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Culminating Activity - Activity 1-4

Culminating Activity. The culminating activity provides students with...

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Oral Communication in Context

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St. Paul University Manila

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CULMINATING ACTIVITY

Quarter 1 – Module 1

Department of Education ● Republic of the Philippines

Government Property NOT FOR SALE

SENIOR HIGH SCHOOL

English for Academic and Professional Purposes Alternative Delivery Mode Quarter 1 – Module 1: Reading and Writing Academic Texts First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Region X – Northern Mindanao.

Printed in the Philippines by

Department of Education - Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,

Cagayan de Oro, Lalawigan ng Misamis Oriental

Telefax: ________________________________________________

E-mail Address: ________________________________________________

Development Team of the Module Content Editor: William N. Almonia Language Editor: Jackielou P. D Mata Layout Artist: Maria Aura E. Paumar Writers: Cherry L. Vallejos Joy M. Sajulga Glen B. Badana Annalie C. Legason Paulino Reynaldo Acenas Jedidiah J. Quidet Benjie A. Pallo

Development Team: Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. dela Peña, PhD, CESO V Schools Division Superintendent Rowena H. Para-on, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS ; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM ; Erlinda G. Dael, PhD, CID Chief ; Maria Teresa M. Absin, EPS (English) ; Celieto B. Magsayo, LRMS Manager ; Loucile L. Paclar, Librarian II ; Kim Eric G. Lubguban, PDO II

Page No.

What I Need To Know OVERVIEW
What Should I Expect
Things to Remember To Get Through
What I Need To Know Lesson 1- My HUMSS Portfolio
What I Know
What's New
What Is It
What's More
What I Can Do
Post Assessment
What I Have Learned
What I Need To Know Lesson 2 – Planning the Portfolio
What's In
What is It
What's More
What Can I do
What's More
What I Can Do
Post Assessment
What I Have Learned
What I Need To Know Lesson 3 -Academic Reading Strategies
What's In
What I Know
What's New
What Is It
What's More
What I Have Learned
What I Can Do
Post Assessment
What I Need To Know Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts
What I Know
What Is It
What's New
What's More
Post Assessment
What I Have Learned

Things to Remember To Get Through

For the learners

Now that you are holding this module, do the following:

Read and follow instructions carefully in each lesson.
Take note and record points for clarification.
Do the activities to fully understand each lesson.
Answer all the given tests and activities.
Write all your answers in your notebook.

For the Facilitators

Introduce the lesson/activities. Engage learners to do the activities

religiously, and let the learners carry the tasks with ease and confidence.

Do the What I Know: Instruct the learners to answer the questions to test

how far they know about the topic.

Do the activity What’s New: Activate the learners' understanding of the

topics by letting them answer varied activities.

Allow students to read What is It. Let the learners fully discover and

comprehend all topics discussed in this module.

Let the learners answer the activities on What’s More. Check if they have

understood the topics. Deepen their understanding by completing the guided questions on what I have learned section.

Assign the students to do What I can Do activities that shall transfer

knowledge /skills gained or learned into real life situation.

What I Need To Know Lesson 1- My HUMSS Portfolio

GOOD LUCK AS YOU BEGIN MODULE 1

Learning Competency 1:

Formulate a plan that will demonstrate the key concepts, principles,

and processes of humanities and social sciences.

Learning Objectives: At the end of this lesson, the learners are expected to:

Know and understand the term “ portfolio” and it’s purpose;
Identify the different types of “portfolio”
Determine the parts of “ portfolio”.

General Instructions

Now that you are holding this module, do the following:

Read and follow instructions carefully in each lesson.
Take note and record points for clarification.
Do the activities to fully understand each lesson.
Answer all the given tests and exercises.

MY HUMSS PORTFOLIO

LESSON 1

What is It

What is a Portfolio****?

A portfolio is a “ flat case for carrying papers and drawings” (Merriam- Webster Dictionary, 2015)’ Indeed, Portfolios are used by painters, architects, and other artists to showcase samples of their best work. Portfolios in education, on the other hand, contain samples or evidences of what students have learned in a particular subject area at a given time.

“ A portfolio is a purposeful, integrated collection of student work showing effort, progress, or achievement in one or more areas” (Belgrad, Burke, and Fogarty, 2008, 2). It is also a “record of learning that focuses on students’ work and their reflections on the work” (Benson and Barnett, 1999, 14). Indeed, it is another way assessing student learning without the use of standardized tests and evaluation.

In general, there are four types of portfolios used in education (Johnson, Mims-Cox, and Doyle-Nicholas, 2010, 38).

a. Showcase Portfolio - Similar to the original meaning of “portfolio,” a showcase portfolio is a collection of a student’s best work in a given discipline or subject area. The student is the one who selects which work he/she considers best and why.

b. Growth Portfolio - A growth portfolio demonstrate how a student developed particular skill or knowledge over time. It provides evidence of a student’s progress in a learning area. Unlike a showcase portfolio, you not only see a student’s best work, but also see the students journey toward achieving excellence in the given skill.

c. Project Portfolio - A project portfolio emphasizes how a student completed discipline-based procedures or processes. The projects documented usually represent tasks or skills that professionals in the field usually do in real life.

What's More

d. Academic Portfolio or Standards-Based Portfolio - An academic portfolio is a collection of student work that represents achievement of the content and performance standards for a given course.

For the HUMSS Individual Learning Portfolio, we shall be combining the elements of the showcase portfolio and the standards-based portfolio. This means that your portfolio must contain your best work or most significant experience in each of the subjects you have taken under the HUMSS Track.

The following are the Portfolio guidelines:

MY HUMSS PORTFOLIO

You may use any printed format for this portfolio as long as it contains all required components. It must also comply with the criteria as reflected in the rubric provided.

PURPOSE OF THE PORTFOLIO

To showcase the student’s best work (within or outside class) that reflects achievement of learning goals in each of the specialized subjects under the HUMSS Strand.

PARTS OF THE PORTFOLIO (Hopkinton High School,1999,194)

Cover Page -- The student may creatively design the cover as long as it includes the following information: name of student, grade level, section, school year, name of school, and name of teacher.
Portfolio Checklist and Self-Assessment -- Checklist of requirements and self- assessment using the rubric provided.

LESSON 2

Learning Objectives: At the end of the lesson, the learners are expected to:

identify the Portfolio Development Phases; and
develop a Portfolio Development Plan

Let’s Recall!

LESSON 2

Planning the Portfolio

A Portfolio is...

What Is It

Portfolio Development Phases

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of portfolios in education normally goes through six phrases, namely:

Projection - This is the stage where students define the goal or purpose of the portfolio. In this case, the purpose of the portfolio is to showcase their best work and connect them to the course standards. At this stage, the students also identify subtasks necessary in developing the portfolio. They would also estimate the time and resources available the project.
Collection - The student collects and retrieves as many evidences or outputs from the course.
Selection - the student evaluates all of the artifacts gathered using criteria appropriate for the purpose of the portfolio. In this case, the criteria would focus on excellent artifacts that are aligned with the standards of the course.
Reflection - The student makes personal and academic insights based on the artifacts gathered. This includes reflections for each artifact and reflections for the whole portfolio.

What I Can Do

Selection

Reflection

Self- Assessment

Connection and Presentation

Let’s Do It!

For the next two weeks, use your time to gather, organize, and reflect on

your portfolio. By this time, you are expected to start making your portfolio. All of the inputs must be gathered. Write a reflection on each portfolio entry.

Portfolio entries to accomplish:

Portfolio Entry no. 1: RESUME *attach your resume *write a reflection about the resume that you made Portfolio Entry no. 2: APPLICATION LETTER

*attach your application letter

write a reflection about writing your application letter Portfolio Entry no. 3 : JOB INTERVIEW

*attach photos of your job interview *write a reflection on your experience in your job interview Portfolio Entry no. 4 : COMPANY RULES AND REGULATIONS

*attach a list of your company’s rules and regulation *write a reflection on how you behaved and followed their rules and regulations Portfolio Entry no. 5: WORK IMMERSION TASK/ACTIVITIES

*attach photos of you in your work immersion activities *write a reflection on how you managed to comply your work/ task. Was the task easy? Was is difficult? Portfolio Entry no. 6: DAILY TIME RECORD AND DAILY TASK RECORD

*attach your Daily time record and daily task record *write a reflection on how having a time record affect your efficiency in accomplishing your task Portfolio Entry no. 7: PERSONAL TRAITS 1

*attach photos of good personality traits you demonstrated during the work immersion which is on pleasing appearance, courtesy, conduct, industriousness, and reliability Portfolio Entry no. 8: PERSONAL TRAITS 2

* attach photos of good personality traits you demonstrated during the work immersion which is on sociability, drive and leadership. Mental maturity, and stress tolerance Portfolio Entry no. 9: UPDATED RESUME

*attach updated resume *write a reflection about the resume that you updated Portfolio Entry no. 10: WORK IMMERSION HIGHLIGHTS

*attach photos of your highlights during the work immersion *write a reflection of your whole experience during your work

Learning Competency 3.

Generate comments, feedbacks and observations on the feasibility,

appropriateness and relevance of concept.

Learning Objectives: At the end of the lesson, learners are

expected to:

Express and relate specific but not restrictive comment, feedbacks and observation on the feasibility, appropriateness and relevance of concept in the social sciences;
evaluate concept in the social sciences; and
use the comments, feedbacks and observation to glean information he/she needs.

LESSON 3

Let’s Recall!

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of portfolios in education normally goes through six phrases, namely:

P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the portfolio.
C _ _ _ _ _ _ _ __ - the student collects and retrieves as many evidences or outputs from the course.
S _ _ _ _ _ _ __ - the student evaluates all of the artifacts gathered using criteria appropriate for the purpose of the portfolio. In this case, the criteria would focus on excellent artifacts that are aligned with the standards of the course.
R _ _ _ _ _ _ _ __ - the student makes personal and academic insights based on the artifacts gathered. This includes reflections for each artifact and reflections for the whole portfolio.
S __ _ __ -A _ _ _ _ _ _ _ __ – a student enhances the portfolio in the areas he/she rated low.
C _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ __ - students share their portfolio with classmates, teachers, and even parents. They are also given the opportunity to provide feedback on the portfolio.

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Culminating Activity - Activity 1-4

Course: Oral Communication in Context

47 Documents

Students shared 47 documents in this course

University: St. Paul University Manila

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CULMINATING ACTIVITY

Quarter 1 – Module 1

Department of Education ● Republic of the Philippines

Government Property

NOT FOR SALE

SENIOR HIGH SCHOOL