Professional Documents
Culture Documents
Responsive
Addressing the demands of our present social reality and the needs of our
learners, instruction and formation will be redesigned to ensure essential learning
competencies are attained and formation objectives are realized while the health
and safety of our teachers and students are maintained. Our academic and for-
mation programs will be made accessible through available online platforms and
distribution of learning modules and packets to students with poor internet connectivi-
ty.
Independent
Exercising flexibility to adapt to the unique context of each learner, our
courses will grant students greater control to adapt the learning process to their indi-
vidual pace and situation. Instruction through independent learning modules will thus
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be student-centered and self-directed to facilitate discipline, responsibility and a gen-
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uine love for learning, virtues that will set our future graduates a cut above the rest.
Guided
Accompanying our students to provide supervision and motivation, AdZU
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teachers and formators will provide the necessary guidance, support and encour-
agement to ensure the progress and achievement of our learners. Teachers will keep
communication lines open with students and their parents or guardians, and will be
available for regular consultations. Virtual class discussions will be facilitated, and pre-
recorded video lectures and presentations will be made available. Though we may
be physically apart, our teachers and formators are with you every step of the way.
T H Holistic
Integrating Ignatian Psychospiritual and social formation with aca-
demic instruction, AdZU enriches both the mind and heart of each learner. Virtual
formation sessions, spiritual recollections and retreats, Masses, and counseling sessions
will be offered to ensure that the over-all wellness of our students is promoted. Oppor-
tunities for leadership and service will also be initiated in partnership with our Social
Development Office and the different student councils and organizations of each
unit. Our Arts and Physical Education Programs will also be reformed to our new sys-
tem of operations. Structures and activities to nurture community engagement and
solidarity will also be launched as a vital source of mutual support, companionship
and strength for our AdZU family. We affirm that in AdZU, we are never alone, and
we are all in this together. This is cura-personalis in action.
Technology Assisted
Finally, maximizing available technologies, online platforms, telecommunica-
tion networks, AdZU will boldly carry out the mission to educate and form our students
despite physical distancing limitations. Applying the Ignatian principle of tantum
quantum, which directs us to use whatever means and tools that can help us to at-
tain our goal, we shall fully embrace technology to be of service to our students, a
step closer to realizing 21st century learning. Our AdZU e-Class Learning Manage-
ment System will be further enhanced to address the demands of our current context.
We will ensure that the technological interventions we adopt will not disenfranchise
any student who lacks resources or connectivity. We will find a way to reach them
and deliver the assistance they need.
ii
ADZU Senior High School
Instructional Delivery Framework
The Ateneo de Zamboanga University Senior High School Instructional Delivery Framework is an-
chored in Ignatian Pedagogical Paradigm – Activity Based Learning (IPP–ABL), which promotes Com-
passion, Conscience, Competence, Culture, and Character (5 Cs), whose instruction and evalua-
tion/assessments are designed using the learners’ and teachers’ context and experiences (CERAE). The
CONTENT–TEACHER–STUDENT interaction is multi-directional and will employ Empathy, Engagement, Ex-
cellence, Expertise, and Empowerment (6 Es) as the essential Ignatian ingredients, that is, establishing
Empathy through Context, strengthening Engagement through Reflection, promoting Excellence
through Action, expanding Expertise and Enthusiasm through Evaluation, and building Empowerment
through Experience.
The ADZU–SHS School Year 2021 – 2022 is semestral by design, with two (2) quarters per semester,
which offers 9 subjects per semester, or equivalently, 4 or 5 subjects per quarter, that is, students will have
one (1) quarter, or two (2) months to complete four (4) or Five (5) subjects. The new curriculum given by
the DEPEd will be followed, including the number of hours per subject. For the first semester, the delivery
of instruction will be purely off-campus and synchronous and/or asynchronous while the second semes-
ter is dependent on the development of the COVID-19 phenomenon.
Using the IPP-ABL, teachers will design student friendly modules, called the Interactive Learning
Modules (ILM). These modules will be posted in the main LMS, the ADZU-eclass, and in other related
Learning platforms (NEO LMS, Schoology, Edmodo, Facebook, Emails, etc). The modules will be fetched
by the students’ parents/guardian for those who do not have access to internet. Delivery of modules will
be the last option, only for those who have no means to secure the modules. Ideally, the activities are
structured and are time bound, but for students’ context, it will be flexible and self-learned. The
teacher- students interaction, consultation, and discussion are scheduled two or three times a week us-
ing some selected applications like FB chat, Zoom, Google meet, and others.
Assessments, both formative and summative, like worksheets, quizzes, and other written works can
be daily, weekly or bi-weekly and will have a regulated minimum-maximum number of activities and to-
tal points. There will only be at most two (2) Performance tasks per subject. There will be two major ex-
ams, midterm and final exam, per subject. The activities will be closely monitored by the respective
department chairs. A report, to be submitted to their DC, will be prepared by the teachers, which will
include the course outline, ILMs, Schedule of meetings (consultations and discussions)
records (maybe screen shots or pictures) of communications (chats, text messages, emails, etc.), and
attendance of students. Feedback to parents will be through phone calls, text messages, chats, or
emails and will be done bi-weekly or monthly.
ii
Paunang Salita
Ang AdZU – SHS RIGHT Learning Kit ng Filipino sa Piling Larangan (Akademik) ay nakaangkla
sa kompetensi ng K-12 Batayang Edukasyon Kurikulum ayon na rin sa itinatadhana ng Kagawaran ng
Edukasyon. Itong modyul ay dinisenyo bilang Interaktibong Pagkatutong Pagtalakay. Inihanda ito
upang makatugon sa pangangailangan ng ika-21 siglong edukasyon. Ito rin ay magsisilbing gabay ng
mga mag-aaral sa pagkatuto sa mga araw ng Asynchronous.
Ang mga aralin ng kursong ito ay naglalayong makapagsulat ng iba’t ibang anyo ng sulatin
na lilinang sa mga kakayahang magpahayag sa mabisa, mapanuri, at masinop sa napiling larangan.
Sa kalagitnaan ng kuwarter, inaasahan sa bawat mag-aaral na kumukuha ng kursong ito na
maunawaan ang kalikasan, layunin, at paraan ng pagsulat ng iba’t ibang anyo ng sulating ginagamit
sa pag-aaral ng iba’t ibang larangan. Bago matapos ang panghuling kuwarter, inaasahan din na
ang mga mag-aaral ay makalilikha ng sariling portfolio ng mga orihinal na sulating akademiko ayon
sa format at teknik nito.
iii
Talaan ng Nilalaman
Talaan ng Nilalaman iv
Panimulang Pagtataya 1
Pangwakas na Pagtataya 47
Panimulang Pagtataya 52
Pangwakas na Pagtataya 88
Sanggunian 91
iv
YUNIT 1: BATAYANG KAALAMAN SA KASANAYANG PAGSULAT
AT AKADEMIKONG SULATIN
PANIMULANG PAGTATAYA
Panuto: Basahing mabuti ang mga pahayag. Pagkatapos basahin ay bilugan ang pinakaangkop na titik na sumasagot
sa bawat tanong.
1. Ito ay isang komprehensibong kakayahang naglalaman ng wastong gamit ng talasalitaan, pagbuo ng kaisipan, at
retorika.
A. Pagbasa C. Pagsasalita
B. Pakikinig D. Pagsulat
2. Isang katangian ng talataan na tumutukoy sa pagkakaugnay ng mga bahagi sa loob ng isang talataan.
A. Empasis C. Kaisahan
B. Kabuoan D. Kohirens
3. Isa sa mga hakbang sa pagsulat ng akademikong sulatin ito ay isaalang-alang ang pagkakasunod-sunod ng mga de
talye.
A. Abstrak C. Posisyong Papel
B. Bionote D. Sintesis
4. Ito ay isang intelektwal na pagsulat dahil layunin nitong pataasin ang antas at kalidad ng kaalaman ng mga es
tudyante sa paaralan.
A. Akademik C. Profesyonal
B. Jornalistik D. Referensyal
5. Ito ay impormatibong talata na nagpapabatid sa mga mambabasa kung sino ka o ano-ano na ang mga nagawa mo
bilang propesyunal.
A. Abstrak C. Posisyong Papel
B. Bionote D. Sintesis
6. Ang sulatin na ito ay HINDI halimbawa ng akademikong sulatin.
A. Adyenda C. Panukalang Proyekto
B. Lakbay-sanaysay D. Talaarawan
7. Sa modenong panahon at pag-aaral, ginagamit ito bilang buod ng mga akademikong sulatin na kadalasang makikita
sa panimula o introduksiyon ng pag-aaral..
A. Abstrak C. Posisyong Papel
B. Bionote D. Sintesis
8. Isa ito sa mga katangian ng akademikong sulatin na kailangang ang mga datos na isusulat ay batay sa kinalabasan
ng ginawang pag-aaral at pananaliksik. Iwasan ang pagbibigay ng personal na opinyon o paniniwala hinggil sa
paksang tinatalakay.
A. May pananagutan C. Obhetibo
B. May paninindigan D. Pormal
9. Ito ang layunin ng pagsulat na ang ginagawa ay pagsulat o pagtatala ng mga bagay na nakita, narinig, nabasa o nara
nasan. Sa layuning ito, ginagawa ang pagsulat bunga ng paniniwalang ito’y mapapakinabangan.
A. Impormasyonal C. Malikhain
B. Maayos D. Pansariling Pagpapahayag
10. Ang layunin ng akademikong sulatin na ito ay mahikayat ang madla na ang pinaniniwalaan ay katanggap- tanggap
at may katotohanan.
A. Abstrak C. Posisyong Papel
B. Bionote D. Sintesis
II. KARANASAN
A. Pagtuklas
Panuto: Tingnan at suriing mabuti ang mga larawang makikita sa ibaba..
3. Ito rin ba ang mararamdaman mo kapag ika’y magsusulat? Bakit oo? Bakit hindi?
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PAGSULAT
KAHULUGAN
Ito ayA.isang
Pagtuklas
paraan ng pakikipagtalastasan ng manunulat sa mambabasa. Gampanin nito ang ipabatid sa target
na mambabasa ang mensaheng ipinararating ng teksto.
Ang pag-iisip at pagsusulat ay kakambal ng utak, gayundin naman, ang kalidad ng pagsulat ay hindi matatamo
kung walang kalidad ng pag-iisip. (Kellogg)
Ito ay isang komprehensibong kakayahang naglalaman ng wastong gamit ng talasalitaan, pagbuo ng kaisipan, at
retorika. (Xing Jin)
1. Pansariling Pagpapahayag- ginagawa bunga ng paniniwalang ito’y mapapakinabangan. Ito ay pagsulat o pag-
tatala ng mga bagay na nakita, narinig, nabasa o naranasan. Sa layuning ito, ginagawa ang pagsulat bunga ng
paniniwalang ito’y mapapakinabangan. Ilan sa mga halimbawa nito ang pagsulat ng dyornal, plano ng bahay, mapa
at iba pa.
3. Malikhain sa tulong ng imahinasyon at nagagawa na ilarawan ang uri ng lipunang kaniyang ginagalawan. Ang
makikinabang dito ay ang sarili at ibang tao. Sa tulong ng imahinasyon at kapangyarihan ng rehistradong wika, na-
gagawa ng manunulat na ilarawan ang uri ng lipunan na kanyang ginagalawan. May kakaibang lakas ang mga sali-
tang ginagamit dito upang ipadama sa mambabasa ang panoramikong larawan ng buhay. Ilan sa halimbawa nito
ang alamat, dula, at iba pa.
2. Teknikal –isang uri ng tekstong ekspositori na nagbibigay ng impormasyon para sa teknikal o komersyal na
layunin. Ilan sa mga halimbawa nito ay ang mga ulat panlaboratoryo, kompyuter
3. Jornalistik–saklaw nito ang pagsulat ng balita, editoryal, kolum, anunsiyo at iba pang akdang karaniwang
makikita sa mga pahayagan o magasin.
4. Referensyal–uri ng pagsulat na naglalayong magrekomenda ng iba pang sanggunian hinggil sa isang paksa.
Ilan sa mga halimbawa nito ay ang mga bibliography, index, note cards.
5. Profesyonal–uri ng pagsulat na nakatuon o ekslusiv sa isang tiyak na propesyon. Ilan sa mga halimbawa:ay ang mga
police report, investigative report, legal forms, medical report
BAHAGI NG SULATIN
1. Panimula o Introduksyon– Dapat bigyan ng kaukulang pansin ang panimula ng tekstong isusulat. Ang ba-
haging ito ay nararapat na maging kawili-wili upang sa simula pa lamang ay mahikayat ang mambabasa na
tapusing basahin ang teksto.
2. Katawan o Gitna– Ipinaliwanag ng manunulat ang kahulugan ng pahayag na inilahad sa simula. Kailangang
malinaw at tiyak ang salitang gagamitin upang maunawaan nang mabuti. Mahalagang magkaroon ng ugna-
yan at kaisahan ang mga kaisipang ipinahahayag upang hindi malito ang mambabasa dahil ito ang pinaka-
malaking bahagi ng teksto.
3. Wakas– Dapat isaalang-alang ng manunulat ang pagsulat ng bahaging ito upang makapag-iwan ng isang
kakintalan sa isip ng mambabasa na maaaring magbigay buod sa paksang tinalakay o mag-iiwan ng isang
makabuluhang pag-iisip at repleksiyon.
2. Writing
A. Pagsulat ng unang draft o burador- lahat ng mga nasuring impormasyon ay maaari nang isulat. Kung
may mga ideyang naisip ay malaya sa pagsulat.
Ang uri ng sulating binasa ko ay Sa aking palagay, ang bahagi ng Nagtataglay/ Di nagtataglay ng
____________________________________ sulatin ay _________________________ katangian ang sulating aking
____________________________________ binasa sapagkat __________________
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sapagkat_________________________ ____________________________________ ____________________________________
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Natutuhan ko na________________________________________________________
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Nalaman ko na__________________________________________________________
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Panuto: Matapos ang talakayan, pagnilayan nang mabuti ang mga katanungang inihanda para sa inyo.
1. 2.
1. Maglahad ng mga pangangatwiran na magpapatunay na mahalagang pag-aaralan ang kasanayan sa pagsulat gam-
it ang Persuasive Planner.
Paglalahad ng Pahayag
A. Pagtuklas
Patunay
Patunay Patunay
A. Pagtuklas
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(Pamagat)
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Panuto: Bigyan mo ng sariling kahulugan ang PAGSULAT ayon sa iyong pagkaintindi sa aralin
sa pamamagitan ng AKRONIM nito.