This weekly home learning plan outlines the schedule, learning areas, competencies, and tasks for a Grade 12 student for one week. On Mondays from 9:30-11:30 the student will work on practical research, focusing on characteristics of quantitative and qualitative research through various identification and matching activities. From 1:00-3:00 on Mondays the student will learn about contemporary Philippine arts from the regions through individual and identification activities exploring different art forms and artists. The rest of the weekly plan continues in a similar format of outlining daily schedules, learning areas, and associated activities for subjects like 21st century literature, media and information literacy, and creative writing.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
Weekly Home learning Plan( 2nd QuarterEnglish).docxMARISSASILAGAN1
This document provides a weekly home learning plan for English 9 students at San Andres National High School. It outlines the daily learning areas, competencies, learning tasks, and modes of delivery for several weeks. The plan focuses on making connections between texts and real life issues. Learning tasks include analyzing issues related to COVID-19, character dispositions in short stories, and connecting ideas between poems. Students are asked to summarize texts, fill out concept maps, and answer questions about lines from poems. The document is submitted by an English teacher and approved by the school head.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
This document contains a daily lesson log for a Grade 3 Filipino class covering the week of February 17-21, 2020. The log outlines the daily objectives, content, learning resources, procedures, and reflections for the teacher. Each day focuses on a different learning area such as oral language, listening comprehension, grammar awareness, reading comprehension, and study skills. Example activities include discussing famous people and events, comparing adjectives, making inferences from stories, and interpreting data from bar graphs. The log provides details on the lessons, materials, and assessments used to help students meet the specified competencies.
The document provides a daily lesson log for an English class in Grade 6 that took place from March 11-15, 2024. It includes the objectives, content, learning resources, procedures, and activities for the lessons during that week. The lessons focused on comprehending verbal elements in oral communication, decoding words, organizing information from sources, and observing accuracy in dialogs. Learning activities included presenting a story, identifying meanings of words, listening to announcements, reading selections, and discussing new concepts like prefixes.
1) The lesson log outlines the objectives, content, learning resources, and procedures for an English lesson on listening strategies, adverbs, print media, and a poem about farmers.
2) Students practiced identifying adverbs of time and place, summarized information from print media, and analyzed a poem about a farmer's life.
3) A video on Martin Luther King Jr's message of equality and service was also shown to help students reflect on valuing others and their circumstances.
The document provides guidance on effective assessment strategies for teachers. It recommends that assessment criteria be clearly established and communicated to students in advance. It also recommends frequent formative assessment be woven into daily instruction. A variety of assessment instruments should be used to provide equitable opportunities for students and develop a balanced understanding of their competencies. Student self-assessment should also be a key component of assessment. The document also outlines time guidelines for different types of assessment tasks.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
Weekly Home learning Plan( 2nd QuarterEnglish).docxMARISSASILAGAN1
This document provides a weekly home learning plan for English 9 students at San Andres National High School. It outlines the daily learning areas, competencies, learning tasks, and modes of delivery for several weeks. The plan focuses on making connections between texts and real life issues. Learning tasks include analyzing issues related to COVID-19, character dispositions in short stories, and connecting ideas between poems. Students are asked to summarize texts, fill out concept maps, and answer questions about lines from poems. The document is submitted by an English teacher and approved by the school head.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
This document contains a daily lesson log for a Grade 3 Filipino class covering the week of February 17-21, 2020. The log outlines the daily objectives, content, learning resources, procedures, and reflections for the teacher. Each day focuses on a different learning area such as oral language, listening comprehension, grammar awareness, reading comprehension, and study skills. Example activities include discussing famous people and events, comparing adjectives, making inferences from stories, and interpreting data from bar graphs. The log provides details on the lessons, materials, and assessments used to help students meet the specified competencies.
The document provides a daily lesson log for an English class in Grade 6 that took place from March 11-15, 2024. It includes the objectives, content, learning resources, procedures, and activities for the lessons during that week. The lessons focused on comprehending verbal elements in oral communication, decoding words, organizing information from sources, and observing accuracy in dialogs. Learning activities included presenting a story, identifying meanings of words, listening to announcements, reading selections, and discussing new concepts like prefixes.
1) The lesson log outlines the objectives, content, learning resources, and procedures for an English lesson on listening strategies, adverbs, print media, and a poem about farmers.
2) Students practiced identifying adverbs of time and place, summarized information from print media, and analyzed a poem about a farmer's life.
3) A video on Martin Luther King Jr's message of equality and service was also shown to help students reflect on valuing others and their circumstances.
The document provides guidance on effective assessment strategies for teachers. It recommends that assessment criteria be clearly established and communicated to students in advance. It also recommends frequent formative assessment be woven into daily instruction. A variety of assessment instruments should be used to provide equitable opportunities for students and develop a balanced understanding of their competencies. Student self-assessment should also be a key component of assessment. The document also outlines time guidelines for different types of assessment tasks.
This document provides details about an activity analyzing English language textbooks. Students were asked to analyze activities from several textbooks - Made in Corrientes, Cuaderno de Trabajo para el Aula de Inglés, Project English 1, and Flashlight 1. They found that Made in Corrientes and Cuaderno de Trabajo respected learners' identities and presented a plurilingual perspective by incorporating local Argentine culture. However, Project English 1 and Flashlight 1 presented a monolingual British perspective that did not consider learners' backgrounds. The students concluded these textbooks promoted an implicit anglocentric and imperialist view of English teaching.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
1) The document outlines the daily lesson log and objectives for an English class at Tagudin National High School. It includes the content and performance standards, learning competencies and objectives, as well as the procedures and activities for the week.
2) The lessons focus on Philippine literature from the Period of Emergence, listening and viewing strategies, word relationships, speech forms, and grammar topics. Activities include analyzing stories, songs and videos, group work, discussions, games and completing worksheets.
3) The teacher evaluates student learning through tasks that have them make inferences, determine key messages, use schema, discuss concepts and apply lessons to daily living. Student progress and areas for improvement are reflected on.
Tesol 2010: Reimagining Differentiated Instruction for Language Objectiveskristenlindahl
This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.
This document provides an instructional guide for a 7th grade English module on Philippine folk literature. It outlines the learning competencies, assessments, and lessons that aim to help students understand how folk literature reflects culture and can help people live today. The module uses readings, activities, and projects to teach students about oral traditions and help them communicate ideas effectively for different audiences.
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
The document outlines the daily lesson log for an English class, including objectives, content, learning resources, and procedures for the week. The objectives are to demonstrate understanding of verbal elements in oral communication, decoding words, researching to write texts, and understanding stress in English. The content will focus on presenting differing viewpoints, inferring meaning from context clues and prefixes, organizing information from sources, and observing accuracy in dialogs. Learning resources include textbooks, guides, materials from a learning portal, and worksheets. The procedures describe reviewing lessons, establishing purposes, examples, discussions, practice, and developing mastery of new skills and concepts.
This document contains a daily lesson log for an English class in Grade 3 at P.A. Cuaycong Elementary School. The log outlines the objectives, content, learning resources, procedures, and evaluation for lessons taught from October 2-6, 2023. The objectives include comprehending literary texts, identifying literary elements in the story "The Carrot Seed", using nouns in sentences, and distinguishing between common and proper nouns. Learning activities involve reading the story, discussing literary elements, identifying nouns, classifying nouns, and completing a summative test. Student understanding is evaluated through story frame activities, identifying literary elements in pictures, underlining nouns, and distinguishing common and proper nouns.
This document provides lesson plans for a literature class focusing on 21st century works from the Philippines and other parts of the world. The lessons examine different genres like poetry, essays, and short stories. One lesson looks at a poem about Mount Mayon volcano in Albay and has students analyze imagery and themes. Another analyzes a poem about oppression under the Marcos regime through group presentations. A third discusses an essay about living near the eruption of Mount Pinatubo through a roleplaying activity.
The document outlines the curriculum for different grade levels, including genres of literature, elements of poetry, grammar concepts, and enduring understandings. It provides examples of literary works that will be covered, as well as assignments on argumentation, letters, African culture, and Egyptian literature. Requirements, outputs, assessments, and learning profiles are also defined for students.
21st Century Literature from the Philippines and the World.pdfSamantha Martinez
This document provides an overview of 5 lessons on Philippine literature from the 21st century. It includes objectives, activities, adaptations and evaluations for each lesson. Lesson 1 examines poetry from the Bikol region through the poem "Mayon" and has students analyze imagery, interpret meanings, and present on regional culture. Lesson 2 recognizes representative authors and uses the poem "Third World Geography" to discuss poetic devices and creative visualization. Lesson 3 examines essays and techniques through "Home of the Ashfall", asking students to dramatize oppression and relate historical events. Lesson 4 recognizes fictional techniques in "Voice Tape" through character analysis and building tension. Lesson 5 notes differences between 21st century essays and earlier forms.
This document provides a didactic plan for a 7th grade English class unit on natural wonders. The unit focuses on identifying natural elements in students' backyards or communities. Key vocabulary includes plants, animals, trees, and natural features. Students will read a short text about someone's backyard, identify sounds and words, ask and answer questions about natural elements, and play a ball game using the target language. The unit aims to help students appreciate and experience local natural beauty.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
This document summarizes the critical analysis of three English language textbooks conducted by students. It finds that the first textbook focuses solely on British culture and does not incorporate students' Argentinian culture. The second textbook includes consolidation activities that could be adapted to students' level and age. The third textbook "Made in Corrientes" presents a multicultural and plurilingual perspective by incorporating Spanish, English, and references to Argentinian places and culture. It depicts culture as enriching understanding rather than one culture being superior.
DLL_ENGLISH 6_Q1_W3-Irene L. Garcia.docxManoiRuel1
The document is a daily lesson log from Balloc Elementary School for grade 6 English. It outlines the objectives, content standards, and performance standards for the week. The objectives demonstrate understanding of linguistic concepts like comprehending texts and understanding text types. It also lists the learning competencies and procedures for the lessons, which include noting details, distinguishing text types, and identifying real and make-believe images. The procedures provide examples of these concepts and have the students practice skills like using a dictionary, taking notes, and determining if passages describe realistic or imaginary events.
This document contains a daily lesson log for an 11th grade Understanding Culture, Society, and Politics class. It outlines the objectives, content, learning resources, and procedures for four class sessions on topics related to identity, culture, society, politics, anthropology, sociology, and how they interrelate. The lesson log provides details on introducing new concepts, discussing topics, developing student mastery through activities and questions, and finding practical applications of the concepts.
This lesson plan summarizes a 30-minute library lesson for kindergarten and cross-grade 1st/2nd and 3rd grade classes about the theme of the sun. The purpose is to provide an enjoyable read aloud while teaching basic information and concepts about the sun. Students will gain an understanding of what the sun is and why it is important through reading fiction and nonfiction books, singing songs, and a sun-themed craft. The librarian will check for comprehension through questions during and after the read aloud and activities.
This document contains a daily lesson log for an English class in Grade 3 at Tagbilaran City Central Elementary School. The log outlines the objectives, content, learning resources, and procedures for lessons during the week of July 8-12, 2019. The lessons focus on comprehending the story "The Carrot Seed" and identifying literary elements. Students also practice using nouns in sentences and distinguishing between common and proper nouns. Formative and summative assessments are used to evaluate student learning.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides details about an activity analyzing English language textbooks. Students were asked to analyze activities from several textbooks - Made in Corrientes, Cuaderno de Trabajo para el Aula de Inglés, Project English 1, and Flashlight 1. They found that Made in Corrientes and Cuaderno de Trabajo respected learners' identities and presented a plurilingual perspective by incorporating local Argentine culture. However, Project English 1 and Flashlight 1 presented a monolingual British perspective that did not consider learners' backgrounds. The students concluded these textbooks promoted an implicit anglocentric and imperialist view of English teaching.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
1) The document outlines the daily lesson log and objectives for an English class at Tagudin National High School. It includes the content and performance standards, learning competencies and objectives, as well as the procedures and activities for the week.
2) The lessons focus on Philippine literature from the Period of Emergence, listening and viewing strategies, word relationships, speech forms, and grammar topics. Activities include analyzing stories, songs and videos, group work, discussions, games and completing worksheets.
3) The teacher evaluates student learning through tasks that have them make inferences, determine key messages, use schema, discuss concepts and apply lessons to daily living. Student progress and areas for improvement are reflected on.
Tesol 2010: Reimagining Differentiated Instruction for Language Objectiveskristenlindahl
This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.
This document provides an instructional guide for a 7th grade English module on Philippine folk literature. It outlines the learning competencies, assessments, and lessons that aim to help students understand how folk literature reflects culture and can help people live today. The module uses readings, activities, and projects to teach students about oral traditions and help them communicate ideas effectively for different audiences.
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
The document outlines the daily lesson log for an English class, including objectives, content, learning resources, and procedures for the week. The objectives are to demonstrate understanding of verbal elements in oral communication, decoding words, researching to write texts, and understanding stress in English. The content will focus on presenting differing viewpoints, inferring meaning from context clues and prefixes, organizing information from sources, and observing accuracy in dialogs. Learning resources include textbooks, guides, materials from a learning portal, and worksheets. The procedures describe reviewing lessons, establishing purposes, examples, discussions, practice, and developing mastery of new skills and concepts.
This document contains a daily lesson log for an English class in Grade 3 at P.A. Cuaycong Elementary School. The log outlines the objectives, content, learning resources, procedures, and evaluation for lessons taught from October 2-6, 2023. The objectives include comprehending literary texts, identifying literary elements in the story "The Carrot Seed", using nouns in sentences, and distinguishing between common and proper nouns. Learning activities involve reading the story, discussing literary elements, identifying nouns, classifying nouns, and completing a summative test. Student understanding is evaluated through story frame activities, identifying literary elements in pictures, underlining nouns, and distinguishing common and proper nouns.
This document provides lesson plans for a literature class focusing on 21st century works from the Philippines and other parts of the world. The lessons examine different genres like poetry, essays, and short stories. One lesson looks at a poem about Mount Mayon volcano in Albay and has students analyze imagery and themes. Another analyzes a poem about oppression under the Marcos regime through group presentations. A third discusses an essay about living near the eruption of Mount Pinatubo through a roleplaying activity.
The document outlines the curriculum for different grade levels, including genres of literature, elements of poetry, grammar concepts, and enduring understandings. It provides examples of literary works that will be covered, as well as assignments on argumentation, letters, African culture, and Egyptian literature. Requirements, outputs, assessments, and learning profiles are also defined for students.
21st Century Literature from the Philippines and the World.pdfSamantha Martinez
This document provides an overview of 5 lessons on Philippine literature from the 21st century. It includes objectives, activities, adaptations and evaluations for each lesson. Lesson 1 examines poetry from the Bikol region through the poem "Mayon" and has students analyze imagery, interpret meanings, and present on regional culture. Lesson 2 recognizes representative authors and uses the poem "Third World Geography" to discuss poetic devices and creative visualization. Lesson 3 examines essays and techniques through "Home of the Ashfall", asking students to dramatize oppression and relate historical events. Lesson 4 recognizes fictional techniques in "Voice Tape" through character analysis and building tension. Lesson 5 notes differences between 21st century essays and earlier forms.
This document provides a didactic plan for a 7th grade English class unit on natural wonders. The unit focuses on identifying natural elements in students' backyards or communities. Key vocabulary includes plants, animals, trees, and natural features. Students will read a short text about someone's backyard, identify sounds and words, ask and answer questions about natural elements, and play a ball game using the target language. The unit aims to help students appreciate and experience local natural beauty.
This document provides a scheme of work for English language lessons for Form 4 students at SMK Lahar over 15 weeks from January to August 2015. It includes the weekly themes and topics to be covered, learning outcomes, grammar and language skills to practice, activities and educational emphasis. The lessons cover chapters on people, the environment, health, science and technology, and social issues. Students will develop their language skills through interpersonal, informational and aesthetic uses of English, practicing discussion, reading comprehension, writing and analyzing poems/stories.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
This document summarizes the critical analysis of three English language textbooks conducted by students. It finds that the first textbook focuses solely on British culture and does not incorporate students' Argentinian culture. The second textbook includes consolidation activities that could be adapted to students' level and age. The third textbook "Made in Corrientes" presents a multicultural and plurilingual perspective by incorporating Spanish, English, and references to Argentinian places and culture. It depicts culture as enriching understanding rather than one culture being superior.
DLL_ENGLISH 6_Q1_W3-Irene L. Garcia.docxManoiRuel1
The document is a daily lesson log from Balloc Elementary School for grade 6 English. It outlines the objectives, content standards, and performance standards for the week. The objectives demonstrate understanding of linguistic concepts like comprehending texts and understanding text types. It also lists the learning competencies and procedures for the lessons, which include noting details, distinguishing text types, and identifying real and make-believe images. The procedures provide examples of these concepts and have the students practice skills like using a dictionary, taking notes, and determining if passages describe realistic or imaginary events.
This document contains a daily lesson log for an 11th grade Understanding Culture, Society, and Politics class. It outlines the objectives, content, learning resources, and procedures for four class sessions on topics related to identity, culture, society, politics, anthropology, sociology, and how they interrelate. The lesson log provides details on introducing new concepts, discussing topics, developing student mastery through activities and questions, and finding practical applications of the concepts.
This lesson plan summarizes a 30-minute library lesson for kindergarten and cross-grade 1st/2nd and 3rd grade classes about the theme of the sun. The purpose is to provide an enjoyable read aloud while teaching basic information and concepts about the sun. Students will gain an understanding of what the sun is and why it is important through reading fiction and nonfiction books, singing songs, and a sun-themed craft. The librarian will check for comprehension through questions during and after the read aloud and activities.
This document contains a daily lesson log for an English class in Grade 3 at Tagbilaran City Central Elementary School. The log outlines the objectives, content, learning resources, and procedures for lessons during the week of July 8-12, 2019. The lessons focus on comprehending the story "The Carrot Seed" and identifying literary elements. Students also practice using nouns in sentences and distinguishing between common and proper nouns. Formative and summative assessments are used to evaluate student learning.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
GAS12-Week-1.docx
1. WEEKLY HOME LEARNING PLAN
Grade 12 - GAS
Week: 1 Quarter: 1
Day & Time Learning
Area
Learning Competency/ies Learning Tasks Mode of Delivery
8:00 – 9:00 Waking up, fixing bed, breakfast time, and ready for exploring and
learning
9:00 – 9:30 Moments with the family
Monday
9:30 – 11:30
Practical
Research
2
1.1 Describes characteristics,
strengths, weaknesses, and
kinds of quantitative research.
Activity 1: Finding clues
Directions: Group the following word clues if
they are characteristics of Quantitative Research
(Box A) or Qualitative Research (Box B).
Quantitative
Research
Qualitative
Research
Activity 2: Let’s match
Directions: Match the following quantitative
research title under column A to its
classification (research design) in column B.
Write the letter of the correct answer on the
space provided.
Personal submission
by the parent to the
teachers at the
designated pick-up
point.
Column A
______1. Investigating the effects
of formalin treated eggplants on
mice.
______2. Factors affecting job
satisfaction among Tech-Voc
graduates.
______3. Prevalence of domestic
violence in cities declared under
Enhanced Community Quarantine
during the Covid-19 pandemic.
______4. The effects of age on
social media platform choice.
______5. The relationship between
intelligence and sports choices
among high school students.
Column B
A.Experimental
B.Descriptive
C.Ex post facto
D.Quasi-
experimental
E.Correlational
F.Case Study
2. What I Can Do
Directions: Study ten (10) different quantitative
research titles and classify them as to which
quantitative design they belong.
Research Title Quantitative
Research Design
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11:30 – 1:00 LUNCH BREAK
1:00 – 3:00
Contempor
ary
Philippine
Arts from
the Regions
1.1 Define art, art works and
contemporary arts
INDIVIDUAL ACTIVITY
In your own words, kindly explain the
different art forms, sample Filipino artists and
the title of their arts.
Art Forms Artists Title of the Art
FILM
VISUAL ARTS
LITERATURE
MUSIC
THEATER
DANCE
ARCHITECTURE
IDENTIFICATION
1. Art which is continuously in process and
continues to be produced during our lifetime
is _________.
2. Simultaneously reflects the realities and
values of our society, its variety portrays the
mosaic of our cultural diversity is
___________________.
3. Process by which the artist creates by
means of movement, space, spontaneity, and
the uniqueness of the movement is
__________________.
4. National Artist in Painting in 1976; Father
of Modern Filipino Painting is ____.
5. What are the 7 major Philippines Art
Personal submission by
the parent to the
teachers at the
designated pick-up
point.
3. Forms? Give example of each form.
6. Composed by combining notes into
harmony is Music.
3:00 onwards Family Bonding Time
Tuesday
9:30 – 11:30
21st Century
Literature
from the
Philippines
and the
World
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to
identify:
a. the geographic, linguistic, and
ethnic dimensions of Philippine
literary history from pre-colonial to
the contemporary
b. representative texts and authors
from each region (e.g. engage in
oral history research with focus on
key personalities from the
students’region/province/town)
Activity Have you heard the following
selections below? Try identifying their literary
forms.
1.Biag ni Lam-ang = _______________
2.Taga Ilog ! –Tagailog= _____________
3.The moon and the Sun = ___________
4.The Monkey and the Turtle = _______
5.Kundiman = _____________________
Activity Identify the literary forms.
1. It is better to have a hut
Inhabited by a person
Than a mansion
Wherein an owl lives ______________
2. Go to sleep, my child
Your father is far
He cannot fetch us
For the way is muddy and rugged
Skin and bone flying, ___________
3. Let’s sing and feast
For two hearts who are to be married
the path they’ll pass
Let’s strew the rice. _____________
4. Pass now the glass of tuba,
For we are tired and thirsty.
Don’t take too big a gulp
Because you might drown. _____________
Personal submission
by the parent to the
teachers at the
designated pick-up
point
11:30 – 1:00 LUNCH BREAK
1:00 – 3:00
Media and
Information
Literacy
Describe how communication is
influenced by media and
information
Activity 1: Different kinds of media
With communicating, we make use of
different channels so as to convey and/or
exchange information. Imagine a typical day
in your life as a Senior High School Student.
Identify and list down ten (10) different
kinds of media that you use in order to
communicate information.
4. Activity 3: Case Analysis
With the concept given above, let us now
test your comprehension. Answer the
activity that follows.
Given below are situations that depict a
specific literacy that an individual exhibits.
Identify if it is Media Literacy, Information
Literacy, Technology (Digital) Literacy, or
Media and Information Literacy. The first
one is done for you.
Table 4. Case Analysis on different literacies
SituationcySit Literacy
Ashley, a Grade 11
student of Gintong Tubig
Senior High School is
proficient in using her i7
processor laptop with so
much ease and comfort. In
fact, she is accustomed to
use it to create powerful
PowerPoint presentations
during graded class
reporting.
In order to add related
literature to his Practical
Research project, Donnie
accesses Google Scholar,
and reads through various
journals and studies that
may help him in his
research.
One of the
Performance Task for the
Midterms of the Grade
11 Jenner class of
Mabuhay Senior High
School is to create a
short film highlighting
their advocacy on
HumanTrafficking.
The class used the Quik ™
app to edit their video.
The Grade 12- Patience
class of Ms. Apolonio have
registered themselves to an
online portal called
Edmodo, in order to connect
5. themselves periodically,
share assignments, and even
collaboratively work on a
project, without meeting
face to face.
Sybil constantly
purchases load credits
for her mobile phone
in order to send
emails and messages
to her teacher in
Media and
Information Literacy.
As part of the various
social media activities of
David, a Grade 12 HUMSS
student, he periodically
shares news bits from
credible online sources,
then tag his friends who
may be interested with the
information.
Mr. Dingal requires his
Grade 11 students to prepare
PowerPoint Presentation or
other presentation tools
when doing graded class
reporting.
In order to convey his stand
on various social issues
involving his peers, Marla
uses her Twitter and
Facebook accounts to air her
sentiments and opinions.
6. 3:00 onwards Family Bonding Time
Wednesday
9:30 –11:30
Creative
Writing
a. a. use imagery, diction, figures of
speech, and specific experiences
to evoke meaningful responses
from readers
b.
c. b. analyze the imagery, diction,
figures of speech, and specific
experiences of the specific literary
pieces.
d.
e. c. write short paragraphs or
vignettes using imagery, diction,
figures of speech, and specific
experiences
Sense it!
Directions: Read the excerpts with
understanding. Identify what sensory
imagery is used in each statement. Write
your answers on your answer sheet. Identify
too those words used as descriptive in each
excerpt. Copy the table and write your
answers on their proper column.
1. On rainy afternoons, embroidering with a
group of friends on the begonia porch, she
would lose the thread of the conversation
and a tear of nostalgia would salt her palate
when she saw the strips of damp earth and
the piles of mud that the earthworms had
pushed up in the garden. Those secret tastes,
defeated in the past by oranges and rhubarb,
broke out into an irrepressible urge when
she began to weep. She went back to eating
earth. The first time she did it almost out of
curiosity, sure that the bad taste would be
the best cure for the temptation. And, in fact,
she could not bear the earth in her mouth.
But she persevered, overcome by the
growing anxiety, and little by little she was
getting back her ancestral appetite, the taste
of primary minerals, the unbridled
satisfaction of what was the original food.
(One Hundred Years of Solitude by Gabriel
García Márquez)
Imagery: ____________________
2. My little horse must think it queer
To stop without a farmhouse near
Personal submission
by the parent to the
teachers at the
designated pick-up
point
7. Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
(“Stopping by Woods on a Snowy Evening”
by Robert Frost)
Imagery: _______________________
3. Outside, even through the shut window-
pane, the world looked cold. Down in the
street little eddies of wind were whirling
dust and torn paper into spirals, and though
the sun was shining and the sky a harsh blue,
there seemed to be no colour in anything,
except the posters that were plastered
everywhere. The black mustachioed face
gazed down from every commanding corner.
There was one on the house-front
immediately opposite. BIG BROTHER IS
WATCHING YOU, the caption said, while
the dark eyes looked deep into Winston’s
own. Down at street level another poster,
torn at one corner, flapped fitfully in the
wind, alternately covering and uncovering
the single word INGSOC. In the far distance
a helicopter skimmed down between the
roofs, hovered for an instant like a
bluebottle, and darted away again with a
curving flight. (1984 by George Orwell)
Imagery: _________________________
4. In the period of which we speak,
there reigned in the cities a stench barely
conceivable to us modern men and women.
The streets stank of manure, the courtyards
of urine, the stairwells stank of moldering
wood and rat droppings, the kitchens of
spoiled cabbage and mutton fat; the unaired
parlors stank of stale dust, the bedrooms of
greasy sheets, damp featherbeds, and the
pungently sweet aroma of chamber pots.
The stench of sulfur rose from the chimneys,
the stench of caustic lyes from the tanneries,
and from the slaughterhouses came the
stench of congealed blood. People stank of
8. sweat and unwashed clothes; from their
mouths came the stench of rotting teeth,
from their bellies that of onions, and from
their bodies, if they were no longer very
young, came the stench of rancid cheese and
sour milk and tumorous disease. (Perfume:
The Story of a Murderer by Patrick Suskind)
Imagery: _________________________
5. She ran her hand across the dark,
concrete wall. It was cold as ice. When she
came to the middle of the room, she felt a
thick, slimy substance actively oozing down
the wall.
Imagery: _________________________
Celebr8!
Directions: Create a paragraph about Fiesta
in the Philippines. Choose only one type of
diction in writing. Write your paragraph on
your answer sheet.
11:30 – 1:00 LUNCH BREAK
1:00 – 3:00
Filipino sa
Piling
Larangan
a. Nabibigyang-kahulugan ang
akademikong pagsulat.
b. Nakikilala ang iba’t ibang
akademikong sulatin ayon sa: (a)
Layunin (b) Gamit (c) Katangian (d)
Anyo.
SURIIN
Panuto: Batay sa nabasa at napag-aralang
katuturan, layunin at kahalagahan ng
pagsulat. Sagutin ang mga katanungan sa
tulong ng wastong paggamit ng wika.
1. Ano ang kahulugan ng pagsusulat batay sa
iyong binasa?
____________________________________
2. Sa mga makrong kasanayang pangwika,
alin dito ang kailangang linangin at hubuging
lubos? Bakit?
____________________________________
3. Ano-ano ang mga bagay na dapat taglayin
sa akdang susulatin?
____________________________________
4. Anong akdang pampanitikan ang
maaaring magkasamang maisagawa ang
layuning personal at panlipunan? Bakit?
____________________________________
5. Naniniwala ka bang dapat ngang kunin ng
lahat ng kurso ang asignaturang ito?
Personal submission
by the parent to the
teachers at the
designated pick-up
point
9. Ipaliwanag ang iyong sagot
PAGYAMANIN
Panuto: Kilalanin ang mga halimbawa ng
akademikong sulatin upang magkaroon nang
mas malinaw na konsepto at kaalaman ukol
dito. Piliin ang titik ng tamang sagot sa
kahon.
___1. Sa Ingles ay tinatawag na term paper
na karaniwang ginagawa sa kolehiyo. May
ilang nasa sekondaryang antas ang maaaring
nakaranas na ring makagawa ng ganitong
sulatin. Ginagawa ito para sa
pangangailangang pang-akademiko.
___2. Panimulang pag-aaral o proposal, ito
ay kabuuan ng ideyang nabuo mula sa isang
balangkas o framework.
___3.Ito ay sulating may kinalaman sa
pananaliksik at pagtuklas ng isang
manunulat. Ginagawa ito ng isang
indibidwal bilang pangangailangan sa
kursong pinag-aaralan o propesiyonal na
kwalipikasyon. Ito ay ginagamit na bahagi
ng kursong Batsilyer at Masterado.
___4.Isang pormal na sulatin ukol sa isang
paksa na ginagawa para sa titulong doktor.
___5. Pagsusuri ng isang panitikan sa mas
malalim na ideyang nais ihatid ng
manunulat.
___6. Mga pahayag, ideya, o ilang uri ng
panitikang na sa isang wika ay ihahayag sa
ibang anyo ng wika.
___7.Kalipunan ng mga kaalaman para sa
kapaki-pakinabang paghahatid ng
karunungan (Maaaring pahayagan, magasin,
at iba pa).
___8. Ito ay sulating naghahatid ng iba’t
ibang impormasyon na may kinalaman sa
iba’t ibang paksa gaya ng mga nangyayari sa
ating lipunan, kalusugan, isports, negosyo, at
iba pa.
___9. Ang kasaysayan, pagkilala o
paglalarawan ng mga nasulat o sulatin o
10. pablikasyon. Kasama rin ang posisyong
papel, sintesis, bionote, panukalang
proyekto, talumpati, katitikan ng pulong,
replektibong sanaysay, agenda, pictorial
essay, lakbay-sanaysay at abstrak.
___10.Uri ng paglalagom na karaniwang
ginagamit sa pagsulat ng mga akademikong
papel tulad ng tesis, papel na siyentipiko at
teknikal, lektyur, at mga report.
3:00 onwards Family Bonding Time
Thursday
9:30 – 11:30
Understanding,
Culture,
Society, and
Politics
a. analyze the nature of Natural
Science and differentiate it from
Social Science,
b. explain the meaning of
Sociology, Anthropology, and
Political Science
c. identify the leading
proponents, branches or areas of
Sociology, Anthropology, and
Political Science,
Read and reflect on the quotation inside the
box. You may answer in a separate sheet of
paper.
“A person may escape society for a while,
but he can never escape culture.”
- Joseph H. Fichter.”
Guide Questions:
1.What can you say about the quotation?
2.Do you agree with the author’s statement?
Why or why not?
Triple Venn Diagram
Now that you learned essential concepts and
theories about culture, society, and politics,
you are ready to organize these learnings into
a Venn Diagram.
You may do the following and answer on a
separate sheet of paper.
1. Complete the Venn diagram below to see
the similarities and differences of
Anthropology, Sociology, and Political
Science.
2. Write the similarities in the intersecting
spaces while provide the differences of each
terms in the outer circles.
Personal submission
by the parent to the
teachers at the
designated pick-up
point
11. 11:30 – 1:00 LUNCH BREAK
1:00 – 3:00
Organization
and
Management
Personal submission
by the parent to the
teachers at the
designated pick-up
point
3:00 onwards Family Bonding Time
Friday
9:30 – 11:30
English for
Academic and
Professional
Purposes
Personal submission
by the parent to the
teachers at the
designated pick-up
point
11:30 – 1:30 LUNCH BREAK
1:30 – 4:00
Physical
Education
and Health
4:00 onwards
12. 3:00 onwards Family Bonding Time
11:30 – 1:30 LUNCH BREAK
1:30 – 4:00
Parents/Learners revisit all modules and check if all required tasks are done. Return all the modules to
“Kit sang Kaalam” ready to return for Monday.
4:00 onwards Family Bonding Time