/analytical creativity/analytical creativity/analytical
work. work. work. work.
[1-2] [3] [4] [5]
8. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat 5
Portfolio looks well organized. and elegant.
slapdash.
9. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
5
Submission. days). days). days).
Total 80

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References

https://writingexplained.org/grammar-dictionary/emotive-
language#:~:text=Emotive%20language%20pertains%20to%20word,are%20example
s%20of%20emotive%20language.

https://reversedictionary.org/wordsfor/intensity

https://www.academia.edu/2134843/Tense_aspect_verb_meaning_and_perception
_of_emotional_intensity_by_native_and_non_native_users_of_English

http://changingminds.org/techniques/language/persuasive/intensifiers.htm

https://bobangus.com/action-words/

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of _____________

Address: _______________________________________________
___________________________________________________________
___________________________________________________________

Contact Number:
Email Address:

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