SESSION FOCUS: The use of MS Office Application : The basic of MS Excel

SESSION TOPIC: The basic of MS EXCEL

PARTICIPANTS’ PROFILE:
No. of participants: ______ Male: ____ Female: _____
DURATION:
RESOURCES NEEDED: Multimedia projector and Laptop/ computer
Handouts and powerpoint presentation
Wifi

OBJECTIVES: The ____ hour session should enable the participants to gain thorough
understanding on the use of MS Excel. More specifically, the participants should
be able to:
1. Utilized MS Excel in accomplishing the DepEd School Forms
2. Know the different parts of MS Excel App
3. Familiarize with the different functions of MS Excel
4. Use MS Excel in accomplishing the electronic Ecard
5. Use MS Excel in computing mathematical problems and analyzation of computed
results
KEY UNDERSTANDING/CONTENT: The use of MS Office Application : The basic of MS Excel
The basic of MS EXCEL

TRAINING PLAN
KEY LEARNING POINTS:
Excel is very beneficial for students and Teachers. Students and Teachers can learn by using excel how to
convert raw data into meaningful information. They will learn by doing exercises in Excel on how to perform
calculations faster. They will understand by using Excel how data can be visualized. They will learn how to
do financial planning. Students can learn why data and information are important to filters.

The focus of this session is to brush up participants’ knowledge about MS Excel.

i.
 2. Develop instructional materials suited to the target grade level.
References:
http://www.klientsolutech.com/importance-of-microsoft-excel-for-students/

https://en.wikipedia.org/wiki/Microsoft_Excel

METHODOLOGY/ACTIVITY/PROCEDURE/SESSION PROPER
OVERVIEW/INTRODUCTION (5 minutes)

 Greet the participants and make them comfortable. Give a brief introduction of
oneself.
 Introduce the session focus by sharing Ricky Lee’s description about the three
kinds of writers in his book Trip to Quiapo. Explain that all of us, even our
students, at one point in our lives, have experienced being one of the three
types.
 Explain that the focus of this session is to refresh their knowledge about literary
and academic writing and be able to rekindle their love for the craft in order to
light the fire in their students’ heart and mind.
 Share Maya Angelou’s quote “There is no greater agony than bearing an untold
story inside you.” And with that lead them to the activity.
ACTIVITY (35 minutes)
 Divide the big group into small groups with 10 participants (5 groups).
 Distribute the yellow papers, manila papers and pentel pens.
 Ask the groups to assign a facilitator, a scribe, and a rapporteur.
 Groups 1 and 2 will be given five elements that they will have to combine to
create a story. The elements are the following: 1. Blood on the hallway, 2. Old
woman staring at the sky, 3. Crazy man laughing under the rain, 4. Broken piano
at the junkyard, and 5. The song ‘Perfect’ by Ed Sheeran.
 Groups 3 and 4 will be given the K to 12 Framework and ask them to write an
outline for a critical academic paper.
 Tell the groups that they have 15 minutes to brainstorm, write the outline on the
manila paper, and complete the task. Only 4 minutes will be given for each group
for presentation.
 Monitor the time properly.
ANALYSIS (10 minutes)

 How did you find the activity?

  Which part of the activity did you find challenging? Why?
 What new items did you discover from the outputs of the other group?
 What does it tell about you as a learner and as a teacher?
 What insights did you gain from the activities?
ABSTRACTION (120 minutes)

 Discuss the following concepts relating them to the activity

o Literary Writing
 Definition of literature
 Nature of literature
 Different genres of literature
 Fiction
o Setting
o Characters
o Five ways of revealing characters
o Types of characters
 Components of characters
 Motivation
 At stake
 Plot
o Parts of plot
o Types of plot
o Conflict
 Sources
 Kinds
 Theme
o Principles in stating the theme
 Point of view
o First
o Second
o Third
 Language of literature
o imagery
o figure of speech
o sound devices
 using critical approaches to literature
o writer’s style
o basic response strategies for literature
 Before ending the discussion for the first part, ask the participants if they have
any questions or points for clarification.
o Academic writing
 Process writing
 Definition
 Features and qualities
o Complexity
o Formality
o Precision
o Objectivity
o Explicitness
o Accuracy
o Hedging
o Responsibility
o Organization
o Planning
 Types
o Descriptive
o Analytical
o Persuasive
o Critical
 Discuss process writing
o Pre-writing Stage
 Reading
 Researching
 Interviewing
 Brainstorming
 Incubation of ideas
 Conditioning Stage
o Drafting Stage
 Planning
 Outlining
 Elements of academic writing
 Introduction
 Body
 Conclusion
o Writing Stage
 Language in academic text
 Transitional signal
o Editing
  Logical lapses
 Conventions of writing
 Proofreading
o Revising
 Incorporating corrections
 General tips in writing

 Before moving to the application, ask the participants if they have any questions
or points for clarification.

APPLICATION (40 minutes)

 Distribute metacards that contain specific instruction for the group:

o Group 1 will use imagery, figure of speech, and other devices to create a
setting of a story.
o Group 2 will create a believable character using the components of
characterization.
o Group 3 will write an outline for an analytical academic paper.
o Group 4 will write an outline for an persuasive academic paper.
o Group 5 will write an outline for an critical academic paper.
 Tell the groups that they have 15 minutes to complete the task and 5 minutes for
each group for presentation.
 Remind them that they must observe the features of the K to 12 English
Conceptual Framework such as Integration, Interaction, Spiral Progression,
Contextualization, Construction, and Learner-centeredness.

Close the session by presenting F. Sionil Jose’s statement:

“When you write, prepare yourself for public scrutiny. Nevertheless, write still.”
 Appendix 3

Voice pertains to who or what serves as the subject in a clause.

ACTIVE – the agent/doer is the subject.

Darwin started the history of the Aetas.

The Queen knighted Paul McCartney.

PASSIVE - construction that puts the receiver of an action in the subject position.
- the subject is acted upon, thus passive.

The history of the Aetas was studied by Darwin.

Paul McCartney was knighted by the Queen.

*The passive is more limited than the active voice in that only transitive verbs may be in the passive.

We use the passive when we want to defocus the agent.

The agent is not to be mentioned because:

1. It is redundant or easy to supply:

Pineapples are grown in Hawaii (by pineapple farmers).
2. It is unknown:
The bank was robbed yesterday.
3. The speaker/writer is being tactful:
Margaret was given some bad advice about selecting college courses.
4. The speaker is being evasive:
An error was made in the budget.

Shintani (1979) 15-20% of passive sentences include the agent; 85% are agentless.

The agents will be mentioned when:

1. The agent is new information:

While Jill was walking down the street, her purse was snatched by a young man.
2. The agent is nonhuman:
All the lights and appliances in the household are switched on and off by the breaker.
3. The agent is a well-known personage.
The Mona Lisa was painted by Da Vinci.

Transform the following active sentences into passive sentences

1. Mrs. Santos broke the antique vase as she walked through the store.
2. Riders must not leave bicycles in the driveway.
3. The Supreme Court acquitted the former President Joseph Estrada.
4. The university will celebrate his retirement.
5. Christian Bale plays the role of Batman.
6. A pacemaker creates Jonathan’s heartbeat.
7. A red scarf completed her outfit.
8. Bruno Mars sang the Twilight soundtrack.
9. Fishermen caught all these fishes in the sea.
10. Mr. Mariano made a mistake in computation.