Sle (TTL2) Student Sample Projects Using Open-Ended Tools

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Office of the President for Branches and Satellite Campuses
RAGAY, CAMARINES SUR BRANCH
Lower Sta. Cruz, Ragay, Camarines Sur
SESSION LEARNING EPISODE (SLE) ON

STUDENT SAMPLE PROJECTS USING OPEN-ENDED TOOLS
Prepared by: Gracellie Mien, Mary Ann Vargas, Janeth Protacio, Guia Cruzat
Students
Polytechnic University of the Philippines – Ragay Branch
I. INTRODUCTION
Simply knowing the principles of ICT Pedagogy integration is not enough to make learning
efficient and meaningful. Moreover, an effective and efficient technology-supported lesson
does not only end with having a well-designed learning plan. This means that there is a need to
prepare all the learning tools and materials articulated in the learning plan and these must be
ready for implementation.
As a would-be teacher who will facilitate the learning plan, you need to study some
principles behind creating or developing documents and presentations using the productivity
software applications or open-ended tools.
Thus this SLE aims to ensure that after you were able to clearly identify the coverage of
your learning plan and after clearly identifying the documents, materials, and presentations
that you need to prepare, you will be task to develop student sample presentation. By these
documents, you will be able to make the teaching and learning of language motivating and
fulfilling.
II. OBJECTIVES
At the end of the module, the student should be able to :
 Knowledge:
a. Explore existing web-based publishing tools,
b. Analyze some articles on the use of digital storytelling,
c. Clearly explain how Email activities enhances language skills,

 Skill:
d. Create a digital story telling output using story telling software,
e. Develop digital stories using some storytelling apps explored in class guided by
publication requirements or laws, and;
 Attitude/Values:
f. Contribute meaningfully to class activities by working collaboratively with group

members as digital authors.
III. SUBJECT MATTER

Using Open-Ended Tools in Facilitating Language Learning
Lesson 2 – Student Sample Projects Using Open-Ended Tools
IV. MATERIALS
 PowerPoint Presentation
 Laptop
 Website
V. REFERENCES
Espique, PhD, F. P., & Ayao-ao, PhD, S. L. (2020). Technology for Teaching and Learning 2
[Review of Technology for Teaching and Learning 2]. Lorimar Publishing Inc.
VI. MODULE PROPER
WARM- UP EXERCISE
A. PRIMING
Anticipating Guide (15 minutes)

Group Break - Out: The students will be divide into three (3) groups. They will be ask to
perform different tasks. Each group will be given three (3) minutes to prepare and complete
their tasks, and two (2) minutes to share it with the class.
Group 1: Spin Wheel

Direction: Spin the wheel to determine what web-based publishing tools your group will
be exploring. Each color in the wheel contains different existing web-based publishing
tools. After exploring the said tool, share with the class what have you found out with
that publishing tool.
https://wordwall.net/resource/37528995
 https://storybird.com/
 https://www.flipsnack.com/
 https://play.google.com/store/apps/details?id=com.adobe.spark.post
RUBRICS
Insightful (5) = 100%

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
Inadequate (1) = 60%
Group 2: Brain Writing

Direction: Browse the internet about some articles on the use of digital story telling. Present
the information that you gathered using a graphic organizer. Justify your answer by choosing
one of your group mates to explain your work.
https://slejournal.springeropen.com/articles/10.1186/s40561-014-0006-3
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
Group 3: Venn Diagram

Direction: Using the Venn diagram below, write the similarities and differences of copyright
infringement and plagiarism. Explain your work
Differences Differences
Similarities
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
Group Activity Processing

1. How do you find the activity?
2. What did you feel after performing the activity?
3. What helped you to come up with your answer in the activity
4. What difficulties did you encounter in answering your tasks?
B. ACTIVITY (15 minutes)

SHARE YOUR THOUGHTS (BRAIN STORMING)
Direction: Think- over to answer the following questions.
1. What are the web-based publishing tools?
2. What are the story telling tools listed and described by Knapen (2018)?
3. What are the benefits of email activities?
4. What is copyright and what does it protect?
C. ANALYSIS (10 minutes)

1. How do you find the activity?
2. How did you come up with your answer in the activity?
3. What have you feel upon answering the activity?
4. What difficulties did you encounter in answering your tasks?
Q1: What are the web-based publishing tools?

Possible answers:
 The Diary Project
 CyberKids
 Global Show-N-Tell
 Atavist
 Calameo
 Tikatok
 Storybird
 Lulu
 Flipsnack
 Penzu
Q2: What are the story telling tools listed and described by Knapen (2018)?
Possible answers:
 Steller
 Adobe Spark Page
 WeVideo
 Popplet
 Storybird
 Bookcreator
Q3: What are the benefits of email activities?
Possible answers:
 It can increase motivation through self-directed and collaborative learning.

 It enhances the linguistic capabilities of the student through writing.
 It improves the grammatically ability of a student.
Q4: What is copyright and what does it protect?
Possible answers:
 Copyright is a form of protection for original, tangible works of authorship.
 It covers work for that is both published and unpublished.
 Copyright protects original works of authorship, including;
 Literacy works
 Dramatic works
 Musical woks
 Pantomimes and choreographic works
 Pictorial, graphic, and sculptural works
 Motion pictures and other audiovisual works
 Sound recordings.
 Architectural works
D. ABSTRACTION (20 minutes)
1. Based on the given activities what insight/realization you have gained about Student Sample
Projects Using Open-Ended Tools
(Lecturette on the Student Sample Projects Using Open-Ended Tools.)
E. APPLICATION (15 minutes)
General Direction: Each group will be asked to perform different tasks. Each group will be given ten (10)
minutes to prepare and complete their task and two (5) minutes to share their works with the class.
Group 1: Chain Story
Direction: In your group form a circle, using your mobile devices, the facilitators will send a
sentence through the medium of messenger. One (1) from your group will receive that
sentence and must add one (1) or two (2) sentences that will later on be send to another one
(1) in your group until everyone of you have added a sentence that would form a story.
After performing the activity, present your story and answer the following question;
 Was the activity effective in enhancing one’s language skills? How can you say
so?
Long long time ago, there live a boy named Thomas Edison,
He thought to himself “education” can be enhance through what he envisions as “technology”.
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%

Marginal (2) = 70%
Group 2: Making Narration
Direction: Based from the articles that you have read about the use of digital storytelling, make
a narration out of it pertaining to how it is used. Use any of the discussed websites.
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
Group 3: Quescussion
Direction: Watch and understand the video of “Creativity, Copyright, and Fair Use.” After
watching the video about the copyright law, answer the following questions.
a. What does Copyright law say about a work, e.g. photo, diagram, chart, or journal article,
which does not have the © copyright symbol? How will you include these in your project
presentation?
b. Are patch writing and rephrasing a good remedy to avoid obtaining copyright
permission to an existing work? Why?
c. What does copyright law say about a generally copyright protected works such as chart,
graph, diagram, figure, drawing, photograph or map? Can this be copied without
permission? Why?
d. How is copyright infringement related to plagiarism? Explain.
https://youtu.be/xvZHNwBHirQ
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%
F. ASSIGNMENT
Digital Story Telling
Direction: Create your own digital story telling output using one of the story telling tools
listed:
Topic: My Self
 Steller
 Adobe Spark Page
 WeVideo
 Popplet
 Storybird
 Bookcreator
RUBRICS

Thorough (4) = 90%
Basic (3) = 80%
Marginal (2) = 70%

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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

SESSION LEARNING EPISODE (SLE) ON

a. Explore existing web-based publishing tools,

b. Analyze some articles on the use of digital storytelling,

c. Clearly explain how Email activities enhances language skills,

d. Create a digital story telling output using story telling software,

f. Contribute meaningfully to class activities by working collaboratively with group

III. SUBJECT MATTER

VI. MODULE PROPER

Anticipating Guide (15 minutes)

Group 1: Spin Wheel

Insightful (5) = 100%

Group 2: Brain Writing

Insightful (5) = 100%

Group 3: Venn Diagram

Insightful (5) = 100%

Group Activity Processing

B. ACTIVITY (15 minutes)

C. ANALYSIS (10 minutes)

Q1: What are the web-based publishing tools?

 Adobe Spark Page

Q3: What are the benefits of email activities?

 It can increase motivation through self-directed and collaborative learning.

Q4: What is copyright and what does it protect?

 It covers work for that is both published and unpublished.

 Copyright protects original works of authorship, including;

 Pantomimes and choreographic works

 Pictorial, graphic, and sculptural works

 Motion pictures and other audiovisual works

D. ABSTRACTION (20 minutes)

E. APPLICATION (15 minutes)

Group 1: Chain Story

Insightful (5) = 100%

Basic (3) = 80%

Group 2: Making Narration

Insightful (5) = 100%

Insightful (5) = 100%

Insightful (5) = 100%

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