Category Archives: gpnhs

Afro-Asian Literature

Course Outline

Unit I.. Afro-Asian Literature

*African Literature


African Writers and Poets
Poetry

Africa by David Diop

Once Upon a Time by Gabriel Okara

Short Story

Anticipation by Mabel Dove-Danquah Ghana

Unit II. Egyptian Literature

Mythology

(htm file)
Types of Egyptian Literature
Tales

Egyptian Tales
Love Songs
Poetry

To Whom Should I Speak Today by T. Eric Peet


Egyptian Myth and Legend

The Tale of Sinuhe

(htm file)

Unit III. Arabian Literature

Arabic literature

Arabic Prose


Arabic Poetry

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

China

(htm file)

Confucuianism

(htm file)

Analects

(htm file)

A Wife Mourns For Her Husband

Chinese Poets

(htm file)

Chapter V. Hindu Literature

India

Mahabharata

Panchantantra

Pachantantra Stories

Bhagavad Gita

Rabindranath Tagore

Gitanjali

Kalidasa

Chapter VI. Hebrew Literature

Israel

The Bible

Genesis: The Creation

The Sermon on the Mount

Psalm 23

The Ecclesiastes

The story of Joseph

The Story of Ruth

The Parable of the Good Samaritan

The Parable of the Last Seat

The Parable of the Prodigal Son

The Parable of Talents

Chapter VII. Persian Literature

Iran

Characteristic of Persian Literature

Persian Prose

Omar Khayyam

Rubaiyat

Hafiz

Jami

Sadi

Ghazals

Chapter VIII. Japanese Literature

About Japan

Tale of Genji

Tale of Genji (pdf)

Murasaki Shikibu

Basho

The Madman on the Roof

Chapter IX. Korean Literature

  1. About Korea
  2. Literary Works of Korea

The Character of Korean Literature

Modern Literature of Korea

Korean’s Classical Literature

Jumong

Jumong on Youtube

The Legend Korean TV Series

Chapter X. Vietnam Literature

  1. Facts about Vietnam
  2. Vietnam Poetry and Short Stories
  3. http://en.wikipedia.org/wiki/Nhat_Hanh

Chapter XII. Thailand Literature

Fact and figures about Thailand

Thailand Short Stories

Reference:

http://www.asianinfo.org/

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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:

IV. Elizabethan Era –

William Shakespeare’s Hamlet, Romeo and Juliet, Othello, King Lear, Macbeth, Anthony and Cleopatra, The Tempest, English Sonnet

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:

Beowulf

The Canterbury Tales

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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.

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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.

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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 

Teaching the Alphabet 

Teaching Word Recognition –

Teaching the Service Words –

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 –

Purposes of Questions 

Characteristics of Questions 

Do’s in Asking Questions –

Sample Exercises for Developing Comprehension Skills –

Noting Details –

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions – 

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

 

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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:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. 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

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List , SREA
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. 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.)

VIII. Evaluation Matrix for Reading Programs

Developmental Reading

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:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. 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

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading…

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Lesson Plan in English

Lesson Plan in English I

(A demonstration lesson in JENYSYS Screening Committee SOKSARGEN Chapter)

Holy Trinity College

General Santos City Philippines

April 14, 2011

I- OBJECTIVE

1. Demonstrate the different values reflected in the selection.

II – MATERIALS

New Horizons in Learning English I

III- METHODOLOGY

A. Preparatory Activities

1.Prayer

2.Attendance

B. Motivation How to show that we are Filipino?

(Distribute the metadata to the students)

C. Lesson Proper

1.Reading of the text “I am a Filipino” by Carlos P. Romulo

2.Group Reading

3.Comprehension Questions

a. What are the characteristics of a true Filipino?

b. What are the contributions of heroes reflected in the text?

c. How to show that we are true Filipino?

IV – ASSESSMENT “Dive or Survive”

The students will perform varied task.

Group 1 – Dramatize the selection

Group 2 – Recite the “I am a Filipino” with actions

Rubrics for Presentation

Criteria

1

2

3

4

5

TOTAL

Organization of Ideas

Unity

Discipline

V- ASSIGNMENT

Write a reflection based on the experience upon doing your group task.

Is your performance portrayed the essence of a true Filipino? Why?

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DepED Region XII World Teacher’s Day Celebration

Isla Jardin del Mar, Gumasa, Glan, Sarangani Province is the chosen place to celebrate the DepEd Region II World Teacher’s Day. October 1-5, 2014 is set for the teachers to celebrate all over the world simultaneously.

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On October 4, 2014, Teachers of Region XII register themselves and wait for opening program and activities.

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Wearing red t-shirt, Municipal Vice Mayor Dra. Vivien C. Yap welcomes the DepED Region XII Officials, Schools Superintendents, Supervisors and Teachers.

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Dr. Allan G. Farnazo, DepEd Region XII Director, expresses his education reforms to be done such as capturing the exact health profile of teachers and “Dugong Guro” means blood letting and donation in partnership with Philippine National Red Cross.

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A one of the activities is the Tug of War which is participated with the nine (9) Divisions to wit: Sarangani, Koronadal City, General Santos City, Kidapawan, Cotabato City, Cotabato Province, South Cotabato, Tacurong City, and Sultan Kudarat.

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Also, On October 3, 2014, Sarangani Division Teaching and Non-Teaching Personnel celebrate World Teacher’s Day. One of the highlights is a competition on a race using bamboo slabs with tie box.

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