Palawan State University

Coron Campus
Education Department

Aborot, Shella Joyce Mr. John Dave C. Tagulaylay

Balatico, April February 26, 2023
Caballero, Bernadeth
Gadiano, Alia Gean
Gaid, Rema
Maarat, Hananiah Rey
Navarrez, Marialyn

EL21: Technology for Teaching and Learning 2

I. Objectives
Analyze the contents of the Learner’s Material by:

 Scanning the content of the parts of the LM

 Making sense of the set of activities in the LM (per part)
 Pointing out the purpose of each part of the LM

I. References and Materials

A. References
 https://www.scribd.com/embeds/483599596/content?
start_page=1&view_mode=scroll&access_key=key-fFexxf7r1bzEfWu3HKwf
 https://depedtambayan.net/extracting-information-using-a-summary-a-precis-
and-paraphrase/
 https://www.studocu.com/ph/document/davao-del-norte-state-college/major-
in-english/distinguish-fact-from-opinion-fantasy-from-reality-in-the-text-
grade-7-3rd-quarter-reading/18216308
 https://depedtambayan-net.webpkgcache.com/doc/-/s/depedtambayan.net/wp-
content/uploads/2022/02/ENG7-Q3-MODULE4.pdf
 B. Materials
 Laptop
 Printer

II. Discussion
Concept (Quarter 1)

Content Standard The learner transfers learning by: showing

appreciation for the literature of the past;
comprehending texts using appropriate
reading styles; participating in conversations
using appropriate context-dependent
expressions; producing English sounds
correctly and using the prosodic features of
speech effectively in various situations; and
observing correct subject-verb agreement.

Performance Standard The learner transfers learning by: showing

appreciation for the literature of the past;
comprehending texts using appropriate
reading styles; participating in
conversations using appropriate context-
dependent expressions; producing English
sounds correctly and using the prosodic
features of speech effectively in various
situations; and observing correct subject-
verb agreement.

What do you think of the Content and Performance The standards focus on learning English
Standard? in a well-rounded way. First, students
 understand pre-colonial Philippine
literature, connecting to the past. They
also learn different reading styles, ways to
understand words, English sounds, and
how to agree on subjects and verbs. The
performance part involves applying this
knowledge. Students show they appreciate
past literature, use the right reading styles,
talk appropriately in different situations,
pronounce English correctly, and make
sure subjects and verbs match. It’s a
comprehensive approach, combining
cultural understanding with practical
language skills. This helps students not
only appreciate literature but also use
English effectively in various situations,
promoting a holistic language learning
experience.
How are the key concepts in the CS and PS related? The key concepts in the Content Standard
Explain briefly and cite and example. (CS) and Performance Standard (PS) are
interrelated to create a cohesive language
learning experience. For instance, the CS
emphasizes understanding pre-colonial
Philippine literature and correct subject-
verb agreement. These concepts are
connected in the PS as learners transfer
their understanding by appreciating past
literature and observing correct subject-
verb agreement in communication.

Example:
In pre-colonial Philippine literature,
cultural nuances often influence language
structure. When learners appreciate this
literature (PS), they naturally become
attuned to the intricacies of language,
including subject-verb agreement. For
instance, understanding the historical
context might lead to using appropriate
subject-verb agreement when discussing
the themes and messages embedded in
these literary works. Therefore, the
comprehension of pre-colonial literature
(CS) directly contributes to the practical
application of language skills, such as
correct subject-verb agreement, as
outlined in the Performance Standard.

For another example, suppose students

learn about various reading styles, such as
skimming and scanning, in the content
standard. This knowledge is about how to
read different kinds of texts.

Now, in the performance standard,

students are expected to use what they
learned. Imagine a situation where they
are given a newspaper article to read. The
content standard taught them different
reading styles, and now the performance
standard comes into play. They apply the
 appropriate reading style (like skimming)
to quickly grasp the main idea and key
points from the article.

So, the content (learning reading styles)

and performance (applying the right style
to comprehend a text) standards are
interconnected. Students don't just
memorize how to skim; they actually use
it when faced with real reading tasks. This
holistic approach ensures that what is
learned is actively applied, reinforcing
practical skills alongside theoretical
understanding.

Learning Competency EN7RC-I-a-7: Use the appropriate reading

style (scanning, skimming, speed reading,
intensive reading etc.) for one’s purpose.
Objectives: Quarter 1 1. Determine your purpose for reading,

2. Skim and scan based on your purpose

for reading, and

3. Read intensively to construct a flow

chart as an output.

Welcome to the English 7 Alternative

Lesson Introduction: Delivery Mode (ADM) Module on Using
Appropriate Reading Styles for One's
Purpose!

Hello, Learners! I am inviting you to

begin your journey to the wonderful world
of Reading. Reading is fun. It allows you
to know what you need to know, takes
you to places you've never been and let's
you meet different people at the comforts
of your home. Through reading, you get to
travel and see the wonders of the
Philippines, or the world! It can even pave
way for you to meet the Philippine heroes
you look up to, your most-liked author
and even your favorite actors and
actresses without having to spend a peso
on a plane ticket

Reading is instrumental. Not only does it

let you travel, see things and meet people
but it also allows you learn new things
and help you understand the world around
you better. It also gives you the
opportunity to enhance other skills. By
becoming a better reader, you get to be a
better speaker because it is also much the
same as having a conversation with the
author. So you see, you are simply not just
reading but you are multitasking traveling,
comprehending, and communicating, all
at the same time.

As you read this module you will learn the

three basic reading styles and when these
styles are appropriate for your purpose of
 reading. Each reading style is made easy
and is provided with an activity for you to
work on to ensure that you understand the
lesson. Brace yourself because you are
just about to start your journey in
becoming a better reader!

This module was designed to provide you

with fun and meaningful opportunities for
guided and independent leaning at your
own pace and time. You will be enabled
to process. the contents of the learning
resource while being an active learner.

YOUR TEXT
Different Reading Styles and When to Use Them.
Today, you will learn the different reading styles and
when to use them. There are three main types of
reading styles-skimming, scanning, and intensive
reading.

Skimming -When you skim, you should remember

that it is reading swiftly or glancing
quickly through a book or an article to
find facts. Through skimming you can
find key Ideas, determine an author’s
purpose in writing an article, or see if a
book or article contains the information
you are looking for. It is a special kind of
 reading. When you skim, allow your eyes
to wander until you find the portion you
are seeking.

Scanning
-You have learned in the previous activity
that scanning is a reading technique. Used
to look for specific information. It could
be in an encyclopedia, a newspaper,
Index, or other materials. Scanning is also
used to discover the general organization
or framework of a literary article, or to
preview an article to see if it is worth
reading more carefully.

Intensive reading
-Intensive reading is deconstructing a
reading material with the objective of
absorbing as much meaning from it as
possible. This reading style involves
determining the elements of a literary
piece. When you are asked to give a
theme of a story, Intensive reading is
highly recommended because it requires
higher comprehension and deeper
analysis.
DISCOVERY TASK: What I know

What's in

What's new: Activity 1: Am I there?

What's new: Activity 2: Value over values

What's more: Activity 3: Judge me right

What's more: Activity 4: Andy-Diagram

What's more: Activity 5: Lead the flow

What I can do: Activity 7: Mean it in a
minute
What I can do: Activity 8: Am I in or out

Your Journey:
What I have learned: Activity 6: My
Learning Material

Final Task: Assessment

Additional activities: Activity 9: WH-

anted

Additional activities: Activity 10: Find my

 match

Additional activities: 11: Says Sy, I say

Concept (Quarter 2)

Content Standard The learner demonstrates understanding

of: Philippine literature during the Period
of Apprenticeship as a means of
examining conflicts; various purposeful
listening and viewing strategies;
difference between literal and figurative
language; ways to extract and condense
information based on library sources;
verbal and non-verbal cues in oral
communication; and types of phrases,
clauses, and sentences.
Performance Standard The learner transfers learning by:
resolving conflicts presented in literary
selections; using tools and mechanisms in
locating library resources; extracting
information and noting details from texts
to write a précis, summary, or paraphrase;
distinguishing between and using literal
and figurative language and verbal and
non-verbal cues; use phrases, clauses, and
sentences meaningfully and appropriately.
What do you think of the Content and Performance The content standard covers various
Standard? important aspects of literature study,
including examining conflicts within
literary works, understanding listening
and viewing strategies, recognizing literal
and figurative language, utilizing library
sources, communicating effectively orally,
and distinguishing between different types
of linguistic structures.

The Performance Standard, on the other

hand, focuses on the application of
knowledge and skills acquired through the
content standard. It challenges learners to
transfer their understanding of conflicts in
literature into resolving conflicts within
literary selections, using library resources
effectively, extracting and condensing
information from texts, distinguishing
between literal and figurative language,
and using language structures
 appropriately.

Overall, these standards set clear

expectations for what learners should
know and be able to do in the context of
studying Philippine literature during the
Period of Apprenticeship. By focusing on
both understanding and application, the
standards encourage a deeper engagement
with the material and ensure that learners
are able to apply their knowledge in
practical and meaningful ways. This
approach not only enhances students'
understanding of the subject matter but
also equips them with valuable skills that
they can use beyond literature study.
How are the key concepts in the CS and PS related? The key concepts in the CS and PS are
Explain briefly and cite and example. closely related as they all focus on various
skills and strategies in understanding and
analyzing literary works, as well as
effectively communicating ideas and
information. For instance, in the CS, the
learner demonstrates an understanding of
Philippine literature during the Period of
Apprenticeship through examining
conflicts, using purposeful listening and
viewing strategies, and differentiating
between literal and figurative language.
These skills are then transferred in the PS
by resolving conflicts presented in literary
selections, using tools to locate library
 resources, and extracting information
from texts to write a précis, summary, or
paraphrase.

For example, when analyzing a literary

text during the Period of Apprenticeship
in Philippine literature, the learner may
encounter conflicts between characters or
within the society depicted in the work.
By employing purposeful listening and
viewing strategies, the learner can better
understand the underlying themes and
messages of the text. Additionally, being
able to differentiate between literal and
figurative language helps in deciphering
the deeper meanings and nuances of the
literature.

In transferring these skills to resolve

conflicts in literary selections in the PS,
the learner can effectively extract
information from the text and note
important details to write a summary,
précis, or paraphrase. By utilizing phrases,
clauses, and sentences meaningfully and
appropriately, the learner can convey the
essential information and ideas in a
concise and clear manner.
Learning Competency Extract information from a text using a
summary, precis, and paraphrase
EN7WC-II-b-5:
 After going through this module, you are
expected to:

1. Discuss the process in summarizing

Objectives: Quarter 2 2. Summarize a certain text

3. Extract details from a text using precis

4. Extract details from a text using

paraphrase Your Discovery Tasks

This module was designed and written

Lesson Introduction: with you in mind. It is here to help you
master how to Extract Information using a
Summary, a Precis and a Paraphrase.

The scope of this module permits it to be

used in many different learning situations.

The language used recognizes the diverse

vocabulary level of students. The lessons
are arranged to follow the standard
sequence of the course. But the order in
which you read them can be changed to
correspond with the textbook you are now
using.

This module is divided into three lessons,

YOUR TEXT namely:

Lesson 1 - Extract information from a text

 using summary
Lesson 2 - Extract information from a text
using precis
Lesson 3 - Extract information from a text
using paraphrase

Summary -Summarizing teaches you how to discern

the most important ideas in a text, how to
ignore irrelevant information, and how to
integrate the central ideas in a meaningful
way. Learning to summarize improves
your memory for what is read. Also,
summarization strategies can be used in
almost every content area.

Precis -Precis writing is an exercise in

compression. A precis is the gist of a
passage expressed in as few words as
possible. A precis should give all essential
points so that anyone reading it will be
able to understand the idea expressed in
the original passage. Note that precis
writing must always be shorter than the
original. It should express only the main
theme as briefly as possible.

Paraphrase -You are about to read a text. After

reading it, you have to remember the
information that you have read. Then, try
 to put it into your own words. The process
is called paraphrasing.
Lesson 1
DISCOVERY TASK: What’s More:

Activity #1, Activity #2, Article #3, Story

#1, Story #2. (Summarization)

What I Can Do: Summary using the

different strategies (Summarization)

Lesson 2
What’s New: Take note of responses and
the given sample precis

What is it: Rules in making a precis

What’s More: Writing a Precis

What I Can Do: Explain the question to
develop skills in precising

Lesson 3

What I Know: Make own Paraphrase

What’s In: Paraphrasing
What’s New: Arrange Scrambled words
What Is It: Steps in Paraphrasing
What’s More: Paraphrase the Sentence
What I Can Do: Sharing story

Your Journey: What I have Learned

 Lesson 1
Summary Organizer: Reflect the
following question.

Lesson 2

Reflecting: Why is precis writing an

important skill?

Lesson 3
Essay: Why is paraphrasing a necessary
skill?

Final Task: Assessment

Lesson 1
Multiple Choice
Lesson 2
Graphic Organizer
Lesson 3
Paraphrasing
Additional Activity
Activity 1. Paraphrasing Activities

Concept (Quarter 3)

Content Standard The learner demonstrates understanding

Of Philippine literature in the Period of
Emergence as a tool to assert one’s
identity, strategies in listening to and
viewing of informative and short narrative
texts; word relationships and associations;
 informative speech forms; and use of
direct report speech, passive and active
voice, sample past and past perfect tenses,
and sentence connectors

Performance Standard The learner transfers learning by: showing

ways of asserting one's identity;
comprehending informative and short
narrative texts using schema and
appropriate listening and viewing
strategies; expressing ideas, opinions, and
feelings through various formats: and
enriching written and spoken
communication using direct/reported
speech, active/passive voice, simple past
and past perfect tenses and connectors.
What do you think of the Content and Performance The content standards encompasses
Standard? various important aspects of literature
study especially Philippine literature in
the period of Emergence. Including
understanding of it as a tool to asserts
one’s identity, strategies in listening to
and viewing of informative and short
narrative texts; word relationship and
associations; informative speech forms;
and use of direct report speech, passive
and active voice, simple past and past
perfect tenses, and sentence connectors.
However, Performance Standard focuses
on learner transfers learning by showing
 ways of asserting one’s identity ;
comprehending informative and short
narrative text using schema and
appropriate listening and viewing
strategies; expressing ideas, opinions, and
feeling through various formats; and
enriching written and spoken
communication using direct/reported
speech, active/passive voice, simple past
and past perfect tenses and connectors.
In general, these standards helps every
learner what they should know and
expected to do in the context of studying
Philippine literature in the period of
Emergence. This approach helps Learner
for better understanding in this topic also
enhances their skill which they can use in
literature study.
How are the key concepts in the CS and PS related? The key concepts of the given Content
Explain briefly and cite and example. standard are related with its’ Performance
standard, Content Standard serves as the
basis of Coming up with the Performance
standard and the Performance standard
was already the applications of the
learners’ skills related to the Content
standard. In this Learning Competency the
first key concept of the Content standard
which is to demonstrates understanding of
Philippine literature in the period of
Emergence as a tool to assert one’s
identity was the basis of the first
 Performance standard which is to show
ways of asserting one’s identity the same
as others key concepts of both Content
standard and Performance standard, Each
Performance standard is the learners’
application of each particular Content
standard.
Learning Competency EN7RC-III-g- 2.13: Distinguish fact from
opinion, fantasy from reality in the text
In this learning material, you are expected
to:

Objectives: Quarter 3 a. Identify fact from opinion and fantasy

from reality in a text; and,

b. Explain how fact differs from opinion

and reality from fantasy

In a world overwhelmed with a lot of

Lesson Introduction: information from various media forms,
distinguishing facts and opinions and
recognizing fantasy from reality entails
much practice. Understanding whether a
statement is a fact, opinion, reality, or
fantasy is an essential skill a student needs
to develop in the 21” century. Having this
ability develops critical and analytical
skills needed in reading and listening.
Lesson 1: DISTINGUISHING FACTS
YOUR TEXT FROM OPINIONS, AND FANTASY
FROM REALITY IN A TEXT

FACT vs. OPINIONS -A fact generally refers to a statement that

is true and can be verified as such. This
means that it can be proven to be true. It is
also a fact when it is objective or
observable. It is based on data to prove
whether it is true or false. On the other
hand, an opinion refers to a personal
belief. It relates to how someone feels
about something. It is subjective as it is
based on a person’s judgment, preference,
and attitude. Others may agree or disagree
with an opinion, but they cannot prove or
disprove it. Therefore, it cannot be
verified, whether it is true or not.

FACT
✔The statement is true. It is verifiable
through evidence.
✔ It includes statistics, dates. Percentages,
etc.
✔ It is expressed as a universal truth.

The idea does not vary from one person to

another.

OPINION
 It cannot be verified to be right or
wrong

 The statement is based on

personal choice.
 It uses a lot of adjectives.
  It is not true for all.
 The idea may differ according to
different people.

-Reality tells about things or situations

that could happen in real life. It is the state
REALITY VS. FANTASY of things that exist.

Fantasy tells about characters or events

that cannot happen in real life or just a
product. of imagination. They are illusions
that are false in idea or suggests deceptive
appearance or impression. It is an idea
with no basis. In most cases, these include
elements and characters which involve
fairies, gods and goddesses and their
supernatural powers, witches, fairy
godmothers, unicorns, and flying dragons.

REALITY
✔The idea can happen in real life.
It is what you see, hear, and
experience.
✔ Characters and events may exist.

FANTASY
✔The idea is impossible to happen in real
life.
It is a product of your imagination.
It is usually odd and magical.
✔Characters and events are make- believe.
 *What I need to know
DISCOVERY TASK: *What I know
*What's in
*What's new
* What's More : Activity 1 (True/false)
:Activity 2 (Are you that, opinionated?)
:Activity 3 (fact check)

Your Journey:
* What I have learned
*What I can do

Final Task:

*Assessment
*Additional Activity (Words search)

Concept (Quarter 4)

Content Standard The learner demonstrates understanding

of contemporary: Philippine literature as a
means of responding to the demands of
the global village, various extended text
types, lexical and contextual cues,
appropriate and polite oral language,
stance, and behavior, and use of
imperatives, prepositions, verbs, and wh-
questions.
Performance Standard The learner transfers learning by:
explaining the need to be cooperative and
 responsible in today’s global village;
using appropriate strategies to
comprehend extended text types, using
lexical and contextual clues to understand
unfamiliar words and expressions; using
imperatives, prepositions, and appropriate
and polite oral language, stance and
behavior in various information sharing
formats
What do you think of the Content and Performance The Standard promotes understanding of
Standard? the modem Filipino literature and as a
means to cope up in the global village. It
holistically develop second language
proficiency while immersing ourselves
into our own culture, and teaching us how
to formally use language. The standards
also promotes the utilization of language
formally in various context.
How are the key concepts in the CS and PS related? The key concepts in the Content Standard
Explain briefly and cite and example. (CS) and Performance Standard (PS) are
interrelated to create a cohesive language
learning experience. For instance, the CS
emphasizes understanding of
contemporary Philippine literature as a
means of responding to the demands of
the global village and using imperatives,
prepositions and wh-questions. These
concepts are connected in the PS as
learners transfer their understanding by
explaining contemporary Philippine
literature and using imperatives and
preposition in various information sharing
formats.

Example:
In contemporary period, most literary
works often depicts societal issues and the
call to resolve them. As the learners
explain the literature (PS), they also
become aware about the society they’re
living, as well as to use imperatives and
preposition. For instance, understanding
the socio-political context might lead to
using imperatives and preposition when
constructing sentences and oral discussion
or reading of a literature. In contrast, the
understanding of contemporary literature
(CS) helps in the learners in language
learning, including the use of preposition
and imperatives in various information
sharing formats. For another example,
suppose that the students learned about
the beliefs and convictions based on the
materials viewed in the content standard.
This knowledge is about how to
distinguish the beliefs and convictions in
the materials they viewed. Now, in the
performance standard, students are
expected to used what they learned For
example, the students is given a literary
piece, a short story to be exact. The
content standard help them to distinguish
 beliefs from convictions. For the
performance standard, they execute what
they learned by differentiating the beliefs
and convictions from the text. So, the
content (distinguishing beliefs and
conviction) and performance
(differentiating beliefs and convictions
from the text) standards are
interconnected. Students don’t just
distinguish beliefs from convictions but
they are can actually learn and
differentiate the beliefs and convictions of
the text to furthermore understand the
literature they are reading. It just doesn’t
promote the mere memorization of its
characteristics but also ensures that the
learners would quickly understand and
differentiate beliefs from convictions.
Learning Competency EN7VC-IV-i-16: Express one’s beliefs or
convictions based on a material viewed
After going through this module, you are
expected to:

1. differentiate belief from conviction;

2. familiarize expressions in stating

Objectives: Quarter 4 beliefs/convictions;

3. communicate beliefs/convictions
according to one’s culture and
experiences; and

4. express one’s beliefs/convictions based

on a material viewed.
 This Self-Learning Module (SLM) is
Lesson Introduction: prepared so that you, our dear learners,
can continue your studies and learn while
at home. Activities, questions, directions,
exercises, and discussions are carefully
stated for you to understand each lesson.
Each SLM is composed of different parts.
Each part shall guide you step-by step as
you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your
prior knowledge on lessons in each SLM.
This will tell you if you need to proceed
on completing this module or if you need
to ask your facilitator or your teacher’s
assistance for better understanding of the
lesson. At the end of each module, you
need to answer the post-test to self-check
your learning. Answer keys are provided
for each activity and test. We trust that
you will be honest in using these. In
addition to the material in the main text,
Notes to the Teacher are also provided to
our facilitators and parents for strategies
and reminders on how they can best help
you on your home-based learning. Please
use this module with care. Do not put
unnecessary marks on any part of this
SLM. Use a separate sheet of paper in
answering the exercises and tests. And
read the instructions carefully before
 performing each task. If you have any
questions in using this SLM or any
difficulty in answering the tasks in this
module, do not hesitate to consult your
teacher or facilitator. Thank you.
YOUR TEXT
BELIEF -is something that an individual considers
as the truth. It is shaped by the
individual’s background experiences and
is based on one’s cultural or personal
faith, morality, or values.
CONVICTION -is a firm belief on something that an
individual is convinced of. To be
convinced you need to obtain all related
information like statistical data – based on
analysis of statistics;

observational data – based on what the

person has observed or perceived they
observed.

Causal data – based on what fact has

caused a particular factual result; and

Experiential data – based on what

experience shows can be inferred from the
facts.

A conviction remains the same even with

new experiences and even after long
periods of time because it is built in
 concrete information.
Different Types of Visual Materials As
you form convictions/beliefs about
materials you viewed, it is best to
familiarize yourself with some examples
of visual materials. The term visual
materials encompass a wide range of
forms including photographs, cinema,
cartoons, prints, designs and three-
dimensional art such as sculpture and
architecture. Just as in reading, writing
and speaking, viewing entails giving
attention to facts, relationships,
inferences, and to critical analysis.
Understanding visual images can connect
PowerPoint Presentation Microsoft to accompanying spoken or written
language like expressing your own beliefs
or convictions to a particular subject.

-PowerPoint is probably the most

commonly used form of visual aid. Used
Video well, it can really help you in your
presentation; used badly, however, it can
have the opposite effect.

-Video gives you a chance to show

stimulating visual information. Use video
to bring movement, pictures and sound
into your presentation. Always make sure
that the clip is directly relevant to your
content. Tell your audience what to look
 for. Avoid showing any more film than
you need.

-Drawing is creating a picture with a

variety of tools like pencils, crayons, pens
or markers. Artists draw on different types
Drawing
of surfaces, like paper or canvas.

-Painting is often called the most

important form of visual art. It is about
putting colors on a canvas or a wall.
Painting
Painters express their ideas through a
mixture of colors and different brush
strokes. It is also one of the oldest forms
of visual arts.

-Photography is making pictures by letting

light pass through the lenses of a camera
Photography
onto a film. Images could then be printed
onto special paper. Today, most
photography is digital. Cameras have no
film; the images are recorded onto silicon
chips.

-Filmmaking is the process of directing

and producing movies for television and
cinemas. It is a very expensive and
Film
complicated form of art, involving many
tasks, for example scriptwriting, casting
and editing film sequences before they can
be shown to an audience.
 -Sculptures are three-dimensional pieces
of art that are created by shaping various
Sculpture kinds of material. Among the popular
sculpting materials are steel, plastic,
ceramics and wood. Sculpture is often
referred to as plastic arts.

-Cartoon is a type of illustration,

sometimes animated, typically in a
nonrealistic or semi-realistic style.
Cartoon
Cartoons are drawings and illustrations
that come in several forms and can have
many meanings. One type of cartoon is
drawings and illustrations in magazines or
newspapers. Another type is animated or
audio-visual cartoon films that contain
sound, voices and attractive animated
drawings. As a result, a cartoon film can
be close to real life, because visual clues
and contexts can make it possible to view
the messages as much more real especially
as the viewers can listen to the voice
overs.

DISCOVERY TASK: What I know: Pre-test

What's In

What's New
Your Journey:
What's more

Final Task:
What I Have Learned

a. Belief of one, Belief of many!

b. In the News!

What I Can Do

Assessment

Summarization:

Implications:
As teachers, we must always tailor materials that foster knowledge that the learners needs for
more effective learning outcomes. We should also analyze if our materials could cater the
learners’ needs and demands, as well as conform to the content and performance standards.
Teachers as pillars of education, must be knowledgeable enough what materials to use and utilize
during the learning process.
Familiarizing and analyzing both Content standard and Performance standard of the specific
Learning Competency was one of the best way for us Educators to ensure the relevance of our
Learning Materials and its’ effectiveness in the teaching and learning process. In order to ensure
the accuracy of our Students activities, we should also consider our Content standard for them to
successfully apply the content of your topic. In terms of analyzing the Learners’ Material we are
going to use, we should always consider that alignment of our activities on our lesson objectives
for the learners’ to grasp the material successfully.