KATE D.

MACALINGAY 10:00-11:00 PM,MWF,Rm 203

BSED- English
BUILDING NEW LITERACIES ACROSS THE CURRICULUM
(PCK 14)

TASK 1. FINANCIAL LITERACY

1. Differentiate among the following financial goals: short-term, medium-term, and long-term
financial goals. Give examples for each.

GOALS: DEFINITION: EXAMPLES:

Short-term - management of - walking to school instead of riding
finances which a tricycle
only lasts for a - not buying snacks during break
short time. time
- packing lunch instead of eating
outside
Medium-term - setting goals which - paying for a home credit (phone,
lasts for one to six laptop, etc.)
months - renting for a boarding
house/apartment
Long-term - budgeting finances - paying for life insurances (SSS,
which take years to PhilHealth, PAG-IBIG, etc.)
achieve

2. Interview at least 10 friends, classmates and relatives. Explore their financial behavior or
spending and saving behavior and present data using any of the following forms.
(Infographic, meme, cartoon)

Figure 1.Financial behavior of my classmates in Bontoc for a month

Spending behavior:
- paying of rent (including water and
electric bill)
- buying food rations
- buying school supplies
- paying for handouts and contributions
- buying snacks outside

Saving behavior:
- inserting coins in a
piggy bank
- saving money instead
of buying load
- walking instead of
riding a tricycle
Figure 2. Sales advertisement of a new version of phone

3. How would the

different characteristic
types react toward this
sale advertisement?
Write below what each
type of person would
likely say about the
advertisement.

FRUGAL:
They would not get carried away by the advertisement because they wouldn’t need
it. They would rather save that to buy other more important things.
PLEASURE:
They would get very excited to buy this product because buying product gives
pleasure to them. Even if they do not have the money, they choose to loan or borrow
money just to buy this product.
STATUS:
This product gets the attention of these type of people. Especially that it is a brand
new model, it can be used for showing off.
INDIFFERENCE:
People in this category would not care about the features of the product, whether it
is a brand new model or not, it doesn’t matter to them.
POWERFUL:
These people would be interested about the product especially that it’s a top-of-the-
line and a new model. Having this type of phone can also show power over other people
who couldn’t afford to buy such.
SELF-WORTH:
Like the people belonging from the Pleasure, Status, and Powerful, they are
interested in buying the phone because they want to boost their self-confidence by owning
a brand new and expensive phone. They would find this product a good thing to show off
to the people who couldn’t afford to buy one.
 TASK 2. MEDIA AND CYBER OR DIGITAL LITERACIES

1. If your principal asked you to insert media literacy into your subject and you could only
accommodate three skills/competencies, which competencies would you aim for? On what
basis would you choose the three and exclude the others?

The three competencies that I would choose to insert in my subject will be

Underpinnings, Cultural Competencies, and Attitudes and Perspectives. This is because it
contains the foundation or basis of the students in making use of media. Also, it concerns
everything else within the digital literacy. This goes as well with Central Competencies.
Most importantly, the Attitudes and Perspectives teaches the moral values of the students
in the use of media. Not only will they be good at using it, but they will also have
discipline and values within which is essential in developing their personality.

These three competencies contain a deeper understanding and knowledge about

media literacy, including digital and information literacy. They provide broader skills and
literacy to the students like understanding correct, acceptable, and sensible behavior in a
digital environment by being grounded with a moral framework.

As for the background knowledge, the students can acquire this skill on their own.
With the growing competence of students in using media, the students can acquire can
discover many things like where to find reliable information and references, this enables
them to be more knowledgeable in finding resources.

2. If you had to create a report on Boyle’s Law, can you create a plan for locating and
accessing the information you need? How would you ensure that you actually understand
the information you find?

First of all, I would consider where I might begin looking. A good place to start
would be a link where it searches only academic journals and books, for example is
Google Scholar. Then I would evaluate my web sources. Whether they are articles,
webpages, or even instructional videos, I need to evaluate their credibility.

I would ensure that I would actually understand the information I find when I use
reliable, accurate, and relevant sources. Also, if the information from different sources
relate and doesn’t contradict each other.
3. Can you explain why an email from a woman in an abusive relationship promising you
100,000 US dollars in exchange for your help is likely to be a scam?

An email from a woman from an abusive relationship promising me 100.000 US

dollars in exchange for my help is likely to be a scam because we don’t know each other in
the first place. It is hard to believe that a person would give money to a stranger just to fix
a relationship where she is the only one who can fix. First of all, we don’t know anything
about each other. Secondly, she can leave the man, why other asking help from a stranger
and lose money? Most importantly, the email may have been sent for identity theft if ever
she tries to ask information from me.

Can you explain how an advertisement on social media from an unknown company
promising you a chance with a brand new, top-of-the-line smartphone is also likely to be a
scam?

An advertisement from an unknown company promising me a smartphone would

be a scam because only known companies give promos to consumers and it doesn’t
include brand new, top-of-the-line smartphones. Normally, companies give away old
model phones for promos if they buy products which reaches a certain amount.

Furthermore, promos posted on social media are not that reliable because of the
huge number of scammers.
 TASK 3. ECOLOGICAL LITERACY

1. Develop a personal definition of sustainability.

Sustainability is the ability to keep going on with life.it is the human’s way of
avoiding the depletion of natural resources to keep an ecological balance so that society’s
quality of life doesn’t decrease. This can be observed by maintaining renewable resources,
preventing deforestation and forest fires, and other carbon footprints in our environment.

2. What are greening initiatives done by your department or college?

The greening initiatives done by the college is implementing waste management.

This is done through waste segregation where the trash bins were categorized as
Biodegradable, Non-biodegradable, and Reusable.

3. What personal greening initiative would you propose to your campus, community, and
home?

I would propose waste management to the college by crafting things made of trash.
In here, the students will not only be helping the environment, but they will also learn to
be creative at the same time.

In our community, I would propose “One Person, One Tree Program” where each
individual should plant and grow at least one tree. I could also include a competition
where the household that has the cleanest and greenest surrounding be given a reward by
the barangay.

At home, we already have a backyard garden so I would suggest to do a

landscaping and make a design out of the resources that we have. After that, we can grow
herbs and different flowers.

4. How can you become an eco-literate person?

I can become an eco-literate person if I start with understanding the things in my

environment, the way nature gives resources to human beings, and the way human
beings use these resources. I should develop empathy towards all the other forms of life to
expand my sense of compassion to them. I should also understand the relationships of
plants, animals, and other living things in order to see the value of strengthening those
relationships and acting cooperatively.
5. Give 5 situations which explain or show ecological literacy.

1. Classroom lessons about the water cycle and food web that reveal to the student how
the nature works

2. Being aware to economic, social, political, and ecological interdependence in different

areas

3. Identifying and defining environmentally-related problems and issues, and how they
are influenced by different perspectives

4. Joining programs and activities that promote the preservation of environmental

resources

5. Actively participating in environmental improvement and protection, desire to clarify

one’s own values, and confidence to make decisions and judgements about
environmental issues according to one’s sense of morality
 TASK 4. ARTISTIC AND CREATIVE LITERACY
1. How should arts learning be structured so that students can begin to think like an artist?

Socialization through arts education and exposure to arts can be a factor which
results to a higher participation rate among the students. It is important to let the
students understand that an art can be seen as a form of communication, designed to be
experienced and interpreted by persons other than its creator. The students should
experience to work in a way that engages their emotions, stimulates their senses, and
challenges their minds to a process of discovery. Most of all, they must have an
inspiration when working on a certain artwork, that way their minds become more
creative and motivated to work.

2. What are some best practices in teaching that create an active or student-centered
learning environment?

With good facilitation from the teacher, learners are encouraged to draw on their
own powers of observation to describe what they actually see, hear and feel in response to
a work of art. One good practice in teaching for a student centered learning environment
can be an activity where the teacher presents a famous artwork to class (painting,
sculpture, poster), then the teacher will let the students reflect and say their observations
about it. For example, the picture of the Spolarium or The Last Supper can evoke a feeling
of sympathy or sadness to the viewers. Another practice can also include an exhibit from
the students where they will display any work of art that they made, and the other
students can give their opinions about each other’s work.

3. Why are the 21st century skills or personal dispositions important goals for students in
arts education?

Creativity, collaboration, entrepreneurship, innovation, problem solving, and

critical thinking are skills which are essential to the 21 st century students where they are
molded to be globally competitive. Having these skills are important in bringing out the
creativity of a student to learn about art. Especially that the critical thinking of the
students are developed, they can be challenged in developing an artistic mindset.
Moreover, having 21st century skills will make them see that an art is not just an
expression but it comprises many other elements, and they will learn to appreciate not
just the art, but all the other disciplines which it comprises.
4. Guided by the characteristics mentioned, can you name artists from your family, school,
and community? Make a profile of these artists.

Basing from the characteristics mentioned, there is no artists from my family,

school, and community. Though there are some people who excel in specific arts like
drawing, painting, woodwork, and others, it is not sufficient for them to be called as
artists because they lack the other characteristics like seeking artistic experiences and
supporting the arts in our community. Furthermore, the system in our community doesn’t
support the aspiring artists who wants to showcase their own artworks, thus, they do are
not given the chance to be able to develop or hone their talents.

5. Design an instructional plan showing creative classroom activities that will show creative
classroom activities that will engage learners.

INSTRUCTIONAL PLAN FOR ENGLISH 7

I. Objectives: At the end of the lesson, the students should be able to:

A. differentiate verbal and non-verbal communication;

B. give examples of verbal and non-verbal communication; and

C. value the importance of verbal and non-verbal cues in communication.

II. Content:

Topic: “Verbal and Non-verbal Communication”

Reference: English Learner’s Material for Grade 7

Materials: Video presentation

III. Learning Procedures

A. Review

 The teacher will present the summary of the topic in the previous meeting.

B. Motivation

 The teacher will divide the class into two.

 Introduce the “charades game”.

 The teacher will give each group 5 words to act out.

 Each group will take turns on guessing and acting.

Set of words to act out:

family voice words teacher tree

 C. Lesson Proper

 The teacher will let the students watch a video presentation about verbal
and non-verbal communication.

D. Application

 Basing from the video, the teacher will let the students give the importance
of using verbal and non-verbal cues in communication.

E. Generalization

 The teacher will let the students ask questions regarding the topic.

IV. Evaluation

The teacher will pair up the students and let them prepare a one-minute dialogue,
with the use of verbal and non-verbal cues. Each group will present their dialogues.

Rubrics for the presentation:

Content 7

Presentation 5

Participation 3

Total: 15