This document contains a detailed lesson plan for teaching English to 9th grade students. The lesson focuses on analyzing literature to understand unchanging values in a volatile, uncertain, complex, and ambiguous (VUCA) world. Key aspects of the lesson include:
1) Students read and analyze a script depicting a conversation between a pastor and a boy to identify values like open-mindedness, curiosity, and resilience.
2) Students are divided into groups to role play scenarios highlighting the importance of values in coping with a changing world.
3) The teacher emphasizes that while the world changes rapidly, values like kindness, understanding, and compassion remain important for dealing with unpredictability.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
This document discusses recognizing positive and negative messages from various information sources like books, magazines, online platforms and people. It states that this information can influence us in different ways depending on how we interpret and act on the messages. The objectives are to determine the gist or message of texts, identify positive and negative messages, and create ideas based on given texts. It provides examples of emotive words that denote positive or negative messages and defines tone and persuasion. Learning tasks involve identifying positive or negative messages in statements and finding the gist of a text.
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson PlanMay Andrea Francia
The document provides a lesson plan on citing sources and the American Psychological Association (APA) format. The objectives are for students to learn about citing sources, APA formats, and teamwork. The lesson involves dividing students into groups to discuss why citing sources is important. The teacher explains APA citation formats for different sources like books, websites, and magazines. Students practice citing sources in different exercises and are evaluated on correctly arranging sample citations in APA format. The lesson aims to teach students the importance and proper methods of citing sources in their academic work.
General and specific statement daily lesson logrameloantonio
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
ELEMENTS OF POETRY (AULD LANG SYNE) GRADE 9Shiela Capili
The document contains the lyrics to the song "Auld Lang Syne". It is traditionally sung at New Year's and other occasions involving farewells. The song lyrics express nostalgia for old friends and times past. It recalls experiences the speakers shared, like playing in the fields as children and going on walks together. Though years have passed, the song says the friendship remains as strong as ever through good and hard times.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
English LP- Employ Analytical Listening in problem solving.docxAndreiBana1
The document provides a semi-detailed lesson plan for an English class. The lesson plan aims to teach students about analytical listening and how to use it in problem solving. Key points of the lesson include defining analytical listening, its sequential process, and importance. Students will listen to a song and identify a moral lesson. They will also watch a video on climate change and identify problems and solutions in a table. The lesson aims to help students value analytical listening in problem solving. An evaluation involves students answering questions to test their understanding of analytical listening concepts and steps to solving a problem.
The document discusses creative nonfiction as a genre that incorporates elements of fiction into nonfiction writing by using one's personal experiences, real people, or actual events as topics. It lists various literary elements commonly used in creative nonfiction such as characters, setting, plot, dialogue, imagery, point of view, and theme. Examples of these elements are also provided to illustrate how creative nonfiction utilizes techniques from both fiction and nonfiction writing.
This document discusses recognizing positive and negative messages from various information sources like books, magazines, online platforms and people. It states that this information can influence us in different ways depending on how we interpret and act on the messages. The objectives are to determine the gist or message of texts, identify positive and negative messages, and create ideas based on given texts. It provides examples of emotive words that denote positive or negative messages and defines tone and persuasion. Learning tasks involve identifying positive or negative messages in statements and finding the gist of a text.
SAMPLE: Grade 10 - APA Bibliography Detailed Lesson PlanMay Andrea Francia
The document provides a lesson plan on citing sources and the American Psychological Association (APA) format. The objectives are for students to learn about citing sources, APA formats, and teamwork. The lesson involves dividing students into groups to discuss why citing sources is important. The teacher explains APA citation formats for different sources like books, websites, and magazines. Students practice citing sources in different exercises and are evaluated on correctly arranging sample citations in APA format. The lesson aims to teach students the importance and proper methods of citing sources in their academic work.
General and specific statement daily lesson logrameloantonio
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
This document provides a module on making connections between texts to particular social issues, concerns, and dispositions in real life. It begins with introducing social issues and concerns, as well as making connections as a reading strategy. It then discusses text structures like description, cause and effect, comparison and contrast, order/sequence, and problem-solution that can be used to make deeper connections between texts and social issues. Several activities are provided to have learners analyze photos and texts, identify causes and effects of issues, and create maps and diagrams showing relationships between issues. The document aims to help learners better understand how to relate textual information to real-world social problems.
ELEMENTS OF POETRY (AULD LANG SYNE) GRADE 9Shiela Capili
The document contains the lyrics to the song "Auld Lang Syne". It is traditionally sung at New Year's and other occasions involving farewells. The song lyrics express nostalgia for old friends and times past. It recalls experiences the speakers shared, like playing in the fields as children and going on walks together. Though years have passed, the song says the friendship remains as strong as ever through good and hard times.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also describes the needs of today's learners, known as Generation Z, who have grown up with technology and rely heavily on social media but have reduced attention spans. The goals of the language arts curriculum are to develop students' communicative competence, ability to understand other content areas, and prepare them for their future careers through strong language skills.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxReschelVisperas1
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
This document discusses different types of connections readers can make including text-to-self, text-to-world, and connections between parts of the text. Text-to-self connections involve linking the reading to one's own experiences. Text-to-world connections relate the reading to events in the real world. Making connections helps readers by giving them insights into characters' feelings and actions, keeping them engaged by visualizing the text, preventing boredom, and maintaining a reading purpose and focus.
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
English LP- Bias and Prejudice Grade 9.docxAndreiBana1
This lesson plan is for a 9th grade English class on biases and prejudices. The objectives are for students to be able to determine biases from prejudices through examples and recognize situations that depict biases and prejudices. The lesson will define biases and prejudices, show pictures depicting them, and have students identify scenarios as bias or prejudice. Students will analyze sources of prejudice and discuss how to reduce prejudice. For evaluation, students will identify scenarios as bias or prejudice and draw a comic strip about biases and prejudices.
Using Appropriate Grammatical Signals.pptxcarlo842542
Grammatical signals maintain coherence in text by signaling relationships between sentences through back reference, repetition, parallelism, and other techniques. Text structures can show order, provide information, speculate, and influence behavior. Problem-solution and cause-effect structures identify potential causes of issues and problems in an orderly way through speaking and writing. Students should actively and without shyness participate in all class lessons to do their best.
Here are some connections I made while reading the excerpt:
Paragraph 1: Text to Self - I can relate to feeling embarrassed after being humiliated in front of others, as the main character Tyray feels after being defeated by Darrell.
Paragraph 3: Text to World - Bullying is still an issue in schools today, as seen by Tyray bullying other students by hassling them for money and embarrassing them in front of their peers.
Paragraph 16: Text to World - The mother's concern about her son getting into more trouble relates to real world issues of children getting suspended or expelled from school for bad behavior.
This document discusses how to identify the genre of materials viewed. It identifies 5 main video genres: news flash, weather report, internet-based programs, movie trailers, and documentaries.
News flashes are single items of important news aired separately to interrupt other programs. Weather reports are typically parts of news programs that provide weather conditions for a specific area. Internet-based programs are informative programs that can be accessed online. Movie trailers are short previews of films, while documentaries are research-based reports on a specific topic.
The document provides examples for each genre and asks readers to identify genres, write examples, and discuss appreciation of values from materials viewed. It also contains questions to test understanding of how to
Differentiating Bias and Prejudice edit..final.docxElysaMicu
This detailed lesson plan outlines a class on differentiating between bias and prejudice. The objectives are to determine different types of biases and prejudices, differentiate them through examples, recognize situations that depict biases and prejudices, and provide ways to minimize or avoid them. The lesson includes preliminary activities like prayer, attendance, and a review. It then presents the topic and has students complete an activity to classify statements as fair or unfair. Various types of biases and prejudices are defined and examples are provided. Students participate in a group quiz and roleplaying activities. They are assigned to discuss observed biases and prejudices in their community and propose solutions.
Compose an Independent Critique of a Chosen Selection.pptxgretchencarino1
The document provides instructions for writing a critique of a chosen narrative work. It explains that a critique is an in-depth evaluation of elements like characterization, setting, conflict, plot, dialogue, and theme. Students are to identify narrative elements in passages, evaluate sample critiques, and write their own critique of a story. The critique should include an introduction with context, a body analyzing elements, and a conclusion with an overall assessment.
Linear text refers to traditional text that needs to be read from beginning to the end while nonlinear text refers to text that does not need to be read from beginning to the end.
The document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to understand how literature values people and to develop verbal/non-verbal skills for a performance. The content is about observing others' circumstances. Resources include textbooks and additional materials. Procedures include reviewing concepts, presenting new material, discussions, practice activities and assessments to meet the learning competencies.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
DepEd k12 English 7 fourth quarter module 2Rachel Iglesia
1. The document provides instructions and activities for an English module on writing a reflective essay.
2. Students are asked to do a diagnostic test to check their understanding of reflective essays and complete various activities exploring key concepts like how preferences and insights are communicated in reflective writing.
3. The final expected output is for students to write their own reflective essay based on personal observations and experiences, which will be graded using specific criteria.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
This lesson plan outlines a demonstration lesson on distinguishing between facts and opinions. The teacher will lead activities to motivate students and introduce the topic. Key terms like fact and opinion will be defined. Students will practice identifying statements as factual or subjective by listening to passages read aloud. Examples will be discussed and a group activity held where students relay whether statements are facts or opinions. An evaluation and homework assignment conclude the lesson. The overall goal is for students to learn to differentiate facts from opinions and identify them when listening.
1RBI-ENGLISH 7 (Q3-W3)- THE INFLUENCE OF CULTURE, HISTORY, AND ENVIRONMENT ON...AngelieBalangue2
Here are the key Filipino traits shown in the video:
- Resilience - The Filipinos found ways to continue their daily activities and maintain a sense of normalcy despite the difficult situation brought by the lockdown.
- Community spirit - They looked out for each other and helped their neighbors, like providing food and other necessities.
- Creativity - They came up with innovative ideas like turning their homes into mini gyms, barbershops, and classrooms to adapt to the new normal.
- Optimism - Despite the challenges, they remained positive and found ways to uplift their spirits through music, dance, and other activities.
2. I am proud to be Filipino
This lesson plan aims to help students analyze William Shakespeare's poem "Seven Ages of Man" and reflect on the roles they play in life. It includes tasks such as signing a slambook to reflect on oneself, roleplaying different school officials, and depicting the seven stages of man through tableaux. Students will analyze the poem's structure, imagery, and language devices. They will also learn facts about Shakespeare and write a fan letter to a role model. The overall goals are to discover aspects of oneself and recognize roles at different stages of life.
The document is an English learning module for 10th grade students in Indonesia. It covers greetings, introductions, and expressions of thanks. The module aims to help students communicate in English at a basic level and learn the characteristics of nouns, people, days, times, months and years. It provides sample dialogues and exercises for students to practice greetings, introductions, leave takings and thanking others. The teacher's role is to guide students through the exercises and tests in the module to help them improve their English communication skills.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also describes the needs of today's learners, known as Generation Z, who have grown up with technology and rely heavily on social media but have reduced attention spans. The goals of the language arts curriculum are to develop students' communicative competence, ability to understand other content areas, and prepare them for their future careers through strong language skills.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptxReschelVisperas1
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
This document discusses different types of connections readers can make including text-to-self, text-to-world, and connections between parts of the text. Text-to-self connections involve linking the reading to one's own experiences. Text-to-world connections relate the reading to events in the real world. Making connections helps readers by giving them insights into characters' feelings and actions, keeping them engaged by visualizing the text, preventing boredom, and maintaining a reading purpose and focus.
The document provides an overview of a self-learning module on analyzing themes and techniques used in creative nonfiction texts. It defines creative nonfiction as a hybrid genre that uses literary styles and factual narratives. The module aims to help students identify themes and techniques like symbolism, irony, imagery and dialogue that authors use to convey messages in creative nonfiction works.
English LP- Bias and Prejudice Grade 9.docxAndreiBana1
This lesson plan is for a 9th grade English class on biases and prejudices. The objectives are for students to be able to determine biases from prejudices through examples and recognize situations that depict biases and prejudices. The lesson will define biases and prejudices, show pictures depicting them, and have students identify scenarios as bias or prejudice. Students will analyze sources of prejudice and discuss how to reduce prejudice. For evaluation, students will identify scenarios as bias or prejudice and draw a comic strip about biases and prejudices.
Using Appropriate Grammatical Signals.pptxcarlo842542
Grammatical signals maintain coherence in text by signaling relationships between sentences through back reference, repetition, parallelism, and other techniques. Text structures can show order, provide information, speculate, and influence behavior. Problem-solution and cause-effect structures identify potential causes of issues and problems in an orderly way through speaking and writing. Students should actively and without shyness participate in all class lessons to do their best.
Here are some connections I made while reading the excerpt:
Paragraph 1: Text to Self - I can relate to feeling embarrassed after being humiliated in front of others, as the main character Tyray feels after being defeated by Darrell.
Paragraph 3: Text to World - Bullying is still an issue in schools today, as seen by Tyray bullying other students by hassling them for money and embarrassing them in front of their peers.
Paragraph 16: Text to World - The mother's concern about her son getting into more trouble relates to real world issues of children getting suspended or expelled from school for bad behavior.
This document discusses how to identify the genre of materials viewed. It identifies 5 main video genres: news flash, weather report, internet-based programs, movie trailers, and documentaries.
News flashes are single items of important news aired separately to interrupt other programs. Weather reports are typically parts of news programs that provide weather conditions for a specific area. Internet-based programs are informative programs that can be accessed online. Movie trailers are short previews of films, while documentaries are research-based reports on a specific topic.
The document provides examples for each genre and asks readers to identify genres, write examples, and discuss appreciation of values from materials viewed. It also contains questions to test understanding of how to
Differentiating Bias and Prejudice edit..final.docxElysaMicu
This detailed lesson plan outlines a class on differentiating between bias and prejudice. The objectives are to determine different types of biases and prejudices, differentiate them through examples, recognize situations that depict biases and prejudices, and provide ways to minimize or avoid them. The lesson includes preliminary activities like prayer, attendance, and a review. It then presents the topic and has students complete an activity to classify statements as fair or unfair. Various types of biases and prejudices are defined and examples are provided. Students participate in a group quiz and roleplaying activities. They are assigned to discuss observed biases and prejudices in their community and propose solutions.
Compose an Independent Critique of a Chosen Selection.pptxgretchencarino1
The document provides instructions for writing a critique of a chosen narrative work. It explains that a critique is an in-depth evaluation of elements like characterization, setting, conflict, plot, dialogue, and theme. Students are to identify narrative elements in passages, evaluate sample critiques, and write their own critique of a story. The critique should include an introduction with context, a body analyzing elements, and a conclusion with an overall assessment.
Linear text refers to traditional text that needs to be read from beginning to the end while nonlinear text refers to text that does not need to be read from beginning to the end.
The document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to understand how literature values people and to develop verbal/non-verbal skills for a performance. The content is about observing others' circumstances. Resources include textbooks and additional materials. Procedures include reviewing concepts, presenting new material, discussions, practice activities and assessments to meet the learning competencies.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
DepEd k12 English 7 fourth quarter module 2Rachel Iglesia
1. The document provides instructions and activities for an English module on writing a reflective essay.
2. Students are asked to do a diagnostic test to check their understanding of reflective essays and complete various activities exploring key concepts like how preferences and insights are communicated in reflective writing.
3. The final expected output is for students to write their own reflective essay based on personal observations and experiences, which will be graded using specific criteria.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
This lesson plan outlines a demonstration lesson on distinguishing between facts and opinions. The teacher will lead activities to motivate students and introduce the topic. Key terms like fact and opinion will be defined. Students will practice identifying statements as factual or subjective by listening to passages read aloud. Examples will be discussed and a group activity held where students relay whether statements are facts or opinions. An evaluation and homework assignment conclude the lesson. The overall goal is for students to learn to differentiate facts from opinions and identify them when listening.
1RBI-ENGLISH 7 (Q3-W3)- THE INFLUENCE OF CULTURE, HISTORY, AND ENVIRONMENT ON...AngelieBalangue2
Here are the key Filipino traits shown in the video:
- Resilience - The Filipinos found ways to continue their daily activities and maintain a sense of normalcy despite the difficult situation brought by the lockdown.
- Community spirit - They looked out for each other and helped their neighbors, like providing food and other necessities.
- Creativity - They came up with innovative ideas like turning their homes into mini gyms, barbershops, and classrooms to adapt to the new normal.
- Optimism - Despite the challenges, they remained positive and found ways to uplift their spirits through music, dance, and other activities.
2. I am proud to be Filipino
This lesson plan aims to help students analyze William Shakespeare's poem "Seven Ages of Man" and reflect on the roles they play in life. It includes tasks such as signing a slambook to reflect on oneself, roleplaying different school officials, and depicting the seven stages of man through tableaux. Students will analyze the poem's structure, imagery, and language devices. They will also learn facts about Shakespeare and write a fan letter to a role model. The overall goals are to discover aspects of oneself and recognize roles at different stages of life.
The document is an English learning module for 10th grade students in Indonesia. It covers greetings, introductions, and expressions of thanks. The module aims to help students communicate in English at a basic level and learn the characteristics of nouns, people, days, times, months and years. It provides sample dialogues and exercises for students to practice greetings, introductions, leave takings and thanking others. The teacher's role is to guide students through the exercises and tests in the module to help them improve their English communication skills.
- The document is a student's weekly journal entries for a Study Skills class between August and September 2015.
- In the early weeks, the student discusses getting to know classmates, learning about time management, multiple intelligences theory, listening skills, note-taking strategies, and giving presentations.
- The student finds the activities engaging and helpful for overcoming shyness, and enjoys learning from classmates' varying experiences and perspectives.
The lesson plan summarizes a math lesson on relations and functions taught to an 8th grade class. The plan outlines the intended learning outcomes, lesson contents from references, learning experiences through group activities, and assessment of student understanding. The lesson integrates concepts from multiple subjects like science, social studies, and technology and relates functions to real-world examples of relationships and careers to enhance student engagement and comprehension.
The document outlines an agenda for a professional development session on contextualization and diversification in social sciences, including using various digital tools and interactive activities to reinforce vocabulary, review concepts, and develop students' communicative skills through information gap activities, games, and role-playing group work assignments.
This document provides a detailed lesson plan on teaching paragraph writing to students. The objectives are for students to learn how to write well-structured paragraphs, identify the steps and terms of paragraph writing, organize their thoughts into paragraphs, and enjoy the process of writing. The lesson materials include worksheets, templates, and visual aids. The lesson proper involves motivating students with a scrambled paragraph activity, presenting the objectives and steps of paragraph writing, having students practice changing sentences between active and passive voice, and evaluating their understanding with exercises.
Aimé's reflection on her practicum experience Aime Huarte
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
The document describes an English lesson where students will:
1) Listen to and repeat conversations about jobs, professions, habits and activities;
2) Work in groups to fill out tables with information from the conversations; and
3) Practice speaking in groups by playing the roles of speakers in the conversations. The goal is for students to learn and practice asking and answering questions about occupations, routines and descriptions.
GuidedReading-LessonPlanTemplateForm-Spring2015RevisionLeAnne Ray
A student teacher conducted a guided reading lesson with 4 students. She taught them to use sticky notes to mark parts they found interesting or were confused by to monitor their comprehension. The students had varying reading abilities - one read too fast and didn't comprehend, one lacked confidence, one was an ESL student, and one seemed uninterested. For the writing assignment, the students wrote good sentences but did not provide the requested 5 sentences. The student teacher learned about individualizing instruction and realized she should have chosen a different writing prompt.
This document provides information on an activity called "dictogloss" that can be used to practice language skills with minimal resources. Dictogloss involves the teacher reading a short text to students once, who then take notes on key words. Students then work in groups to reconstruct the text using their notes. The document discusses how dictogloss can be adapted for different age groups and language levels. It emphasizes that dictogloss stimulates imagination and creativity in early learners and is a good way to introduce new vocabulary through context.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
This document outlines an English curriculum for first grade students. It includes legal references that establish learning a foreign language as an educational objective in Colombia. The curriculum aims to develop students' affective, cognitive, and expressive skills related to greetings, classroom objects, numbers, and family members vocabulary. Teaching methods focus on developing intellectual operations like comprehending, naming, projecting, and introjecting. The curriculum also provides evaluation indicators, learning competencies, and sample lesson plans and activities to practice the targeted vocabulary and language functions.
The inductive method of teaching means that the teacher presents the rule through situations and sentences and does guided practice, then the learners do free practice. After that, the teacher deduces or elicits the rule form from the learners themselves by themselves.
This document outlines Ms. Hardwick's procedures and expectations for her 4th grade classroom. It introduces the teacher and explains the goal of quality teaching and learning each day. Several classroom procedures are described, such as raising your hand before speaking and listening when the teacher is talking. The document also includes activities for students to introduce themselves and get to know their classmates. Classroom areas and seating arrangements are explained. The overall purpose is to establish an orderly and pleasant learning environment for the new school year.
The document provides an overview of extensive reading techniques that can be used with Korean young learners. It discusses key principles of extensive reading including choosing easy and interesting books for students to read independently. Specific techniques covered include using graded readers, sight words, phonics instruction, read alouds, guided reading, shared reading and assessment through quizzes and tracking vocabulary and comprehension. The goal of extensive reading with young Korean learners is to help them develop lifelong reading habits through repeated exposure to language in a low-anxiety context.
This document provides advice for new teachers. It emphasizes the importance of establishing routines, procedures, and classroom management from the beginning. New teachers should prepare lessons, but also spend time practicing procedures with students. It warns that the first year will involve long hours and a lot of work outside of classroom teaching. New teachers are advised to ask questions, build relationships with students and parents, and take care of their own well-being.
The document is a chapter from an English textbook for junior high school students in Indonesia. It contains conversations and exercises for students to practice speaking in English. The chapter introduces attention-getting phrases like "Attention, please" and has students role play conversations between teachers and students. It also has exercises where students ask and answer questions about each other and share opinions. The goal is to get students comfortable speaking simple English in the classroom.
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
This document contains a daily lesson log for an English class in grades 1-12. It outlines the objectives, content, learning resources, and procedures for the week. The objectives include demonstrating understanding of oral English standards and the research process. Content covered choral, echo, and shadow reading techniques as well as organizing secondary information sources. Learning resources included textbooks, videos, and graphic organizers. Procedures involved reviewing concepts, modeling skills, guided and independent practice, and assessments of reading fluency and outlining ideas.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Aniano-LP.docx
1. Republic of the Philippines
Surigao del Sur State University
Cantilan Campus
Cantilan,Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph
Detailed Lesson Plan
for
Grade 9 Learners
Submitted to:
Myla P. Millondaga, PhD
Submitted by:
Aniano O. Saloma Jr.
BSED 4E ENGLISH
2. Detailed Lesson Plan in English 9
CONTENT STANDARD: The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of connecting to the world; also how to use ways
of analyzing one-act play and different forms of verbal for him/her to skillfully perform in a
one-act play.
LEARNING COMPETENCY: EN9G-IIe-20: Analyze literature as a means of understanding
unchanging values in the VUCA (volatile, uncertain, complex, ambiguous) world.
I. Objectives: At the end of the session, students are expected to:
a. Define expressions found in the literary text
b. Analyze the literature as a means of understanding unchanging
values in the VUCA (volatile, uncertain, complex, ambiguous) world
c. Express the importance of having good values to cope in the VUCA world
through differentiated instruction
II. Subject Matter
Topic: Understanding Unchanging values in the VUCA world
Subtopics: Ask yourself: “Who are you inside?”
References: K to 12 basic Education Curriculum
: Online Sources
Materials: PowerPoint Presentation, Laptop, Mobile phones
III. Lesson Proper
TEACHER’S ACTIVITY
A. Preliminary Procedures
Organization
*Please arrange your chairs and pick up
all the dirt that you see under, beside, in
front or at the back of your chair.
Prayer
*Lina, please lead the prayer.
Checking of Attendance
Say PRESENT when your name is called.
STUDENT’S ACITIVITY
(students picked-up all the dirt and arranged
their chairs)
In the name of the Father, of the son, and of the
holy spirit…………..
(Students listen attentively and say PRESENT
when their names are called)
3. TEACHER’S ACTIVITY
Good morning, class!
How are you today?
Good to hear that.
Before we start, let’s first have a clap to awaken our
mind, and this is called “GOOD JOB CLAP”. Let’s
do this clap every time we did good in every activity.
Okay?
B. REVIEW
Class, last meeting we discussed about making
connections. You have learned how to make
connections between texts to social issues, concerns
and dispositions in real life.
For us to have a review, who can enumerate to the
class the types of text connections? Yes, Adam!
Very good Adam. Now, what have you noticed as we
connect the text we are reading? Why is it important
to connect with the text that we read? Yes, Vina!
Excellent!
It only means that you have understood the previous
topic.
Motivation
This morning, we will have first a game before we
start our new lesson. This game is called "Correct
Me”. I will group you into two like this is group 1 and
this is group 2 (students are group by no. of rows).
Your task is to rearrange the jumble letters to form it
into a one word. Just raise your hand if you have your
answer as I flash each word. I will call some of those
who are raising their hands alternately per group.
Am I understood, class?
Okay, are you ready?
STUDENT’S ACITIVITY
Good morning Sir!
We’re doing great Sir! Thank you!
(Students perform the GOOD JOB CLAP)
Sir, the types of text connections are:
1. Text-to-self connections
2. Text-to-Text connections
3. Text-to-World connections
Sir, we have noticed that to be able to make those
connections, we would have to dig deeper into our
own values and understand fully the text.
Yes, Sir!
Yes, Sir!
4. TEACHER’S ACTIVITY
Let’s start the game!
(The teacher presents in his PPT the jumbled words)
1. RAGTELUF - GRATEFUL
2. LHOPUFE - HOPEFUL
3. URCIOTYSI – CURIOSITY
4. OCOAREPVETI- COOPERATIVE
5. NITERESDET – INTERESTED
6. YRVEARB – BRAVERY
7. OLVE – LOVE
8. OMCPSSNAIO- COMPASSION
9. REISLEICYN- RESILIENCY
10. HMNTRNUAIAIA- HUMANITARIAN
How did you find our activity class? Do you like our
activity?
Very Good. What do you call the words that you formed?
Yes Amara!
You did a great job!
Based on our activity, what do you think is our lesson for
today? Yes Andy!
Very good, great idea! Another idea?
Yeah, That’s right! So, let’s do our GOOD JOB CLAP
together.
Presentation
(Presentation proper through PowerPoint)
Our topic for today is all about Understanding
Unchanging values in the VUCA world
STUDENT’S ACTIVITY
(Students are raising their hands to answer and the
teacher record the score of the group in the board)
It is fun Sir and it allow us to think critically to form the
word.
These are values Sir!
I guess Sir our topic is something connected with the
word values.
For me Sir, it’s all about values we developed as we read
some literary works since our previous topic is all about
text connections.
(Students perform the clap)
(G DOUBLE O D J O B!2X GOOD JOB3X)
5. TEACHER’S ACTIVITY
Everybody read our objectives for today’s lesson. (The
teacher presents the lesson objectives.)
At the end of the session, students are expected to:
a. Define expressions found in the literary text
b. Analyze the literature as a means of understanding
unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world
c. Act out a scenario given that depicts values in the
VUCA world.
SETTING STANDARDS
Before we have our activity, let us be guided first with
our rules. Everybody read the rules.
1. Listen attentively
2. Participate actively
3. Raise your hand when you have questions and if
you want to answer.
4. Do not talk with seatmates.
Are our rules being clear?
Okay! Let’s always remind ourselves and our classmates to
stick with our rules.
ACTIVITY
ACTIVITY 1 – ASK YOURSELF
Direction: I will group you into 4 groups and you will be
given a script to read and then answer the given questions.
Select a repertoire of the group to present your work. I will
give you 10 minutes to do your task
Are my instructions clear?
Read the script about a particular meeting between
Pastor Ed and some kids, especially his conversation
with Ray. (The teacher distributed the script to each
group together with the material they needed for the
activity)
STUDENT’S ACTIVITY
(The students read the objectives)
(Students read the rules presented in the PPT)
Yes. Sir!
Yes, Sir!
Yes, Sir!
(Each member of the group participates in the given
activity.)
6. STUDENT’S ACTIVITY
TEACHER’S ACTIVITY
Read the script about a particular meeting between
Pastor Ed and some kids, especially his
conversation with Ray.
BOYS AND GIRLS CLUB MEETING ROOM-NEXT
DAY
Ray and Pastor ED are back at it
Ray: So how’d you go from the military to being’ a
pastor type?
Pastor Ed: I am a pastor. Nine years of seminary is
too much to forget about, trust me. Too many all-
nighters.
Ray: And?
Pastor Ed: I started reading books, articles,
anything I could find on spirituality and psychology
back then. Today a lot of it’s called self-help. I
needed answers about how I was feeling. About
everything. There was an older guy from my
church who became my mentor. He helped me see
a lot of this is why I’m here today.
Ray: Really! Your studies and your friend led you
to this room, right now.
Pastor Ed: Yes, in a manner of speaking. I’m here
to give back. Here for you.
Ray: Aahh man. Don’t gimme that. Don’t give me a
buncha jive. I’m not stupid. You’ll be gone like all
the rest of ‘em. I’m not buying’.
Pastor Ed: All the rest of whom?
Ray hesitates as Pastor Ed gazes intensely into
his eyes.
Ray: Ya know, my grandma was good for me, but
she died when I was eight.
Pastor Ed: Is your Dad around?
Ray: Left before I was born. Told Moms he didn’t
want no more kids. Mom is always gone at work,
till after we go to bed. Barely even see her in the
morning. Even my group abandoned out the night I
got caught.
7. TEACHER’S ACTIVITY
Pastor Ed: I see. Any brothers, sisters?
Ray: Older brother, twenty-two. Don’t work or
nothing. A sister, she’s seven.
Pastor Ed: We’re going to work on your anger and
teach you to be a strong, confident person. You
have all you need inside you, if you can just learn to
tune into it.
Ray: Don’t get all weird on me now. I just starting
to get you.
Pastor Ed: Today’s writing assignment. Who are
you?
Ray: What? I just told you.
Pastor Ed: You told me your circumstances. Now
tell me who you are in there.
(Pastor Ed to Ray’s heart. Ray sighs but begins
writing.)
Answer the following questions:
1. What are some values that we may gather from the
script?
2. We can see from Ray's character that he seemed
somewhat cocky, indifferent, and doubtful towards Pastor
Ray. But when he started asking questions, what do you
think did he show?
3. What can you say about Pastor Ray when he said that
he started reading books, articles, anything he could
find on spirituality and psychology?
4. Why do you think did Ray still write even when he
refused to be helped by Pastor Ed in dealing with his
anger?
5. Based on the script, what value should we nurture
inside of us in order for us to survive in this volatile,
uncertain, complex and ambiguous world?
STUDENT’S ACTIVITY
(Students answers may vary.)
8. TEACHER’S ACTIVITY
(The teacher keeps on roaming around to check
each group’s work)
STUDENT’S ACTIVITY
POSSIBLE ANSWERS
1. What are some values that we may gather from the
script?
Some of the values that we may gather from the
script are open-mindedness, curiosity, grateful,
hopeful, cooperative, inspiring, interested,
determined and willing to learn things.
2. We can see from Ray's character that he seemed
somewhat cocky, indifferent, and doubtful towards Pastor
Ray. But when he started asking questions, what do you
think did he show?
He showed curiosity; at some point we can say
that he's interested because even he shows
negative response towards Pastor Ed, still he
keeps on asking about him how did Pastor Ed
succeeded.
3. What can you say about Pastor Ray when he said that
he started reading books, articles, anything he could
find on spirituality and psychology?
He worked very hard and was willing to
figure things out on his own. But he wasn't too
proud to accept help when someone offered to
be his mentor. He was friendly and open.
4. Why do you think did Ray still write even when he
refused to be helped by Pastor Ed in dealing with his
anger?
Because deep within his personality he
possesses good values. As we try to know him
deeply, he is actually grateful to people who
show that they sincerely want to help him get
out the dark hole he digs for himself. He is
hopeful that his life could still turn out for the
better.
5. Based on the script, what value should we nurture
inside of us in order for us to survive in this volatile,
uncertain, complex and ambiguous world?
Being open minded, curious, brave, hopeful,
grateful, cooperative, resilient and kind;
these are unchanging values that we have,
that despite the circumstance and situation
we are in, we continue to survive, we learn to
cope in this volatile, uncertain, complex and
ambiguous world.
9. TEACHER’S ACTIVITY
(after 10 minutes)
Okay Class, time is up! Paste your output in the board in
the count of three. 1, 2, 3…
Reporter of each group, you may now present your
work. Let’s start with group 1, 2, 3 and then 4.
ANALYSIS
The teacher checks the group’s answer to each question and
give also his inputs.
1. What are some values that we may gather from the
script?
Input: Values can be contagious; if you practice them,
many others will also, including our children. Hopefully
more practice from all of us will leave the world a better
place for future generations.
2. We can see from Ray's character that he seemed
somewhat cocky, indifferent, and doubtful towards Pastor
Ray. But when he started asking questions, what do you
think did he show?
Input: Remember that every person with a bad attitude
has a story, and we need to be careful and aware of their
actions. We should try to understand that person and find
out more about them because, behind those responses,
there is still good in them that needs to be brought out.
3. What can you say about Pastor Ray when he said that
he started reading books, articles, anything he could
find on spirituality and psychology?
Input: Sometimes, we need to do things by ourselves
if we want to get better. Even though it is hard, we
need to take some steps. The bottom line is that it's
for our own good.
4. Why do you think did Ray still write even when he
refused to be helped by Pastor Ed in dealing with his
anger?
Input: Let's also keep in mind that people often
complain, but they still do what they need to do and
do what's expected of them.
5. Based on the script, what value should we nurture
inside of us in order for us to survive in this volatile,
uncertain, complex and ambiguous world?
Input: Being open-minded, curious, brave, hopeful,
grateful, cooperative, resilient, and kind are values
that don't change, and they help us keep going no
matter what happens. We learn to deal with this
volatile, uncertain, complex, and ambiguous world.
STUDENT’S ACTIVITY
(Each group posted their output)
(The reporter presented their work)
(Students are listening attentively to all the inputs.)
10. TEACHER’S ACTIVITY
ABSTRACTION
KEYPOINTS
We live in a VUCA world where rapid and
unpredictable change has become the norm.
But what does VUCA actually mean?
Volatile – Change is violent and uncontrollable.
Uncertain – The future is unpredictable, making
it hard to prepare for.
Complex – With so much going on, things can
often feel chaotic and confusing.
Ambiguous – We lack clarity because it’s hard to
know what the root cause of the problem is.
A VUCA environment can be dangerous and
disruptive. So it’s vital that we know how to
cope. We need to equipped ourselves with good
and positive values for us to cope up in the
VUCA world.
The script we read is a kind of literature that
shows us not only what is meant to be enjoyed
but also what is meant to help us learn more
about life, people, and the world.
We learned from the script that we read that we
should be kind and understanding to everyone
because we didn't know what they had been
through. We all need to be reminded that
everyone has a good heart that needs to be
brought out by being treated well.
We should always remember the saying, "Don't
judge a book by its cover." We shouldn't be so
quick to judge, but instead we should be more
kind.
It is true that the only constant thing in this
world is change. But not all changes are for the
better. In making changes therefore we have to
apply some "brakes" in the form of the
traditional values arising from the eternal
teachings of Christ in the Gospel.”
STUDENT’S ACTIVITY
(Students are listening attentively)
11. TEACHER’S ACTIVITY
APPLICATION
DELIVER ME!
Direction: With the same grouping, you must express
the importance of having good values to cope in the
VUCA world. Each group must have a representative to
pick in the box on what they are going to perform. You
are given only 15 minutes to rehearse and then present
your performance.
Group 1: Act out a scene that depicts good
values despite the circumstances and
difficulties.
Group 2: Make a short poem that depicts
good values
Group 3: Make a letter to the youth
expressing how important to have good
values in a VUCA world
Group 4: Make a yell expressing the
importance of good values.
III. EVALUATION
The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras
(Buddhist scriptures) a thief with a sharp sword entered,
demanding either his money or his life. Shichiri told him:
‘Do not disturb me. You and find the money in that drawer.’
Then he resumed his recitation.
A little while afterwards he stopped and called: ‘Don’t take
it all. I need some to pay taxes with tomorrow.’
The intruder gathered up most of the money and started to
leave. ‘Thank a person when you receive a gift,’ Shichiri
added. The man thanked him and made off.
A few days afterwards the fellow was caught and
confessed, among others, the offence against Shichiri.
When Shichiri was called as a witness he said: ‘This man
is no thief, at least as far as I am concerned. I gave him the
money and he thanked me for it.’
After he had finished his prison term, the men went to
Shichiri and became his disciple.
STUDENT’S ACTIVITY
(Each group did their task)
12. TEACHER’S ACTIVITY
1. What characteristic does Shichiri Kojun has shown in the
text?
a. Understanding
b. Kind
c. Compassionate and Merciful
d. Brave
2. What do you think the kind of person the intruder is?
a. Courteous
b. Respectful
c. Good Follower
d. All of the above.
3. What do you think the text would like to tell?
a. People should change.
b. People should be sensitive to other’s needs. -
c. People should know the difference between right
and wrong.
d. People should realize that we need each other’s
help.
4. Nowadays, do you think we can still see people like
Shichiri Kojun and the intruder? If yes, in what way? State
your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Who do you think you are? Shichiri Kojun or the
intruder? And why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
IV. ASSIGNMENT
Read the story entitled "The Necklace by
Guy de Maupassant" and write what you can say
about the story and what you have learned from it.
STUDENT’S ACTIVITY
ANSWERS
1. C
2. D
3. B
4. Answers may vary depends on the understanding of
the students
5. Answers may vary depends on the understanding of
the students