College of Arts and Sciences Education English 102 - Course Outline

College of Arts and Sciences Education
ENGLISH 102 – Course Outline
COURSE INFORMATION
1. Course Number : ENG 102
2. Course Name : Interactive Reading
3. Course Description : This course is designed to provide the students with skillful reading activities in
a formal classroom setting. This curriculum offers various essential reading
techniques along with the wide variety of reading selections. The lessons also
include enabling activities which are expected to enhance the readers’
comprehension skills. These skills in turn become useful tools for the
improvement of the students’ writing capacities.
4. Pre-requisite : ENG 101
5. Co-requisite : None
6. Credit : 6.0 units
7. Class schedule : Not Applicable
8. Program Educational Objectives (PEO):
Three to five years after graduation, the graduates are expected to:
A.
B.
C.
D.
9. Student Outcomes (SO) and their links to PEO

PEO
Upon graduation, the students are expected to:
A B C D
 SO a Ability to function on multidisciplinary teams;
 SO b Understanding of professional and ethical responsibility;
 SO c* Ability to communicate effectively
 SO d* Recognition of the need for, and an ability to engage in long-life learning ;and
 SO e Appreciation of Filipino historical and cultural heritage as well as knowledge on
contemporary issues.
Note: * SO being addressed in this course
10. Course Outcomes (CO) and their links to SO

SO
Upon completion of the course, the students are expected to:
a b c d e
 CO 1 Recognize the nature of reading and its strategies; I I E E D
 CO 2 Improve their reading comprehension skills; I I E E D
 CO 3 Imbibe all the values and morals gained from the reading selections; I I E E D
 CO 4 Appreciate the amusement in reading and apply its usefulness in their personal and I I E E D
professional undertakings
Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.
1
Program Educational Objectives (PEO)
Vision: A leading institution of higher

learning recognized for its quality
transformative education serving the 1.
nation and the world
UM
Mission: To provide a dynamic and Core
supportive academic environment
through the highest standards of
Values
instruction, research and extension in a
non-sectarian institution committed to
democratizing access to education.
Program Intended Learning Outcomes (PILO) Course Outcomes (CO)
a. Articulate the relationship of education to larger 1. Recognize the nature of reading and its
historical, social, cultural and political processes; strategies;
b. Facilitate learning using a wide range of teaching
methodologies in various types of environment; 2. Improve their reading comprehension skills;
c. Develop alternative teaching approaches for
diverse learners; 3. Imbibe all the values and morals gained
d. Apply skills in curriculum development, lesson from the reading selections;
planning, materials development, instructional
delivery and educational assessment; 4. Appreciate the amusement in reading and
e. Demonstrate basic and higher levels of thinking apply its usefulness in their personal and
skills in planning, assessing and reporting; professional undertakings
f. Practice professional and ethical teaching
standards to respond to the demands of the
community;
g. Pursue life-long learning for personal and
professional growth;
h. Demonstrate in-depth understanding of the
development of elementary/secondary learners;
i. Exhibit comprehensive knowledge of various
learning areas in the elementary/secondary
curriculum;
j. Create and utilize materials appropriate to the
elementary/secondary level to enhance teaching and
learning;
k. Design and implement assessment tools and
procedures to measure elementary/secondary
learning outcomes.
2
CO and Assessment task alignment
Assessment Task
CO Theory-based Practice- Assessment Coverage
based Schedule
1. Recognize the nature of Multiple n/a First Exam Overview and
reading and its strategies; Choice Lesson 1
Questions
2. Improve their reading Multiple n/a Second Exam - Lessons 2 - 18

comprehension skills; Choice Seventh Exam
Questions
3. Imbibe all the values and Multiple n/a Second Exam - Lessons 2 - 18
morals gained from the reading Choice Seventh Exam
selections; Questions
4. Appreciate the amusement Multiple n/a Lessons 18 – 21;
in reading and apply its Choice Seventh Exam - Reading
usefulness in their personal and Questions Eighth Exam Enhancement
professional undertakings Activities
*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice
Questions
Assessment Task Details (Theory-based)
Assessment Coverage Assessment Task Details

Schedule
First Exam Overview and Multiple Choice
Lesson 1 Questions
(100% of the
exam)
Second Lessons 2 - 4 Multiple Choice
Exam Questions
(100% of the
exam)
Third Exam Lessons 5 – 7 Multiple Choice
Questions
(100% of the
exam)
3
Fourth Lessons 9 - 10 Multiple Choice

Exam Questions
(100% of the
exam)
Fifth Exam Lessons 11 - 13 Multiple Choice
Questions
(100% of the
exam)
Sixth Exam Lessons 14 - 15 Multiple Choice
Questions
(100% of the
exam)
Seventh Lessons 16 - 18 Multiple Choice
Exam Questions
(100% of the
exam)
Final Exam Lessons 1 - 21 Multiple Choice
Questions
(100% of the
exam)
11. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1  Classroom orientation (University 1.
to Policies; SOs, Cos; Core values; and G-  Getting-to-Know

Week 3 Factor) Activity
 Class Orientation  Lecture on
 UM VMG  Student Handbook
 UM Rules & Regulations  Video Clip of
 UM Grading System  the University
 Objectives of the CASE Hymn
 Classroom policies  Lecture- Discussion
 Course outline  Brainstorming
 Grading system  Story Strips
 Preliminaries:
 Nature, Functions and Importance of
Reading
 The Reading Comprehension Levels

 Literal
 Interpretive
 Critical
 Integrative
 Creative
4
UNIT 1
Lesson 1: Noting Details
“A Night Spent in the Woods”
TOPICS FOR SECOND EXAMINATION

Week 4  Lesson 2: Following Directions 
to “Go Places with English”
Week 5
 Lesson 3: Getting the Main Idea
“Time in a Bottle”
 Lesson 4: Sequencing
 “The Last Leaf”
TOPICS FOR THIRD EXAMINATION

Week 6 Focus on learning

To
Week 7
Week 8 
to
Week 9
12. TEXTBOOK: Lucas, M. R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive process
References:
1. Efklides, A. (2014). How does metacognition contribute to the regulation of learning? an integrative
approach. Psychological Topics, 23(1), 1-30.
2. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers' Metacognitive knowledge and
pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
3. Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic
learning skills. Preventing School Failure, 54(2), 99-103.
4. Annan, J., Bowler, J., Mentis, M., & Somerville, M. P. (2011). Between theory and practice falls the shadow:
The learning theories profile. Journal of Cognitive Education and Psychology, 10(3), 238-252.
5
5. Wang, V. C. X. (2012). Understanding and promoting learning theories. International Forum of Teaching and
Studies, 8(2), 5-11.
6. Botty, H. M. R. H., & Shahrill, M. (2014). The impact of Gagné, Vygotsky and skinner theories in pedagogical
practices of mathematics teachers in Brunei Darussalam. Review of European Studies, 6(4), 100-109.
7. Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about
learning?
8. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and
limitations. Journal of Educational Technology & Society, 8(1).
9. Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High
School Journal, 82 (1), 35.
10. Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory
to increase student motivation in learning history. Asian Culture and History, 7(1), 210-219.
11. Sengodan, V., & Iksan, Z. H. (2012). Students' learning styles and intrinsic motivation in learning
mathematics. Asian Social Science, 8(16), 17-23.
13. COURSE EVALUATION
Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%
14. Policies and guidelines

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-20 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.
6
Prepared by: Reviewed by:
Pedrito M. Castillo Danilo P. Salomon

Faculty BSED, Program Head
Theresa F. Misola Theresa F. Misola

BEED, Program Head BEED, Program Head
Recommending approval: Approved by:
RUBY A. SERRANO, EdD RONNIE V. AMORADO, PhD

Dean, College of Teacher Education VP, Academic Planning and Services
References reviewed by:
VIRGINIA CAINTIC
AVP – LIC Librarian
7
8
TIME TOPICS FOR FIRST EXAMINATION

CO AT TLA
FRAME
Class Orientation 1, 2, 5
Wk ▪ UM VMG Group Dynamics Getting-to-Know

Activity
1 ▪ UM Rules & Regulations
▪ UM Grading System 3, 5
Lecture on
▪ Objectives of the CASE Small Group Discussion
Student Handbook
▪ Classroom policies
▪ Course outline 1, 3,4
▪ Grading system
Preliminaries:
Wk Nature, Functions and Importance of 1 Dyad Activity Video Clip of

Reading
2 the University
Hymn
The Reading Comprehension Levels
9
▪ Literal
▪ Interpretive Short Quiz
▪ Critical Lecture- Discussion
▪ Integrative
▪ Creative
Wk UNIT 1 Oral Quiz Brainstorming
3 Lesson 1: Noting Details
Story Strips
2, 3 First Examination
(MCQ = 50)
Wk
4 Lesson 2: Following Directions Quiz or Group Dynamics
“Go Places with English” 2, 3 Graded Recitation (using task cards)
Lesson 3: Getting the Main Idea Paint-a-Picture Panel Discussion
“Time in a Bottle”
10
Wk 5 2, 3 Writing Activity
Lesson 4: Sequencing
“The Last Leaf” Role Playing
Second Examination
(MCQ = 50)
Lesson 5: Cause and Effect Message Relay
“Learning to Hate Mathematics” 2, 3 Writing Activity
Wk
Wk UNIT 2 Listening Test Dyad for Question

Frames
7 Lesson 6: Paraphrasing 2, 3
“On Measuring Success” Double Entry Journal
Star Burst or
Lesson 7: Summarizing Marathon Quiz
Basic Story Frame
“Stabbed to Change”
11
Third Examination
(MCQ = 50)
Lesson 8: Outlining Sentence Jumble Three-Minute Write
Wk 8 “White Lies” 2, 3
K-W-L Chart or
Lesson 9: Denotation & Connotation
“Across the Wide Dark Sea” Venn Diagram
Wk 9 Lesson 10: Doublespeak Reading Comprehension The Problem Tree

Check
“Entropy”
Fourth Examination
(MCQ = 50)
Reading Comprehension
Check
Wk Lesson 11: Figurative Language 2, 3
10 “The Story of King Midas” Crystal Ball or
12
Quiz on Fig. Language Story Web
UNIT 3
Wk Lesson 12: Determining Fact from Opinion 2,3,4 Synthesis Journal Round Table
Conference
11 “Who Wants to be an Entrepreneur”
Wk 12 Lesson 13: Fallacies 2,3,4 Synthesis Journal Video Clip with

Seat Work
“I Have a Dream”
Fifth Examination (MCQ

= 50)
Wk 13 2,3,4 Cloze Test Dicto-Comp or
Lesson 14: Identifying Assumptions
“The Stranger” Predicting Task
Lesson 15: Assessing Evidences
Wk “Sensible Living” 2,3,4 Oral Quiz Video Clip on
14 Court Trial
Sixth Examination
13
(MCQ = 50)
UNIT 4
Wk Lesson 16: Drawing Insights 2,3,4 Exam Review Quiz Comparison and
Contrast
15 “Finding the Flow”
Personal
Lesson 17: Applying Lessons to Real Life Reflection
“A Letter to Father Carl”
Wk 16 2,3,4 Song Composition Triad
Introduction to: DynEd schedule:
▪ the course *Dialogue
▪ the textbook *Advanced Listening
DynEd training
UNIT 5
Lesson 18: Song Interpretation Seventh Examination
“Go Down, Moses” (MCQ = 50)
14
Lesson 19: Poem Writing
Wk “Beyond Forgetting”
17
Poem Interpretation Haiku Writing

(using rubrics)
Lesson 20: Preparing Advertisements
“A Selection of Advertisements” 2,3,4 Informal Debate
Exam Review Quiz

Lesson 21: Continuing and Altering a Story
“A Doubtful Christmas” Collage
Wk 18 Reading Enhancement Activities 1,2,3,4 Exam Review Quiz
Outlining of
Study Guide
Final Examination
(MCQ = 100)
10) Textbook:
➢ Gabelo, Nerissa et al (2014). Skillful Reading. Malabon: Manila.
Mutya Publishing House, Inc.
15
11) References:
♣ Langan, John (2014). Sentence Skills with Readings. New York, N.Y.: McGraw-Hill
Companies, Inc.
♣ Barrot, Jessie (2013). Reading to Think, Thinking to Write: A Guide to Critical Reading
and Writing. Manila, Phil.: Rex Book Store.
♣ Wyrick, Jean (2011). Steps to Writing well with Additional Readings. Australia:
Wadsworth Cengage Learning.
♣ Langan, John (2011). College Writing Skills with Readings. New York: McGraw-Hill.
♣ Fawcett, Susan (2011). Evergreen: A Guide to Writing with Readings. Australia:

Wadsworth Cengage Learning.
12) Policies and guidelines
a. Attendance is counted from the first regular class meeting to monitor the number of absences
not to exceed 20% of the total contact hours as provided in the Student Handbook Section 2.2.7
letters A-B.
b. A validated student identification card must always by worn by all students while attending
classes.
c. Cheating is strictly prohibited as provided in section 7.3.2 letter H in Student Handbook. Any
form of dishonesty shall be dealt with accordingly. Honesty is called for at all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
e. CELLULAR PHONES or any ELECTRONIC GADGETS are NOT allowed during EXAMINATIONS.
f. Once examination has started, NOBODY is allowed to take his/her personal necessities.
g. Base-15 grading policy should be observed. Students who obtained failing scores in major
exams are given appropriate/ necessary interventions as cited in the monitoring form. Tutorial
classes will be offered upon the approval from the administration.
h. One textbook-one student policy.
i. Proper decorum must be observed at all times during class hour.
16
j. Everyone is responsible in picking up and arranging the chairs before and after class hour
EDWIN L. NEBRIA
References reviewed by: Chair, Language Discipline
ROEL J. IDO
JOCELYN L. NOVELOZO, M.E.L.T VIRGINIA I. CAINTIC
AVP-LIC
Noted by:
KHRISTINE MARIE D. CONCEPCION, Ph. D.
Dean, College of Arts and Sciences
Approved by:
RONNIE V. AMORADO, Ph. D.
VP, Academic Planning and Services
17
18

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1 Class Orientation  Getting-to-Know 2. Efklides, A. (2014). How does
metacognition contribute to the
to Activity regulation of learning? an
Week 3  UM VMG  Lecture on Student integrative
 UM Rules & Regulations Handbook
approach. Psychological
Topics, 23(1), 1-30.
 UM Grading System  Video Clip of the 3. Wilson, N. S., & Bai, H. (2010).
 Objectives of the CASE University The relationships and impact of
teachers' metacognitive
 Classroom policies
knowledge and pedagogical
 Course outline understandings of
 Grading system metacognition. Metacognition and
Learning, 5(3), 269-288.
Preliminaries: 4. Joseph, N. (2010). Metacognition
Nature, Functions and Importance of needed: Teaching middle and high
Reading school students to develop
strategic learning skills.
Preventing School Failure, 54(2),
The Reading Comprehension Levels 99-103.
▪ Literal
▪ Interpretive
▪ Critical
▪ Integrative
▪ Creative
UNIT 1
 Lesson 1: Noting Details

TOPICS FOR SECOND EXAMINATION
19
Week 4 Focus on the learner  Group dynamics 1. Annan, J., Bowler, J., Mentis, M., &
Somerville, M. P. (2011). Between
to  Module 3: Review of theories related to  Concept mapping theory and practice falls the shadow:
Week 5 the learners’ development  Oral presentation The learning theories profile. Journal
 Module 4: Individual Differences of Cognitive Education and
 Writeshop on Psychology, 10(3), 238-252.
 Module 5: Learning/thinking styles and
lesson plan making 2. Wang, V. C. X. (2012).
multiple intelligences
 Research article Understanding and promoting
 Module 6: Learners with exceptionalities learning theories. International
reading/discourse
Forum of Teaching and Studies, 8(2),
 Oral recitation 5-11.
3. Botty, H. M. R. H., & Shahrill, M.
(2014). The impact of gagné,
vygotsky and skinner theories in
pedagogical practices of mathematics
teachers in brunei arussalam. Review
of European Studies, 6(4), 100-109.
TOPICS FOR THIRD EXAMINATION
Week 6 Focus on learning  Group dynamics 1. Chiang, M. (2010). How does
preservice teachers' learning about
 Module 7: Behaviorism  Concept mapping learning theories influence their
To  Module 8: Neo-behaviorism  Oral presentation beliefs about learning?
 Module 9: Gestalt psychology
 Classroom
Week 7  Module 10: Information processing 2. Karagiorgi, Y., & Symeou, L.
simulation analysis (2005). Translating constructivism
 Module 11: Gagne’s conditions of
 Research article into instructional design: Potential
learning and limitations. Journal of
reading/discourse
 Module 12: Ausubel’s subsumption Educational Technology &
 Oral recitation
theory Society, 8(1).
 Module 13: Bruner’s constructivist

3. Ivie, S. D. (1998). Ausubel's
theory learning theory: An approach to
 Module 14: Constructivism teaching higher order thinking
 Module 15: Transfer of learning skills. The High School Journal,82(1),
35.
 Module 16: Bloom’s taxonomy
 Module 17: Sternberg’s successful
intelligence
 Module 18: Problem solving and
creativity
Week 8  Module 19: Meaning and types of  Group dynamics 1. Ahmad, A. R., Seman, A. A.,
motivation  Oral presentation Awang, M. M., & Sulaiman, F.
to  Module 20: Theories and factors (2015). Application of multiple
 Research article intelligence theory to increase
affecting motivation reading/discourse student motivation in learning
Week 9  Module 21: Students’ diversity in  Oral recitation history. Asian Culture and
motivation
History, 7(1), 210-219.
 Module 22: Human environmental
factors affecting motivation 2. Sengodan, V., & Iksan, Z. H.
 Module 23: The classroom climate (2012). Students' learning styles
 Module 24: The physical learning and intrinsic motivation in
environment learning mathematics. Asian
 Module 25: Assessment strategies that Social Science, 8(16), 17-23.
can increase motivation
 Module 26: Integration (coherence of all
topics)
17. TEXTBOOK: Lucas, M. R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive process
20
References:
1. Efklides, A. (2014). How does metacognition contribute to the regulation of learning? an integrative
approach. Psychological Topics, 23(1), 1-30.
2. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers' Metacognitive knowledge and
pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
3. Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic
learning skills. Preventing School Failure, 54(2), 99-103.
4. Annan, J., Bowler, J., Mentis, M., & Somerville, M. P. (2011). Between theory and practice falls the shadow:
The learning theories profile. Journal of Cognitive Education and Psychology, 10(3), 238-252.
5. Wang, V. C. X. (2012). Understanding and promoting learning theories. International Forum of Teaching and
Studies, 8(2), 5-11.
6. Botty, H. M. R. H., & Shahrill, M. (2014). The impact of Gagné, Vygotsky and skinner theories in pedagogical
practices of mathematics teachers in Brunei Darussalam. Review of European Studies, 6(4), 100-109.
7. Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about
learning?
8. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and
limitations. Journal of Educational Technology & Society, 8(1).
9. Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High
School Journal, 82 (1), 35.
10. Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory
to increase student motivation in learning history. Asian Culture and History, 7(1), 210-219.
11. Sengodan, V., & Iksan, Z. H. (2012). Students' learning styles and intrinsic motivation in learning
mathematics. Asian Social Science, 8(16), 17-23.
18. COURSE EVALUATION
Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%
19. Policies and guidelines
21
f. Attendance is counted from the first regular class meeting.

g. A validated student identification card must always by worn be all students while attending classes.
h. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
i. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
j. Base-20 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.
Pedrito M. Castillo Danilo P. Salomon

Faculty BSED, Program Head
Theresa F. Misola Theresa F. Misola

BEED, Program Head BEED, Program Head
Recommending approval: Approved by:
RUBY A. SERRANO, EdD RONNIE V. AMORADO, PhD

Dean, College of Teacher Education VP, Academic Planning and Services
References reviewed by:
VIRGINIA CAINTIC
AVP – LIC Librarian
22
23

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College of Arts and Sciences Education

ENGLISH 102 – Course Outline

9. Student Outcomes (SO) and their links to PEO

10. Course Outcomes (CO) and their links to SO

 CO 2 Improve their reading comprehension skills; I I E E D

Program Educational Objectives (PEO)

Vision: A leading institution of higher

Program Intended Learning Outcomes (PILO) Course Outcomes (CO)

CO and Assessment task alignment

2. Improve their reading Multiple n/a Second Exam - Lessons 2 - 18

Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details

Fourth Lessons 9 - 10 Multiple Choice

11. COURSE OUTLINE AND TIME FRAME

to Policies; SOs, Cos; Core values; and G-  Getting-to-Know

 The Reading Comprehension Levels

TOPICS FOR SECOND EXAMINATION

TOPICS FOR THIRD EXAMINATION

13. COURSE EVALUATION

14. Policies and guidelines

Prepared by: Reviewed by:

Pedrito M. Castillo Danilo P. Salomon

Theresa F. Misola Theresa F. Misola

Recommending approval: Approved by:

RUBY A. SERRANO, EdD RONNIE V. AMORADO, PhD

References reviewed by:

15. COURSE OUTLINE AND TIME FRAME

TIME TOPICS FOR FIRST EXAMINATION

Wk ▪ UM VMG Group Dynamics Getting-to-Know

▪ Course outline 1, 3,4

Wk Nature, Functions and Importance of 1 Dyad Activity Video Clip of

The Reading Comprehension Levels

▪ Interpretive Short Quiz

▪ Critical Lecture- Discussion

Wk UNIT 1 Oral Quiz Brainstorming

3 Lesson 1: Noting Details

“A Night Spent in the Woods”

4 Lesson 2: Following Directions Quiz or Group Dynamics

“Go Places with English” 2, 3 Graded Recitation (using task cards)

Lesson 3: Getting the Main Idea Paint-a-Picture Panel Discussion

“The Last Leaf” Role Playing

Lesson 5: Cause and Effect Message Relay

“Learning to Hate Mathematics” 2, 3 Writing Activity

Wk UNIT 2 Listening Test Dyad for Question

“On Measuring Success” Double Entry Journal

Lesson 8: Outlining Sentence Jumble Three-Minute Write

Lesson 9: Denotation & Connotation

“Across the Wide Dark Sea” Venn Diagram

Wk 9 Lesson 10: Doublespeak Reading Comprehension The Problem Tree

10 “The Story of King Midas” Crystal Ball or

Quiz on Fig. Language Story Web

Wk 12 Lesson 13: Fallacies 2,3,4 Synthesis Journal Video Clip with

Fifth Examination (MCQ

Wk 13 2,3,4 Cloze Test Dicto-Comp or

Lesson 14: Identifying Assumptions

“The Stranger” Predicting Task

Lesson 15: Assessing Evidences

Wk “Sensible Living” 2,3,4 Oral Quiz Video Clip on

Wk 16 2,3,4 Song Composition Triad

Introduction to: DynEd schedule:

▪ the course *Dialogue

▪ the textbook *Advanced Listening

Lesson 18: Song Interpretation Seventh Examination