Grade Three English
Module 5 Noting Details
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
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
Picture speaks a thousand words. This could be a prompt which will help pupils to note details.
In this stage, children will be presented a picture for them to look for the details by answering wh-questions.
Strategy
Photographs/Pictures are used as visual prompts to elicit ideas. They can also be used as stimulus to drive emotions.
Materials
• TRM 1 “Looking For Details” on page 14
Activity 1 “Looking for Details”
1. Post on the board an enlarged copy of TRM 1 “Looking For Details” on page 14. 2. Ask the pupils to answer the following questions:
•What is the bear doing? •How many books are there? •Where are the books placed? •Who is reading a book? •What is on top of the books?
Teaching Option: If it is impossible for a colored copy of TRM 1, you can always make use of big posters. What is important is that pupils can vividly see the colors and other details in the picture. However, provide the questions related with the picture.
Formative Assessment
Ask the pupils to write the correct spelling of the following words: 1. mouse
2. table 3. bear 4. books 5. apple
Roundup
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
Noting details from a listening text is very important for children to help them become critical thinkers.
In this stage, children will listen to a two-paragraph story about one's favorite toy. They will note the details by answering who, what, when and where questions.
Strategy
Attentive Listening is a listening strategy where you pay obvious attention to the other person speaking so they can see that you are interested in what they have to say.
Materials
• Listening Text “My Favorite Toy” on page 15
Activity 1 “Listening for Details”
1. Ask the children to listen carefully as a two-paragraph story is read to them. Please refer to the text on page 15.
2. Tell them to copy the following questions and take note of the answers. a) What is Joy's favorite toy?
b) What is the name of her favorite toy? c) Who tore Teddy?
d) When did Spike tear Teddy?
e) Where will Joy and Teddy lie to watch the sun set? f) Why is Teddy the favorite toy of Joy?
3. Tell them to write their answers on a clean sheet of paper. 4. Process the activity by checking the answers and the spelling.
Formative Assessment
Ask the pupils to write from dictation the the following sentences observing correct punctuation:
1. My favorite toy is Teddy! 2. Teddy is a lovely bear.
3. Who tore Teddy? 4. I set him on a bed.
5. Please, bring back my Teddy to me.
Roundup
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
Readers decode meaning of words in different ways. Analyzing prefixes allows readers to discern the meaning of difficult words. Prefix is a group of letters added before a word base to alter its meaning to form a new word.
In this stage, children will be engaged in various learning situations where they will decode words using the structural analysis of words specifically the use of prefixes, note of the explicit and implicit details of the story by answering how and why questions, and identify the singular and plural form of nouns with verbs-to-be. These are the BEC competencies addressed in this stage.
Strategies
Cooperative Learning is a learning structure where students work collaboratively in a group in order to get a task done. This encourages group accountability and develops positive interdependence.
Guided Reading is reading with children. The goal of guided reading is to teach students to independently use reading strategies at their instructional level. It is a bridge between shared reading and independent reading. Guided reading provides opportunities for teachers to work with small groups of children on a text that closely matches the children's interests and abilities.
Visual Illustration allows the students to express their thoughts and ideas visually through, drawing, sketching, or other forms alike.
Materials
• Student Activity 3 “Prefix Crossword Clues” on page 16 • Assessment 1 Cooperative Group Work on page 17
• Reading Text, “Wolstencrof The Bear” on page 18
• Student Activity 4 “Noting Details in the Story” on page 21
• Assessment 2 “Illustrating Wolly” on page 23
• Student Activity 6 “Singular and Plural Nouns” on page 24 • TRM 2 “Singular and Plural Nouns” on page 25
Activity 3 Pre Reading “Crossword Puzzle”
1. Divide the class into eight groups. Let them choose their leader and reporter. 2. Distribute to each group Student Activity 3 “Prefix Crossword Clues” on page 16
and explain clearly the instructions.
3. Inform the pupils of the criteria for the activity on page 17. 4. Give them enough time to do the task.
5. Call a representative from each group to share their output to the class. 6. Process the activity by asking the pupils to answer these questions:
What happens to the meaning of the word arrange when the prefix -dis is added?
Where is the syllable added - in the beginning of a word or at the end of the word? Did the meaning of the word change when the prefix was added?
What is a prefix?
Note: Use pictures to help the pupils understand the concept on prefix.
Activity 4 During Reading “Noting Details in the Story”
1. Use the same groupings in activity 3. Let them choose another leader.
un
happy
unhappy
dis
arranged
disarranged
Pref ix is a syllable added before a root word to form a new word. It also changes the meaning of a word.
Pref ix Meaning Example re again rebuild, reopen
un not unfinished, unselfish
dis not , lack of dislike, disorder
2. Post on the board the motive question: Wolstencroft is the only toy left in the store. Will someone ever buy him and give him a home?
3. Distribute to each group Student Activity 4 “Noting Details in the Story” on page 21.
4. Give each group a copy of the story, “Wolstencroft, The Bear” on page 18. Divide the class into eight groups. Assign each group to read a section of the story. Parts of the story are numbered from 1 to 8.
Remind them not to read their part until they are told to do so.
5. Let the pupils read aloud the title of the story: Wolstencroft The Bear.
6. Instruct the first group to read their part.
7. Tell the first group to stop reading after they see this icon. Read the
questions for this section. Please refer to the set of questions for each section below:
SECTION QUESTIONS
1 1. What is the name of the toy bear?
2. What is the color of his eyes, nose and feet? 3. What makes him look smart?
2 4. When did he arrive in the store? 5. What was his wish from Santa? 6. Did Santa grant his wish? Why?
3 7. Who arrived and were placed beside Wolstencroft? 8. What were the names of the three bunny rabbits?
4 9. Why did Wolstencroft not like any of the names suggested by Rita?
5 10. Why did Wolstencroft choose “Croft” in short of his name?
11. Why did Rita choose “Wolly”?
6 12. What did Rita predict?
13. Did someone came to buy Wolstencroft?
7 14. What was the name of the boy? 15. What was his short name?
8 16. What did Wolly feel when Sten found him?
10. Instruct the second group to continue reading the next part. Continue the same procedure in steps 6 – 8 until the end of the story.
11. Process the activity by asking the children to share their ideas on the following questions:
✔What did you feel while reading the story? Why?
✔Can you recall of someone with the same problem or feeling with Wolstencroft? ✔What lesson/s did you learn from the story?
Activity 5 Post Reading “Illustrating Wolly”
1. Use the same groups in activity 6. Let them choose another leader and another reporter.
2. Give each group one of the following tasks and explain clearly the instructions.
Groups 1 and 2. Illustrate through drawing Wolstencroft as described in the story.
Groups 3 and 4. Illustrate through drawing the three bunny rabbits as described in the story.
Groups 5 and 6. Illustrate through drawing the sad and unhappy face of Wolstencroft, the bear as he waited for someone to give him a home.
Groups 7 and 8. Illustrate through drawing a picture of the two happy
Wolstencrofts – Wolly, the bear and Sten, the boy when they found each other. 3. Inform the class of the criteria for the activity on page 23.
4. Give them enough time to do the activity. Encourage them to be creative, colorful and neat in their work.
5. Call a representative from each group to share their output to the class. 6. Process the activity by:
✔asking them to share how they got their names
✔asking them if they are happy or unhappy with their names and their reasons
Direct Skills Instruction
Activity 6 “Singular and Plural Nouns”
1. Divide the class into groups with five members each.
2. Distribute to each group Student Activity 6 “Singular and Plural Nouns” on page 24 and explain clearly the instructions.
3. Give enough time for the groups to do the task.
4. Call a representative from each group to read their group's output to the class. 5. Check the answers of the groups. You may use TRM 2 on page 25 to enhance pupils'
Note: Provide enrichment activities, when necessary.
Formative Assessment
Use Assessment 1 on page 17 to assess the participation and outputs of the group during Activity 3 “Playing with Words”.
Use Assessment 2 on page 23 to assess the visual illustration of the groups.
Roundup
Students should have decoded words using structural analysis (prefix) and should have identified singular and plural form of nouns of the verbs-to-be. They should have also noted noted explicit and implied details from the story.
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
Some information in a reading text can be implied. Determining the implied information in a text is important for pupils to develop because this skill will help them understand how and why characters in a story act and feel that way they do. Implied details from a reading text can be determined through the actions done and the words said by characters.
In this stage, students will identify attitudes of the main character in the story through his actions and words.
Strategy
Character Traits Chart is a graphic organizers which can be used to explore the attitudes and personality of a character in a story.
Materials
• Student Activity 7 “Get To Know Him More” on page 26 • Assessment 3 on page 27
Remember! Am is used for the subject I.
Is is used if the subject is singular (one).
Activity 7 “Get To Know Him More”
1. Divide the class into six groups.2. Distribute to each group Student Activity 7 “Get To Know Him More...” on page 26 and explain clearly the instructions for each task.
3. Ask the pupils to revisit the details in the story and answer the activity sheet. 4. Inform the pupils of the criteria for the activity on page 27.
5. Give them enough time to do the task.
6. Call representative from each group to share their output in class.
7. Process the activity by asking them to share the importance of noting details from something read.
Formative Assessment
Use Assessment 3 on page 27.Roundup
Students should have noted the characteristics of a character from the story using a graphic organizer.
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
In this stage, students will talk about themselves. This activity also allows the students to get to know each other and at the same time practice in real life the use the plural and singular form of nouns.
Strategy
Oral Presentation is a strategy used to effectively deliver a topic verbally.
Materials
• Assessment 4 on page 28
Activity 8 “Talking About Oneself”
1. Ask the students to talk about themselves. You may wish to give one or two minutes for each.
2. Tell them to include important information: name, nick name, age, parents, address, favorite toys, what they like and do not like, etc...
3. Remind them to use correctly the singular and plural form of nouns with the verb-to-be.
4. Inform them of the criteria for the activity on page 28. 5. Give enough time for everyone to perform the activity.
Formative Assessment
Use Assessment 4 on page 28.Roundup
Students should have talked about themselves using the singular and plural form of nouns.
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
Learning is fun! To end the series of activities in this module, students will be engaged in a very light yet exciting activity. Pupils will design their own picture frame. This activity will allow the students to express their creativity while reminiscing their enjoyable moments with their loved ones.
Strategy
Craft Design is an artwork made by the hands to express one's skill and creativity.
Materials
• 1 empty CD box • scissors
• glue
• buttons, ribbons, or any craft materials
• picture with their loved ones • or picture with their favorite toy
• Self-Assessment for “Pose and Post” on page 29
Activity 9 “Pose and Post”
Note: Assign pupils to bring the needed art materials before the activity: 1. Ask the students to bring out their art materials.
2. Tell them to design their photo frame by following these directions:
✔Open your CD box and take out the paper inserts. ✔Cut your photo just smaller than the box.
✔Fix the photo against the plastic with a scotch tape or any adhesive.
✔Find a nice piece of cardboard, gift wrap or fun foam which will complement
your design and cut this to fit snugly behind the photo and to the edges of the frame (4 ¾ inches wide, 5 ¼ inches high).
✔Fix with glue or sticky-tape with the pattern, if any, facing into the box. When
your frame is finished you will open the box out to stand it up, so this backing protects your photo.
✔Now all you need to do is draw a line of glue on the outside edges of the front
Sample Outputs:
3. Inform them of the criteria for the activity on page 29. Encourage them to be creative and artistic in their work.
4. Give them enough time to do the task.
5. Instruct the students to display their picture frames in designated corners of the room.
6. Process the activity by asking the students to choose the most artistic and creative output and ask them to give their reasons.
Formative Assessment
Use Assessment 5 on page 29.Roundup
Students should have expressed their creativity by designing a picture frame.
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.
2. 3.
You may wish to make a sample picture frame of your own so that pupils can see a model of creativity.
Challenge f or Teachers:
LISTENING TEXT
“My Favorite Toy”
I am Joy, I have lots of toys. But my favorite is Teddy.
Teddy is a lovely bear with brown colored ears, nose and
feet. His black eyes were warm and kind. We used to do
things together. Like ride bike, sit in the grass and talk,
read stories, and listen to each others problems. We had so
much fun together.
What was Joy’s favorite toy?
What is the name of her favorite toy?
Last Christmas, Spike, our dog got hold of my poor
teddy and torn him. I cried so hard. To bring my Teddy
back, I sew him back together. I pretended that he was
having a surgery. Then, I set him in a bed for him to
recover. When was well, I took him outside and walked him
in the trees. When the beautiful sun would set we would lie
in the grass and watch it until it was dark and we had to
come in for dinner.
Who tore Teddy?
When did Spike tear Teddy?
STUDENT ACTIVITY 3
Prefix Crossword Clues
Group Name : _________________
Date : _______________________
Directions:
Solve the clues to complete the
crossword.
ACROSS
DOWN
3. Not shy to tell someone about
something
5. Not just; not equal
7. Something that you would like to
happen but is not happening
8. Not satisfied of something
1. To feel sad about something
2. Something that cannot be done
4. To put things in the open for
others to see
6. To remember something
5
N
M
Y
c
R
E
3
7
8 6
1 2
ASSESSMENT 1
Playing With Words
CRITERIA
1
2
3
4
COOPERATION
Only 25% of the
group members
are working on
the task.
At least 50% of
the members
are working on
the task
75% of the
group members
are working on
the task.
All members of
the group are
working on the
task.
TIME
Work was late
and not
completed.
Work was late
but completed.
Work was ready
very close to the
time agreed.
Work was
finished ahead
of time.
COMMUNICA-TION
Members never
spoke up to
express, ideas
and feelings to
each other.
Group members
rarely expressed
their feelings,
ideas and needs
to each other.
Group members
usually shared
feelings and
thoughts with
the group.
Group members
clearly
communicated
desires, ideas,
personal needs
and feelings to
each other.
CONTENT
Not even one of
the answers is
correct.
One to three
answers are
correct.
At least 4 - 7
answers are
correct.
READING TEXT
“Wolstencroft The Bear”
Adapted from Karen Lewis
1.
Not long ago and not far away there was a big, beautiful teddy bear
who sat on a shelf in a toy store waiting for someone to buy him and give him a
home.
His name was Wolstencroft. His fur was a lovely shade of light grey, and
he had honey colored ears, nose and feet. His eyes were warm and kind and he
had a wonderfully wise look on his face. He looked very smart in his brown coat
with a gold tie at his neck with his name written:
Wolstencroft.
2.
He had arrived in the store just before Christmas. At that time, there
had been lots of other bears to keep him company. But, one by one they had all
gone. Until finally, he was the only teddy bear left in the entire store. He had
hoped that Santa Claus would drop by on Christmas Eve and deliver him to a
good home. But he hadn’t. Santa had been too busy that year, delivering even
more presents than usual.
Wolstencroft felt sad and
lonely sitting there all by himself
on the shelf. He longed to have
someone take him home and love
him and play with him. But, most
of all, to hug him.
3.
Then one day, three bunny
rabbits were placed on the shelf
beside him. They all had very big
ears and feet and long legs. All
three were wearing woolen sweaters. Rita Rabbit wore a pink sweater. Roger
Rabbit a green one. And Ronnie wore blue. Roger and Ronnie were twins, and Rita
was their sister.
"So am I," replied Wolstencroft and, although he tried very hard to stop
it, a tear rolled down his cheek.
4.
He honestly asked Rita what was wrong
with him. Rita looked closely at
Wolstencroft. Then she sat down and
remained deep in thought for a very long
time. Then, Rita thought that maybe it was
his name which was too long and difficult
to pronounce for some people.
"I wouldn’t want to change my name.,"
Wolstencroft declared. "I mean it’s me. I’ve had it all my life.
Then Rita began reading out the names she thought might suit
Wolstencroft. But Wolstencroft was not impressed. He didn’t like any of the
names she suggested.
5.
"I think I have the answer," Rita said. "You could have a name that’s
easy to say and keep your name at the same time."
Wolstencroft looked puzzled. "You mean I would still be Wolstencroft,
but I’d have a shorter, easier to pronounce name for those who preferred it."
"That’s right," she cried excitedly. "Woolly, Wolsten, Sten or Croft.
Which one do you like best?"
Wolstencroft thought very carefully, thinking over each name in his mind.
He chose “Croft” because it sounded dignified but Rita preferred “Wooly”
because it was so cuddly and friendly.
They talked it over for well into the night as this was a very important
decision. But finally, just before the dawn rose in the eastern sky, Rita had
convinced him that “Woolly” was the best choice.
6.
"I bet someone will come along and buy you tomorrow," Rita predicted
as she fetched a black pen and underneath
Wolstencroft
, wrote
Woolly
for
short.
Nobody bought Wolstencroft that day. Or the next day. Or the day after that.
Soon it was almost Christmas. But still no one bought Wolstencroft, who
was feeling extra sad and lonely sitting there all by himself.
“It’s my name”, he decided sadly, as a tear rolled down his furry cheek. “I
hate it. I wish I were called anything but Wolstencroft.”
7.
Then one cold evening when the store was about to close, a little boy
and his daddy came into the store.
"Hey look at this," said the daddy when he noticed Wolstencroft’s name
tag. "This teddy bear has the same name as you! Only you’re called Sten for
short and he’s called Woolly."
"What?" The boy called out in surprise. "I didn’t think anyone else in the
whole great big world was called Wolstencroft."
And just like Wolstencroft the bear, he hated his name.
8.
"Why don’t you two get to know each other?" the daddy suggested as
he lifted Wolstencroft down from the shelf.
And the little boy wrapped his arms around and stroked his soft fur. "I
love him daddy, can I have him for Christmas?" he asked hopefully. And when his
daddy said yes, everybody in the store was so happy.
Wolstencroft the bear had never remembered feeling this happy before.
He was going to a new home at last. And he knew that this little boy, who was
called Sten, would be his very best friend forever.
STUDENT ACTIVITY 4
Noting Details From the Story
Directions: Encircle the letter of the correct answer.
1. What is the name of the toy bear? a. Roger
b. Rita
c. Wolstencroft d. Ronnie
2. What is the color of his eyes, nose and feet? a. brown
b. black c. grey d. gold
3. Whats makes him look smart? a. his brown coat and gold tie b. his black ears, nose and feet c. his warm and kind eyes
d. his name tag with his name written: “Wolstencroft”
4. When did Wolstencroft arrive in the store? a. before Christmas
b. after Christmas c. on Christmas Eve d. on New Year's Eve
5. What was his wish from Santa?
a. He wished that Santa would give him a good home in Christmas. b. He wished that Santa would give him a present on Christmas. c. He wished that Santa will ride him in his reindeer sleigh. d. He wished that he will his mother.
6. Did Santa grant his wish? Why?
a. No, because Santa was too busy delivering his presents. b. No, because Santa doesn't have a gift for him.
c. No, because Santa doesn't like him.
d. No, because Santa doesn't know where his home is.
7. Who arrived and were placed beside Wolstencroft? a. two transformer robots
b. two Barbie dolls c. three bunny rabbits
d. Mickey Mouse and Minnie Mouse
b. Rita Rabbit, Rachel Rabbit and Rina Rabbit c Roger Rabbit, Rita Rabbit, Tonnie Rabit d. Riza Rabbit, Ronnie Rabbit, Rubby Rabbit
9.Why did Wolstencroft not like any of the names suggested by Rita? a. because he just don't like the name suggested
b. because he was afraid to change his name c. because he doesn't want to change his identity
10. Why did Wolstencroft choose “Croft” in short of his name? a. because it sounds decent
b. because it sounds friendly c. because it sounds shorter d. because it sounds cuddly
11. Why did Rita choose “Wolly”? a. because it sounds decent b. because it sounds friendly c. because it sounds shorter d. because it sounds cuddly
12.What did Rita predict?
a. that someone will buy Wolly the next day
b. that Wolly will stay in the store until the next Christmas c. that Wolly will ran away from the store
d. that Wolly will change his real name
13.Did someone came to buy Wolly? a. yes
b. no
14. What was the name of the boy? a. Wolstencroft
b. Walter c. Waterman d. Winstelcroft
15. What was his short name? a. Croft
b. Sten c. Wolly d. Wolsten
16. What did Wolly feel when Sten bought him? a. He was very happy.
ASSESSMENT 2
Rubric for Visual Illustration
CRITERIA
4
3
2
1
MESSAGE
The message
conveyed is
very clear.
The message is
conveyed is
clear.
There is a
message
conveyed but
it is not clear.
The
illustration
doesn't convey
any message.
NEATNESS
The
illustration is
very neat;
colors didn't
smear.
The
illustration is
neat and some
colors
smeared.
The
illustration is
somewhat
neat; many of
the colors
smeared.
The
illustration is
not neat. Most
of the colors
smear.
COOPERATION
All members in
the group
shared in the
task.
At least 75% of
the group
members
shared in the
task.
At least 50% of
the group
members
shared in the
task.
Only 25% of
the group
members
shared in the
task.
TIME
Work was
finished ahead
of time.
Work was
finished so
close to the
agreed time.
Work was late
but finished.
Work was late
and not
finished.
UNDER-STANDING
The
illustrations
showed a
thorough
understanding
of the reading
text.
The
illustration
showed an
average
understanding
of the reading
text.
The
illustration
showed a little
understanding
of the reading
text.
The
STUDENT ACTIVITY 6
Singular and Plural Nouns
Group Name : ___________________________ Grade: ________________
A. Pick out at least five singular nouns in the story and give their plural form.
Singular Nouns
Plural Form
______________________________
___________________________
______________________________
___________________________
______________________________
___________________________
______________________________
___________________________
______________________________
___________________________
B. Pick out at least five plural nouns in the story and give their singular form.
Plural Nouns
Singular Form
_____________________________
___________________________
_____________________________
___________________________
_____________________________
___________________________
_____________________________
___________________________
_____________________________
___________________________
C. Give the appropriate noun in each sentence. Write your answer on the blank space.
1. The (girl) _____ are afraid of the dark.
2. The (boy) _____ is braggart.
3. The (lizard) _____ are very big.
4. The (ball) _____ is round.
TEACHER RESOURCE MATERIAL 2
“Singular and Plural Nouns”
Singular and Plural Nouns
A singular noun names one person, place or thing. Example: A lizard crawls on top of the rock.
In the sentence, there is only one lizard crawling on top of the rock, so the word lizard is a singular noun.
Also, there is only one rock in the sentence, so the word rock is a singular noun.
A plural noun names more than one person, place or thing. Example: two rabbits ran through the trees.
There is more than one rabbit, so the word rabbit is a plural noun.
Also, there is more than one tree, so the word tree is a plural noun.
Rules in making singular nouns to Plural nouns:
1. Add es to make nouns plural that end with : s, x, ch, sh.
bus – buses tax – taxes bench – benches dish – dishes
2. Add ies to make nouns plural that end with a consonant and a y. lady – ladies fry – fries
3. Some nouns that end in f or fe change to ves when made plural. calf – calves knife – knives
4. some nouns do not change at all when made plural. sheep – sheep deer – deer
5. some nouns that end in o change to es when made plural. Some change to s kangaroo – kangaroos potato – potatoes
6. some nouns become a new word when made plural.
Student Activity 7
Get To Know Him More
Name of Character
His Looks
W
ho
a
re
h
is
f
ri
en
ds
W
ho
a
re
h
is
en
em
ie
s
His f
ears
ASSESSMENT 3
Rubric for “Getting To Know Him More”
CRITERIA
1
2
3
4
COOPERATION
Only 25% of the
group members
are working on
the task.
At least 50% of
the members
are working on
the task
75% of the
group members
are working on
the task.
All members of
the group are
working on the
task.
TIME
Work was late
and not
completed.
Work was late
but completed.
Work was ready
very close to the
time agreed.
Work was
finished ahead
of time.
COMMUNICA-TION
Members never
spoke up to
express, ideas
and feelings to
each other.
Group members
rarely expressed
their feelings,
ideas and needs
to each other.
Group members
usually shared
feelings and
thoughts with
the group.
Group members
clearly
communicated
desires, ideas,
personal needs
and feelings to
each other.
UNDERSTAND-ING
Output showed
a thorough
understanding
of the reading
text.
Output showed
an average
understanding
of the reading
text.
Output showed
a little
understanding
of the reading
text.
Output showed
no
ASSESSMENT 4
Checklist for “Talking About Oneself”
NAMES Used singular and plural nouns with verbs of being correctly.
Shared important information about
herself/himself.
Talked with ease and confidence.
Pronounced words properly.
ASSESSMENT 5
Self-Assessment
Name : ________________________ Grade and Section : ___________
INDICATORS
I was prepared with
all the materials that I
need.
I was able to follow
carefully the
instructions in making
the photo frame.
My picture frame is
creative.
I was happy with the
my final output.
I was the one who
chose the picture to
be placed in the
frame .
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
