Students’ Study Guide

(Week 1 - 1st Monthly)

Topics:
● Panel Discussion
● Determining the effect
of textual aids
★ Content Standard: The learner demonstrates understanding of how world literature and other text types serve as ways of expressing
and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication, public
speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
★ Performance Standard: The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
★ Learning Competencies: (MELCS + underlying skills)
- Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and exchanges.
- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text.
★ CORE VALUES: Aversion of Mediocrity and Stewardship.

Lesson Flow: Discover, Discuss, Deepen, Demonstrate

ODL Academic Keys Day 1 (Monday) Day 2 (Wednesday) Day 3 (Friday)

1). Offline Content/ (Asynchronous - AM) (Asynchronous - AM) (Asynchronous - AM)

Self-Paced Learning - Topic: Panel Discussion
Asynchronous Sessions Activity 1: Discovery Phase
Instructions: Watching and taking note
of the important points about the topic
discussed in the link provided.
Reference:
Topic: Determining the effect of textual aids
Activity 1: Discovery Phase
Instructions: Watching and taking note
of the important points about the topic
discussed in the link provided.
Reference:
Topic: Determining the effect of textual
aids
Activity 1: Discovery Phase
Instructions: Watching and taking note
of the important points about the topic
discussed in the link provided.
Reference:

(Synchronous - PM)
(Synchronous - PM) (Synchronous - PM)
2). Live Conferences -
Synchronous Sessions -
clarification of the lesson/s
LIVE CONFERENCE
Lesson Flow
● Activating Prior Knowledge
Questions to ask:
1. What is your idea about our
topic for today?
2. What have you learned in the
video provided?
● Show the objectives of the day.
1. Use information from news
reports, speeches, informative
talks, panel discussions, etc. in
everyday conversations and
exchanges.
2. Determine the effect of textual
aids like advanced organizers,
titles, non-linear illustrations, etc.
on the understanding of a text.
3. Remind them about one of the
core values of SILA which is an
aversion of mediocrity that must
be seen in their finished
outputs/tasks.
● Discussion about the following
topics.
1. Panel Discussion
LIVE CONFERENCE
Lesson Flow
● Activating Prior Knowledge
Questions to ask:
1. What is your idea about our topic
for today?
2. What have you learned in the
video provided?
● Show the objectives of the day.
1. Use information from news reports,
speeches, informative talks, panel
discussions, etc. in everyday
conversations and exchanges.
2. Determine the effect of textual aids
like advanced organizers, titles, non-
linear illustrations, etc. on the
understanding of a text.
3. Remind them about one of the
core values of SILA which is an
aversion of mediocrity that must
be seen in their finished
outputs/tasks.
● Discussion about the following
topics.
1. Panel Discussion
LIVE CONFERENCE
Lesson Flow
● Activating Prior Knowledge
Questions to ask:
1. What is your idea about our
topic for today?
2. What have you learned in the
video provided?
● Show the objectives of the day.
1. Use information from news
reports, speeches, informative
talks, panel discussions, etc. in
everyday conversations and
exchanges.
2. Determine the effect of textual
aids like advanced organizers,
titles, non-linear illustrations, etc.
on the understanding of a text.
3. Remind them about one of the
core values of SILA which is an
aversion of mediocrity that must
be seen in their finished
outputs/tasks.
● Discussion about the following
topics.
 2. Determining the effect of 2. Determining the effect of textual 1. Panel Discussion
textual aids aids 2. Determining the effect of textual
aids

(Synchronous - PM)
3. Collaboration Activity 1: Group Presentation
Instructions: Students will be divided
into three groups. Each group will
present an example of textual
illustration.

(Synchronous - PM) (Synchronous - PM) (Synchronous - PM)

4). Assessment Activity 1: Activity 1: Panel Discussion Activity 2:
Watching Video Instructions: By group activity (3 groups). Picture Analysis
Instructions: Watching videos provided Each will prepare illustrations about the
and observing the important parts of issue “It is important to hold value in Instructions: Creating
the topic being discussed. what you argue”. Explain through pictures/illustrations representing a
determining the effect of their illustration social issue. Explanation about the
in representing big ideas. message through determining textual
effects.

(Asynchronous - AM) (Asynchronous - AM)

(Asynchronous - AM)
DEEPEN DEEPEN
DEEPEN
4). Enrichment Work using ● Few about one of the core values ● Few about one of the core
● Few about one of the core
Supplementary Materials of SILA which is an aversion of
values of SILA which is an values of SILA which is an
mediocrity that must be seen in aversion of mediocrity that must
aversion of mediocrity that must
their finished outputs/tasks. be seen in their finished
be seen in their finished
● Video Watching outputs/tasks.
outputs/tasks.
● Video Watching ● Video Watching