FIRST YEAR ENGLISH
USING LANGUAGE FUNCTIONS
COPYRIGHT NOTICE
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be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Visual signs, symbols and notices are part of modern man's daily life. These are found almost everywhere- schools, churches, public and commercial buildings, parks, and along roads.
Moreover, these signs, symbols and notices have different purposes. Some give orders and directions. Others give warnings indicating something bad could happen to anyone who ignores them. Still others, merely, inform or persuade the reader to do something.
In order to activate students' prior learning, students draw signs and symbols they have observed in their surroundings.
Strategy
Drawing is a visual art that makes use of any drawing instruments to mark a two-dimensional medium.
Materials
Teacher Resource Material 1 "Draw Graphics” on page 12 Assessment 1 Observation Checklist on “ Draw Graphics” 13 Bond paper
Activity 1 “Draw Graphics”
1. Divide the class into four groups.
2. Let them choose a leader, a secretary, and a reporter.
3. Ask the students to draw signs and symbols as observed in the environment.
Examples: in the newly constructed building/road, parks/playgrounds, hospitals,schools, road signs etc.
4. Let the students cluster their answers (instruction, warning, prohibition.)
5. Process the activity by asking students this question, “ What is the importance of knowing signs and symbols?”
Formative Assessment
Use Assessment 1 “Observation Checklist” on page 13
Roundup
The students should have identified and given importance/meanings to instructions, prohibitions, warnings and the use polite words in giving instructions and directions.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Students have drawn signs and symbols they have observed in the environment. It is important that they will be able to understand what instruction/direction is being expressed in those signs.
In this stage the students will make a scene to express their interpretation and understanding of those signs and symbols.
Strategies
Dialog- is a conversation between two or more people. It is a drama in a sentence. It has long served teachers who have something to impart.
Materials
Strips of meta cards
Activity 2 “Act Out”
1. Form groups of five.
2. Cut into strips the following signs and symbols below: Don't feed the animals
Watch for falling debris Slow down slippery when wet Observe silence
Hard hat area-Be careful
3. Call one from each group to pick one sign/symbol for them to demonstrate. 4. Present and explain the rubric in class for this activity.
5. Allow the groups to prepare their dialog which will show their understanding about the signs/symbols they have picked.
6. Give them time to present their dialog in class.
7. Process the activity by asking; What is the importance of understanding signs and symbols used in the environment?
Formative Assessment
To asses students' outputs, use Assessment 2 Peer Assessment Checklist on page 14.
Roundup
To summarize learning in this stage, ask the students to share the importance of following instructions and directions correctly.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
In this stage, students will read a selection about the scenic wonders in the Philippines and many other natural attractions. This will help them know and appreciate the beauty and magnificence of those places in our country.
In this stage, the students respond to the text by engaging in various activities.
Strategies
Context Clues is a strategy which enriches ones vocabulary. This refers to the words or phrases which are built into the sentence around the difficult word. It gives information a reader may obtain from a text that helps confirm the meaning of a word or group of words.
Directed Silent Reading is a strategy which gives time for the students to read and analyze a selection and be able to come up with answers to the questions.
Materials
• Student Activity Sheet 3A “Increase Your Word Power” on page 15
• Teacher Resource Materials 2“ New Invitations to Adventure” on page 16
• Student Activity Sheet 3B “Read in Focus” on page 21
• Student Activity Sheet 3C “Visualize Your Imagination” on page 22
• Student Activity Sheet 3D “Draw a Scene” on page 23
• Student Activity Sheet 3E “Explain Your Thoughts”on page 24
• Assessment 3 Rubric for Graphic Comprehension on page 25
Activity 3-A Pre-Reading “Increase Your Word Power”
1. Divide the class into five (5) groups.
2. Let them choose a leader, a secretary and a reporter.
3. Distribute to each group Student Activity Sheet 2 “Increase Your Word Power” on page 15 and explain clearly the instructions.
4. Give them enough time to finish the activity.
5. Ask volunteers to use the words in their own sentences. 6. Check students' answers.
(Answer Key)
1. slippery path 5. magnificent sight 2. steep slopes 6. extinct crater 3. hot springs 7. natural beauty 4. rock formation
Activity 3B During Reading:“Read in Focus”
1. Group the class into five.( Add more groups if necessary.) 2. Ask the motive question:
Why is the text entitled “New Invitations to Adventure?”
3. Distribute to each group the reading text “New Invitations to Adventure” on page 16 and Student Activity Sheet “Read in Focus” on page 21.
4. Explain clearly the instructions. 5. Let them read the selection silently.
6. Let the students scan for specific information and answer 7. Give them enough time to finish the task.
8. Call each group to present their output.(Outputs can be checked objectively.) 9. Process the activity by asking students to answer the motive questions and identify
scenic beauties and other natural wonders, their locations, and unique attributes.
Activity 3C Post Reading: “Visualize Your Imagination”
2. Let them choose a leader, a secretary and a reporter.
3. Let each group pick one of the following tasks in the Activity Sheet 4 “Visualize Your Imagination” on page 22
Note: Group output can be posted on the board.
4. Call reporters in each group to share their group's outputs.
5. Process the activity by asking the students to identity other places with scenic beauties with their physical attributes, their location and significance to man's life.
Activity 3D- “Draw A Scene”
1. Form another group of five members each. 2. Distribute Student Activity Sheet 3D on page 23. 3. Explain directions for the activity.
4. Give them ample time to finish their work. 5. Call representatives to report their outputs.
6. Process the activity by this question: What makes your drawing different from the other groups?
Activity 3E- “Explain Your Thoughts”
2. Maintain the same groupings.
3. Distribute Student Activity Sheet 3E “Explain Your Thoughts” on page 24. 4. Explain directions if needed.
5. Give them enough time to do the activity. 6. Call on representatives to report their outputs.
7. Process the activity by these questions: How do you find the selection? Why?
Formative Assessment
Use Assessment 3 Rubric for “Graphic Comprehension” on page 24.
Roundup
To assess students' learning ask this question: “How can we preserve and conserve the natural wonders of our place?”
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
This stage aims to get the general understanding of the students about giving instructions and directions. An alternative way of doing this is through a role play. They will pretend to be tourists/ visitors and tour guide/s to some beautiful spots in their locality.
Strategy
Material
Assessment 4 Scoring Rubric for “Take Me To a Tour”on page 26
Activity 4 “Take Me To A Tour”
1. Organize the class into groups with four members.
2. Allow each group to think of common/familiar place they want to take their tour. 3. Decide among the members who will act as tourists/visitors and the tour guide. 4. Encourage students to use instructions/directions in expressing their ideas in the role
play.
5. Present and explain the rubric in class.
6. Give ample time for the groups to discuss and practice their role play. 7. Let the groups present their output.
8. Process the activity by asking students the importance of giving instructions and directions to tourists/visitors.
Formative Assessment
Use Assessment Rubric for “Take a Tour "on page 26
Roundup
To sum up ask the students to share their learning insights.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
Listening to directions is somewhat different from other kinds of listening because if they miss any part of the instructions, they may not be able to complete correctly whatever it is they are asked to do. In order to test students ability to listen to directions, the pair will switch role in giving instruction and drawing a map as to how they will be able to locate his/her partners home.
Strategies
Dyadic Exchange is the exchange of constructivist listening between two people.
Map Reading is a strategy to interpret the symbols,lines, abbreviations and terms appearing on maps.
Materials
• Student Activity Sheet 5 “ Let's Do It!” on page 27
• Assessment 5 Scoring Rubric on “Let's Do It” 28
Activity 5“Let's Do It!”
1. Pair up student in your class who has never been to each other's home.(Student A and Student B)
3. Ask student B to draw a simple map illustrating the directions he/she just heard. 4. Switch roles and repeat the procedure.
5. Ask for few volunteers to present their output in class.
6. Process the activity by discussing interactively with the students some guidelines in remembering given directions:
Guidelines that will help you remember directions given:
1. Be sure you understand each step. Ask questions if you do not understand.
2. Think about reasons for each step and reasons for the order. You will be more likely to remember the steps
3. Form a mental image of each step. If you cannot do this, ask to hear the steps again.
4. If the directions or instructions are too complicated to remember, write them down. Number each step.
Formative Assessment
Use Assessment 5 “Let's Do It!” on page 28
Roundup
The students should have followed the directions given and have drawn maps to each other's home.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
Following orders from the Department of Education,both elementary and secondary schools are implementing a more aggressive ecological programs in their schools. This is the integration of “Bantay Kalikasan in the Curriculum as stipulated in DECS Memorandum No.375 s. 1998.
In this stage, students will make a announcement on a school Symposium about “Bantay Kalikasan”. This activity will develop students' creativity as they make their announcement so as to draw students attentions to attend the said activity.
Strategy
Writing Announcement is a strategy where students are given chances to write announcements for school drives.
Gallery Walk is a strategy which provides a vehicle for sharing student or group work. Once students prepare a project or summary of discussion perhaps on chart poster paper, they are posted about the room. Students travel around the room and visit each of the chart. It is often helpful for students to take notes on the charted information.
Materials
• Any coloring materials
• Pencils, masking tapes, pen tel pens
• Student Activity Sheet 6 on page 29
• Assessment 6 "Go Beyond the Text" on page 30
Activity 6."Go Beyond the Text"
1. Divide the class into groups of four.
2. Let them identify their leaders and illustrators. 3. Distribute Activity Sheet 5 “Let's Do It” on page 29
4. Tell them to make an announcement for a Symposium on “Bantay Kalikasan”(Note: Remind them to follow the 5W's and H format in making their announcements.) 5. Present the criteria for rating the announcement. Please, refer to Assessment 6 "
Rubric for “Making an Announcement” "on page 30 6. Let the groups do the activity.
7. Ask representative from each group to post their announcement on the wall of their classroom.
8. Allow them to go on a gallery walk to write their suggestions and feedback.
9. Process the activity by allowing them to share their insights and observations on the announcements posted.
Formative Assessment
Use Assessment "Rubric for Announcement" on page 30
Roundup
The students should have made an announcement about the symposium on environmental concern.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
STUDENT ACTIVITY SHEET
“Draw Graphics”
Directions: Draw signs and symbols you have observed in the environment.
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ASSESSMENT 1
Observation Checklist
“Draw Graphics”
Name of Student Has discussed answers with a partner to come
up with ideas.
Has drawn signs and symbols as observed in the environment.
Has participated and work well with the group.
Total Check Marks
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Assessment 2
Peer Assessment Checklist
Directions: Check the box of the statements that describe your partner's
performance.
Name: _____________________________________ Date:________________
GOOD
BETTER
BEST
As a team member,
He/She did not help
in accomplishing the
assigned task.
He/She did not listen
to his/her pairs' ideas.
He/She did not share
his/her ideas.
As a team member,
He/She sometimes
helped in accomplishing the
assigned task.
He/She sometimes
listened to the other pairs'
ideas.
He/She sometimes
shared his/her ideas.
As a team member,
He/She always helped
in accomplishing the
assigned task.
He/She always
listened to the other pairs'
ideas.
He/She always shared
his/her ideas.
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STUDENT ACTIVITY SHEET 3A
“Increase Your Word Power”
Directions: Read the sentence. Choose a phrase from the list that will make it
correct.
steep slopes slippery paths
rock formation natural beauty
extinct crater magnificent sight
hot springs
1. They held on to the rope, so that they could go down the
_____________ without falling down.
2. It was impossible to climb the _______________ of the mountain.
3. The ailing person was taken to the ________________ for a bath
cure.
4. The _________________ of the country side was soon discovered
by the cameras.
5. The sunset at Manila Bay is said to be a __________________.
6. The Taal Volcano has an ___________________________.
7. Ferns and orchids were a part of ____________________.
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TEACHER RESOURCE MATERIAL 2
New Invitation to Adventure
There are many beautiful spots in our
country which still have to be
discovered and made into popular
tourist spots like Baguio or Antipolo.
Read to find out what these newly
discovered tourist spots.
Pagsanjan Falls
The seashores, the mountains, and
the forests in our seven thousand isles
continue to unfold each year new
scenic wonders and new invitations to
adventure.
Forest parks, mountain lakes, white
sand beaches, waterfalls, and a great
many other natural attractions
previously unknown are slowly and
steadily coming into focus and promise
to join the ranks of such well-known
vacation and excursion spots as
Baguio, Banaue, Zamboanga,
Pagsanjan, Tagaytay, the other equally
popular tourist attractions.
Nacolo Falls
Nacolo Falls in Cavinti, Laguna, is one
of the latest discoveries. Nacolo Falls, so
called because it appears to be
boiling, is just above the Magdapio Falls
(better known as the Pagsanjan
Falls).Set amidst lush mountain scenery,
dangerously steep slopes, ancient vines
and trees and rugged rock formations,
amidst the incomparable sanctuary
that only nature can provide, the twin
cascades of the Nacolo Falls make an
impressive, unforgettable picture.
The area around the falls is presently
being developed into a recreational
park with a lodge and with footbridges
and stairways that will take the visitor
on an easy, pleasurable walk through
breath-taking slopes and ravines.
It will soon be possible to go up to
Cavinti, have a picnic within sight of
the falls, then walk down a stairway to
the bottom of Magdapio Falls, from
where one can take a banca to shoot
the rapids in Pagsanjan Gorge.
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Bulusan Park
Bulusan Park in Sorsogon is noted for
its placid, forest-circled lake. The lake
itself has an area of fourteen hectares
and is 2,000 feet above sea level. It is
set on the shoulder of a volcano which
has an old, extinct crater and a new
one that emits white smoke.
Bulusan Park
Near the new crater are hot springs
which are known to be curative. Wild
plants, giants ferns especially, abound
on the steep shores of the lake. A
pavilion and a few rest houses have
been constructed on the shores of the
lake. Floating on the lake are small
cottages, designed especially for those
who wish to enjoy peace and quiet.
Romanticist and nature lovers debate
on which is more impressive: sunlight or
moonlight on Bulusan Lake?
The sunset lovers sat that the change
from green to gold to purple then to
darkness is at once beautiful and
mysterious.
The towering trees gradually change
their color in the gathering darkness,
while the lake reflects the varied hues
of the dying sun.
Those in favor of moonlight sat that
the silver reflections on the lake and the
dark silhouettes of trees have far
greater mystery and beauty. The
seemingly impenetrable stillness,
broken by the occasional cry of a bird,
add to the mystic charm. By twilight or
moonlight, or by any other light for that
matter, Lake Bulusan always impresses
the beholders.
Darosdos Falls
Down south in Samar, actually a
delightful province which, unfortunately
has been known only as the birthplace
of typhoons, are great many
attractions which are still unknown. The
Commissioner of Tourism, Modesto
Farolan who went there on a survey trip
came back deeply impressed with
what Samar has to offer the visitor. A
portion of his report follows:
“Immediately after disembarking from
the plane in Calbayog City, only two
hours by air from Manila, I was taken by
my hosts t Oquendo, which used to be
separate town but is now a part of
Calbayog City.
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This was our starting point for a two-hour
baroto cruise up the river and into the
jungle interior but still the territory of
Calbayog City. At a point upstream
which, it there were a road, would only
be less than half an hour away from the
airport but which actually takes two
hours on the river route, we left our
baroto and started an uphill hike
through sheer jungle, allowing slippery
paths and crawling over boulders, to
Darosdos (meaning slide). Falls near
Mawakat, one of the most unique
waterfalls I have ever seen. It is difficult
to match the unusual natural beauty of
this jewel in its raw setting.
“Darosdos Falls is an incline of about
forty degrees over whose smooth
caved-in stone channel, water dashes
from an elevation of some one hundred
feet to settle down in a rock-walled
basin, which is a natural swimming pool.
To enjoy the thrill of sliding with the
waterfall, one merely sits down on the
platform like top of the slide and allows
himself to be carried by the dashing
water down the smooth but irregularly
formed stone through into the air, only
to fall again and be steered back unto
the channel by the rushing water. The
thrilling slide does not last more than a
few seconds. The experience is beyond
description, largely breathless
moments.
“Immediately above these falls is
another chain of smaller but steeper
falls, also about hundred feet high but
more dangerous as the channel is
interrupted by the rocks and pools,
unlike the one below which is
continuous with the stone channel
apparently one large, solid piece of ice
from top to bottom. The waters are
crystal clear and the cataracts and
rapids sparkle and sing.
“At high noon, the atmosphere is as
cool as that at five o'clock in the
afternoon in the lowlands. Everywhere
in the area different varieties of orchids
and ferns hang on the trees, plants, and
rocks. Flowery shrubs and the tall grass
are almost impenetrable. The soil is
generally wet because of intermittent
showers. Vegetation is lush. It is
generally so throughout the year.
Pan-as Falls
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“Higher upstream is Pan-as Falls, one
of the seven falls of tremendous height
which can only be reached on a full
day's trip by baroto and difficult
footwork. It may soon be tapped for
water, light, and power for Calbayog.
“Near Oquendo is a beautiful
beach, Calbayog's best and most
promising seaside resort. One end of
the beach front is covered with
coconut groves but the other is walled
by towering rocks. Through crevices,
trees and other wild plants have
sprouted. The scenery is grand. Up in
the trees above, one may observe
monkeys. Below would be a skin-diver's
paradise.
“On the second day of my visit in
Samar, we went on a thirty-kilometer
trip by car over rather rough roads to
Gandara. Gandara is a small town
although it's territory is vast. It is the only
town I know in the whole country with
concrete streets.
Blanca-Aurora Falls
“ Some ten kilometers or so away
from the poblacion is the barrio of
Blanca Aurora, which has the most
spectacular water fall easily
comparable in appearance to the
famous Niagara Falls. In width it is a
miniature of Niagara for it is nearly a
hundred meters wide. It is only the
height that it suffers from the
comparison for it is only from fifteen to
twenty feet high. The vast unbroken
sheet of water splashing over a solid
precipice is a magnificent sight. Playing
around the falls is a most delightful
experience. Still on each end of these
wide falls are smaller falls, Blanca and
Aurora named after a Spanish official's
beautiful daughters who were drowned
in the place.
Blanca-Aurora Falls
“On the mountain highway
overlooking Maqueda bay on which
Catbalogan is located, the seascape is
alluring in the sunset sky. Here is
something of the charm of Japanese
islands dotting the water. The narrow
landlocked bays that cut deep into the
land mass suggest the fjords of
Scandinavia. In the water are small
fleets moving towards rich fishing
grounds. All along the shores are long
white beaches.
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There are many other spots throughout
the islands which still await discovery
and which have to be developed;
mountain parks such as the Arayat Park
and the Mount Apo national park,
beach resorts in almost all coastal
provinces, and hunting grounds,
especially in Mindoro and Palawan.
As in the days of the Spanish
conquistador, the Philippines in this new
age of adventure has yet to be
discovered.
Reference:
Todays High School Reader page 37
Paras-Sulit et al. 1969
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STUDENT ACTIVITY SHEET 3-B
“Read in Focus”
Directions: Write the desired information in the columns below.
Tourists Spots
Location
Description/Unique
Attributes
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STUDENT ACTIVITY SHEET 3-C
“Visualize Your Imagination”
Directions:
In a given situation, think of two possible signs and symbols for you to place
around the vicinity for tourists to follow in order to make them safe and maintain
the natural beauty of the place.
Situations
Possible Signs and Symbols
Nacolo falls is presently being developed into a recreational park with a lodge and with footbridges and stairways.
A pavilion and a few rest houses have been constructed on the shores of Bulusan Park. There are floating small cottages designed especially for those who wish to enjoy quiet and peaceful atmosphere.
The visitors started an uphill hike through slippery paths and crawling over boulders to Darosdos Falls.
In the lowlands of Darosdos Falls have different varieties of orchids and ferns hang on the trees, plants and rocks. Flowery shrubs and tall grasses are almost impenetrable.
Near Oquendo is a beautiful beach,
Calbayog's best and most promising seaside resort.
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STUDENT ACTIVITY SHEET 3D
“Draw A Scene”
Directions:
1. Choose one of the waterfalls mentioned in the selection.
2. Draw a scene which will attract tourists or visitors to visit the waterfall.
3. Write three to five sentences describing your illustration.
4. Be ready to share your drawings with the whole class.
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STUDENT ACTIVITY SHEET 3E
“Explain Your Thoughts”
Directions: Answer the questions below:
1. Do you think the author of this article appreciate the scenic wonders of the
Philippines? Prove your answer.
2. What can the government do to attract tourists to the Philippines?
3. What can the government do to encourage Filipinos to visit our country's
beautiful spots?
4. As individual, how can you contribute in preserving the scenic beauties of our
place?
5
. Which of the tourist spots described in this article would you like to visit? Why?
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ASSESSMENT3
Rubric for “Graphic Comprehension”
CRITERIA VERY GOOD 3 GOOD 2 NEEDS IMPROVEMENT 1 SCORE Group Participation All students participated actively with full enthusiasm in the activity.
At least 50% of the students actively participated in the activity.
Only one or two persons in the group participated in the activity. Shared
Responsibility
Responsibility for task shared evenly.
Responsibility is shared by most group members.
Exclusive on one person.
Quality of
Interaction Excellent listening and leadership skills exhibited. Students reflected awareness of other's views and opinions in their discussions. Students showed adeptness in interacting lively discussion centered on task. Less interaction;very brief conversations;some students were disinterested or distracted. No effort was made to assign roles to members. Roles within the
Group Each student is assigned a clear defined role;group members
performed roles effectively.
Each student is assigned a role but not clearly defined or consistently adhered to.
No effort was made to assign roles to members.
Content Accuracy
Completely accurate, all facts were precise and explicit.
Mostly accurate, a few inconsistencies or errors presented. Completely inaccurate;the facts were misleading.
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ASSESSMENT 4
Rubric on “Take Me to a Tour”
Student:___________________________ Group:___________________
Title:_____________________________ Other Group Members:_______________
Date:_____________________________
Scoring Criteria
Very
Good
Good
Improve
Needs
ment
Needs much
improve
ment
Total
Relates to audience
Provides a fluent
rendition of scenario
Role-plays scenario
with feeling and
expression
Varies intonation
Presents characters
appropriately
Gives the scenario its
full range
Uses directions and
instructions correctly
Total
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STUDENT ACTIVITY SHEET 5
“Map My Way Home”
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Learning Guide, February 2010 27
Fo
llo
w
Me
Ho
me
Draw a simple map from school
ASSESSMENT 5
Peer Checklist
“Map My Way Home”
Student Assessed:__________________________ Assessor:_______________
Directions:
1. Assess your peer's performance during the dyad.
2. Be honest.
Criteria
Rating
Total
1
2
3
He/She listened
attentively when
directions were given
orally.
He/She illustrated the
directions in going to
my home correctly.
He/She asked
questions/clarification
politely.
His/Her map was easy
to follow.
Other Comments:
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STUDENT ACTIVITY SHEET 6
“Let's Do It!”
Directions:
1. Make an announcement about the Symposium on “Bantay Kalikasan”of your
school.
2. Encourage the students to actively participate in your campaign.
3. Be creative in making your announcement.
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Learning Guide, February 2010 29
ASSESSMENT 5
Rubric on Writing Announcements
“Let's Do It!”
Criteria
Excellent
3
Good
2
Fair
1
Total
Concepts
Displays 100% of
the targeted
concepts.
Displays more
than 50% of the
targeted
concepts.
Displays 50% of
the targeted
concepts.
Aesthetic
Appeal
Excellent in
appearance and
superior
workmanship.
Acceptable in
appearance
and ordinary
workmanship.
Not artistic. not
attractive
Sloppy
workmanship.
Organization Announcement has
an easily
identifiable
strategy/ technique
clearly states
what,when,and
where
Announcement is
missing one
element (either
a strategy/
technique or
information on
what, when,
where)
Announcement
does not appeal
and convince
readers why
they should
participate the
campaign.
Creativity
Very Unique in
quality
Moderately
unique in quality
Poor Quality
Total Points
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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior
Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide
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