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COURSE NUMBER AND TITLE
EDF 307
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Interactions through Technology
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College of Communications & Humanities
WESTERN MINDANAO STATE UNIVERSITY
Copyright © by Western Mindanao State University All rights reserved. Published (Year) Printed in the Philippines ISBN 978-971-0487-42-4 No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of WESTERN MINDANAO STATE UNIVERSITY
TABLE OF CONTENTS
BACKGROUND OF THE MODULE (What is the module about?)
This learning episode will expose you to an introduction to a formal writing of effective
sentences or paragraphs using coordination and subordination. The text used here are taken
from reading selections and literary piece which may sound familiar to you. This will allow you
to use your background knowledge and be able to write your ideas and concepts freely, without
so much difficulty. Likewise, the language focus, coordination and subordination is intentionally
chosen to facilitate and reinforce your skills in formulating good sentences.
OBJECTIVES OF THE MODULE
ACKNOWLEDGMENT (optional)
LESSON TITLE
Interactions through Technology
Introduction (What is the lesson about)
This learning episode will expose you to an introduction to a formal writing of effective
sentences or paragraphs using coordination and subordination. The text used here are taken
from reading selections and literary piece which may sound familiar to you. This will allow you
to use your background knowledge and be able to write your ideas and concepts freely, without
so much difficulty. Likewise, the language focus, coordination and subordination is intentionally
chosen to facilitate and reinforce your skills in formulating good sentences. (Needs
improvement)
Objectives
At the end of this lesson, you should be able to:
Given the selections and activities in one (1) hour period class, the students of 10- Hi-Tech will be able to do the following with 85% proficiency level:
1. Listening & Literary Appreciation a. Listen to appreciate the melody, rhyme and rhythm of words of the
poem; 2. Speaking & Reading
b. React critically to issues and ideas raised, affecting the environment by judging the relevance and worth of the text;
3. Grammar & Writing c. Use subordination to construct meaningful text; and,
1min.
d. Produce a unified text by using pictures and cohesive device- subordination- to enhance clarity of ideas, and the appropriate micro-discourse signals to establish meaningful relationships.
Topic Outline
Texts and Instructional Aids 1. “Trees “ by Joyce Kilmer (1886-1918)
http://arosales.i.ph/blogs/arosales/2007/06/07/trees-by-joyce-kilmer/ 2. Reading: “Making the desert Bloom” by Blas Ople
Ref: Santos, B.V., et.al. Interactions IV, FNB, Philippines, 2004
3. Subordination http://www.chompchomp.com/presentations/coordinate_subordinate.ppt
4. Science ABCs
Nem Singh, R.P., Communication Arts and Skills I, Anvil Publishing , Inc. and Rosario Nem Singh, 1997
Try this
A. Preparation: 1. Pre-listening
1min.
My passion for poetry and
literature sprang from this poem.
The mover, the triggering
mechanism… the simplicity of the
words that were used, yet the
message were properly passed on.
3mins
KWL Chart The letters KWL stand for what you Know, what you Wonder about, and what you Learn. Filling out a
KWL chart can help you gather information for an informative essay.
• Write what you already Know. Write questions you Wonder about. Write answers you Learn.
What do I
Know?
1. Coordination 2. Nature
What do I
Wonder?
3. Coordination 4. Nature
What did I Learn?
5. Coordination 6. Nature
a. Recall of the previous lessons to tie them up with the currents’ theme.
What have you learned about our relationship with nature so far?
Who should take care of nature?
What will happen if we do not take care of her?
b. Our lesson this afternoon will center on how we can be responsible stewards of nature.
Listen to the audio clip on the poem “Trees”. Try to catch the rhyming words and feel the rhythm of the poem. It is one of the well known poems because it has been set to music. (insert website here)
2. While-listening
First listening : to capture the rhyming words and feel the rhythm of the poem
o List the words that rhyme in the poem. o What lines in the poem rhyme with each other?
o Rhyme words o Lines that rhyme
1.5mins
3mins
Second listening: to identify the uses of trees and form the semantic web
Trees
2mins
3. Post listening a. Allow the students to map the concepts of the poem aided with their
schemata.
b. Directions: Fill in the grid of positive, interesting and negative concepts/ ideas regarding the poem “Trees”. Be guided by the four questions below.
Positive Interesting Negative
1. How can we make trees useful to our environment? 2. What will happen if there are trees without leaves? 3. How about trees without trunk? 4. Considering trees as the crowning glory of birds, could we still
ask our future children to watch the love birds on treetops or just merely on books?
Speaking: a. Choral reading of the Poem paying close attention on the rhyme words and its
rhythm. b. Using the PIN grid, discuss the
following:
What should we do to help solve and revive trees including the ecosystem?
Do we need to sacrifice the technological advancements? Or just put the blame to scientists or inventors? Why?
While the students are thinking about the above questions present the slide show.
http://s3.amazonaws.com/ppt-download/2008picturesofearth-100310063937-phpapp01.pp
TREES by: Joyce Kilmer (1886-1918)
2mins
5mins
THINK that I shall never see A poem lovely as a tree. A tree whose hungry mouth is prest Against the earth's sweet flowing breast; A tree that looks at God all day, And lifts her leafy arms to pray; A tree that may in Summer wear A nest of robins in her hair; Upon whose bosom snow has lain; Who intimately lives with rain? Poems are made by fools like me, But only God can make a tree.
Reading:
Reading the selection:
4. How can refining and expanding knowledge produce phenomenal achievements?
"Trees" was originally published in Trees and Other Poems. Joyce Kilmer. New York: George H. Doran Company, 1914.
3mins
(Note: This is the first stage of the 4 A’s which is an Activity. You can have additional
activities if desired. You can also add pictures, graphs, flowcharts, etc..at any part in the
module)
Think ahead
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(Note: This is the analysis section. This phase requires students to do reflective feedback;
process of inquiry into the activity; experience sharing and the like.)
Read and Ponder
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(Note: This is the Abstraction Stage. This is where the theories, concepts or lecture notes
regarding the topic are placed for the students to read and ponder, and integrate the prior
activity and analysis done.)
See if you can do this
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______________________________________________________________________________ (Note: This is the Application or assessment stage. This is where the students do a practical synthesis of what
they have learned, apply generalizations to work and transfer insights into real-life tasks.)
[The 4 A’s cycle is now complete. If you wish, you can continue with another cycleto expand on the topic or to further enrich the learning
experience.]
REFERENCES: References could be included at the end of each lesson or learning chunk
or it could be placed at the very end of the module.
APPENDICES: Worksheets, diagrams, additional readings, etc may be included as
appendices
ICONS GUIDE
(Introduction to the lesson/module)
(Objectives)
4 A’s framework for organizing the module/lesson
(Activity)
(Analysis)
(Abstraction)
(Application)
Additional information (This should be under abstraction)
NOTE: In using the 4 A’s, follow the stages in the whole cycle. The activity
should always be at the beginning of the lesson/module. If you have more than
one activity, make sure they are all within the activity stage. If you want to
introduce another activity after the abstraction or analysis, make sure you go
through each of the stages first (analysis, abstraction, application) then you
can start the cycle again.
44
Four Stages of Experiential Learning
Process
1 Activity
2 Analysis
3 Abstraction
4 Application
New Experience
ACTIVITY STAGE:
- A structured experience * To engage the learner
- May be direct or vicarious * To develop a common base for the discussion that follows
- “What to do” phase
ANALYSIS STAGE
- A reflective feedback * To look more closely at what happened
- A process of inquiry into the activity * Systematic examination
- The “why” phase * Experience sharing
* Learning from others
ABSTRACTION STAGE
- Integration of activity and analysis * To make an inferential leap to life
- Theory inputs * To derive generalizations
- The “so what” stage * To integrate the various concepts in the learning session
APPLICATION STAGE
- A practical synthesis * Apply generalization to work
- The “now what” phase * Transfer insights into real-life concerns
* Evaluate the effectiveness of sessions
Tips on Writing
1. Apply the 4 A’s of adult learning2. Start with the familiar.3. Talk to the learner in a friendly and
encouraging dialogue.
Tips on Writing Style
4. Ask reflective/rhetorical questions.5. Relate content to learner’s experience/
context. 6. Give lots of examples!
Tips on Writing Style
7. Reinforce/Praise/Encourage learners sothey don’t give up
8. Provide a bridge from one topic to the next
Tips on Writing Style
9. Use language that is closer toeveryday conversation.
FelicitationCongratulations
At the present timeNow
In the event thatIf
Tips on Writing Style
13. Keep sentences short (not more than 20 words)
14. Use active rather than passive statements (e.g., not “changes were made” but “we made changes”)
15. Exercise sensitivity to groups and cultures