Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story.
The Lion and the Rabbit - A Story with a Moral OH TEIK BIN
A Presentation of a children's story with good moral lessons.
The texts are in English. For some animation effects, download the PowerPoint ppt.
For the Video with narration, explanation and comments in English, please check out the Link:
https://www.youtube.com/watch?v=epmhlOzenbU
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story.
The Lion and the Rabbit - A Story with a Moral OH TEIK BIN
A Presentation of a children's story with good moral lessons.
The texts are in English. For some animation effects, download the PowerPoint ppt.
For the Video with narration, explanation and comments in English, please check out the Link:
https://www.youtube.com/watch?v=epmhlOzenbU
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Vocabulary Words: Choose the correct
meaning of the following words. Choose the letter.
1. Boastful : The lion was boastful, he said he is the
king of the jungle.
A. love for other animals
C. scared of other animals.
2. Rascal: The rabbit came late for work. The lion
called him rascal.
a. hardworking
b. respectful
B. showing excessive pride and self-satisfaction in
one's achievements, possessions, or abilities.
c. does not behave properly.
2. 3. Demon: I saw a demon in my
dream, I was so scared of him. He is
also very ugly.
b. a kind person
c. a priest
a. a beast
5. Many years ago, in a forest in India lived a
proud and boastful lion. The lion claimed he was
the king of the jungle. He demanded share in
whatever food the other animals had. He even
demanded that all animals bow before him
before they begin to look for food.
* Who was the king of the jungle?
• What did he demand to animals?
• Who do you think came late to give respect to
lion?
The Clever Rabbit
6. • A rabbit came late in giving respect to lion.
The lion was very angry.
• “You rascal, why were you late?
• Have you no respect for your king?
7. “Oh mighty king, a demon stopped me from
coming here.
The demon said you were no king.
He said he is the king of the jungle.”
How dare he! Roared the lion.
“Take me to him.”
8. The rabbit led the lion to a clear pool.
“Look! There he is.” said the rabbit.
The lion looked into the pool. He saw the demon. How
ugly he looked!
The lion jumped into the pool. He fought the demon in
the pool.
-The End-
9. How did the rabbit fool the lion?
• The rabbit told the lion, that he met a
demon, and he said he was the king of the
jungle and it’s not him. Then the rabbit
accompanied the lion to the pool, the lion
saw the demon, then he fought with it in the
pool.
• The truth was, what he saw in the pool was
his own image, the lion was not aware of it.
10. Answer these Questions:
• 1. Where did the story happen?
• Answer: The story happened in the forest in India
• Answer: The story happened many years ago.
• Answer: The characters in the story were
Lion and Rabbit.
• 3. Who were the characters in the story?
• 2. When did the story happen?
11. 4. How did the lion prove he was the king of
the jungle?
Answer: He demanded share in whatever food the other animals had.
He asked them to bow before him before they begin to look for
food.
5. Why did the lion get angry at the rabbit?
Answer: The rabbit came late in giving respect to
the lion.
6. What was the demon in the pool?
Answer: The demon in the pool was the lion
himself..
12. 7. Prove that the rabbit was a clever
animal.
• Answer: It used its mind to fool
the lion.
8. Is the story finished? Think of the
ending of the story. What will happen
when the lion noticed that there was
no demon he was fighting in the pool?
13. What are the core messages of the
story?
• We must not be too proud and
boastful.
• We must work hard in order for us
to live, we should not rely or be
dependent on others.
• We should always use our mind in
everything we do.
14. Let’s study:
The Four Kinds of Sentences
1. Declarative Sentence: makes a statement
and ends with a period (.).
Ex. In the forest lived a proud and boastful
lion.
2. Interrogative Sentence: asks a question and
ends with a question mark(?).
Ex. Why were you late?
15. 3. Imperative Sentence: asks someone to do something. It ends with a
period.
Two kinds of Imperative Sentence:
a. Requests- polite words or politely asked someone to do
something.
Ex. May I go to the comfort room.
Please lend me your pen.
b. Command: tell someone to do something, use by person or
authority.
Ex. Get my bag.
Erase the writing on the board.
Fetch me water.
Call the children
4. Exclamatory Sentence: show strong feelings of emotions. They end with
an
exclamation point (!).
Ex. “How dare he, take me to him!”
“Look! There he is.”
16. Practice: Identify if the sentence is DECLARATIVE,
INTERROGATIVE, IMPERATIVE and EXCLAMATORY.
1. It is nice to stay in the farm. ______________
2. Do you like to go to Manila this Christmas
season?_____________
3. Ouch! My hands are hurt. _____________
4. Drink you milk now. _______________
5. There were 179 dead people in Bohol
earthquake. _______________
DECLARATIVE
INTERROGATIVE
EXCLAMATORY
IMPERATIVE
DECLARATIVE
17. Try These: Identify if the sentence is DECLARATIVE,
INTERROGATIVE, IMPERATIVE and EXCLAMATORY.
1. Where do you live? ______________
2. We love to eat boiled corn._____________
3. Please get me some glass of water.
_____________
4. Oh no! I lost my wallet. _______________
5. Sweep the floor. _______________
INTERROGATIVE
DECLARATIVE
IMPERATIVE
EXCLAMATORY
IMPERATIVE
18. More Practice: Identify if the sentence is
DECLARATIVE, INTERROGATIVE, IMPERATIVE and
EXCLAMATORY.
1. Are you going to school? ______________
2. “Look! Hurry, let’s hide, the dog is angry,
we might be bitten by that._____________
3. The lion looked into the pool. ___________
4. Where have you been? _______________
5. May I borrow your notebook?
_______________
INTERROGATIVE
EXCLAMATORY
DECLARATIVE
INTERROGATIVE
IMPERATIVE
19. On your own:
Make one sentence on each kinds of
sentences.
1. Declarative: ___________________________________
2. Interrogative: ___________________________________
3. Imperative:
a. Request: _________________________________
b. Command: ______________________________
4. Exclamatory: ___________________________________
20. Go On: Identify if the sentence is DECLARATIVE,
INTERROGATIVE, IMPERATIVE and EXCLAMATORY.
1. Have you tried eating durian fruit?
______________
2. Everybody wants to watch the movie.
___________
3. Help!, Help! Somebody help me. _______
4. Keep you things now. _______________
5. Please your room. _______________
INTERROGATIVE
DECLARATIVE
EXCLAMATORY
IMPERATIVE
IMPERATIVE
