Hi, studes! Here are the guidelines for your Pet Peeve Speech in class.
1. For 1.5 to 3 minutes, you will be in front of the class to deliver a speech about a major pet peeve that you have. This speech is a chance for you to really express your emotions.
2. Your speech must contain three basic parts - the introcduction, the body, and the conclusion. 3. You must use an attention getter and at least 3 concrete examples to support your topic. You must also propose ways or measures to address your pet peeve.
4. In order to seem sincere, you must use passionate language, vivid gestures, facial expressions, and varied voice projection.
5. You may speak from a manuscript or from extemporaneous notes. Take note! You may "speak from" and NOT "read from."
6. There will be no extension or postponement of schedule for this speech.
7. You will be graded based on the following criteria:
A. Introduction (5pts)
Attention getter
Ability to connect with audience
Clear thesis
B. Body (20pts)
Utilizes concrete examples and vivid language
Observes conciseness
Relates with/connects to audience
C. Conclusion (5pts)
Restates thesis
Summarizes main poits
Ends with a "thinker"
D. Delivery (30pts)
Eye contact
Gestures and facial expressions
Voice projection, volume, rate
Poise and confidence
Preparedness
Time limit
Please don't hesitate to ask questions if you have any. The activity takes place on December 1-3. I have attached a video clip of a sample of a pet peeve speech which I pulled out from YouTube. Please find time to view it.
Hi, everyone? How was your sem break? Did you spend some time watching the UniGames? Here's some good news. Classes in the School of Basic Education will resume on November 3rd, not on the 2nd. Enjoy one more day! See you soon.
Sunday, October 17, 2010
Here are the pointers for your 2nd PT. I have included sample items for some sub-tests. God Bless!
Part 1. Grammar A. Using Correct Adjective Form to Complete Sentences The students' performances were truly (excite) . a. excited b. exciting c. excite d. excitement B. Distinguishing Adjectives from Other Parts of Speech Tell whether the italicized word is used as (1) adjective or (2) another part of speech. I had spoken to some of the workers. (2) Some voters have remained undecided on their choice of candidates. (1) We quit subscribing to this paper a year ago. (1) C. Classifying Adjective Phrases and Distinguishing Adjective Phrases from Noun and Adverb Phrases Tell how the italicized phrase is used in the sentence. 1. Boy is surely the man to complete Laine's life.(adjective infinitive phrase) 2. The students taking the test now have all secured their special permit. (participial phrase) 3. The old house across the river belongs to my great grandparents. (adjective prepositional phrase) 4. It was already dark when we rowed across the river. (adverb prepositional phrase) 5. To perform live at the Luce Auditorium used to be just a dream for me. (noun infinitive phrase) D. Identifying Errors in Using Participial and Infinitive Phrases Identify the sentence which contains dangling/misplaced participial phrase or dangling/split infinitive phrase. 1. a. Dressed in white, the waiter served us the buttered chicken. b. The waiter, dressed in white, served us the buttered chicken. c. The waiter served us the buttered chicken, dressed in white. 2. a. They wanted to rebuild the miniature carefully. b. They wanted to carefully rebuild the miniature. c. They wanted to rebuild carefully the miniature. Part 2. Literature A. The Medieval Period 1. Background of the Period 2. Robin Hood 3. King Arthur and the Knights of the Round Table B. The Elizabethan Period 1. Background of the Period 2. Lyric Poetry and Its Different Classifications 3. The Structures of the Shakespearean and Petrarchan Sonnets 4. Sonnet 116 by William Shakespeare
Part 3. Reading A. Reading Comprehension B. Contextual Clues Vocabulary
Part 4. Writing (Essay)
Total Number of Items: 100
Sunday, October 10, 2010
III-MABINI (CATIGTIG) Team A Isaiah, Steven, Bruce, Kevin, Schenitte, Ely, Mariana, Natalia, Florlin, Terry Team B William, Dreanel, Kirk, Glen, Karen Lou, Catherine, Marissa, Abigail, Theorie, Mearl Team C Jed, Carlo, Jesman, Joshua, Donnalyn, Charisse, Riva, Betty, Rainbee, Gretta Team D Kei, Vaughnn, Cyrus, Janssen, Taira, Almae, Ina, Abigail Niña, Maharlika
III-MABINI (CABALLO) Team A Enjay, Ed Paul, Simon, Rochelle, Indira, Carolly, Julie, Cristy, Helena, Lalaine Team B Robi, Boy 2, Jovi, Heart, Rica, Princess, Crizabelle, Kateleen, Anthlyn, Alessandra Team C Angelo, Yra, Jan Karl, Armielene, Elisha, Amyrrha, Sarah, Keemmah, Lianne, Winastrid Team D Monroe, Cliff, Louie, Al, Dyann, Agnes, Kate Marie, Blair, Jezaira, Mitzi
III-SILANG Team A Jem, Jann Carlo, Neil Anthony, Alain, Adrian, Liane, Rossmae, Louribeth, Johanna, Louise Team B Jon Paulo, Abel, Bryan, CJ, Nathaniel, Anna Louella, Jonah, Prezeus, Ivy, Kate Team C Yeshuah, Jules, John Kenneth, Christian Alan, Sharika, Al-Bethany, Jell, Johanna Faith, Samantha, Dana Team D Lemuel, Renzo, Prince, Philip, April, Hana, Anna Jane, Maleen, Rizalie, the new student
Saturday, October 9, 2010
more posts to follow...having problems loading huge file
8. All answers must be in a question form starting with "What is/are...?" or "Who is/are....?" as the case may be; otherwise, answers are considered wrong.
9. At the end of the three rounds, the teams gain points according to their final rank based on total accumulated scores.
6. A starter question is asked to determine the first player for the game. The first player then chooses the category and the question’s corresponding points and earns the same points when the team has given the correct answer.
7. In the event of a wrong answer, the team gets a deduction of 1,2, or 3 points for the Chicken Feed, Nose Bleed, and Internal Hemorrhage rounds respectively.
Good day, everyone! How was the movie? Did you enjoy the adventures of Robin Hood? Well, here's something to work on during the long break. You may write your answers on intermediate papers. Be ready to share your answers, too, to the group to which you'll be assigned during our next activity in class.
1. Who are the 7 most important characters in the movie? Rank them from 1 t0 7, with 1 as the most important. Discuss each character's role and significance.
2. How were the following subjects of a Medieval ballad depicted or portrayed in the movie? Cite instances.
violence resulting from jealousy
relationship between man and God
relationship between man and supernatural beings
humorous domestic incidents
code of chivalry
3. Can stealing be, for some reason, just? Why or why not? Do you concede to Robin Hood's heroism? Justify your stand.
4. Is the law always just? Why or why not? Comment on Robin Hood's acts of breaking the Sheriff's laws.
5. Comment on Azeem's quote: "There are no perfect men in this world, only perfect intentions." In what ways can you personally relate to this quote?
6. Sacrifice is the underlying theme of the story. Cite at least 3 instances in which the theme was explicitly or implicitly depicted in the movie.
I know this is so much work, but I am looking forward to the adventures come to life during our discussion next meeting. Here's something to refresh your memory, lest you forgot some details of the movie.
Hi, everyone! Here's the key to the review exercise you received today. This is specially prepared for my Mabini (Catigtig) and Jacinto classes. 1. A 6. E 11. C 16. A 21. E 2. A 7. A 12. D 17. F 22. E 3. C 8. D 13. D 18. B 23. B 4. E 9. A 14. B 19. F 24. A 5. G 10. E 15. E 20. G 25. G
If you wish to make further review on The Anglo-Saxon Period, copies of the book we used are available at the high school library. These books are found at the basement. I think they may be taken out. Read pages 3-7.
God Bless, everyone!
Sunday, August 8, 2010
This might be of use to you, my third year students, as you prepare for your exams this week. This was the essay we discussed on how to acquire knowledge and gain wisdom. God Bless!
EDUCATION AND LEARNING
Letters to My Son: A Father's Wisdom on Manhood, Life, and Love by KENT NERBURN
1Education is one of the great joys and solaces of life. It gives us a framework for understanding the whole world around us and a way to reach across time and space to touch the thoughts and feelings of others.
2But education is more than schooling. It is a cast of mind, a willingness to see the world with an endless sense of curiosity and wonder.
3To be truly educated, you must adopt this cast of mind. You must open yourself to the richness of your everyday experience - to your own emotions, to the movements of the heavens and the language of birds, to the privations and successes of people in other lands and other times, to the artistry in the hands of the mechanic and the typist and the child. There is no limit to the learning that appears before us. It is enough to fill us each day a thousand times over.
4The dilemma of how best to educate has always pivoted on the issue of freedom to explore versus the structured transmission of knowledge.
5Some people believe that we learn best by wandering forth into an uncharted universe and making sense of the lessons that life provides.
6Others believe that we learn best by being taught the most complete knowledge possible about a subject, than being sent forth to practice and use that knowledge.
7Both ways have been tried with every possible method and in every possible combination and balance.
8If we find ourselves tempted to celebrate one approach over the other, we should remember the caution of the Chinese sage Confucius, who told his followers, "Study without thinking and you are blind; think without studying and you are in danger."
9Formal schooling is one way of gaining education, and it should not be underestimated. School, if it is good, imparts knowledge and a context for understanding the world around us. It opens us to ideas that we could never discover on our own, and makes us one with the life of the mind as it has been shaped by people and cultures we could never meet in our own experience. It makes us part of a community of learners, and helps us give form and direction to the endless flow of experience that passes before us.
10It is also a great frustration, because it often seems irrelevant to the passions of our own interests and beliefs.
11When you feel burdened by formal education, do not be quick to cast it aside. What you are experiencing is a great surge in your growth and consciousness that is screaming out for immediate and total exploration.
12You must remember that all other learners have traveled the same path. And though all true learners have felt this urge to strike out on their own, formal education, in its many shapes and guises, has been sought and revered by all people and all cultures in all times. It has a genius that is greater than your passions, and it is abandoned at your own peril.
13Still, formal education will not inform your spirit and make you full. So, along with knowledge, you must seek wisdom. Knowledge is multiple, wisdom is singular. Knowledge is words, wisdom is silence. Knowledge is standing outside, understanding what is seen, wisdom is standing at the center, knowing what is not seen. No person can be whole without both dimensions of learning.
14There are many ways to seek wisdom. There is travel, there are masters, there is service. There is staring into the eyes of children and elders and lovers and strangers. There is sitting silently in one spot and there is being swept along in life's turbulent current. Life itself will grant you wisdom in ways you may neither understand nor choose.
15It is up to you to be open to all these sources of wisdom and to embrace them with your whole heart.
16So do not disparage the lessons of either the schooled or the unschooled.
17Those who have less formal education may have learned some single thing more deeply, or they may have embarked early upon the search for wisdom. In their uniqueness, they have discovered something special about life, and it is yours to experience if you are open to what they may have to teach.
18Those who have devoted their life to formal learning may have walked further along a path than you can even imagine, and may be able to lead you to a vista that will take your breath away, if only you can overcome your boredom and fatigue at the rigors of the search.
19Remember the words of the musician who was asked which was greater, knowledge or wisdom. "Without knowledge," he answered, "I could not play the violin. Without wisdom, I could not play the music."
20Place yourself among those who live their lives with passion, and true learning will take place, no matter how humble or exalted the setting. But no matter what path you follow, do not be ashamed of your learning. In some corner of your life, you know more about something than anyone else on earth. The true measure of your education is not what you know, but how you share what you know with others.
Reproduced from My Son: A Father's Wisdom Library, Navato, CA 94949
My pinalanggang Juniors, here's what i promised. Study over the weekend. God Bless!
Coverage for English III First PT: I. GRAMMAR a. Sentence and Its Basic Parts b. Classifying and Correcting Fragments c. Identifying and Correcting Run-ons II. LITERATURE a. Letters to My Son: A Father's Wisdom on Manhood... b. Using General References c. Introduction to Literature d. The Beginnings of English Literature e. Beowulf f. Listening Effectively III. READING a. Reading Comprehension b. Vocabulary IV. WRITING Essay
What a long, yet exciting day we had today! Food was great...games and gimmicks were so engaging that everyone had their fill and fun! The aero-kaebo was the best! I guess i found another way to exercise and fight diabetes...heheheheheheh...This was one pic of my eager-to-exercise students. Happy blogging!
Thursday, July 29, 2010
I'm back! Thank God I finally remembered my password! hahahahahaah!
It's past midnight again. Yesterday just turned out to be far different from my usual days here in Minnesota. I felt that I had accomplished something as I handled all of Mr. Forstner's classes at Washburn High. I did video and slide presentations about my country. It turned out to be pretty interactive as many of the students kept asking questions. Everybody was just so eager to ask anything about what they heard and saw. Each class ended with a lot of students wanting for more and wishing they could visit the Philippines one day. I was overwhelmed by Mr. Forstner's remarks about the whole presentation and how it went. I deserve a treat, don't I? So, I headed straight to my apartment and just drowned myself to sleep from 4:30 to 9:30PM. Self-cooked dinner came next. What a treat!
Here's a piece of my presentation. It is courtesy of the Department of Tourism, Philippines. Sit back and enjoy the tour!
Our short and quick visit to the zoo and conservatory somehow brought us momentarily to another world - a world i imagined to be my home. It was basically due to the lush vegetation and the warm temperature which gave us all a short-lived relief from the bites of waning winter. Well, here's a first treat to the world of the wild and untamed! Enjoy this and more!
It's past 12AM here in minneapolis. i was undecided as to what to present as a mini-project in amy's class when another ILEP Fellow from Indonesia (Erlin) showed up online and offered assistance. She willingly taught me how to start blogging. So here I am now. I welcome myself to blogspot!
