FIRST QUARTER: English 9 Performance task # 1.

2
Anglo American Prose and Poetry: Journey to Self-discovery

Performance Standard: The learner actively participates in a speech choir through using effective verbal
and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Body Movements/ Gestures and Audience Contact.

Project Title: Delivering a Jazz Chant

Interdisciplinary Links:
a. Literature – Analyse literature as a means of discovering the self
b. Grammar – Appropriate prosodic features
c. Oral Language and Fluency - Use the appropriate segmental (sounds of English) and the supra
segmental or prosodic features of speech when delivering lines of poetry and prose in a jazz
chant.
d. Reading Comprehension - Share prior knowledge about a text topic.
Values Integration:
a. Respect and appreciate Anglo American Prose and Poetry.
b. Express ideas freely through songs and poems, analysis, and evaluation.
c. Respect for individuality and creativity.
d. Musical sensitivity in composition.
Project Description and Objectives:
In this project, the students will perform a Jazz chants proposed by Carolyn Graham.
Upon completion of the project, the students will be able to:
 Use appropriate prosodic features, stance, and behaviour.
 Employ appropriate listening skills;
 Infer dominant thoughts and feelings expressed in the text listened/read;
 Use variety of techniques in interpreting the text; and
 Use appropriate expressions suitable for jazz chanting.

Activity: Speaking: Delivering a Jazz Chant

1. Familiarize the students with jazz chants. Play video or recordings of jazz chants so the students will
have an idea how it is performed.
2. Present supplementary sentences on stress and beats.
3. Model the correct way of chanting the sample statements with a four-beat rhythm. Then have the
students practice reciting the statements.
4. Divide the students into small groups. Guide them in annotating the piece. Give them time to practice
the chant.
5. Have the students deliver the jazz chant entitled “Warning” by Carolyn Graham. After the
presentations, give them feedback on their performance.

(see Attached Rubrics)

Scoring Rubrics

Analytic Scoring Rubrics for Jazz Chant Presentation

Criteria 16-20pts 11-15pts 6-10pts 5pts Score

Quality of Demonstrate very Demonstrate Demonstrate The qualities of

Voice clear and good and considerable voice of the
appropriate appropriate variations of presenters are
(pronunciation, variations of variations of voice. The chants not clear.
enunciation of voice. The chants voice. The chants are sometimes Words are
words) are clearly are understood not that loud and omitted and
understood and and heard. Most understandable to slurred.
heard by the words and chants be heard clearly. Mispronounced
people even those are properly There are few words can be
at the last rows. pronounced with mispronounced heard.
The words and only few words that can be
chants are mistakes. heard. The
properly and articulation is not
correctly that great but still
pronounced. considered okay.
Observe
appropriate
articulation.

Facial All the members Almost all the Some of the Only few of
Expression demonstrate members members the members
impressive and demonstrate demonstrate demonstrate
appropriate facial appropriate facial appropriate facial appropriate
expressions expression related expression facial
related to the to the piece. The related to the expression
piece. The emotions are piece. Some related to the
emotions are good. emotions are piece. The
flowing freely Demonstrates good, some are emotions are
and can be felt by good not. Demonstrate still lacking
the audience. internalization of considerable and need more
Demonstrates the piece. internalization of practice.
powerful the piece. Emotions can’t
internalization of be felt by the
the piece. audience at all.
 Demonstrate a
little
internalization
of the piece.

Stage Presence All the members Most of the Considerable Demonstrate

demonstrate eye members amount of lack of
(eye contact, contact with the demonstrate eye members who confidence and
audience audience and contact with the demonstrate eye poor eye
impact, stage judges. Show audience and contact with the contact with
poise) very good judges. Most audience and the audience.
postures and look members show judges. Some Nervous
confident. good postures and members show gestures can be
Relaxed and confidence. Most good postures observed.
natural during the of the members and confidence-
whole duration of are relax during some are not.
the presentation. the whole
They duration of the
communicate presentation.
with the audience
through their
presentation.

Costumes and An abundance of The props are The props are Props and
Props props can be seen appropriate with okay but some costumes
but are still the presentation. are not overshadow
appropriate with The costumes and appropriate with the
the presentation. props are helpful the performance. presentation.
The costumes in expressing the Some props are Props became a
alone can attract message of the not really useful distraction to
the audience. The chant. The with the the
costumes and presenters know performance. presentation.
props are very how and when to Some presenters Props and
helpful in use the props. know how and costumes
expressing the when to use hinder the
message of the props but some presenters to
chant. The are not. move freely.
presenters know There are
how and when to members who
use props do not know
smoothly. how and when
 to use the
props.

Mastery of the All the members Most of the Some members Only few of
Piece and demonstrate members demonstrate the members
Presentation mastery of the demonstrate mastery of the demonstrate
piece. The mastery of the piece. Some mastery of the
transitions, hand piece. Most members piece. Not
& body members demonstrate good memorized
movements are demonstrate good memorization of movements
memorized and memorization of movements and and transitions
executed the movements transitions and can be
impressively thus and transitions. some are not. observed. Most
the presentation Show good Some movements of the
runs smoothly. synchronization are not movements are
The movements of movements synchronized not
happened with the chant. with the chant. synchronized
simultaneously with the chant.
with the chant and
are synchronized.

Musicality The music is The music is The music is The music is

organized and in good and in sync okay but has out of tune and
sync with the with the chant some problems not organized
chant. The tune is with little that affect the thus affect the
catchy. The music mistakes that can whole whole
helps enhance the be observed. performance. performance.
whole
performance.

Time The presentation The presentation The presentation The

is fit within the lacks or exceeds 2 lacks or exceeds presentation
time limitation. minutes within 3minutes within lacks or
the time frame. the time frame. exceeds 4
minutes within
the time frame.
 CLARICE ANGELS SCHOOL INC.
SALAY MANGALDAN PANGASINAN
S.Y. 2023 – 2024

GRADE 9: PERFORMANCE TASK IN ENGLISH

Presentation: September 22, 2023, Thursday
Title: "Jazz Chant"
Goals:
 To understand the rhythmic and linguistic elements of Jazz Chants.
 To perform a Jazz Chant in a group.
Roles:
 Performers: Students who will perform Jazz Chants in groups.
Audience:
 The primary audience is your classmates and teacher.
 The secondary audience could be other classes, parents, or community members if
you choose to organize a public performance.
Situation/Setting:
 This performance task takes place in a classroom or a designated performance
space.
 It can be scheduled during the English or arts class or as part of a special event or
assembly.
Product or Performance:
 Group Performance: Each group was given the same piece for a Jazz Chant to
perform. They should focus on rhythm, pronunciation, and expressive delivery.
Performers will aim to engage and entertain their audience.
Task Description:
 Introduce Jazz Chants and their unique characteristics.
 Discuss the history and cultural significance of Jazz Chants.
 Analyze the structure and themes of Jazz Chants through listening and reading
examples.
Selection: The teacher will give the same piece for everybody.
 Rehearse and refine the selected Jazz Chant.
 Focus on rhythm, pronunciation, and expressive delivery.
  They work on the rhythm, language, and performance style, possibly incorporating
instruments or body percussion.
Reflection (1 class period):
 Students reflect on the entire process, what they learned about Jazz Chants, and the
challenges and rewards of this project.
Assessment:
 Students will be assessed on their participation in discussions, the quality of their
selected Jazz Chant performance, the creativity and execution of their original Jazz
Chant, and their ability to articulate the theme or message behind their original
creation.

This GRASP performance task encourages students to actively engage with Jazz Chants,
perform them, and fostering a deeper understanding of rhythm, language, and expression
through this unique art form.