Name Antonette Diane P.

Tangue Course TTL2

code
Program/ BEED- Generalist III Module No 1
Year Level

TASK 1

I'd want to express my thoughts on this topic. This message offended me because
the so-called 'kabataan' are harshly insulting each other by criticizing their respective
candidates. They convey negative viewpoints that aggravate the situation. I've also
seen comments from young people where every politician is slandered, which is not
appropriate. Let us consider whatever we believe or want of a candidate we vote for
they all deserved to be recognized rather than discredited; it will only harm us more if
we continue to show disrespect to one another, and it may exacerbate the situation
we have now.
TASK 2: K TO 12 CURRICULUM FRAMEWORKS

A. Using repertory grids, present the units from the curriculum guide vis-à-vis its
identified 21st century skills and ICT tools that will enhance its acquisition.

21st Century Skills Domain

Grade 1
 Nasasabi ang mensaheng
nais ipabatid ng nabasang Palabigkasan at Pagkilala
pananda patalastas babala o sa Salita
paalala.
-F1PP-IIa-1
 Naipamamalas ang Pagpapa halaga sa Wika,
paggalang sa ideya, at Panitikan
damdamin at kultura ng may
akda ng tekstong
napakinggan o nabasa.
-F1PL-0a-j3
 Natutukoy ang kahulugan ng
salita batay sa kumpas,
galaw, ekspresyon ng Pag-unlad ng Talasalitaan
mukha; ugnayang salita-
larawan.
-F1PT-IIb-f-6

 Naipapahayag ang Pagpapa halaga sa Wika,

ideya/kaisipan/damdamin/re at Panitikan
aksy on nang may wastong
tono, diin, bilis, antala at
intonasyon.
- F1TA-0a-J-2
Grade 2
 Nakakagamit ng mga
palatandaan ng nagbibigay Pag-unlad ng Talasali
ng kahulugaha n (context; taan
kasingkahulugan)
- F2PT-Iah-1.4
 Naibabahagi ang karanasan
sa pagbasa upang Pagpapahala ga sa Wika,
makahikayat ng at Panitikan
pagmamahal sa Pagbasa
- F2PL-0a-j-7
 Napag-uugnay ang sanhi at Pag-unawa sa Binasa
bunga ng mga pangyayari
sa binasang talata
- F2PB-Ih-6
 Nagagamit ang wika bilang
Pagpapahala ga sa Wika,
tugon sa sariling
pangangailangan at at Panitikan
sitwasyon
- F2PL-0a-j-2
 Grade 3
 Naiuugnay ang binasa sa Pag-unawa sa Binasa
sariling karanasan
- F3PB-Ia-1

 Nakasusulat nang may

wastong baybay, bantas at Pagsulat at Pagbaybay
mekaniks ng Pagsulat
- F3TA-0a-j-4
 Nagagamit ang iba’t ibang
bahagi ng aklat sa pagkalap Estratehiya sa Pag-aaral
ng impormasyon.

-EP-Ib-h5
 Napapahalagahan ang mga Pagpapahalaga sa Wika
tekstong pampanitikan at Panitikan
- F3PL-0a-j-4

Grade 4
 Naisasalaysay muli ang
nabasang kuwento o teksto
nang may tamang Pag-unlad ng Talasalitaan
pagkakasunod-sunod at
nakagagawa ng poster
tungkol sa binasang teksto
-F4TA-0a-j-3

 Nagagamit ang diksiyonaryo Estratehiya sa Pag-aaral

at nakagagawa ng
balangkas sa pagkalap at
pagunawa ng mga
impormasyon
-F4EP-Ia-6.1.1 Pagpapahalaga sa Wika,
 Naipagmamalaki ang sariling Letirasi, at Panitikan
wika sa pamamagitan ng
paggamit nito
-F4PL-0a-j-1
Pag unawa sa
 Natutukoy ang damdamin ng napakinggan
tagapagsalita ayon sa
tono,diin,bilis at intonasyon
-F4PN-Ib-i-16
Grade 5
 Nakapagbibigay ng sariling
pamagat para sa
napakinggang kuwento at Pakikinig (Pag-unawa sa
pagsasagawa ng roundtable Napakinggan)
na pag-uusap tungkol sa
isyu o paksang napakinggan
-F5TA-0a-j-1
 Naibibigay ang kahulugan Pag-unlad ng Talasalitaan
ng salitang pamilyar at
 dipamilyar pamamagitan ng
gamit sa pangungusap
-F5PT-Ia-b1.14

 Nabibigyang kahulugan ang

tulang napakinggan sa
pamamagitan ng mga kilos Pakikinig (Pag-unawa sa
Napakinggan)
-F5PN-Ib-5

Grade 6
 Nagagamit ang magagalang
na pananalita sa (Wikang Binibigkas)
pagpapahayag ng saloobin
- F6PS-Id-12.22
 Nagagamit nang wasto ang
mga pangngalan at
panghalip sa pakikipag-usap Gramatika (Kayarian ng
sa iba’t ibang sitwasyon Wika)
- F6WG-Ia-d-2
 Naibibigay ang kahulugan
ng pamilyar at di kilalang
salita sa pamamagitan ng
sitwasyong pinaggamitan Pag-unlad ng Talasalitaan
- F6PT-Ie-1.8
 Naibabahagi ang karanasan
sa pagbasa upang
makahikayat ng
pagmamahal sa pagbasa ng Pagpapahalaga sa Wika,
panitikan at Panitikan
- F6PL-0a-j-5

B. Write a Short Briefing Paper describing the learning activities that integrate

21st century skills development.

As the 21st century skills are provided, there are many abilities that need to
be improved and applied. As I selected some learning competencies from the
Filipino framework, I believed that these main teaching competences can be
characterized and adapted to 21st century skills. It not only focuses on the
students' learning, but it also gives them and strengthens teachers'
enthusiasm.

The following learning competencies may be most effective in learners and

lecturers, as well as the best way of putting and perform skills integration:

 Nagagamit ang wika bilang tugon sa sariling pangangailangan at sitwasyon

 Napapahalagahan ang mga tekstong pampanitikan sa pagkilala ng 21st century skills.
Learning activity:
Using the technology tools that I have displayed, use at least one of them in
performing the activity. Now you will present the constructing box of how does
ANTAS NG WIKA gives influence to the 21st century, you will assemble a box that
contains the significance, attributes, ideologies, and how it shapes our nation.
TASK 3: Follow the task given below.

Case Study 1: International Student in Health Sciences

Student A is a Health Sciences overseas student of Asian ancestry. She handed in an

assignment and awaited feedback from her lecturer. She realized that while some of her
classmates had received their assignments back, others had not. The lecturer had
previously stated that she was 'busy.' Student A went to the lecturer's office after two months
of waiting and found her assignment on her desk, marked 'F-plagiarism.' The lecturer then
went over the reference issues with Student A, showed her the University's plagiarism
policy, read a portion of it to her, and gave her the option to resubmit the paper, which she
did after receiving referencing help from an academic adviser.

Student A had commenced her course a few weeks later than her fellow students and had
missed out on background information about the course. She had not had any previous
problems with referencing in her home country and had not realised that there were different
referencing requirements in Australia. Student A said that each of her lecturers had
mentioned referencing and had shown the students where to get information on it. They had
not shown examples of correct practice, nor had they explained how to paraphrase.
Plagiarism had been mentioned as a ‘big issue’ in Australian universities. Student A said she
had looked briefly at the university’s Academic Dishonesty Policy but had thought that she
had understood what was required as she had not had any problem meeting the referencing
requirements in her previous course in her home country, where (according to her) students
were not required to cite sources in-text, but only supply a bibliography.

In nursing in [country withheld], the professor knows the information comes from
other text books, just at the end of our paper, we make our reference list. We don’t
use in-text referencing…In my university’s case, nursing should be based on text
books. Nursing is a very scientific area, so we should use books from the library. This
nursing course is more academic and cautious. [Our country] is more practical.

Student A’s main complaint about the handling of her case was the amount of stress and
extra work that the delay caused her. “I’m not upset by my mark; I’m upset by my late
response. [If it had been earlier] I might have done my other assignments better. At
that time I was doing another subject with the same lecturer – the problem happened
with my other assignment too. I did every assignment twice…I had to do assignments
all of my holidays.”

Student A had to resubmit a total of five assignments due to lack of in-text referencing
because her lecturer did not return her assignment promptly, nor alert her of the problems
with referencing. Meanwhile, she had submitted four other assignments. Student A now
understands what is expected of her regarding academic citation and believes that certain
measures could be taken to help overseas students particularly

…a special lecture, compulsory for overseas students [on referencing and plagiarism]
…I think there should be a time limit for lecturers to return work…students have a
duty for submission, so should lecturers
Basics of copyright and fair use guidelines for teachers:

Fair Use for Teachers

The notion of fair use, which stems from section 107 of the 1976 Copyright Act (17 USC
107), is a major limitation of copyright. In layman's words, copyrighted works may be used
for teaching and instruction as long as they meet the following criteria:

 It is of a non-commercial nature.
 Just a small amount of the work is included, and
 Doesn't quite obstruct the holder's ability to share the work.

In order to be informed and responsibly when it comes to plagiarism, teachers and

students must practice the following digital citizenship abilities, which will assist
them in being ethical:

 Feel the need to tell the difference between fact and fiction.
 Learn to not copy others work.
 Maintain an effective online digital identity.
 To inform their work, they should know how to discover, use, and cite
recognized and correct sources.
TASK 4: Explore the existing sample unit plan in Filipino.

1.  Ask a sample unit plan in the assigned subject from your school.
2. Review existing language learning plans and identify some learning activities that
may enhance 21st century skills integration. Write these and discuss with the class.

 The learning activities that I identified from the lesson plan include completing
activities outside of the classroom, using abilities that need intelligence and
mental speed, and enhancing the teacher's task. This activity will greatly assist
learners in becoming more motivated and learning to regard for their
environment. It will also provide them with new ideas and knowledge, try out
new and explore more as 21st century skills approach to them.
Task 5: Use K to 12 Curriculum for this task. Present the output in a table.

1. Select specific competencies it the assigned subject. Develop learning outcomes out

of them.
2. After developing the learning outcomes, write possible performances or product
outputs that will serve as evidences of understanding or acquisition of
the competencies and the learning outcomes. Make sure that these performances
are aligned with the learning competencies and outcomes.

Learning Competencies Code Performance Output

Naipamamalas ang F1PP-IIa-1 Ibahagi ang kaalaman sa
paggalang sa ideya, kaklase ukol sa natutunan sa
damdamin at kultura ng may napakinggan o nabasa.
akda ng tekstong
napakinggan o nabasa
Nagagamit ang wika bilang F2PB-Ih-6 Gumawa ng isang tula na
tugon sa sariling nagagamit ang sariling wika
pangangailangan at at ito ay i-presenta sa
sitwasyon harapan ng kaklase.

Napapahalagahan ang mga F3PL-0a-j-4 Gumawa ng poster na

tekstong pampanitikan
Natutukoy ang damdamin ng
tagapagsalita ayon sa
tono,diin,bilis at intonasyon
nagpapakita ng
pagmamalaki sa panitikan at
ito ay ibahagi sa harap ng
kaklase.
F4PN-Ib-i-16 Mag saliksik ng mga larawan
na siyang nagpapakita o
naglalarawan ng tono,
diin,bilis at intonasyon.

Nakapagbibigay ng sariling F5TA-0a-j-1 Bumubuo ng isang grupo at

pamagat para sa gumawa ng sariling pamagat
napakinggang kuwento at at gawan ito ng nilalaman na
pagsasagawa ng roundtable gamit ang Panitikan.
na pag-uusap tungkol sa isyu
o paksang napakinggan

Naibabahagi ang karanasan F6PL-0a-j-5 Ipakita ang pagmamahal sa

sa pagbasa upang sariling Panitikan sa
makahikayat ng pamamagitan ng pag-guhit
pagmamahal sa pagbasa ng at ipaliwanag kung bakit ito
panitikan ang iyong ginuhit.
Task 6:  Preparing Lesson Plan

1. Select specific unit topic from the previous activities.

2. Start drafting your lesson by writing specific objectives.
3. Take time in deciding and planning for technology tools that be integrate in your
lesson.

ANTAS NG WIKA

Layunin: Sa pagtatapos ng araling ito, 80% ng mag-aaral ay inaasahang:

 Nakikilala ang iba’t ibang antas ng wika sa pag-alam ng depinisyon at mga

halimbawa nito.
 Nasasagotan ang mga antas ng wika sa pagbibigay reaksiyon sa ilang katanungan
gamit ang mga inihandang technology apps para sa wika.