Wednesday, May 20, 2009
Wednesday, April 2, 2008
Sunday, March 30, 2008
An Online Treasure Hunt For Fourth Year High School Students
Roberto R. Binag
rbinag@yahoo.com
How was your life when you were just in Grade School? What were your usual routine then? What are some activities you still practice today? What are some activities you seldom do or do not at all do now that you are in high school? Today, you are going to write a compare and contrast paper। Writing a comparison/contrast paper involves comparing and contrasting two subjects। Comparing involves discussing the similarities of the subjects। Contrasting involves discussing the dissimilarities of the subjects.
2. What transitional devices do we use when we compare two subjects? Contrast two subjects?
http://www.newton.k12.ks.us/tech/compare_contrast.html
Venn Diagram – Wikipedia
ह्त्त्प्रegentsprep.org/Regents/math/venn/LVenn.htm
Transitional Devices
http://owl.english.purdue.edu/owl/resource/574/02/
Brief Guide to Writing A Comparison/Contrast paper http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Com_Con.html
Go over the rubrics for Writing a Compare and Contrast Paper first before you write one। Be ready for a peer evaluation.
Authored by:
Friday, March 28, 2008
Outputs
by: Jenny Mae Saldana
jennymae_saldana@yahoo.com
IV-Abad Santos
I have a cat and a dog. My cat's name was Adelaide, based from the popular cartoon series “Heidi”. On the other hand, my dog was named Pipay, short for Chipipay. Both of them were cuteand both had a unique pair of eyes that twinkles through the night. Both were also adopted and was given as a remembrance from close acquaintances.
Adelaide, was the laziest and the most ill-mannered cat present on my existence. He's always on the rooftop, slouching and sleeping all day long. Imagine, little rats were already passing in front of him, and all he did was watched! It's as if, a parade of some sort passed in front of him, while, he, on the other hand, was rather enjoying it. Aside from that, Adelaide, was a very sensitive cat, always protecting his “precious” feet and tail away from danger.
Unlike my cat, my dog, Pipay, was the one with the superb manner. Actually, she was the “rat-catcher” in our entire household and the one treat rats as a “life-long pest”. Pipay was also a very civilized dog. She never dumps any waste inside our house, but, rather, go outside to face her “call of nature”. Pipay was the one who works longer but eats lesser than our cat, who only returns to collect his part of the meal and sleeps all day long!
Childhood and Adolescence: Spelling the difference
Iriza jane Jurban
IV - Abad Santos
Human faces two hurdles of life. We could not qualify life if we do not undergo the enigmas. I could still remember when i was a kid. I use not to be sensitive enough. I hurt the feelings of many. I use to crank hard-hitting jokes, of which i do not really know what really i am doing. I do, really admit that during my thumb suck years, I intend to do bad stuffs. I mean, I fool with somebody and then just let them feel what they want to feel and then later give them a couple of gobbledygook to bring back their mood. I was very mean then; I even had the nerve of slapping one of my enemy's face straight to her face. I could not really behave the way my teacher wants me to. You know, everyday for me, is a feud between me and the people around me. "Loser". That word became a cliché to me. I was then hackneyed by teasing other people, or let's just say, my day won't be complete without annoying somebody. To cut the story short, "I had all the ignorance to other's feelings". My childhood was really a menace to my personality. But as what they say, nothing in this world is forever, and all the things are only short-living.
Adolescence -- it is the stage of big leap towards maturity. However, if we do not use this in the best way, we could not achieve our goals in life. I believe that life truly begins at teenage years. This is the time for us to show up, come out from our shells and finally tell the world what we got. And now, here i am, absorbing all the homilies and straightforward expectations of my family. I couldn't believe that I’ve hurdle all the pain, the joy, and the hardships of being a person. Empirically, there is really a big difference from my childhood and adolescence. In my childhood years, I could say that, I am really immature both physically and emotionally. But now, I proudly say that I have excel so much in gaining friends, as well as how to deal with the life's uncertainties. Adolescence is the best ladder for me, because here, I really found the secret of winning friends. Specifically, our group was built and the real essence of friendship clings to my vocabulary. Unlike my childhood years, adolescence taught me how to be a manager of myself. I became so much aware of other's feelings, and I learned that I shouldn't play with other's emotions. Sporadically, I reminisce all the times that I’ve spent here on earth, and I have come to realize that I was finally able to spell the difference between the two perplexities I encountered. On the other hand, I am quite happy beacuse I know, in my heart, that all the times that I spent in my life, are such part of the happy endings life could offer.
The Perfect Pair:
Rain or Shine
By: Flaire Jane Salvilla
“ Rain or shine, everything must go on.” My late grandmother never tires reminding me of this seemingly popular cliché. Moreover, it keeps ringing in my ears, never hunting, but instead, inspiring this once “little” girl, of the road that lies ahead. Although this maybe true, I love the rain and hate the sun but at times, I favor having sunshines than rainshowers.
When sunny days appear, there’s always a moment’s peace whom is sacredly calm and still, sprouts in my heart. I could smell how refreshing and relaxing the morning breeze is. I can hear the music of nature, welcoming the new day, moreover, a new start. When the blue skies and sun commence, my worries are swept away, and though unsure of the day’s surprises, there’s always enjoyment in its purest sense. I could envision through the clouds promises that are always worth the wait. Furthermore, in the gleaming rays, I can see my dreams. Sunny days give me a sense of optimism, of worth and of hope.
On the other hand, Earth cannot sustain life with sunshines alone; it needs rainshowers and cloudy skies. Rain may literally get us muddy, dirty and wet but the rain keeps our feet on the ground. The rain may halt us from doing work, not because it hinders, but once in a while, it wants us to stop and think before we act, to reminisce the past and to internalize what is right and wrong. Rainy days may make some parts of our lives cold, dark and dreary, however, into each life, some rain must fall. Some days must be dark and dreary. It makes us stronger. The rain could sympathize because it’s an emotion. A droplet is scarcely enough to mist your face but undeniably, it touches you somewhere, but when it comes pouring down, the emotion overcomes you.
Though sunny days and rainy days are definitely opposite, don’t they make a perfect pair? Sunny days inspire while rainy days strengthen. Sunshines help envision our dreams whereas raindrops make us remember who and what we are. Sunny days give us hope meanwhile rainy days make us realize our emotions. Therefore, both of them help us realize the value of life. Hence, when you’re drenched by this rain, pain might seem unbearable, but behind the clouds, the sun is still shining. There’s always a hope that after every rain, the sun would always shine, to drown with happiness all one’s bitterness.
The Two Teaching Strategies
By: Adrian Salces
acsalces@yahoo.com
IV Abad Santos
Teachers have different methods of imparting knowledge to their students. Their way of teaching reflects their personality, experience, and their perception towards the subject. Likewise, the students’ learning depends on their attitude or character, on how they are oriented, and on their mentor’s strategy of relating the concepts to them. Hence, it is essential to know the different forms of teaching methods in order to provide the best quality of education.
Generally, there are two forms of teaching strategy, the traditional and the non-traditional. Traditional is the method which had been practiced before for many years. In this method, the teacher discusses the lesson and evaluates them in the form of a test. On the other hand, non-traditional method is a new technique based on the idea of constructivism proposed by famous psychologists. It comes in a different approach because it is more interactive and can be enjoyed by the pupils. In other words, students are encouraged to share their own ideas about the topic. In addition, they are given a task in the form of group dynamics which are proven to more effective than just staying in their seats.
Moreover, non-traditional technique can enhance more than one of the eight intelligences because of the various activities like creative writing, speaking, drawing, role-playing, dancing, etc. Unlike the traditional one, evaluation comes in a different manner like essays, portfolios, compilation of scholarly done works, or what else that can improve one’s talents and abilities. Thus, children are free of expressing their thoughts.
In conclusion, a very efficient and effective technique must be implemented and must be practiced by the teachers to successfully facilitate students’ learning. In this manner, the quality of education will progress at a high rate, raising more productive and competent citizens. It should be a teaching strategy that can create a good learning environment, can promote the exposure of the youth to real world situations, and where everyone is free from expressing themselves.
Wednesday, February 21, 2007
Lesson Plan in English IV
B. Lesson Reference No: Quarter 4, Week 1, pp. 530 - 532 (Prototype Lesson Plan)
C. Lesson Title: Direct and Indirect Discourse
D. Lesson Description:
Today, you are going to read a short story written by Amador Daguio entitled "The Wedding Dance". After reading the story, infer the ending of the story. Then, brainstorm among yourselves the never-ending issue to legalize divorce in the Philippines.
Defend your stand. Cite reference correctly by following the rules of direct and indirect discourse.
E. Learning Outcome: (Listing of terminal objectives)
At the end of the lesson, the students shall be able to:
1. infer the ending the of the short story;
2. defend their stand on the issue;
3. use direct and indirect discourse correctly.
F. Review of Previous Learning/Lesson:
Ask the students to recall previous lesson on Using Transitional Devices.
G. Learning Presentation:
Read the story "The Wedding Dance" by Amador Daguio.
Identify the words which you find diffifult to understand.
Click here to go to an Online Dictionary.
Ask your classmate the following questions:
What can you say about the Awiyao's plan to remarry?
Do you think Amiyao pursued his plan.
What can you say about Lumnay?
Debate on the proposition "Resolve that divorce will be legalized in the Philippines".
Defend your side of the issue by citing your references. Use direct and indirect discrourse correctly.
DIRECT DISCOURSE is a word-for-word quotation, verbatim, of a person’s statements.
INDIRECT DISCOURSE is also known as reported speech. This is information that comes from a source other than the author. Indirect discourse is a paraphrase (not a direct quotation) of another person’s statements. Because reported speech is a paraphrase, words such as pronouns and verbs in the indirect speech differ in form from the original that actually came out of the person’s mouth .
Click here to know more about Direct and Indirect Discourse.
Click here for more of Direct and Indirect Discourse.
H: Learning Activity:
Exercise 1 . Click here.
For more examples and activities, click here.
I. Learning Evaluation:
1. The teacher shows the lesson rubric matrix that defines the performance criteria set for the lesson.
2. The teacher introduces the website link of the on-line assessment service.
Reported Speech Quiz:
With your dyad partner, perform this interactive exercise. Record your scores and submit to your teacher. Click HereQuizstar On Line Test
J. Assignment:
Interview your parents and you parish priest. Ask them what they think about divorce? To see the interview guide, click here.
Unit Plan in the Elements of a Short Story by Thatcher Dela Peña
Author Information | |
First and Last Name: | Thatcher de la Peña |
Email Address: | TKdP_27@yahoo.com.ph |
Name of School: | Ateneo de Davao University |
School where the Unit Plan was Implemented | |
Division: | Social Sciences and Education |
Municipality/City, Province, Region: | |
Country: |
Unit Overview | ||
Unit Plan Title: | Arrangement in Focus | |
Curriculum-Framing Questions | ||
Essential Question | How does order affect our lives? | |
Unit Questions |
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Content Questions |
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Unit Summary: |
Letters are important to form words. Words are important to form sentences. Sentences are used to express ideas and needs. Almost all people used sentences as they go on with their lives. This unit will guide students on when, why and how to use varied sentence structure in the right time. A fable will be used to benchmark the grammar lessons. At the end of the unit, students shall have the following knowledge from:
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Targeted Philippine Basic Education Curriculum Competencies |
expand ideas in writing using cohesive devices and employing different rhetorical modes. Use key idea sentences, support sentences, transition devices and restatements in texts.
Explain the characteristics of fables
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Student Objectives/Learning Outcomes: |
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Procedures: |
2 weeks before the first meeting – Review Implementation Plan Day 1 – Introduction of the Unit Plan Groupings Overview of the unit (students samples and rubrics) - Discuss Fables Discussion Questions: How do you find the story? Who are you in the story? How do you feel about it? What is the lesson? How does it affirm or modify your value system? Why do we usually respond to conflicts in violent ways? 2 –Discuss varied sentence structures and conjunctions Simple sentences Coordinating conjunctions Compound sentences Subordinating conjunctions Complex sentences Compound-complex sentences 3 – Varied sentence structures Drills 75-item drills about varied sentence structures and conjunctions 4 – Discuss elements of the short story Conflict Plot Setting Theme Characters 5 – Guest Speaker The guest speaker will give tips on how to create fables 6 – Culminating Activity |
Approximate Time Needed: |
One hour per meeting everyday |
Prerequisite Skills: |
Students must have the following background on: computer skills – word, excel, power point and publication knowledge on parts of speech basic skills on figures of speech |
Resource Student: | The students can also go to the library to have an inventory of book (fables) and how many times it was borrowed per year. Library personnel can actually be of help to their project by promoting/encouraging students who visit the library to check out and read fables. In the end, the library personnel can request students to give them the result of their study to display it in the library. |
Gifted Student: | Students who are computer literate and technologically advance can be the head of webpage making and reservation of AVR equipments necessary for the culminating activity. Students will be grouped with five to six members each. Each group will have different task to focus. In a fish bowl, they will draw what they will focus whether they will do power point presentation, flyers or webpage. |
Student Assessment: | Students will be evaluated individually and by group. Individual: Peer evaluation |
Monday, January 9, 2006
Evaluating Web Resources - ComEd Class
Introduction
If you are like most students, you are relying heavily on resources from the Web for your research. Not all Web resources are created equal. If fact, there are great variations in the quality of the resources you access. The rule of thumb is "when in doubt, doubt." When you carefully select your resources, when you understand their strengths and limits, you create better products.
The Task
You will be working in groups of four to evaluate a group of Web pages on the topic of tobacco and smoking, or cloning or another topic of your teacher's choice. Each of you will be examining sites from a different perspective. You will be ranking the sites and comparing your rankings with the rest of the class.
Resources
You will each be responsible for completing an evaluation chart, focusing on the perspective you assume within your group.
The Process
* Your group of 4 students will evaluate the selected Web sites.
* Divide your group into the following four specialties to cover ground more efficiently.
1. Content specialist:
* Does the site cover the topic comprehensively? Accurately?
* Can you understand what is being said? Is it written above or below your level of understanding?
* What is unique about this site? Does it offer something others do not?
* Are the links well-chosen? sufficient?
* Currency: Can you tell: the date the information was created? the publication date? the date the material was last revised? Are these dates meaningful in terms of the subject matter?
* Would you get better information in a book? an encyclopedia?
* Would you include this site in your bibliography?
2. Authority/Credibility specialist:
* Who is responsible for this site? Who sponsors it? Hint: truncate each section of the URL back until you are able to find the sponsor.
* What are his/her credentials?
* Have the authors of the site cited their own sources? Are the sources documented appropriately?
* What is the domain name? Does it end in .com, .gov, .edu, .org, .net? Is it a personal page?
* Is that a meaningful clue in evaluating the site? (You can't always judge a web page by its suffix. Some commercial sites provide solid information. Some university sites offer less-than-serious personal pages to graduate students.)
* Who else links to the site? (You can perform a link check in AltaVista or Google by entering "link: webaddress" in the search box. Is it linked to by reliable sites? What do other sites say about this one?
* Would you include this site in your bibliography?
3. Bias/purpose specialist:
* Why was this site created? (to persuade, inform, explain, sell, promote, parody, other?)
* Is it a personal, commercial, government or organization site?
* Is there any bias? Is only one side of the argument presented? Does it appear that any information is purposely omitted? Is there a hidden message? Is it trying to persuade you or change your opinion? Is the bias useful to you in some way?
* Can you distinguish facts from opinion?
* Would you include this site in your bibliography?
4. Usability/design specialist
* Is the site easy to navigate (user-friendly)?
* Is there a well-labeled contents area?
* Do all the design elements (graphics, art, buttons, etc.) enhance the message of the site? Is there consistency in the basic formats of each page?
* Are there any errors in spelling or grammar?
* Do the pages appear clean, uncluttered?
* Do the links on the site work?
* Would you include this site in your bibliography?
* Each student in the group should complete his/her own organizer through the perspective they are assigned.
* As you examine each site, record any relevant information in your chart/organizer. Begin to rank the sites 1 through 5, with 1 being the best. It may be easier to think to yourself, "Which are the two best sites in the set; which are the two worst."
* Each group should select a recorder to take notes on group discussion and a discussion leader, whose job it will be to make sure each member gets a chance to contribute and to lead the group toward reaching a consensus about the best and worst sites.
* Be prepared to discuss/compare your group's findings and rankings with the rest of the class during the class discussion period.
Assume one the above-mentioned roles and evaluate the following five websites. Assess the strengths and weaknesses of each website and then rank all five websites from "best" (#1) to "worst" (#5).
Human Cloning Foundation
http://www.humancloning.org/
I Can Do That! Cloning
http://www.eurekascience.com/ICanDoThat/cloning.htm
Should Human Cloning Be Banned
http://www.hotwired.com/synapse/braintennis/97/37/index0a.html
Cloning Fact Sheet
http://www.ornl.gov/sci/techresources/Human_Genome/elsi/cloning.shtml
Q&A On Cloning
http://news.bbc.co.uk/1/hi/sci/tech/377180.stm