Pangyan NHS 1st Senior High School Graduation Ceremony
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Category Archives: education
Vote for the “Most Outstanding Visual Aids”
Visual Aids
Choose the number and press the vote button to cast your votes.
1. Roxanne’s VA
2. Lucil’s VA
3. Argene’s VA
4. Jeff’s VA
5. Sydney’s VA
6. Ramilyn’s VA
7. Camille’s VA
8. Hela’s VA
9. Lendy’s VA
10. Wanda’s VA
11. Janet’s VA
12. Ceasar’s VA
13. Peter’s VA
14. Grace’s VA
ONLINE VOTATION FOR THE “MOST OUTSTANDING VISUAL AIDS”
by Rogelio B. Lasconia Jr.
Mechanics:
1. Post this link: http://mythologysksu.wordpress.com/
to your wall.
2. Invite your friends to vote you for the “The Most Outstanding Visual Aids”.
3. Send emails to your prospect voters.
4. Use twitter, yahoo messenger and other search engines you know.
5. Promote your own VA by giving this link http://mythologysksu.wordpress.com/
6. Encourage users of FB and other Social Networks to cast their votes.
7. Verbally, invite students in and out of the school campus to vote your VA.
8. Encourage professionals…
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Filed under 1, course outline, education, lesson plan, Lesson Plans, visual aids
Course Outline English 212 Translation and Editing of Text
English 212
Translation and Editing of Text (Download)
Objectives:
1. Apply the rules of discourse and rhetoric in editing various kinds of written materials
2. Demonstrate understanding of basic theories and concepts in translation as applied to the writing and editing various types of text.
3. Apply principles and strategies in translating text of various types from English to another language or from another language to English
I – Overview of Translation
B. History of Translation (East and West)
– Other Traditions
- Ancient Near East
- Orient
- Islamic
C. History of Literary Translation
II – Types of Translation
III- Context Retention
B. Back Translation
C. Fidelity and Transparency
V. Translators
VI. Press Freedom and Limitations
A. Constitutional Guarantee
B. Delimitations
VII. Editing in Translation
A. Contextual Abstraction
B. Light Editing and Full Editing
A. History
B. Purpose
C. Technique
X. Basic Copyreading and Proofreading
A. The Manuscript
B. Copy/Editing the Manuscript
XI. Modern Translation
A. Poetry
B. Sung Texts
C. Religious Texts
D. Others
Sources:
Translation Studies : http://api.ning.com/files/dr4uED1PkapL07icH9wXM5XA4W3rj3PqKPicAf1aWBuFIyMMli4EPgyoK*QYA9VqbTik1N9mvZK5xuMOpd-SFKM3THrMHPIO/TranslationStudies3rdEdBassnettSusanRoutledge.pdf
Cambridge Scholars Publishing :http://www.c-s-p.org/Flyers/978-1-4438-2500-9-sample.pdf
Translation and Editing of Text
Theories of Translation by Eugene A. Nida: http://www.pliegosdeyuste.eu/n4pliegos/eugeneanida.pdf
Editors-notebook by Kalifer Deil
https://www.smashwords.com/books/download/28825/6/latest/1/0/editors-notebook.txt
Translation Guidelenes: http://www.translationconcepts.org/pdf/Formatting_Guidelines.pdf
Equivalence Revisited: A Key Concept in Modern Translation Theory
By Sergio Bolaños Cuellar”
http://www.idiomtransfer.com/pdf/artikel1.pdf
Translation: http://en.wikipedia.org/wiki/Translation
All Theories and Concepts of Translation: http://www.articlesbase.com/science-articles/all-new-theories-and-concepts-about-translation-in-new-century-1774052.html
Translation procedure, strategies and metohds by Mahmoud Orduari :
http://translationjournal.net/journal/41culture.htm
Translation Courses: http://www.witslanguageschool.com/Courses/TranslatingandInterpretingLanguages/Translation/CourseDetails.aspx
http://www.witslanguageschool.com/Portals/0/Brochures/AAE_2013_Brochure.pdf
Translating Text: http://www.cranfordville.com/Translating.pdf
Course Ouline Translation Practice and Principles – Postgraduate Study – Newcastle University”
http://www.ncl.ac.uk/postgraduate/modules/module/SML8012/
Translation Handout: http://www.researchschool.org/intranets/0910%20Intro%20to%20Translation%20Genre%20Handout%20PDF.pdf
Handbook to Translation Studies: http://books.google.com.ph/books?id=sBVGAYCh_9AC&printsec=frontcover&hl=fil#v=onepage&q&f=false
Filed under 1, course outline, education, lesson plan, Lesson Plans
Afro-Asian Literature
Course Outline
Unit I.. Afro-Asian Literature
African Writers and Poets
Poetry
Once Upon a Time by Gabriel Okara
Short Story
Anticipation by Mabel Dove-Danquah Ghana
Unit II. Egyptian Literature
(htm file)
Types of Egyptian Literature
Tales
Egyptian Tales
Love Songs
Poetry
To Whom Should I Speak Today by T. Eric Peet
Unit III. Arabian Literature
The Koran
The Arabian Nights
The Lady and Her Five Suitors
Love by Kahlil Gibran
The Prophet
The Twelve Apostle
Dates
Bewildered Arab
The Food of Paradise
The Greedy Jackal
Count Not Your Chickens Before They Hatched
Unit IV. Chinese Literature
A Wife Mourns For Her Husband
Chapter V. Hindu Literature
Chapter VI. Hebrew Literature
The Parable of the Good Samaritan
The Parable of the Last Seat
The Parable of the Prodigal Son
Chapter VII. Persian Literature
Characteristic of Persian Literature
Chapter VIII. Japanese Literature
Chapter IX. Korean Literature
The Character of Korean Literature
Chapter X. Vietnam Literature
- Facts about Vietnam
- Vietnam Poetry and Short Stories
- http://en.wikipedia.org/wiki/Nhat_Hanh
Chapter XII. Thailand Literature
Fact and figures about Thailand
Reference:
Filed under 1, education, gpnhs, lesson plan, Lesson Plans, syllabus
English and American Literature
Click this keyword: English Literature for the overview of the topic.
I. Old English – Beowulf
II. Middle English Literature – Geoffrey Chaucer “The Canterbury Tales”
III. Renaissance Literature – “Paradise Lost”
The major literary figures in the English Renaissance include:
- Francis Bacon
- Thomas Dekker
- John Donne
- John Fletcher
- John Ford
- Ben Jonson
- Thomas Kyd
- Christopher Marlowe
- Phillip Massinger
- Thomas Middleton
- John Milton
- Sir Thomas More
- Thomas Nashe
- William Rowley
- William Shakespeare
- James Shirley
- Sir Philip Sidney
- Edmund Spenser
- John Webster
- Sir Thomas Wyatt
IV. Elizabethan Era –
V. Jacobean Literature – Miguel De Cervantes ” Don Quixote”
VI. Caroline and Cromwellian Literature – John Milton “Paradise Lost”
VII. Restoration Literature – John Bunyan “Pilgrim’s Progress”
VIII. Augustan Literature – Jonathan Swift “Gulliver’s Travel”
IX. 18th Century Age of Renaissance – Isaac Newton’s “Principia Mathematica”
X. Romanticism –
Jean Jacques Rosseau’s “Emile”
William Wordsworth “She Dwelt Among the Untrodden Ways”
Lord Byron “She Walks in Beauty”
Percy Bysshe Shelly “Ozymandias”, “Ode to the West Wind”
Mary Shelly”Frankenstein”
Sir Walter Scott “Ivanhoe”
Jane Austen “Pride and Prejudice”
XI. Victorian Literature
Charlotte Bronte “Jane Eyre”
Emily Bronte “Wuthering Heights”
Charles Dickens “A Christmas Carol”
Robert Louis Stevenson “Treasure Island”
XII. Modernism
William Butler Yeats “Second Coming”
Virginia Woolf “To the Lighthouse”
D.H. Lawrence “Piano”
T.S. Eliot “Portrait of a Lady”
Watch on youtube:
Filed under 1, education, gpnhs, Lesson Plans, syllabus
Nice to be back
Nice to be back at Glan-Padidu National High School and see my students and co-teachers. Being a resource speaker in Practical Research 1 (Qualitative Research ) is a privileged and opportunity to share important details in making Qualitative Research manuscripts.
E-Learning Strategies
“e-Classroom Strategies”
by Rogelio B. Lasconia Jr.
Many students nowadays are used to go in internet cafe for gaming, video conferencing, researching, blogging and engaging in social networks. Having these enormous net activities, a new breed of people who uses technology coined as “netizens”. Most of netizens spend their precious time in the net, bringing their laptops anywhere, browsing their wap configured mobile phones, tapping their ipods and ticking their netbooks.
To address this “netizens” phenomenon, Universities throughout the Philippines are now installing wifi zones and maintaining its public domain to have open-universities which offer distant and modular learning. Learning from the internet becomes everbody’s business. Students and teachers are bringing their gadgets to get wireless connections for e-classrooms.
In the foundations of education, There are lot of strategies listed to make classroom learning productive. To cope with this so called “netizens”, below are some suggestive e-classroom strategies to be used both teachers and students in maximizing the used of technology.
Online Teaching as Strategy
Classroom teaching is now more on the digital age. The teachers are being transform into online teachers with 24/7 schedule. The teachers design lesson plans digitally and interactively using websites that offers free blog content such as wordpress.com.
Online teaching is an emerging strategy in showcasing the lessons to students beyond the four walls of the classroom. The teaching process is now done in the internet by posting students answers and comments online. These online responses are being moderated by the teacher.
Another great innovations in online teaching is conducting of the examinations and quizzes which are paperless. By keying in the questions and answers to http://www.thatquiz.com, the students are notified through emails having their test codes in order to take the test.
Also, the pictures of students outputs in classroom demonstrations are posted and be voted upon if viewers like it by clicking vote button. One of the examples to this online survey is on http://mythologysksu.wordpress.com/pictures.
Mobile Phones with bluetooth as Strategy
Inside the classroom, by sending e-books to be read and pictures to be viewed in the cellphones can be an strategy. Some of the lessons are needed to be copied and be read but doing tiresome job is time consuming. The students spend their time in copying the lesson which is a tedious work.
Reading e-books makes students easy to comprehend the lesson presented or viewing pictures like greek gods and goddesses lets students visualize the characters presented in e-books.
Laptop as Strategy
Though it is expensive to buy laptop but both teachers and students should consider its advantage for today’s technology driven society.
Lessons of the day is best presented if laptop is used. The teacher uses PowerPoint presentations in imparting important class generalizations of a particular topic like “Mythology and Folklore”.
Similarly, using laptops, the students are viewing the video on “Percy Jacksons” and “The Clash of Titans”. After viewing, a learning log is being answered as an assessment.
“Hence, beyond these strategies, both teachers and students shall set ground rules to enjoy the benefits of technology in and out of the classroom. Setting the ground rules like : 1)cellphones are off during class discussions but cellphones are allowed to be on after the class or transferring of data, 2) do not reveal your password to your classmates and 3) always acknowledge your sources.”
For comments about this article, send your emails to ischoolslasconia@yahoo.com . For more blog articles follow this link: http://www.ischoolslasconia.com.
Online Evaluation
Click your section for Midterm Online Quiz. Note: Ask your password during the class schedule.
—————————————————————————————————
RESULT OF THE ONLINE QUIZ AS OF AUGUST 3, 2015
| Last Name | First Name |
Midterm Quiz 1st Sem
|
Average |
|---|---|---|---|
| Amista | Alcher | ||
| Cabeje | Rhod Vincent | ||
| Calamagan | Luzhel | 83 | 83 |
| Cual | Saripen | 87 | 87 |
| Cuasito | Edwina Mae | ||
| Dacot | Rayhan | 93 | 93 |
| Dela Torre | Jocelyn | ||
| Edar | Cherry Mae | ||
| Eligino | Kristhel | ||
| Gallo | Janica Joy | ||
| Gapas | Roldan | ||
| Georfo | Jovelyn | 90 | 90 |
| Guiao | Mevel | ||
| Gutierez | Jorey | 90 | 90 |
| Isidto | Ernalyn | ||
| Jumalon | Anna Lou | ||
| Larican | Rex | 87 | 87 |
| Melchomo | May Jennifer | ||
| Mira | Kharine | ||
| Mogawan | Hanan | 87 | 87 |
| Musa | Sharmia | 93 | 93 |
| Naraga | Leni Rolf | ||
| Panizales | Shanene Babe | ||
| Parilla | Donald | 83 | 83 |
| Pompac | Claudin | 77 | 77 |
| Pontilar | Retchel | 83 | 83 |
| Ramon | Cherry Rose | ||
| Sangalan | Lunario | ||
| Saquite | Iris | ||
| Valdez | Christian JE |
| Last Name | First Name |
Midterm Quiz 1st Sem
|
Average |
|---|---|---|---|
| Albiro | Reynaldo | 100 | 100 |
| Ariel M. | Baranda | 97 | 97 |
| Aro | Marc Jason | 73 | 73 |
| Asa | Hajija | ||
| Balbuena | Cristel | 100 | 100 |
| Baton | Shiela | 100 | 100 |
| Bercadez | Emyjoy | 87 | 87 |
| Bornea | Christina | ||
| Cabales | Crisel | 77 | 77 |
| Cablalo | Shelamie | 73 | 73 |
| Camingao | Honey Mae | ||
| Casipong | Josephine | 100 | 100 |
| Causapin | Chemarie | 97 | 97 |
| Danggao | Jonny Roy | 70 | 70 |
| Dela Peña | Rocel | 97 | 97 |
| Edan | Cutie | 100 | 100 |
| Garingo | Queenie Jane | 90 | 90 |
| Idala | Gina | 90 | 90 |
| Manansala | Cristy Mae | 57 | 57 |
| Mari | Maria Ruth | ||
| Motoy | Mariana | 100 | 100 |
| Mudsol jr. | Larry | 87 | 87 |
| Nicolas | Dave | 60 | 60 |
| Pestaño | Humfrech | 90 | 90 |
| Plazo | Ritzan | 100 | 100 |
| Poncardas | Shiela Mae | 80 | 80 |
| Reprado | Marnilyn | 63 | 63 |
| Tagalog | Leo | 80 | 80 |
| Tangan | Ed Vergel | 100 | 100 |
| Last Name | First Name |
Midterm Quiz 1st Sem
|
Average |
|---|---|---|---|
| Alang | Johaissa | ||
| Alinsuot | Jamaica Amor | ||
| Alson | Aileen Rose | ||
| Bantillan | Erlyn | ||
| Dela Peña | Rocel | 97 | 97 |
| Duhali | Danica | ||
| Gala | Goemmy | ||
| Laranio | Danny Boy | ||
| LASCONIA | ROGELIO (Administrator) | ||
| Malagos | Jezell Jade | ||
| Paslon | Raven Claire | ||
| Sabellano | Daysie Jane | ||
| Sardan | Yvonne | ||
| Seneres | Raylyne Gay | ||
| Sinanggote | Jean | ||
| Singson | Precious Jjade | ||
| Sison | Kristine | ||
| Sumaday | Angelica | 90 | 90 |
| Tangaro | Chezie | ||
| Tayabas | Roxas | ||
| Tayal | Kimberly | ||
| Trasmonte | April Joy | ||
| Tumulak | Winde | ||
| Ugsimar | Vallery Fats | ||
| Usop | Cristy | ||
| Velasco | Dave Mark | ||
| Vidal | Ivy | ||
| Villarba | Lucille | ||
| Wasil | Daryl Dave | ||
| Watin | Rhea Mae | ||
| Yagon | Rellen Dave | ||
| Zaballero | Neliza | ||
| Zolina | Shiela Mae | ||
| Zonio | Junjie |
——————————————————————————————–
Double click the keyword below for an online evaluation.
Filed under 1, education, examination, lesson plan, Lesson Plans, syllabus
Course Outline for Developmental Reading1
Course Outline for Developmental Reading1
Course No. :Rdg 1
Course Description: Developmental Reading
Course Outline
MIDTERM
Unit I – THE READING PROCESS
Reading Defined
Theoretical Models of Reading –
The Perceptual Nature of Reading Process –
Factors That Affect Reading –
Reading as a Developmental Task –
Unit II- TEACHING EMERGENT LITERACY
Reading Readiness –
Theories on Readiness –
Reading Readiness and Emergent Literacy –
Skills of the Emergent Reader –
Left-Right Progression –
Visual Discrimination –
Auditory Discrimination –
Sounds and Letter Names –
Comprehension Skills of the Emergent Reader –
Unit III. TEACHING BEGINNING READING –
Reading Phrases, and Sentences –
Teaching Comprehension Skills of the Beginning Reader –
Unit IV. TEACHING BASIC COMPREHENSION SKILLS
Reading Comprehension Defined –
Barret’s Taxonomy of Reading Comprehension –
The Questioning Technique to Develop Comprehension –
Fraenkel’s Taxonomy of Questions –
Bloom’s Taxonomy Applied to Questioning Levels –
Questioning and the Levels of thinking –
Characteristics of Questions –
Sample Exercises for Developing Comprehension Skills –
Unit V. TEACHING LITERARY APPRECIATION SKILLS
Teaching Literature to Children –
Literary Appreciation Skills –
Verses for Children –
Poetry for Children –
Fables –
Legends –
Storytelling –
Choral Reading/Speaking –
Drama in the Classroom –
Unit VI. TEACHING RATE AND STUDY SKILLS
Rate and Comprehension in Reading –
Study Skills and Library Skills –
Reading a Textbook –
Reading Reference Materials –
The Encyclopedia –
Thesaurus –
Biographical References –
Atlases –
Almanacs –
The Dictionary –
Unit VII. TEACHING READING METHODOLOGIES
Teaching Vocabulary –
The Dimensional Approaches –
Semantic Webbing –
The Gradual Psychological Unfolding Approach –
Directed Reading Thinking Activity (DRTA) –
Sustained Silent Reading –
Language Experience Approach –
Dialogical Thinking Reading Lesson (DRTL) –
Phono-Visual-RAP –
Unit VIII. DIAGNOSIS AND REMEDIATION
Diagnosis in Reading –
Remediation in Reading –
Unit IX. ASSESSMENT IN READING
Assessing the Three Domains of Learning –
Achievement Testing –
Assessing Reading as a Language Arts –
The Cloze Test –
Unit X. READING GAMES
The Gaming Method –
Simulations and Games –
Hints on How to Use Games –
Word Games –
Treasure Hunt –
Classifying Games –
References:
Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006
Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006
Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008
Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994
Filed under 1, course outline, education, gpnhs, lesson plan, pnhs
Reading 2 Course Outline
Course Outline
Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:
- Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
- Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
- Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
- Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.
Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading
Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading
A. Phonics vs. Whole Language Approach
C. Making Transitions Toward Holistic Teaching
5. Community Involvement / Family Involvement
Unit III. Understanding Reading: Defining and Redefining Beliefs
A. Understanding the Reading Process
B. Aspects that influence reading development
C. Theories of Reading Process
- Bottom-Up Theory
- Top-Down Theory
- Interactive Theory
- Transactional Theory
Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)
1. Goal of phonics instruction
2. Content of Phonics Instruction – word families
C. Word Recognition Instruction
- Alphabetic Principle
- Alphabetic Knowledge
- Phonemic Awareness – letter-sound relationship
- Phonological Awareness – ability to produce sounds
- Print Awareness
- Decodable Text
D. Word Recognition Strategies
- Sight Words – Dolch List, Phili-IRI, Fry List , SREA
- Context Clues
- Structural Analysis
- Dictionary
- Alphabet Book and Chart
- Songs, Chants, Rhymes and Jingles
Unit V. Acquiring a Reading Vocabulary
A. What is vocabulary instruction
B. Strategies of Building Vocabulary
- Structural Analysis
- Word Associations
- Context Clues
- Homonyms, Homographs, Heteronyms
- Figures of Speech
- Idioms
- Synonyms and Antonyms
- Word Map
Unit VI. Comprehending Text
A. Issues in Teaching Reading Comprehension (Other Online Resources)
- Less Time in Reading
- Teachers Manual in Reading
- Curriculum in Reading
- School Management and Priorities in Reading
- Teacher’s Role in Reading
- Beliefs in Reading
B. Two Theories in Comprehending Text
- Schema Theory – Schema? Schemata?
- Generative Learning Theory
C. Reading Difficulties and Disability
D. Some Teaching Strategies in Developing Reading Comprehension
- Story Grammar
- Story Maps
- Story Frames
- Story Sequence/ Clothesline
- Cloze Procedure
- Predicting Outcomes
- Generalizing
- Noting Details
- Open-Ended Questions
E. Types of Comprehension Skills
- Literal
- Inference
- Prediction
- Evaluation
- Application
F. Bloom’s Taxonomy of Cognitive Domain
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
Unit VII. Developing Independent and Fluent Readers
A. Sustained Silent Reading (SSR)
B. Fluency in Reading
C. Question – Answer Relationship (QAR by Raphael)
D. Reciprocal Questioning (ReQuest by Dresher et. al.)
Course Outline BEED 1A / 1B /1C
Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:
- Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
- Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
- Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
- Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.
Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading
Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading
A. Phonics vs. Whole Language Approach
C. Making Transitions Toward Holistic Teaching
2. Reading…
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Filed under 1, course outline, education, gpnhs, lesson plan, Lesson Plans, pnhs, syllabus
eskwela.wikispaces.com
