Module - Culminating Activity Grade 12 HUMSS PDF

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CULMINATING ACTIVITYQuarter 1 – Module 1Department of Education ● Republic of the PhilippinesGovernment Property NOT FOR SALESENIOR HIGH SCHOOLEnglish for Academic and Professional Purposes Alternative Delivery Mode Quarter 1 – Module 1: Reading and Writing Academic Texts First Edition, 2020Republic...

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Government Property

SENIOR HIGH SCHOOL

NOT FOR SALE

CULMINATING ACTIVITY Quarter 1 – Module 1

Department of Education ● Republic of the Philippines

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.e., 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. Development Team of the Module Content Editor: Language Editor: Layout Artist: Writers:

Development Team: Chairperson: Co-Chairpersons:

Members:

William N. Almonia Jackielou P. D Mata Maria Aura E. Paumar Cherry L. Vallejos Joy M. Sajulga Glen B. Badana Annalie C. Legason Paulino Reynaldo Acenas Jedidiah J. Quidet Benjie A. Pallo

Dr. Arturo B. Bayocot, CESO III Regional Director 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

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

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SENIOR HIGH SCHOOL

CULMINATING ACTIVTIY Quarter 1 – Module 1

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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TABLE OF CONTENTS Page No. OVERVIEW What I Need To Know

1

What Should I Expect

1

Things to Remember To Get Through

2

Lesson 1- My HUMSS Portfolio What I Need To Know

3

What I Know

4

What's New

5

What Is It

6

What's More

8

What I Can Do

10

Post Assessment

12

What I Have Learned

14

Lesson 2 – Planning the Portfolio What I Need To Know

15

What's In

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What is It

16

What's More

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What Can I do

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What's More

20

What I Can Do

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Post Assessment

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What I Have Learned

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Lesson 3 -Academic Reading Strategies What I Need To Know

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What's In

24

What I Know

25

What's New

26

What Is It

26 3

What's More

28

What I Have Learned

29

What I Can Do

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Post Assessment

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Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts What I Need To Know

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What I Know

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What Is It

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What's New

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What's More

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Post Assessment

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What I Have Learned

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WHAT I NEED TO KNOW

This Module in Culminating Activity aims to produce a creative portfolio that will integrate their learning in specialized learning areas under humanities or social sciences. This module has 6 parts or lessons. Lesson one (1) My HUMSS PORTFOLIO, Lesson two (2) Planning the portfolio, Lesson Three (3) Comments, Feedbacks and Observation, Lesson Four (4) Every part of the module contains activities and enhancement exercises utilizing pictures, and illustrations which have been proven as effective instructional materials in improving the writing skills of the students.

WHAT SHOULD I EXPECT

Learning Objectives: At the end of the module, the learners shall be able to: 1. Formulate a plan that will demonstrate the key concepts, principles, and processes of humanities and social sciences; 2. Write a concept anchored on the prepared plan; 3. Generate comments, feedbacks and observations on the feasibility, appropriateness and relevance and concepts; 4. Synthesize insights

from the

observations, comments, and

recommendations of peers and/or teachers.

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THINGS TO REMEMBER TO GET THROUGH

For the learners Now that you are holding this module, do the following: 1. Read and follow instructions carefully in each lesson. 2. Take note and record points for clarification. 3. Do the activities to fully understand each lesson. 4. Answer all the given tests and activities. 5. Write all your answers in your notebook.

For the Facilitators

1. Introduce the lesson/activities. Engage learners to do the activities religiously, and let the learners carry the tasks with ease and confidence. 2. Do the What I Know: Instruct the learners to answer the questions to test how far they know about the topic. 3. Do the activity What’s New: Activate the learners' understanding of the topics by letting them answer varied activities. 4. Allow students to read What is It. Let the learners fully discover and comprehend all topics discussed in this module. 5. 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. 6. Assign the students to do What I can Do activities that shall transfer knowledge /skills gained or learned into real life situation. 6

GOOD LUCK AS YOU BEGIN MODULE 1

LESSON 1

MY HUMSS PORTFOLIO

WHAT I NEED TO KNOW

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: 1. Know and understand the term “ portfolio” and it’s purpose; 2. Identify the different types of “portfolio” 3. Determine the parts of “ portfolio”. General Instructions Now that you are holding this module, do the following: 1. 2. 3. 4.

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.

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Let’s Answer This!

CHAPTER PRETEST

Create a Concept Map Question: What comes into your mind when you hear the word “ Portfolio”.

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WHAT IS IT

What is a Portfolio? A portfolio is a “ flat case for carrying papers and drawings” (MerriamWebster 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.

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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.

WHAT'S MORE

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)

1. 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. 2. Portfolio Checklist and Self-Assessment-- Checklist of requirements and self- assessment using the rubric provided. 10

3. Table of Contents 4. Preface-- A narrative that provides a brief background of yourself and why you are making a portfolio. It must also describe the reasons and process you used in selecting the artifacts or works you have included in your portfolio. Finally, it should include your all overall reflection and learning. 5. Presentation of Selected Work Format: a. Subject -- Identify the subject where each artifact belongs.  Introduction to World Religions and Belief Systems  Disciplines and Ideas in the Applied Social Sciences (DIAS)  Creative Writing  Creative Nonfiction  Disciplines and Ideas in the Social Sciences  Philippine Politics and Governance  Trends and Critical Thinking in the 21st Century Culture  Community Engagement, Solidarity, and Citizenship b. Artifacts -- The student’s best work may include actual student output within or outside class; photo of a school presentation/performance; reflection paper; awards; commendations; etc. You may include memorabilia related to the main artifact you are presenting. c. Description of the Artifact -- Brief narrative describing what, when, where, how, and why of the chosen artifact. d. Learning Goals Reflected -- Content or performance standard related to the artifact. e. Reflection on the Artifact -- This may include your most significant learning or realization about yourself or the subject. 6. Personal Vision and Goals for the Future -- Narrative that describes your dreams, goals, and aspirations for yourself for the next 10 years. Some questions you may use as guide are the following:  Where do you see yourself ten years from now? What would you be doing?  What have you achieved personally and professionally?  What would you do to make these dreams and aspirations happen?

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LESSON 2

Planning the Portfolio LESSON 2

Learning Objectives: At the end of the lesson, the learners are expected to: 1. identify the Portfolio Development Phases; and 2. develop a Portfolio Development Plan

Let’s Recall!

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: 1. 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. 2. Collection- The student collects and retrieves as many evidences or outputs from the course. 3. 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. 4. 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.

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5. Self-Assessment – Using the rubric or criteria provided by the teacher, the student evaluates the completed portfolio. A student enhances the portfolio in the areas he/she rated low. 6. Connection and Presentation- Students share their portfolio with classmates, teachers, and even parents. They are also given the opportunity to provide feedback on the portfolio. In terms of management of portfolio ideas, Johnson, Mims-Cox, and Doyle-Nichols (2010) provided some tips which you may follow: 1. Set up a time line with due dates for installments in the portfolio. a. Practice writing reflective statements for each potential portfolio entry b. Make sample reflection sheets for dry runs 2. Review samples of completed portfolios with importance of appearance and scoring. 3. To ensure clarity of expectations, review the rubrics or scoring guides on advance. 4. Make the portfolio process convenient. a. Use materials that are readily available b. Store folders alphabetically in milk crates or cardboard boxes, or file cabinets c. Use binders d. Color-code to distinguish among classes

WHAT'S MORE Lets’ Practice! To help you strategize, fill up the Portfolio Development Plan template below: Projection/Planning Stage

Collection

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Selection

Reflection

Self- Assessment

Connection and Presentation

WHAT I CAN DO 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.

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Portfolio entries to accomplish: Portfolio Entry no. 1: RESUME

Portfolio Entry no. APPLICATION LETTER Portfolio Entry INTERVIEW

no.

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:

2:

JOB

Portfolio Entry no. 4 : COMPANY RULES AND REGULATIONS

Portfolio Entry no. 5: WORK IMMERSION TASK/ACTIVITIES

Portfolio Entry no. 6: DAILY TIME RECORD AND DAILY TASK RECORD

Portfolio Entry no. 7: PERSONAL TRAITS 1

Portfolio Entry no. 8: PERSONAL TRAITS 2

Portfolio Entry no. 9: UPDATED RESUME Portfolio Entry no. 10: WORK IMMERSION HIGHLIGHTS

*attach your resume *write a reflection about the resume that you made *attach your application letter * write a reflection about writing your application letter *attach photos of your job interview *write a reflection on your experience in your job interview *attach a list of your company’s rules and regulation *write a reflection on how you behaved and followed their rules and regulations *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? *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 *attach photos of good personality traits you demonstrated during the work immersion which is on pleasing appearance, courtesy, conduct, industriousness, and reliability * attach photos of good personality traits you demonstrated during the work immersion which is on sociability, drive and leadership. Mental maturity, and stress tolerance *attach updated resume *write a reflection about the resume that you updated *attach photos of your highlights during the work immersion *write a reflection of your whole experience during your work 16

immersion Portfolio Entry no. 11: *write a reflection on creating a REFLECTION ON CREATING MY portfolio using CERAE format. C- Content: what is your portfolio PORTFOLIO about E-Experience: what are your experiences in creating the portfolio? R-Reflection: what have you learn in your portfolio creating experience? A-Action: what do you plan to do based on your reflection? E-Evaluation: Evaluate the experience as a whole. Portfolio Entry no. 12: COLLAGE *attach a collage of your Senior OF MY SENIOR HIGH SCHOOL High School experience EXPERIENCE

POST ASSESSMENT

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LESSON 3

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: 1. Express and relate specific but not restrictive comment, feedbacks and observation on the feasibility, appropriateness and relevance of concept in the social sciences; 2. evaluate concept in the social sciences; and 3. use the comments, feedbacks and observation to glean information he/she needs.

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

1.

P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the portfolio.

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or outputs from the course. 3. 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. 4. 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. 5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she rated low. 6. C_ _ _ _ _ _...