English 9 Mass Media

LEARNING GUIDE
BASIC EDUCATION ASSISTANCE FOR MINDANAO
Third Year English
Attitudes And Values
Module 11 Mass Media
LEARNING GUIDE
COPYRIGHT NOTICE
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Edited and produced by the Materials Development Center, July 2004

THIRD YEAR ENGLISH

ATTITUDES AND VALUES MODULE 11 MASS MEDIA)
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.
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
Let students select and compare some of the local newscasters and talk show hosts
they love to watch. They will list down their observations on those people how they react and
deliver their opinions on a particular controversial issue in our country.
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Learning Guide, July 2004 3
THIRD YEAR ENGLISH

Strategy
Cooperative Learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, work together to do a given task. Each member of a team
is responsible for helping each other finish the task, thus creating an atmosphere of
achievement.
Activity 1 “My Favorite”( 15 minutes)
1. Form groups of 8.
2. Instruct students to prepare a piece of paper to list down their favorite newscasters and
local talk show hosts ( at least 3 newscasters, 2 talk show hosts).
3. Write reasons why they choose those persons and write them opposite their names.
4. Follow guide questions below:
1. Who are your favorite local newscasters and talk show hosts?
Newscasters Talk Show Hosts
a. a.
b. b.
c.
2. What are their best qualities to be in that profession?
a. a.
b. b.
c.
3. Describe their gestures when they do their job?
a. a.
b. b.
c.
4. Give their opinions on some of the controversial issues in our country.
a. a.
b. b.
c.
Formative Assessment
To assess the activity let the class come up with a consensus as to the three most common
attitude and traits of television personalities and let them support their answers.

THIRD YEAR ENGLISH

Roundup
To recap the activity, ask three volunteers to name the most watched television personalities
and the reasons why they were selected by viewers like students.
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 of how the
learning experience will fit into the larger scheme.
In this activity the students will be engaged in analyzing information from varied
sources like periodicals, and mass media. The students will be given enough time to write the
information they obtained from the varied sources.
Strategy ( Think, Ink Pair,and Share)
This strategy allows groups to reach consensus, check understanding or as an
introductory activity. The students think individually about an issue or topic then,records
their responses then discuss them with a partner to reach consensus and share their outputs
to the whole class.
Activity 2 ( 40 minutes) Short Reading
Note: Students should be informed ahead of time to bring periodicals and other print
materials ( Locally available newspapers, magazines, brochures, etc. ) to be used in this
activity.
Steps:
1. Group the students into five. Each group will be assigned to read different sections of
the newspapers (Front Page, Opinion, Business, Entertainment, Sports,or other
section).
2. Give each group 15 minutes to read the assigned section and list down important
information they can get from it. Use the 5WH as their guide.
3. Let each group write the results of their work and encode it in computer for a power
point presentation or in an acetate to be presented in an overhead projector( Or any
available source that the teacher or school may provide).
4. Remind each group to include in their works the names of the print materials,
author /writer, name of publisher, year of publication. They will use it in writing
bibliographic and footnote entries.
5. Presentation of the results by the group leader. The rest of the class should take
down notes of the important facts and information from the reports of each group.
Ask some students of the problems they encountered while doing the activity and how
they were able to solve them and what worthwhile human values were done to come up with
the best output.
Roundup
Let students mention some of the important facts and information they heard or
listened to from the reports of each group.

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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.
In this stage the students are introduced to the different parts of a research paper
This is to prepare them in writing the draft of their research paper which will be done on the
next stage.
Strategy(Processing the Learning)
This allows group members to discuss the learning that has taken place and assess
their collaborative efforts with regards to the outcomes.
Activity 3( Mini Lecture)
A. Introduce to the students the basic parts of a high school research paper. Teacher should
write on the chalkboard the parts then let the students say something about it based on their
understanding and previous knowledge. Make sure that each part is given an example as guide
for the succeeding activities.
1. Title page- includes the name of the school and its location on upper most part of the
paper followed by the title, the subject teacher and date of submission.
2. Acknowledgment- mentions all the names of the persons who in one way or another
helped in the completion of the research work. It is the part where the researcher
expresses his words of thanks for their extended help.
3. Table of Contents- lists of topics that can be read in a research paper. It also outlines
or gives an overview of the contents of the whole research paper.
4. Introduction- brief description of what the research paper is all about and the reasons
why the topic is chosen.
5. Body of the Research Paper- the most important part in a research paper because the
findings ,the important data and information are presented including the conclusion
by which the researcher come up after doing all the processes needed.
6. Footnote entries- written below the text in each page of the body of the research
paper to show that some facts, statement, ideas were borrowed from the references
listed.
7. Bibliography- lists of references arranged alphabetically and categorized as books,
periodicals, unpublished materials, and internet websites.
B. How to write bibliographic and footnote entries
1. Bibliographic entry
Surname of the author, given name, middle initial, title of the book, place of
publication, Publisher, edition, place of publication, and year of publication.
Example: Basil, Arnold T. “Learning Guide Help”, 2nd ed.,General Santos City:
Loyola University Press, 2007.
2. Footnote Entry
> A footnote is written at the bottom of the same page in which the borrowed
materials appear.
> Separated from the text by an unbroken line about an inch typed or ruled across the
page.

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> The first line of a footnote is indented like a paragraph.

> Maybe numbered consecutively throughout your research paper or begin again with
number 1 on each page.
> Number as it appear in the text of the of the research paper, given name, surname,
Title of the article enclosed in quotation mark, title of book in italics or underlined, place
and date of publication, page reference in Arabic numerals.
Example: 1 William Clark, “Managing the Planet Earth”, Scientific American (New
York: Scientific America Inc., 1989), p. 19.
Note: Let the students observe the use of punctuation marks to separate information
from the other.
The students will be made to write bibliographic entries to check understanding of
students. This also serves as an exercise in preparing them to write a research paper.
Roundup
Choose five works of the students to be written on the chalkboard for corrections and
as examples to make sure that the rules in writing bibliographic and footnote entries are
followed and understood by the students.
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.
In this stage,the students will be made to apply what they have learned in the
previous stage. They will write drafts of their research paper
Strategy ( Task Cards)
It specifies a task or activity for students to complete individually, in pairs or as a
small group. It can be used across the curriculum areas. Making “real life” tasks to make
them more meaningful.
Activity 4
A. Outdoor Activity. Using the same groupings, the students stay outside the classroom, in a
place where they are comfortable to talk about topics that interest them.
1. Give inputs on how to choose topics for research paper.
2. Require them to submit at least five proposals for approval by the teacher.
3. Remind them to consider availability of reference materials.
4. Monitor the students while doing this activity (especially that it is done outside the
classroom) to give clarifications just in case students have questions.
B. Library and Computer Works for the Students
1. The Teacher will prepare separate schedules for library and computer works so that
students will not flock in library or the computer room.
2. Students should be reminded that their goal is to gather information and data needed
in their research paper. This is to avoid wasting of time by students who might be

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tempted to do other things.

3. Close supervision by the teacher on this activity is needed.
C. Guided Writing of the First Draft
1. The groups will write a draft of their research paper with the different parts.
a. Title page
b. Acknowledgment
c. Table of Contents
d. Introduction
e. Body of the Research Paper
f. Footnote Entries
g. Bibliography
2.The students will be given ample time to do their research draft.
Let the students put all their drafts together in a folder. Tell the students to be ready
for possible revisions or correction on their works.
Roundup
To round -up the activity, discuss with each group to clarify the revisions done on
their works. Then,ask them submit the final copy.
Practice and Application

In this stage, students consolidate their learning through independent or guided
practice and transfer their learning to new or different situations.
In this stage, the students are expected to react to the underlying values in a literary
piece.
Activity 5 ( Collaborative Learning)
Steps
1. After a short reading, encourage students to work as a team. They are going to work
collaboratively in order to present an output after their discussions. ( Selection
entitled, “Welcome to Holland” is on the activity sheet)
2. Unlocking of difficulty through the use of dictionary.
3. Group Activity: Present guide questions and ask them to write their answers on a
manila paper. Tell them to choose one representative from each group to report its
output to the class.
a. Who narrates the story?
b. What is the implied comparison in the selection?
c. Why do some plans do not happen as planned?

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d. If you were the person in the selection, would it be alright with you to be in a
place not as you planned?
e. State worthwhile human values we need in dealing trials in life.
f. If you were the author what title would you give the selection? Why?
4. Give them enough time to do the activity.
Strategy
This stage uses co-operative learning strategies that contain the five key elements of
Collaborative Learning which are: positive interdependence, individual accountability, face
to face interaction, processing the learning and social skills. The students are expected to
undertake the following activities:
A. Vocabulary Enrichment – a process wherein the students will unlock difficult words
through dictionary use.
1. fam·ine (făm'ĭn) n.
A drastic, wide-reaching food shortage.
A drastic shortage; a dearth.
Severe hunger; starvation.
Archaic. Extreme appetite.
2. filth·y (fĭl'thē) adj.,i.er, -i.est.
Covered or smeared with filth; disgustingly dirty.
Obscene; scatological.
Vile; nasty: a filthy traitor.
3. pes·ti·lence (pĕs'tə-ləns) n.
A usually fatal epidemic disease, especially bubonic plague.
A pernicious, evil influence or agent.
4. an·tic·i·pa·tion (ăn-tĭs'ə-pā'shən) n.
The act of anticipating.
An expectation.
Foreknowledge, intuition, and presentiment.
The use or assignment of funds, especially from a trust fund, before they are legitimately
available for use.
Music. Introduction on a weak beat of one note of a new chord before the previous chord is
resolved.
5. brag (brăg)
v., bragged, brag·ging, brags.
To talk boastfully.
To assert boastfully.
n. A boast.

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Arrogant or boastful speech or manner.

Something boasted of.
A braggart; a boaster.
Games. A card game similar to poker.
adj., brag·ger, brag·gest.
Exceptionally fine.
[Middle English braggen, from brag, ostentatious.]
bragger brag'ger n.
B. Group Discussions – enable each student to share ideas and be given the opportunity to talk
about her/his response to the text.
C. Reporting- allow the students to share their insights of the written text and be heard by
the rest of the class for comparison and further understanding of the selection.
Assess the activity using Rubric for Reporting.
Roundup
All students should have given their reactions to the underlying values in the reading text.
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.
In this stage, the students will do multi-tasking activity to display learning insights in the
lesson.
Strategy
Role Play is a strategy where students act -out situations in which he /she has experienced.
Activity 6
Group 1 – News Reporting- This will help students to discover their potentials in broadcasting.
Group 2 - Role Play the characters in the story.
Group 3 – Speech Delivery. This will give them a chance to organize and write a speech based
on the topics discussed in the class.
Group 4 – Research Report. This will give the students the privilege to share their works and
solicit reactions about their work.

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Assess the activity using Rubric for Presentation
Roundup
The students should have played the different roles assigned to them.
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:
5.
6.
7.

LEARNING GUIDE
THIRD YEAR ENGLISH
ATTITUDES AND VALUES MASS MEDIA
Activity 1
Activating Prior Knowledge
FAVORITE NEWSCASTERS AND TALK SHOW HOST
Direction: List down three of your favorite newscasters and two talk
show hosts in the first column and your reasons opposite their names in
the second column. Follow the guide questions below:
1. Who are your favorite newscasters and talk show hosts?
2. What are their qualities you like most?
3. How do you describe their gestures when they do their job? (Facial
Expression, body movements, speech delivery, others)
4. How do you describe the way they express their opinions on some
controversial issues in our country?
Favorite Newscasters Reasons Favorite Talk Show Reasons

Hosts

LEARNING GUIDE
THIRD YEAR ENGLISH
ACTIVITY 2
Teacher Support Material – Setting the Context
SHORT READING AND WRITING INFORMATION FROM VARIED SOURCES
Note: let the students bring periodicals and other sources for this activity. The
materials should be assigned before the conduct of the activity.
Direction: List down important information(5 WH)from your assigned section in the
newspapers. Write the name of the periodical, author/writer, the publisher,place
and year of publication.
A. Important Information that answers the following questions:

1. Who?
2. Where?
3. When?
4. Why?
5. How?
B. Source of Information ( Write as directed.)
C. Presentation of output by group.

LEARNING GUIDE
THIRD YEAR ENGLISH
ACTIVITY 3
Teacher Support Materials- Learning Activity Sequence
Writing Bibliographic and Footnote Entries
1. Examples of Bibliographic Entries

A. Books
Dickenson, Emily. “These are the Days When Birds Come Back,”
Literature: An Introduction to Fiction, Poetry, and Drama
by X.J Kennedy. Illinois: Scott Finesman & Co.,1978.
Laurel, Jose P. “ Man Perfects Himself by Working,” Bread and
Freedom. Manila, 1991.
B. Periodicals
Andrada, Pio, Jr. “The Many Facets of Solar Energy,” The Philippine
Daily Inquirer. March 20,1998.
Suyat, Prentolim. “Salute to a Patriotic Journalist,” The Manila
Chronicle. October 28,1997.
C. Unpublished Material
Edano, Allen Claude E. “The Ozone Layer: Its Depletion and
Man's Responsibility,” A Research Paper In English IV, Lourdes
School, Quezon City. February 1991.
D. Internet websites
“Destiny, Fate,and Chance,” by Michael Ruyenhcan Jr.
http://www.lm.com/~mroosh/index.html.
Einstein's Great Mistake.” http://www.glue.umd.edu/~enola/
eintein.html.
2. Examples of Footnote Entry
1Swedish Society For Conservation, Saving The Ozone layer(Sweden: Faiths
AB, Varnamo, 1990, p.4.
2Ibid., p.5.
Note: 1. For a later reference to the same source, use a shortened form. To refer
to a source mentioned in the footnote immediately preceding use ibid. (ibidem,

LEARNING GUIDE
THIRD YEAR ENGLISH
meaning “in the same place.”) If the number is different, put a comma after ibid,
and give the page number. ex. Ibid., p. 25.
2. To refer to a book or an article quoted earlier but not in the immediately

preceding footnote, give the name of the author if only one book or article by him
is used. ex. Lumbera, p.69
3. If more than one book or article is used, give the name of the author and
abbreviated form of the title. ex. Powell, abortion,p.98.
4. If in case other information is not available just proceed to the next and get
what is only written or available.
Activity sheet for activity 3
Direction: Write bibliographic and footnote entries using the facts and information
listed in activity 2. Use ½ size index card in this activity. Do it for 15 minutes only.
A. Bibliographic Entry
B. Footnote Entry

LEARNING GUIDE
THIRD YEAR ENGLISH
ACTIVITY 4
CHECKING FOR UNDERSTANDING OF THE TOPIC OR SKILL
Writing Title Proposal for a Research Paper
Instruction: Discuss and decide from among your group five possible title proposals
of your research paper keeping in mind points in choosing a topic.
1.
2.
3.
4.
5.
Group Number
Leader:
Members:

LEARNING GUIDE
THIRD YEAR ENGLISH
ACTIVITY 5
Teacher Support Material- Practice and Application
Collaborative Learning
Direction: Answer the following questions after you read the selection entitled,
“Welcome to Holland”. Do it and discuss with your group to come up with the best
possible answers.
a. Who narrates the story?
b. What is the implied comparison in the selection?
c. Why do some plans do not happened as planned?
d. If you were the person in the selection, would it be alright with you to be in a place not
as you planned?
e. State worthwhile human values we need in dealing trials in life.
f. If you were the author, what title would you give the selection? Why?

LEARNING GUIDE
THIRD YEAR ENGLISH
ANNEX FOR ACTIVITY IN PRACTICE AND APPLICATION

Welcome To Holland
by
Emily Perl Kingsley
I am often asked to describe the experience of raising a child with a disability - to try to help
people who have not shared that unique experience to understand it, to imagine how it would feel.
It's like this......
When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a
bunch of guide books and make your wonderful plans. The Coliseum. The Michelangelo David. The
gondolas in Venice. You may learn some handy phrases in Italian. It's all very exciting.
After months of eager anticipation, the day finally arrives. You pack your bags and off you go.
Several hours later, the plane lands. The stewardess comes in and says, "Welcome to Holland."
"Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy.
All my life I've dreamed of going to Italy."
But there's been a change in the flight plan. They've landed in Holland and there you must stay.
The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of
pestilence, famine and disease. It's just a different place.
So you must go out and buy new guide books. And you must learn a whole new language. And you
will meet a whole new group of people you would never have met.
It's just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been
there for a while and you catch your breath, you look around.... and you begin to notice that
Holland has windmills....and Holland has tulips. Holland even has Rembrandts.
But everyone you know is busy coming and going from Italy... and they're all bragging about what a
wonderful time they had there. And for the rest of your life, you will say "Yes, that's where I was
supposed to go. That's what I had planned."
And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very
very significant loss.
But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to
enjoy the very special, the very lovely things ... about Holland.
posted by Alison @ 2/24/2005 07:36:00 PM

LEARNING GUIDE
THIRD YEAR ENGLISH
ANNEX A FOR THE PRACTICE AND APPLICATION AND CLOSURE ACTIVITIES

Reporting/Presentation Rubric
Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
1 2 3 4 Total
Audience cannot Student presents

Audience has difficulty Student presents
understand information in logical,
following presentation information in logical
Organization presentation because interesting sequence
because student jumps sequence which
there is no sequence which audience can
around. audience can follow.
of information. follow.
Student demonstrates full

Student does not have Student is
Student is at ease with knowledge (more than
grasp of information; uncomfortable with
Subject expected answers to all required) by answering
student cannot answer information and is able
Knowledge questions, but fails to all class questions with
questions about to answer only
elaborate. explanations and
subject. rudimentary questions.
elaboration.
Student occasionally Student's graphics

Student uses Student's graphics
uses graphics that rarely explain and reinforce
Graphics superfluous graphics relate to text and
support text and screen text and
or no graphics presentation.
presentation. presentation.
Student's presentation Presentation has no

Presentation has three Presentation has no
has four or more more than two
Mechanics misspellings and/or misspellings or
spelling errors and/or misspellings and/or
grammatical errors. grammatical errors.
grammatical errors. grammatical errors.
Student maintains eye Student maintains eye

Student reads all of Student occasionally
contact most of the time contact with audience,
Eye Contact report with no eye uses eye contact, but
but frequently returns to seldom returning to
contact. still reads most of report.
notes. notes.
Student mumbles, Student's voice is low. Student's voice is clear. Student uses a clear
incorrectly pronounces Student incorrectly Student pronounces voice and correct, precise
terms, and speaks too pronounces terms. most words correctly. pronunciation of terms so
Elocution
quietly for students in Audience members Most audience that all audience
the back of class to have difficulty hearing members can hear members can hear
hear. presentation. presentation. presentation.
Total Points:

LEARNING GUIDE
THIRD YEAR ENGLISH
ANNEX B FOR CLOSURE ACTIVITIES
Research Report Rubric

The topic of research was clearly defined.
1 2 3 4 5
Concepts are accurately identified and clearly understood.
1 2 3 4 5
The information researched addressed a problem.
1 2 3 4 5
The information researched addressed alternatives for solution.
1 2 3 4 5
The information researched addressed the best solution.
1 2 3 4 5
The end product has some kind of visual aspect.
1 2 3 4 5
The student demonstrated understanding of topic during small group discussion.
1 2 3 4 5
Total Points Possible: 35 points

Total Points Earned:__________________
Legend:
5 = Outstanding
4 = Very Good
3 = Good
2 – Satisfactory
1 = Poor

LEARNING GUIDE
THIRD YEAR ENGLISH
Report Rubric
Beginning Developing Accomplished Exemplary

Score
1 2 3 4
Totally Remotely Directly
Topic unrelated related
Somewhat relevant
relevant
Good
Some organization,
Not organization, events are
Organized, events
organized, events jump logically
Organization events make around, start
are somewhat
ordered, sharp
jumpy
no sense and end are sense of
unclear beginning and
end
Quality of Unable to Details are Some details are supporting

find specific somewhat non-supporting to details specific
Information details sketchy the subject to subject
Very frequent
Grammar & grammar All grammar
More than two Only one or two
and/or and spelling
Spelling errors errors
spelling are correct
errors
Vocabulary is Vocabulary
Interest Needs Vocabulary is
constant, varied,
descriptive varied, supporting
Level details lack supporting
words details need work
"color" details vivid
Word
Legible writing, Legible writing,
processed or
some ill-formed well-formed
typed, clean
Illegible letters, print characters, clean
and neatly
Neatness writing, loose too small or too and neatly bound in
bound in a
pages large, papers a report cover,
report cover,
stapled illustrations
illustrations
together provided
provided
Report
handed in
Up to one week Report handed
Timeliness more than
late
Up to two days late
in on time
one week
late
Total

LEARNING GUIDE
THIRD YEAR ENGLISH
Rubric for Group Performance

Name:________________________________________ Teacher____________________________
Date:_________________________________________ Time of Work:_______________________
Skills Criteria Points
1 2 3 4 5
Helping
The teacher observed the students Never Some of the Time Most of the Time All the Time --------
offering assistance to each other.
Listening
The teacher observed the students Never Some of the Time Most of the Time All of the Time
-------
working from each other's ideas.
-
Participating:
The teacher observed each student Never Some of the Time Most of the Time All of the Time
-------
contributing to the project.
--
Persuading:
-------
exchanging, defending, and rethinking
ideas. --
Questioning:
-------
interacting, discussing, and posing
questions to all members of the team. --
Respecting:
-------
encouraging and supporting the ideas and
efforts of others. --
Sharing:
-------
offering ideas and reporting their findings
to each other. --
Total Points
Teacher Comments:

LEARNING GUIDE
(INSERT YEAR LEVEL, SUBJECT, UNIT AND MODULE NAME)
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 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
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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LEARNING GUIDE

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Third Year English

Attitudes And Values

Module 11 Mass Media

Edited and produced by the Materials Development Center, July 2004

THIRD YEAR ENGLISH

Activating Prior Learning

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Newscasters Talk Show Hosts

2. What are their best qualities to be in that profession?

3. Describe their gestures when they do their job?

4. Give their opinions on some of the controversial issues in our country.

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Setting the Context

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Learning activity sequence

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

> The first line of a footnote is indented like a paragraph.

Check for Understanding of the topic or skill

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

tempted to do other things.

Practice and Application

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Arrogant or boastful speech or manner.

Basic Education Assistance for Mindanao

THIRD YEAR ENGLISH

Basic Education Assistance for Mindanao

Activating Prior Knowledge

FAVORITE NEWSCASTERS AND TALK SHOW HOST

1. Who are your favorite newscasters and talk show hosts?

2. What are their qualities you like most?

Favorite Newscasters Reasons Favorite Talk Show Reasons

Basic Education Assistance for Mindanao

A. Important Information that answers the following questions:

B. Source of Information ( Write as directed.)

C. Presentation of output by group.

Basic Education Assistance for Mindanao

1. Examples of Bibliographic Entries

Basic Education Assistance for Mindanao

2. To refer to a book or an article quoted earlier but not in the immediately

Activity sheet for activity 3

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

a. Who narrates the story?

b. What is the implied comparison in the selection?

c. Why do some plans do not happened as planned?

e. State worthwhile human values we need in dealing trials in life.

Basic Education Assistance for Mindanao

ANNEX FOR ACTIVITY IN PRACTICE AND APPLICATION

Basic Education Assistance for Mindanao

ANNEX A FOR THE PRACTICE AND APPLICATION AND CLOSURE ACTIVITIES

Evaluating Student Presentations

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

Audience cannot Student presents

Student demonstrates full