The document outlines a lesson plan for analyzing Guy de Maupassant's short story "The Necklace" using various literary approaches including structuralist, moralist, Marxist, feminist, and historical. The plan includes objectives, topics, resources, procedures such as motivation, activities, and discussion. The story will be analyzed based on elements, structure, artistic value, and cultural symbolism of jewelry.
The document is a daily lesson log for an English class that focuses on teaching students about literary criticism and the formalistic approach. It outlines the objectives of examining a literary text's structure and elements and delivering speeches. The content section defines key terms and discusses analyzing how parts work together to form meaning. Sample activities include identifying literary devices in a story and evaluating statements about formalist critics.
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.
The document provides an overview of how to critique a literary work using a moralist approach. This approach judges the value of literature based on the moral teachings and lessons that can be taken away from the text. When analyzing a work through this lens, readers consider the underlying moral or ethical issues presented, how the work explores these themes, and the overall message conveyed. A moralist critique is important as it allows readers to examine the cultural, social, and ethical implications of what they are reading in order to develop a deeper understanding of the author's message and values. It also encourages readers to consider how a work reflects the beliefs and attitudes of the time period
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.
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.
Grade 9 english lesson exemplar 4th quarterShiela Capili
This document provides a lesson plan for teaching technical theater vocabulary to 9th grade English students. It includes 4 tasks: 1) A word checklist activity where students categorize words as familiar or unfamiliar; 2) A flashbulb memory activity where students try to remember as many words as possible from lists exchanged between groups; 3) Writing down remembered words with definitions; 4) A crossword puzzle to assess learning. The goal is for students to learn technical terms related to drama and theater like stage directions, and be able to complete an assessment using their new vocabulary knowledge.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
The document is a daily lesson log for an English class that focuses on teaching students about literary criticism and the formalistic approach. It outlines the objectives of examining a literary text's structure and elements and delivering speeches. The content section defines key terms and discusses analyzing how parts work together to form meaning. Sample activities include identifying literary devices in a story and evaluating statements about formalist critics.
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.
The document provides an overview of how to critique a literary work using a moralist approach. This approach judges the value of literature based on the moral teachings and lessons that can be taken away from the text. When analyzing a work through this lens, readers consider the underlying moral or ethical issues presented, how the work explores these themes, and the overall message conveyed. A moralist critique is important as it allows readers to examine the cultural, social, and ethical implications of what they are reading in order to develop a deeper understanding of the author's message and values. It also encourages readers to consider how a work reflects the beliefs and attitudes of the time period
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.
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.
Grade 9 english lesson exemplar 4th quarterShiela Capili
This document provides a lesson plan for teaching technical theater vocabulary to 9th grade English students. It includes 4 tasks: 1) A word checklist activity where students categorize words as familiar or unfamiliar; 2) A flashbulb memory activity where students try to remember as many words as possible from lists exchanged between groups; 3) Writing down remembered words with definitions; 4) A crossword puzzle to assess learning. The goal is for students to learn technical terms related to drama and theater like stage directions, and be able to complete an assessment using their new vocabulary knowledge.
Sdo navotas creative_writing_q2_m2_intertextuality in drama.fv(22)DepEd Navotas
Here are the key points about intertextuality:
- Intertextuality refers to the relationship between texts, particularly the influence of one text upon another. It is the shaping of a text's meaning by another text or texts.
- It involves borrowing and transforming elements from other texts. This can include direct quotation, plagiarism, parody, pastiche, and allusion.
- Intertextuality depends on the reader's ability to recognize references to other works of literature, art, music, films, etc. The meaning of a text is shaped and enriched through the interplay with other texts.
- It allows texts to have multiple interpretations as new contexts are brought into the text through references and influences from other works
This document outlines the objectives, content, resources, and procedures for an English lesson on reacting to assertions in texts for 7th grade students. The lesson objectives are to identify assertions in texts, take a stance on ideas, and write an editorial column applying the structure. Students will read life coach quotations and comic strips, define key terms, analyze an editorial example, and complete a writing activity identifying assertions in a news excerpt. The teacher will track students' mastery of the objectives and identify those needing remediation.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
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.
Detailed Lesson plan on persuasive writing.pdfJohnGondran
This document outlines a lesson plan for a Grade 10 English class on persuasive writing. The lesson plan covers the objectives, topics, strategies, materials and procedures for the class. Key points include defining persuasive writing and its parts, discussing words and phrases commonly used, and having students complete an activity and assignment related to persuasive techniques. Students will work in groups to creatively demonstrate understanding of persuasive writing and will submit a written assignment applying persuasive writing to scenarios.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
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.
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
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.
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.
The document discusses the differences between linear and non-linear texts. Linear texts must be read from beginning to end, include printed materials like novels and poems, and have a single reading path. In contrast, non-linear texts do not require sequential reading, can include digital materials like graphs and maps, and provide multiple reading paths determined by the reader.
The lesson plan aims to teach students about representative texts and authors from Europe. Students will learn to recognize texts and authors, compare and contrast 21st century genres from Europe in terms of their elements, structures and traditions. They will also value the importance of knowing European authors and their works. The lesson will involve an activity where students identify countries and continents on a map, followed by a discussion and an assessment where students read and summarize a selection.
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.
Q3-WEEK 6-Expressing Beliefs and Convictions Based on Viewing Materials.pptxAngelieBalangue2
The document is a presentation about expressing beliefs based on viewed materials. It contains information on several topics:
- The definition of belief and examples of beliefs.
- Examples of visual materials like PowerPoint, video, photos etc. that can be viewed and formed beliefs on.
- Signal phrases that can be used to express beliefs such as "In my opinion", "Personally", "I believe".
- Tips for expressing beliefs like carefully studying details, weighing pros and cons, and considering different perspectives.
- Activities like identifying true/false statements about beliefs and identifying examples of belief statements.
The presentation provides information and examples to help understand expressing beliefs based on materials viewed.
The document outlines learning objectives for evaluating the validity and reliability of evidence presented, including differentiating between valid and counterfeit sources, identifying valid statements and sources, judging the validity of evidence, and appreciating the importance of validity and reliability when assessing evidence. It provides definitions and examples of key terms like validity, reliability, and credibility as well as examples of valid, reliable, and credible sources.
This document provides information to differentiate between biases and prejudices. It defines bias as a tendency to favor one group over another in an unfair way, while defining prejudice as an unfavorable opinion formed without prior knowledge. It gives examples of situations that demonstrate bias or prejudice and activities for learners to identify the differences. Learners are asked to discuss personal experiences with bias and prejudice and reflect on their impacts through a drawing. The goal is for learners to clearly understand the concepts of bias and prejudice and how to assess whether a given situation shows one or the other.
The document outlines a lesson plan for teaching students about relating text to social issues, explaining causes and effects, and presenting news reports. The lesson includes activities where students read about social issues, identify causes and effects in groups, and write a speech as president identifying a key issue. Students will then present a news report on an issue in their community. The goal is for students to understand how to analyze issues, relate text to real life, and respect different perspectives.
This document provides a semi-detailed lesson plan for an English 10 class on Guy de Maupassant's short story "The Necklace." The plan outlines objectives, content, learning resources, procedures, and evaluation. A variety of activities are included to engage students, such as group tasks analyzing the story from different perspectives, a character analysis activity, and a writing assignment analyzing the effectiveness of the literary piece. The overarching goal is for students to understand and appreciate the story through discussion and application of literary concepts.
DLL English 10_Module 2_Lesson 4_Song of Roland.docxJenniferOestar3
1. The document is a daily lesson log from an English class in the Philippines that focuses on celebrating diversity through world literature.
2. Over the course of a week, the class will cover lessons on key components of a good news story, the epic poem "The Song of Roland", and extemporaneous speaking skills.
3. Each lesson involves reviewing objectives and concepts, practicing skills through various activities, and evaluating student learning through discussion and assessment.
This document outlines the objectives, content, resources, and procedures for an English lesson on reacting to assertions in texts for 7th grade students. The lesson objectives are to identify assertions in texts, take a stance on ideas, and write an editorial column applying the structure. Students will read life coach quotations and comic strips, define key terms, analyze an editorial example, and complete a writing activity identifying assertions in a news excerpt. The teacher will track students' mastery of the objectives and identify those needing remediation.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
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.
Detailed Lesson plan on persuasive writing.pdfJohnGondran
This document outlines a lesson plan for a Grade 10 English class on persuasive writing. The lesson plan covers the objectives, topics, strategies, materials and procedures for the class. Key points include defining persuasive writing and its parts, discussing words and phrases commonly used, and having students complete an activity and assignment related to persuasive techniques. Students will work in groups to creatively demonstrate understanding of persuasive writing and will submit a written assignment applying persuasive writing to scenarios.
This document contains a table of specifications for a summative test in Creative Writing for Grade 12 students at Santa Cruz Integrated National High School. It outlines the 5 most essential learning competencies, the number of recitation and test items allocated to each, and their placement in the test. It provides the test questions assessing students' understanding of literary devices, different types of poems, and their ability to write examples of various poetic forms. Key is also included to grade the test.
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.
This is my lesson plan #2 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
Sdo navotas creative_writing_q2_m4_explore different staging modalities vis-a...DepEd Navotas
Here are the similarities and differences between the two scripts:
Similarities:
- Both are scripts for plays/dramas
- Both include descriptions of the setting/locations
- Both include information about the number and types of characters
Differences:
- Script A is from the movie 1917 while Script B is an original one act American drama script
- Script A does not include character descriptions while Script B provides some details about the ages and roles of the characters
- Script A seems to be a scene from a larger work while Script B is a self-contained one act play
- Script A does not provide information about length or difficulty level while Script B includes estimates for length and level of difficulty for the set
-
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.
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.
The document discusses the differences between linear and non-linear texts. Linear texts must be read from beginning to end, include printed materials like novels and poems, and have a single reading path. In contrast, non-linear texts do not require sequential reading, can include digital materials like graphs and maps, and provide multiple reading paths determined by the reader.
The lesson plan aims to teach students about representative texts and authors from Europe. Students will learn to recognize texts and authors, compare and contrast 21st century genres from Europe in terms of their elements, structures and traditions. They will also value the importance of knowing European authors and their works. The lesson will involve an activity where students identify countries and continents on a map, followed by a discussion and an assessment where students read and summarize a selection.
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.
Q3-WEEK 6-Expressing Beliefs and Convictions Based on Viewing Materials.pptxAngelieBalangue2
The document is a presentation about expressing beliefs based on viewed materials. It contains information on several topics:
- The definition of belief and examples of beliefs.
- Examples of visual materials like PowerPoint, video, photos etc. that can be viewed and formed beliefs on.
- Signal phrases that can be used to express beliefs such as "In my opinion", "Personally", "I believe".
- Tips for expressing beliefs like carefully studying details, weighing pros and cons, and considering different perspectives.
- Activities like identifying true/false statements about beliefs and identifying examples of belief statements.
The presentation provides information and examples to help understand expressing beliefs based on materials viewed.
The document outlines learning objectives for evaluating the validity and reliability of evidence presented, including differentiating between valid and counterfeit sources, identifying valid statements and sources, judging the validity of evidence, and appreciating the importance of validity and reliability when assessing evidence. It provides definitions and examples of key terms like validity, reliability, and credibility as well as examples of valid, reliable, and credible sources.
This document provides information to differentiate between biases and prejudices. It defines bias as a tendency to favor one group over another in an unfair way, while defining prejudice as an unfavorable opinion formed without prior knowledge. It gives examples of situations that demonstrate bias or prejudice and activities for learners to identify the differences. Learners are asked to discuss personal experiences with bias and prejudice and reflect on their impacts through a drawing. The goal is for learners to clearly understand the concepts of bias and prejudice and how to assess whether a given situation shows one or the other.
The document outlines a lesson plan for teaching students about relating text to social issues, explaining causes and effects, and presenting news reports. The lesson includes activities where students read about social issues, identify causes and effects in groups, and write a speech as president identifying a key issue. Students will then present a news report on an issue in their community. The goal is for students to understand how to analyze issues, relate text to real life, and respect different perspectives.
This document provides a semi-detailed lesson plan for an English 10 class on Guy de Maupassant's short story "The Necklace." The plan outlines objectives, content, learning resources, procedures, and evaluation. A variety of activities are included to engage students, such as group tasks analyzing the story from different perspectives, a character analysis activity, and a writing assignment analyzing the effectiveness of the literary piece. The overarching goal is for students to understand and appreciate the story through discussion and application of literary concepts.
DLL English 10_Module 2_Lesson 4_Song of Roland.docxJenniferOestar3
1. The document is a daily lesson log from an English class in the Philippines that focuses on celebrating diversity through world literature.
2. Over the course of a week, the class will cover lessons on key components of a good news story, the epic poem "The Song of Roland", and extemporaneous speaking skills.
3. Each lesson involves reviewing objectives and concepts, practicing skills through various activities, and evaluating student learning through discussion and assessment.
Ruth Infante
Subject: Phonology II
Semester: Fourth Semester
Week 1
Topic: Introduction to morphology
Objectives:
- Define morphology and its importance in language learning.
- Identify basic concepts related to morphology.
Activities:
- Brainstorming about morphology concepts.
- Mind map about morphology definitions.
Resources:
- Projector
- Notebook
- Pens/pencils
Evaluation:
- Participation in brainstorming activity.
- Completion of mind map.
Week 2
Topic: Word formation patterns
Objectives:
- Recognize different patterns of word formation.
- Analyze
This document contains a student portfolio for the subject "Phonology II" taken during the fourth semester of the English Language Teaching program at Universidad Técnica de Ambato in Ecuador. The portfolio includes the course syllabus, learning objectives, curriculum units, evaluation standards, and a bibliography section. The course aims to develop students' phonological knowledge and strategies to apply them when learning and teaching English. It will cover basic morphological concepts, word formation patterns, lexical derivation and word origins, applying morphological structures, and addressing possible morphological problems in teaching English as a foreign language. The course will be taught through collaborative learning methods and assessed through formative and summative evaluations such as presentations, projects, quizzes
This document contains a portfolio for a Phonology II course. The portfolio includes sections such as a cover page, index, vision and mission statements of the university and language program, curriculum vitae of the student, course syllabus, and evidence of assignments completed for various elements of the course. The portfolio was created by a student named Ana Belen Acurio Armas for the Phonology II course taught from October 2015 to March 2016.
This document contains a student portfolio for the subject of Phonology II. It includes sections on the course mission and vision statements, the student's CV, syllabus, and evidence of learning organized around 5 course elements. The portfolio provides documentation of the student's work and progress in the Phonology II course during the 4th semester of the English Language program.
Daily Learning Log intended for Grade 8Nezel Duque
1) The document outlines an English lesson plan for 8th grade students about Thailand.
2) It includes objectives, topics, activities, and assessments for three class periods covering the introduction of Thailand, Thai culture and traditions, and a Thai folktale.
3) The lessons aim to teach students about Thai values and culture, engage them in group activities about Thailand's history and locations, and relate the story's message about success through hard work and intelligence.
This document contains a portfolio for a Phonology II course. It includes sections on the course mission and vision, curriculum vitae, syllabus, and five elements that make up the course content: identifying morphological concepts, comparing word formation patterns, analyzing lexical derivation, applying morphological structures, and predicting morphological problems in teaching English. The portfolio aims to develop students' phonological knowledge and strategies to apply in learning and teaching English.
DLL English 10 Q1_Module 1_Lesson 5_Formal and Informal Definition of Words, ...JenniferOestar3
The document is a daily lesson log from a Grade 10 English class in the Philippines. It outlines the week-long lesson plan on celebrating diversity through world literature. The objectives are for students to demonstrate understanding of world literature and techniques for expressing personal conflicts. The lessons will cover formal and informal definitions of words, a myth about how Odin lost his eyes, and a quiz on modal verbs. A variety of teaching methods are listed like group activities, discussions, videos and work on the board. The goal is for students to improve their reading comprehension, writing skills and grammar awareness through analyzing stories from different cultures.
This daily lesson log outlines the English lessons for a 10th grade class taught by Arlyn M. Baron from September 11-15. The objectives focus on determining the effect of textual aids on understanding texts. Lessons include discussing different types of textual aids using examples from a reading, writing an essay using textual aids, and a quiz. Formative assessment strategies are used such as checking answers to activities and recording scores. Students are assigned to study for the quiz and given a homework assignment to define different film genres.
This document is a student's portfolio for a Phonology II course. It includes the student's personal learning goals, which are to learn new vocabulary and improve writing and reading skills. The portfolio also includes the course syllabus, which aims to develop students' phonological knowledge and strategies for learning and teaching English. Specifically, the course objectives are to identify concepts related to morphology, understand patterns of word formation, analyze lexical derivation and word origins, apply morphological structures, and predict morphological problems in English.
This document is a student portfolio for a reading course at Ambato Technical University in Ecuador. It includes the course syllabus, which outlines 5 units to develop reading skills such as identifying main ideas, making inferences, and analyzing vocabulary. Assessment includes quizzes, classwork, mind maps, presentations, and writing assignments. The portfolio also contains the student's CV, learning goals statement, and evidence of completing the course elements through assignments on various reading topics.
- Concepts of morphology and phonology
- Morphemes: free and bound
- Allomorphs
- Morphological processes: affixation, compounding, conversion
- Types of affixes: prefixes, suffixes, infixes
- Morphological analysis
- Mind maps
- Charts
- Oral presentations
U.2 Compare different patterns of word formation and their pronunciation.
Thematic
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
DLL English 10_Module 1_Lesson 4_Arachne.docxJenniferOestar3
This document is a daily lesson log from the Junior High School Department of Canda National High School. It outlines the objectives, standards, content, learning process, and procedures for a series of English literature lessons on overcoming challenges. The lessons will focus on the myth of Orpheus and the short story "Arachne" translated by Olivia Coolidge. Students will read excerpts from these works, discuss themes like resolving conflicts, and complete activities like creating graphic organizers and photo essays. The teacher will use various materials from textbooks and online resources to facilitate discussion and comprehension of the concepts.
DLL English 10 Q1_Module 1_Lesson 1_ Daedalus and Icarus, Intensive and Refle...JenniferOestar3
1. The document outlines a daily lesson log for an English class focusing on celebrating diversity through world literature. 2. The week-long lesson covers the myth of Daedalus and Icarus, including objectives, standards, content, procedures and activities for each day. 3. Key elements covered include vocabulary development, grammar exercises, group work, and a quiz to apply what was learned from the week's lesson.
Video & literature in the EFL classroomGiusy Fotia
Why should student study literature in the EFL class? And how can they be motivated and engaged to do so? Videos represent a valuable tool teachers of English should use to promote the acquisition of the target language.
This document outlines the course description, learning outcomes, content, and policies for a 3-unit graduate course on Literature-based English Language Teaching. The course will train students on strategies for integrating the teaching of language skills through literature and demonstrate how to create engaging lessons combining literary appreciation and language learning. Students will develop research, teaching, and assessment skills through assignments including presentations, lesson plans, and a midterm exam.
This document is a quiz on critiques from the Kabasalan Science and Technology High School. It contains questions about critiques, including:
- Critiques are in-depth evaluations that can analyze elements like characterization in stories, films, novels and speeches.
- Critiques typically include an introduction with background on the text and do not need to re-summarize the plot.
- A critique focuses on evaluating the work through the use of textual evidence rather than just stating opinions.
This document appears to be a quiz on creative writing concepts administered by Jennifer J. Simyunn, a Master Teacher II at Kabasalan Science and Technology High School. The 10 multiple choice questions test understanding of key creative writing elements like diction, imagery, figures of speech, and genres. The questions cover topics such as defining creative writing, identifying senses appealed to in descriptions, examples of onomatopoeia and hyperbole, and distinguishing types of creative writing from other forms like theses.
Q3-Week 5 Literary Critique - last set of literary critique.pptxJenniferSimyunn3
The document appears to be from an English class project on literary analysis approaches. It discusses and provides questions for analyzing texts through various lenses, including moralist, Marxist, historical, and feminist approaches. Examples are given of analyzing power structures and gender relationships through a Marxist lens, and exploring historical context and influences through a historical lens. Students are then asked to analyze sample texts using the different approaches discussed.
This document outlines a lesson plan from the Kabasalan Science and Technology High School in the Philippines. The lesson plan is for an English class and focuses on teaching students how to write an independent critique of a literary work. It provides examples of critiques, outlines the structure and components of a good critique, and guides students in writing and presenting their own critique.
The document discusses Project EASIER (Efficient and Accessible School Innovation of E-Teaching Resources) which is being conducted by Kabasalan Science and Technology High School. The project aims to teach students how to compose an argumentative essay. It provides the learning competencies, objectives, and outlines the key parts of an argumentative essay including the introduction, body paragraphs, counterargument, and conclusion. It also discusses how to write an effective thesis statement.
The document discusses Project EASIER, which aims to provide efficient and accessible school innovation of e-teaching resources for Kabasalan Science and Technology High School. It identifies various elements, techniques, and literary devices in fiction, including plot devices like plot twists, flashing arrows, and red herrings. It also discusses different types of finales for stories such as cliff hangers and twist endings. The project seeks to teach students about elements of fiction and literary devices through innovative e-learning resources.
The document describes Project EASIER, an initiative of Kabasalan Science and Technology High School. Project EASIER stands for Efficient and Accessible School Innovation of E-Teaching Resources. The project aims to develop online teaching resources through creating quizzes, lessons and activities on literary elements like poetry, fiction and conflict. It provides examples and explanations of different types of conflicts in stories including man vs man, man vs self, man vs nature and man vs society. The document also contains sample quiz questions to test understanding of literary concepts.
The document describes a project called EASIER (Efficient and Accessible School Innovation of E-Teaching Resources) being conducted by Kabasalan Science and Technology High School. The project aims to develop online teaching resources to make education more efficient and accessible. It provides examples of questions about literary elements like stanzas, rhyme schemes, and points of view. It also discusses analyzing different perspectives on a mango and different approaches to literary criticism like formalism and reader response theory. Guide questions are provided for applying the reader response method to analyze and interpret texts.
The document outlines Jennifer Simyunn's lesson log for her English 10 class over 4 sessions from Monday to Friday. The log details the learning objectives, content, resources and procedures for each session. Session 1 involves analyzing images and comparing songs. Session 2 focuses on evaluating a range of texts using criteria. Session 3 has students evaluate texts and make judgements. Session 4 asks students to critique a story. The log also includes reflections on student performance and challenges encountered by the teacher.
The document outlines instructions for students at Kabasalan Science and Technology High School to complete an assignment on composing an independent critique of a chosen literary selection. It provides guidance on defining a literary critique, reading the short story "A Day in the Country", and composing the critique by including an introduction, 3 body paragraphs with topic sentences and textual evidence, and a conclusion. The document serves as a teaching resource to instruct students on how to successfully write a literary critique.
The document outlines a lesson plan for a class on writing persuasive essays. It defines persuasive and argumentative essays, discusses their differences, and provides examples of effective persuasive techniques like rhetorical questions, repetition, appeals to emotion, and hypothetical evidence. Students are instructed to work with a partner to write a persuasive essay on a topic of their choice using the techniques and criteria provided in the lesson.
The document describes Project EASIER (Efficient and Accessible School Innovation of E-Teaching Resources) which is being conducted by Kabasalan Science and Technology High School. It discusses communicative strategies which are approaches used to deal with difficulties in communication. Seven main communicative strategies are described: nomination, confirmation, clarification, comprehension check, self-repair, approximation and topic shift. An example dialogue is provided to demonstrate these strategies. The document concludes with a performance task asking students to write scripts employing the different communicative strategies in scenarios involving planning and participating in a school field trip.
The document is about a creative writing lesson from Jennifer J. Simyunn at Kabasalan Science and Technology High School in the Philippines. The lesson objectives are to define creative writing, identify literary devices used in creative works, and incorporate those devices into writing a short paragraph. The lesson will have students select one of the five senses and write descriptive sentences using imagery related to that sense.
This document contains information about a Homeroom Guidance Module from Kabasalan Science and Technology High School. It discusses developing self-discipline skills through controlled activities. The module encourages students to log their thoughts and experiences in a journal. It also provides announcements about upcoming parent-teacher meetings and updates on assignment requirements. Selected students' names are listed, likely for recognition of module completion.
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
The document describes Project EASIER (Efficient and Accessible School Innovation of E-Teaching Resources) created by Kabasalan Science and Technology High School. It provides guidelines for teachers to safely facilitate classroom activities, encourage student participation, and ensure an orderly learning environment. It also includes sample classroom exercises on various topics like defining concepts, analyzing passages, and drills to review information.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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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
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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.
1. Republic of the Philippines
Region IX, Zamboanga Peninsula
Department of Education
KABASALAN SCIENCE AND TECHNOLOGY HIGH SCHOOL
Kabasalan, Zamboanga Sibugay
Semi-Detailed Lesson Plan in ENGLISH 10
(CLASS OBSERVATION 1 via LAC SESSION)
March 2022
I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.
B. Grade Level Standards The learner demonstrates communicative competence through his/ her
understanding of British-American Literature, including
Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
C. Learning Competencies/ Objectives
Write the LC code for each.
Critique a literary selection based on the following approaches:
- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
OBJECTIVES:
identify elements of a selection through
structuralist/formalist approach; and
appreciate the overall artistic value of the structure and
elements of the selection (structuralist/formalist) (EN10RC-
IIIa-22.1)
MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements developmentally
sequenced teaching and learning processes to
meet curriculum requirements through various
contexts.
MOV--- Knowledge, skill and attitude or KSA
is applied in lesson planning objectives in order
to meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules
2. II. CONTENT/TOPIC Literary genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, European, Latin American, and
African
The Necklace by Guy de Maupassant
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource
B. Other Learning Resources Activity sheets, flash cards, pictures, smart TV, laptop, power point
presentation
http://www.supersummary.com
https://www.google.com/imghp?hl=en
https://www.edutopia.org/blog/22-
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Preliminary Activities (Daily Routine)
Prayer
Greetings
Attendance Checking through CHART
Setting of the Classroom (Observe health protocol)
Present “Good Morning” greetings from different foreign
languages and Filipino Dialect
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV-A quick discussion of foreign
language and Filipino Dialect is integrated
in this part
MELC: Natutukoy ang mga kahulugan at
kabuluhan ng mga konseptong pangwika
(F11PT-1a-85)
3. Attendance
Using the attendance tracker, the learners will just go directly to the
area to move their names in the tracker
Learning Commitment
REMINDERS:
Teacher will remind students about the following:
Group task which includes Classroom Keepers where their
individual roles are presented to aid the teacher in ensuring the
organized and smooth flow of the session
Special signs and symbols are shown to remind students to do the
prescribed act when needed.
MT I-IV RUBRIC, INDICATOR 3
-Use effective verbal and non verbal
classroom communication strategies to
support learner understanding, participation,
engagement and achievement
MOV The use of picture in tracking the
learners' attendance is showing a non-verbal
message
MT I-IV RUBRIC, INDICATOR 4
-Establish safe and secure learning
environments to enhance learning through the
consistent implementation of policies,
guidelines and procedures.
MOV---To establish safe and secure
learning environment, the teacher presents
classroom policies, emphasized the
importance of health protocol and safety
measures in the classroom
4. Proper arrangement of seats and tables in ensuring the comfort and
safety of students.
GROUP REWARD:
WE BLOOM TOGETHER!
Every student which/who will be shining in terms of behavior,
participation and performances will be given a PETAL. The petals are
color coded and every time a particular learner is
recognized/appreciated, he/she may go to the flower board and will be
asked to put the petal on the flower. At the end of the session, the
learner who will have the highest number of petals attached in the
flower will be given a reward.
REVIEW –
TRASHKETBALL
Questions about the previous lesson will be flashed on screen. Each
student is given meta strip and marker where they could write their
answers. To make the activity fun, those who will have the correct
answer will be asked to squish the paper into a ball and take a shot
into the trash can. Whoever makes it into the bin will be given a point
MT I-IV RUBRIC, INDICATOR 2
- Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
MOV- Engaging students through this game
will develop their critical and creative
thinking skills through their ability to answer
the questions and in making decisions.
B. Establishing a purpose for the
lesson/Motivation/Motive Questions DRILL:
Yes Oui
wee
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV-A quick discussion of the French
words everyday conversation is integrated in
this part
5. No
Non
nong
Yes, please
Oui, s'il vous plait
wee, seel voo play
No, thank
you
Non, merci
nong, mair-see
Learning
French words everyday conversation
Group of French words will be posted and students will be asked
to read and pronounce the words correctly
MOTIVATION:
SECRET SPY MISSION
You are going on a secret mission for hidden treasure from pirates.
You must find the special jewel based on the following description:
Your clues are placed inside the small treasure boxes
Delightful, darling, sparkling
Contains glossy stones with intriguing matrix
Contains flawless, unblemished pearls
Surrounded with gorgeous diamonds
A high end mixed media piece
Has a delicate dreamy blue diamond stone
It has a classic combination of golden and pearly white
band, chain, or cord that wraps around the neck
WHAT HAVE YOU NOTICED WITH THE WORDS USED TO
DESCRIBE THE NECLACE?
MT I-IV RUBRIC, INDICATOR 3
-Use effective verbal and non-verbal
classroom communication strategies to
support learner understanding, participation,
engagement and achievement
MOV-Learners are being asked to read the
written information orally that includes
short phrases
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV-Description writing tips is integrated
here
6. Instead of using simple descriptive words, the use of connotative
language is evident. These words cause the reader to feel emotion.
The emotional sense of a certain customer in when buying jewelry
attaches to a piece is what makes him or her buy the product
C. Presenting examples/instances of the
new lesson Pre-Reading:
CRYSTAL BALL PREDICTION
Based on the activities that we have just done, what do you
think is the TITLE of the Story that we will reading today?
Teacher will be flashing the following questions:
For you, what does a necklace symbolize?
What is the connection of a necklace in our diverse culture?
For the Subanen and Tausog Tribe, how significant are the jewelry
or accessories to you?
Discussion on the jewellery’s purposes and symbolic meaning from
culture to culture
MT I-IV RUBRIC, INDICATOR 7
-Adapt and use culturally appropriate teaching
strategies to address the needs of learners
from indigenous groups.
MOV-The identified learners who belong to
the indigenous group are given opportunity
to express themselves orally regarding their
own tribe.
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV-The concept on contemporary arts and
fashion is being integrated here
A necklace is an article of jewelry that is worn around the neck.
Necklaces may have been one of the earliest types of adornment worn
by humans.[1]
They often serve ceremonial, religious, magical,
or funerary purposes and are also used as symbols of wealth and
status, given that they are commonly made of precious metals and
stones.
source: WIKIPEDIA
7. VOCABULARY BUILDING
Present few words in British English with its American counterpart.
APARTMENT – FLAT
CAB – TAXI
CHECK-BILL
KNOWING THE AUTHOR
Present the brief background of the author
Guy de Maupassant (5 August 1850-6 July 1893) was a popular French
Writer, considered one of the fathers of modern short story and one of the
form’s finest exponents. Maupassant is considered one of the fathers of the
modern short story. He delighted in clever plotting, and served as a model
for Somerset Maughan and O.Henry in this respect.
BACKGROUND OF THE STORY
WHILE READING:
POPCORN READING ACTIVITY:
Students take turns reading “The Necklace” aloud.
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV-Foreign language context is
integrated in this part.
MT I-IV RUBRIC, INDICATOR 2
- Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
MOV- Engaging students in this reading
strategy will encourage students maximum
participation.
The necklace was written in French Language then translated by
different writers to the English language. After the translation,
the story kept some French words.
*More information on the presentation
8. D. Discussing new concepts and
practicing new skills #1
POST-READING:
GROUP ACTIVITY:
TASK I. "Let's Ponder"
This activity is assigned to learners with good oral communication skills
and a learner identified having speech impairment.
Answering comprehension questions written in flash cards
1. Describe Mathilde.
2. What do the Loisels end up doing about the lost necklace?
3. What did the diamond necklace symbolize? How did it change
Madame Loisel’s life?
4. What is ironic about the ending of the story?
5. Explain the significance of Mathilde’s reflection upon losing the
necklace: “How small a thing is needed to make or ruin us”.
TASK II. "Let's Get Math"
This activity is assigned to learners identified to have good mathematical
skills.
In your group, describe the FINANCIAL LITERACY STATUS of
Mathilde.
Come up with a "Mathematical concept focusing on the the 4 basic
operations.
MT I-IV RUBRIC, INDICATOR 6
- Design, adapt, and implement teaching
strategies that are responsive to learners with
disabilities, giftedness and talents.
MOV- The learners' pre-identified skills are
being utilized in the tasks given. The learner
having a special education need is being
paired with a skillful learner so that he/will
not be left alone.
Popcorn reading, a method of instruction, can
improve student reading levels. During popcorn reading
lessons, the teacher chooses one student to begin a reading
assignment. When the student reaches a stopping point, the
student or the teacher randomly selects another student in
class to continue reading.
9. D. Discussing new concepts and
practicing new skills #2 LOOKING THROUGH A DIFFERENT PERSPECTIVE
(Another GROUP TASK)
How does money or lack of it is shown in the story?
How is social class being emphasized in the story?
How do the poor, invisible, or disenfranchised being
characterized in the story?
Prove that class and inequality is a driving force in our
society.
DISCUSSING the Marxist Criticism.
E. Developing mastery (leads to
Formative Assessment 3) The CIST Activity
Each group will be asked to select their color. The color they
have chosen will have a corresponding task for them to perform
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills
MOV---Aside from catering the diversity of
learners, this part of the lesson will develop
students critical and creative thinking as
they would be planning and deciding on
how the assigned tasks will be done
HARACTERIZATION-
Compare and contrast the women in the story
to the women of today
RONY-
represent the last part of the story where Madame
Forestier and Mathilde Loisel found each other
after 10 years. Try to represent Mathilde’s
reaction when Madame Forestier tells her that the
necklace she lent her was an imitation indeed.
10. After the group presentation, the following LITERARY
DEVICES will be deepened
CHARACTERIZATION
SYMBOLISM
SITUATIONAL IRONY
THEME
Rubrics in Participation/Group Activities:
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by
applying positive and non-violent discipline
to ensure learning-focused environment.
MOV---To avoid and prevent
misbehaviour, house rules/
standards/guidelines are set before the
class starts or before doing an activity.
GROUPWORK REMINDERS:
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
YMBOLISM-
Interpret the meaning of the real diamond
necklace from the fake one.
HEME-
Produce a slogan/quotation about the theme of
the story
11. 5
All members show eagerness and
cooperation in the task, participate actively,
and display evident collaborative and
creative skills
4 Some members are actively taking the task
given and practice collaborative skills
3 Some members are actively taking the task
given while others being good followers
2 Task given is done but lacks eagerness and
cooperation in doing the task
1 No interest in participating the activities
F. Finding practical applications of
concepts and skills in daily living THUMBS-UP/THUMBS DOWN Activity
The following statements will be posted on the board but are
covered first. The group’s representative will be asked to select a
statement to be opened and will then identify if he agrees with the
statement or not. He will then be asked to give his reasons.
Husbands should always try to please their wives.
If you borrow something from a friend and lose it, you should
replace it, if you know your friend won’t be able to tell the
difference.
Lying is acceptable in some situations. You should always lie to
save face.
Material goods, like clothing and cars are extremely important to
being happy.
Money can’t buy happiness but if definitely makes it easier to be
happy.
You should pretend to be richer than you really are,
Spending more money than you should, and it’s alright to get in
debt for this cause.
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV--In this part, students will be able to
make assessment or judgement about the
statements given.
12. Some people deserve to be at the bottom of society.
Women have the same opportunities today as they did in the past.
G. Making generalizations and
abstractions about the lesson WHAT EFFECT DO LITERARY DEVICES HAVE IN
ANY LITERARY PIECES?
WAS THE AUTHOR SUCCESSFUL IN USING THE
DEVICES DISCUSSED IN THE SEKECTION?
Additional activity to gauge students learnings
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---This activity will help the students
to think critically and creatively as they
would be thinking about the activities
required from them
H. Evaluating learning
(Please see attached questions with TOS)
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented are
arranged from lower level to higher level
13. thinking skills. Students are challenged to
think critically.
I. Additional activities for application
or remediation
WRITING LITERARY ANALYSIS
Assess the effectiveness of the literary piece that you have just read
following the format:
Introduction
Summary
Analysis
Conclusion
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---This activity will help the students
to think critically and creatively as they
would be analyzing the text deeply.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
14. JENNIFER J. SIMYUNN
Master Teacher 1
PEER OBSERVERS:
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
RESULT OF ASSESSMENT
CO 2
MASTERY LEVEL MEAN PERCETAGE SCORE
SCORES
No. of
Students
Mastery Level
Total Raw
Score
MS MPS
5
4
3
2
1
RATER:
GERNIN S. LARAÑO, Ed.D.
Secondary School Principal II