Professional Documents
Culture Documents
CULMINATING ACTIVITY
Quarter 1 – Module 1
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SENIOR HIGH SCHOOL
CULMINATING ACTIVTIY
Quarter 1 – Module 1
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Lesson 1- My HUMSS Portfolio
What I Need To Know 3
What I Know 4
What's New 5
What Is It 6
What's More 8
What I Can Do 10
Post Assessment 12
What I Have Learned 14
Lesson 2 – Planning the Portfolio
What I Need To Know 15
What's In 15
What is It 16
What's More 17
What Can I do 17
What's More 20
What I Can Do 20
Post Assessment 21
What I Have Learned 23
Lesson 3 -Academic Reading Strategies
What I Need To Know 24
What's In 24
What I Know 25
What's New 26
What Is It 26
What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30
Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts
What I Need To Know 32
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What I Know 32
What Is It 33
What's New 33
What's More 34
Post Assessment 45
What I Have Learned 48
Learning Objectives: At the end of the module, the learners shall be able to:
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4. Synthesize insights from the observations, comments, and
recommendations of peers and/or teachers.
THINGS TO REMEMBER TO
GET THROUGH
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GOOD LUCK AS YOU BEGIN MODULE 1
LESSON 1
MY HUMSS PORTFOLIO
Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles,
and processes of humanities and social sciences.
Learning Objectives: At the end of this lesson, the learners are expected to:
1. Know and understand the term “ portfolio” and it’s purpose;
2. Identify the different types of “portfolio”
3. Determine the parts of “ portfolio”.
General Instructions
Now that you are holding this module, do the following:
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Let’s Answer This!
CHAPTER PRETEST
Question: What comes into your mind when you hear the word “ Portfolio”.
WHAT IS IT
What is a Portfolio?
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A portfolio is a “ flat case for carrying papers and drawings”
(MerriamWebster Dictionary, 2015)’ Indeed, Portfolios are used by painters,
architects, and other artists to showcase samples of their best work.
Portfolios in education, on the other hand, contain samples or evidences of
what students have learned in a particular subject area at a given time.
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WHAT'S MORE
MY HUMSS PORTFOLIO
You may use any printed format for this portfolio as long as it contains
all required components. It must also comply with the criteria as reflected in
the rubric provided.
1. Cover Page -- The student may creatively design the cover as long as it
includes the following information: name of student, grade level,
section, school year, name of school, and name of teacher.
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Creative Writing
Creative Nonfiction
Disciplines and Ideas in the Social Sciences
Philippine Politics and Governance
Trends and Critical Thinking in the 21st Century Culture
Community Engagement, Solidarity, and Citizenship
6. Personal Vision and Goals for the Future -- Narrative that describes your
dreams, goals, and aspirations for yourself for the next 10 years. Some
questions you may use as guide are the following:
Where do you see yourself ten years from now? What would you be
doing?
What have you achieved personally and professionally?
What would you do to make these dreams and aspirations happen?
LESSON 2
LESSON 2
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Learning Objectives: At the end of the lesson, the learners are expected to:
1. identify the Portfolio Development Phases; and
Let’s Recall!
WHAT IS IT
A Portfolio is…
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the criteria would focus on excellent artifacts that are aligned with
the standards of the course.
1. Set up a time line with due dates for installments in the portfolio.
a. Practice writing reflective statements for each potential
portfolio entry
b. Make sample reflection sheets for dry runs
2. Review samples of completed portfolios with importance of
appearance and scoring.
3. To ensure clarity of expectations, review the rubrics or scoring
guides on advance.
4. Make the portfolio process convenient.
a. Use materials that are readily available
b. Store folders alphabetically in milk crates or cardboard
boxes, or file cabinets
c. Use binders
d. Color-code to distinguish among classes
WHAT'S MORE
Lets’ Practice!
To help you strategize, fill up the Portfolio Development Plan template below:
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Projection/Planning Stage
Collection
Selection
Reflection
Self- Assessment
WHAT I CAN DO
Let’s Do It!
For the next two weeks, use your time to gather, organize, and reflect on
your portfolio.
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By this time, you are expected to start making your portfolio. All of the
inputs must be gathered. Write a reflection on each portfolio entry.
Portfolio entries to accomplish:
Portfolio Entry no. 1: RESUME *attach your resume
*write a reflection about the resume
that you made
Portfolio Entry no. 2: *attach your application letter *
APPLICATION LETTER write a reflection about writing your
application letter
Portfolio Entry no. 3 : JOB *attach photos of your job interview
INTERVIEW *write a reflection on your
experience in your job interview
Portfolio Entry no. 4 : COMPANY *attach a list of your company’s
RULES AND REGULATIONS rules and regulation
*write a reflection on how you
behaved and followed their rules
and regulations
Portfolio Entry no. 5: WORK *attach photos of you in your work
IMMERSION TASK/ACTIVITIES immersion activities
*write a reflection on how you
managed to comply your work/
task. Was the task easy? Was is
difficult?
Portfolio Entry no. 6: DAILY TIME *attach your Daily time record and
RECORD AND DAILY TASK daily task record
RECORD *write a reflection on how having a
time record affect your efficiency in
accomplishing your task
Portfolio Entry no. 7: PERSONAL *attach photos of good personality
TRAITS 1 traits you demonstrated during the
work immersion which is on
pleasing appearance, courtesy,
conduct, industriousness, and
reliability
Portfolio Entry no. 8: PERSONAL * attach photos of good personality
TRAITS 2 traits you demonstrated during the
work immersion which is on
sociability, drive and leadership.
Mental maturity, and stress
tolerance
Portfolio Entry no. 9: UPDATED *attach updated resume
RESUME *write a reflection about the resume
that you updated
Portfolio Entry no. 10: WORK *attach photos of your highlights
IMMERSION HIGHLIGHTS during the work immersion
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*write a reflection of your whole
experience during your work
immersion
POST ASSESSMENT
LESSON 3
Learning Competency 3.
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Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.
Learning Objectives: At the end of the lesson, learners are expected to:
Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:
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6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their
portfolio with classmates, teachers, and even parents. They are
also given the opportunity to provide feedback on the portfolio.
1. If you were a teacher and grading your work, what grade would you
give it and why?
2. Using the appropriate rubric, give yourself a score and justify it with
specific traits from the rubric.
3. What do you like or not like about this piece of work?
What Is Feedback?
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Feedback can be information about the quantity or quality of a
group’s work, an assessment of effectiveness of the group’s task or activity,
or evaluations of members’ individual performances.
First, group members who believe that their input to the group will be
evaluated are less likely to become social loafers – those members who hide
behind the efforts of other group members.
Second, at the group level, group members who receive positive
feedback about their group’s performance and their interactions are more
likely to be satisfied with group member relationships, believe that their
group is more prestigious, be more cohesive, and believe that group
members are competent at their task or activity (Anderson, Martin, & Riddle,
2001; Limon & Boster, 2003).
Levels of Feedback
Procedural feedback
It provides information on the processes the group used to arrive at
its outcome. Is the brainstorming procedure effective for the group? Did
group members plan sufficiently?
Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
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Types of Feedback
There are three types of feedback—descriptive, evaluative, and
prescriptive—each of which has a different intent or function, and carries
different inferences.
Descriptive Feedback
Feedback that merely identifies or describes how a group member
communicates is descriptive feedback. You may describe someone’s
communicator style, or you may note that someone’s verbal communication
and nonverbal communication suggest different meanings.
Evaluative Feedback
Feedback that goes beyond mere description and provides an
evaluation or assessment of the person who communicates is evaluative
feedback.
Too much negative evaluative feedback decreases motivation and
elicits defensive coping attributions, such as attributing the feedback to
others.
At the extreme, it can destroy group members’ pride in their group. In
these cases, group members are likely to spend additional time rationalizing
their failures (for example, finding a way to see a loss as a win) (Nadler,
1979).
To be constructive, evaluative feedback that identifies group member
deficiencies is best given in groups with a supportive communication climate
in which trust has developed among members.
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A group inundated by positive remarks, particularly in the absence of
negative evaluations, will start to distrust the feedback as information and
perceive it as insincere.
Prescriptive Feedback
Feedback that provides group members with advice about how they
should act or communicate is prescriptive feedback.
The feedback process is not a blaming process. Rather, it should be
used as an awareness strategy, a learning tool, and a goal-setting strategy.
Relational Feedback
Feedback that provides information about the group climate or
environmental or interaction dynamics within a relationship in the group is
relational feedback. This feedback focuses group members’ attention on
how well they are working together rather than on the procedures used to
accomplish their tasks.
Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
going to respond to three main issues:
(a) Do you demonstrate the essentialskills and
abilities needed by the team?
(b) Do you demonstrate a strong desire to
contribute to the group’s activities? And
(c) Are you capable of collaborating effectively
with other team members?
Group Feedback At this level, feedback focuses on how well the group
is performing. Have team members developed adequate skills for working
together?
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Is it clear now…how will you put it into practice?
Let’s Practice!
1. What would you like your _____ (e.g., parents) to know about or
see in your portfolio?
2. What does the portfolio as a whole reveal about you as a learner
(writer, thinker, etc.)?
“I think what this student meant was _______, so I’ll give them
the point”
“I really liked how you did ________, nice job!”
4. How did you get "stuck" working on this task? How did you get
"unstuck"?
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You did a great job…☺☺☺
Let’s Do It!
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Instructions: The students will be divided into 4 groups. Read the following
situations and give positive feedbacks on it. Use the strategies you have
learned from the discussion.
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before handing it in against the rubrics. Part of their final grade reflects the
accuracy of their self-assessment as compared to peer scores and teacher
scores. Here is the gist of the rubric for independence: 1: student completed
the task successfully with no help or hints from the teacher. 2: the student
needed a minor hint (e.g. a question or indirect reminder) to complete the
task. 3: the student needed 2-3 hints/cues/scaffolds to complete the task.
4: the student could only complete the task with significant prompting and
cueing by the teacher. 5: Even with significant prompting, the student could
not complete the task.
REFERENCES:
Online Sources
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
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https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-
guidefeedback
LESSON 4
WHAT IS IT
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punctuation, and grammar rules. Five (5) points is the highest
possible score in each item.
1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
What is Synthesizing?
WHAT'S NEW
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• S – synthesize by combining notes with what you already know about
the topic.
• T – think about your new ideas and connect them to what you already
know.
Teachers will need to model using the REST method and provide a lot of
practice for students to master this strategy. While practicing REST, some
students may like to draw pictures while others may refer to write notes. As
long as students are recording their information, teachers should allow each
student to process the information the way that works best for him or her.
Venn Diagram
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ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.
*Sample 1 Suggested Rubrics
DESCRIPTION
1. Content Has Has 75- Has 60- Has less Has less
s of the 90100% of 89% of the 74% of the than 59% than40%
Portfolio the needed needed of the of the
needed content content needed needed
content content content
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3. Quality Entries Entries are Entries are Some Few
of of of entries entries
are of
entries
best better acceptable are of are of
quality,
quality, quality, acceptable acceptabl
many are some
well quality, e
well
selected are well limited
selected quality,
and very and selected selection not
and and
substantia substantial well
l. . substantial substantial selected,
. .
and very
substantial
4. Present Creative, Creative, Creative, Minimal No
ation of neat neat creativity,
Entries neat and creativity,
and has and an neat in
has a strong average disarray,
very with no
impact/a impact/a minimal
strong ppeal. ppeal. impact/a
impact/a impact/a ppeal.
ppeal ppeal.
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Academic Academic Academic
concepts concepts concepts
and and and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact artifact identified and
are are most of the
clearly identified. clearly identified. artifacts were
included.
The student’s
own explanation
of each academic
concept
or
principle
is
included.
Credibility of Background Background Background No background
Artifacts (20%) information and information is information is information is
supporting included included to provided for the
evidences are to prove prove that most artifacts.
included that all artifacts of the artifacts
to prove were made by were made by
that all artifacts the student. the student.
were made by
the student.
Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate communicate consistent;
McDonald, 2015) and clearly the message. the message; message blurred
communicate others seem by the elements.
the message. misplaced
Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four more than four
grammar or in grammar or errors in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.
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Instructions: In a clean sheet of paper (a4 size) please answer the following
questions below in 5 to 6 sentences ONLY. Make sure your work is neat,
understandable, and follows proper capitalization, punctuation, and
grammar rules. Five (5) points is the highest possible score in each item.
If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things
that you need to relearn.
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If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.
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