El110 e Portfolio - Taborkathleen Jayne Louise E.1

Republic of the Philippines
Pangasinan State University

ASINGAN CAMPUS
Domanpot, Asingan, Pangasinan
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COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION
KATHLEEN JAYNE LOUISE E. TABOR

BSE III – ENGLISH
MRS. ELSA Q. TERRE
INSTRUCTOR
BSE III – ENGLISH
PROF ED 110 BUILDING AND ENHANCING
Direction: After reading Mrs. Santos essay, reflect on the following questions: What are some of
the changes in the Philippines society describe by Mrs. Santos? What would be the possible
effects of these changes in 21st century education in the Philippines?
Some of the changes in the Philippine society today, we are adopting many cultures from
different country and people. As our world is being dominated by new and high technologies that
we use for learnings. The possible effects of these changes on 21st century education in the
Philippines was we are able to globally competitive all over the world because we have the
knowledge and we Filipinos are easily to cope or adjust to be fit. Especially this time that we are
facing this pandemic all over the world, it has a big effect and changes because we can’t be able to
do face to face classes but thanks to our modern technologies we’ve survive this pandemic. And up
until now we are using technologies as the medium of instruction. Ofcourse there are positive and
negative effects of being modernized. Positive in a way that it can make our work easily. Negative
effect is that if we are over used it as if we can only depend on it.
BSE III – ENGLISH
MODULE 1
INITIAL TASK
On your own, read the questions and instructions carefully. Write your answers on the space
provided.
1. Given the traditional/conventional concept of literacy, how literate are you?
I think I’m literate enough base on the given concept of traditional and conventional literacy.
I can communicate with other people through listening and understanding the circumstances
that we have.
2. How deep is your level of comprehension?
I admit that in the level of my comprehension was not enough because I don’t give myself
time to improve.
I don’t have time to read books and most of the time especially todays generation I am too
focus on social medias like facebook, tiktok, youtube, mobile games and other social media
that little did I know affects me.
3. As a pre-service teacher, what kind of written materials should you be able to read and
understand? Are you reading these written materials? How well can you understand them?
4.
As pre-service teacher, I will use google, Microsoft word, pdf, e-books. Yes, it is easy to
understand and it is easier to access because we are in a modern world where technologies
are everywhere. These reading and written materials gives you the options and a lot of
choices of what are you looking for. But these social medias must used wisely. Especially
this pandemic social media are advisable for us to learn.
5. Which of the new literacies are you knowledgeable in? Which of the new
literacies do you lack knowledge in?
I lack in computer literacy. I don’t have enough knowledge to operate computers.

All I know was the basics of the computer.
6. Although reading education in the Philippines aims to develop Functional/Practical

literacy in learners, what level of literacy is being developed when classroom practices
focus more on memorization rather than on understanding and application?
They are excellent in technical but lack in creative problem-solving and critical
thinking.
7. Describe the changes in the 21st century that have led to the rise of new literacies.
There’s a lot of changes in 21st Century like being level up in new technologies that
gives us the privilege to make our works a lot easier than usual. And because of
that change, there are three things that has been critical in the ride of the new
literacies like:
1. Increased Reach
• We are communicating with more people, from more
diverse cultures, across vaster distances than ever
before.
2. Increased Means of Communication

• We are communicating in more ways and at faster
speeds than ever before.
3. Increased Breadth of Content-

• We are communicating about more things than ever
before.
FINAL TASK
A. Make an activity that could help students to develop functional literacy. (20
points)
I will adopt the program of our campus and that is the book sharing where in students can
access the reading materials that being uploaded by the students who wants to share their
reading materials. With guidance of our instructor and our library.
B. Make a lesson plan that incorporates some of the new literacies. (30 points)
DETAILED LESSON PLAN IN GRADE 8
I. OBJECTIVES
At the end of the lesson students should be able to:
A. Define adjectives and its form

B. Differentiate the form of Adjective
C. Construct sentences according to their uses
D. Show cooperation through participating activity
II. SUBJECT MATTER
A. Topic: Adjectives
B. Reference: https://www.Englishclub.com/grammar/adjective-what.htm
C. Materials: Power point presentation, bond paper, boxes
III. PROCEDURE
Teacher’s Activity Student’s Activity

“Good morning class’’ “Good morning ma’am! “
Before we start, “Let’s Pray One student will lead the

First” prayer)
Checking of attendance One student will tell who

is/are absent for the day)
A. MOTIVATION
Group Activity
Before we start our lesson for

today, I want the class to be
divided into 4 groups. Each
group will be given boxes that
contains pieces of paper with
words written on it. They will
be asked to arranged the
words. Afterwards, kindly
assign a representative from
each group to give an insight
or idea about the said activity.
You only have 3mins to do the
activity.
Is that okay class? Yes, ma’am
They will come up with the

following sentences
1. An interesting story.
2. His story seemed
interesting.
3. These are not
expensive.
4. A gorgeous
mesmerizing young
lady.
(Teacher will distribute the
boxes containing words) (Students will do the activity)
May the representatives of

each group to come in front (Students will express their
and say something about the ideas about the activity)
pieces of paper arranged by
your group?
Base on the given activity,

what do you think is our lesson (Answer vary)
for today?
(Posting of Objectives)
Let’s have first the vocabulary

terms that we will
encountering in our lesson.
B. Unlocking of
difficulties
I love that really big old green (Ancient)

antique car.
He is cold-blooded man. (Cruel)
Ben is adorable baby. (Charming)
Bea has excellent managerial (Great)

skills and is a superb listener.
The road is bumpy. (Uneven)
Choices
• Uneven
• Great
• Charming
• Ancient
• Cruel
C. Lesson Proper
Adjective
Adjective(noun) a part of
speech that modifies or
describes a noun or pronoun.
Adjectives is one of the Nine
parts of speech.
Adjectives is a word that tells
us more about a noun. It
“describes” or modifies a
noun. (The Big dog was
hungry). In these example the
adjective is big and the noun
that it modifies is hungry.
An adjective often comes

BEFORE a noun:
A green car
A dark sky
An interesting story
And sometimes an adjective

comes AFTER a verb.
My car is antique.
The sky became dark.
His story seemed interesting
But adjectives can also modify

pronouns (She is beautiful).
Look at this examples:
They were empty.

I thought it seemed strange.
Those are not expensive.
Note that we can often use

two or more adjectives
together (A beautiful young
French lady/It is black and
white).
“The adjective is the enemy of

the noun”
This is sometimes said
because, very often. If we use
the precise noun we don’t
need on adjective. For
example, instead of saying “A
large, impressive house” (2
adjectives + noun) we could
simply say “A mansion” (1
noun)
Adjective form
Sometimes adjectives have
particular endings, for
example:
-able/-ible: washable/credible
-ish/-like: childish/childlike
-ful/-less: careful/careless
-ous: dangerous
-y: dirty,
However, many adjectives

have no obvious form
comparative, superlative. Most
adjectives can be comparative
or superlative.
For example:
• Big, bigger, biggest

• Good, better, best
• Beautiful, more
beautiful, most
beautiful
Do you have any questions or None, ma'am

clarifications before we
proceed to our activity?
D. Generalization
What did you learn in our We’ve learned that adjective

lesson? modifies or describes a noun
or pronoun ma'am
he
How about adjective form? Adjective form sometimes has
particular endings ma’am.
Correct! Do you have any

questions regarding our topic? None, ma'am
E. APPLICATION
Activity 1
Choose the Superlative
Adjective of each group of
sentences.
1. b.
a. I like dark coffee
b. This is the fastest car I’ve
ever driven
c. I’d like darker curtains
2. c.
a. choosing books rather than
toys is a good choice
b. meet Chloe, my younger
sister
c. of all the options available,
this seems to be the best one.
3. b.
a. This is a better cake from
the last one.
b. This is the most
unforgettable thing I’ve ever
experienced.
c. The box was blue, and oddly
shaped.
II. Choose the superlative in

each group of sentences.
4.Interest, interesting, Invest b. Interesting

5. Amount, account, colorful Colorful
6. Hilarious, flaws, cups Hilarious
Choose comparative adjective
in each group of sentences.
7.
a. This is longer than the last A
one
b. This is probably the longest
one I’ve seen.
c. This is a long list
8.
a. stop acting so weird B
b. you’re acting weirder than
ever
c. you’re acting weirdest
person in the class
9.
a. you are brave C
b. you are braver than I
thought
c. you are the bravest among
them
Which sentence uses the

correct order of adjectives
10.
a. we took a ride on a red, C
new, Italian motorbike.
b. we took a ride on Italian,
new, red motorbike.
c. we took a ride on a new red
Italian motorbike.
IV. ASSESSMENT
AND
EVALUATION
1-6. Give examples of

comparative or superlative 1. bad, worse, worst
adjectives 2. little, less, least
3. much, more, most
4. titled, more titled, most
titled
5. tangled, more tangled,
most tangled
6.Simple, simpler, simplest
7-9. Construct the correct

order of adjectives
7. I was thrilled to receive a
(big, beautiful, leader bound) I was thrilled to receive a
book with my order. beautiful big leader-bound
book with my order.
8. His clown costume consist
of a red nose oversized shoes, His clown costume consist of a
red nose oversized shoes, and
and a (size 4x, polka-dotted a polka-dotted silk smoking
silk smoking) jacket. size 4x jacket.
9. I’ve been shopping for the I’ve been shopping for the
perfect (Japanese, sushi, long) perfect long Japanese sushi
chopsticks. chopsticks.
10.Which one is correct in D

forming adjectives.
a. adjectives can be formed
from different words. They an
be formed from nouns or
adjectives.
b. Adjectives can be identified
by their endings
c. A only
d. Both A and B
V. ASSIGNMENT
For your assignment: please

do your advance reading in our
next topic, Affixes,
Prepositions and object
pronouns.
None, ma'am
Is there any questions class?
Yes, ma'am
Are you sure?
Goodbye ma’am.
If that so, Let’s call it a day,
Thank you and goodbye class.
BSE III – ENGLISH
MY ANALYSIS
Discuss each statement with a minimum of 50 words:
1.What is globalization and its effect to economic condition and cultural practices
in the Philippines?
- Globalization and its effect to economic condition and cultural practices in the
Philippines is through globalization it gives way to every nation to have
communication and interaction that helps the country to be known in terms of their
cultures, tradition, beliefs and their language. And the effects of cultural practices in
the Philippines was we are now dominated by American cultures for example is their
food like burgers, fries, soda, and the way of their clothing for example is before we
use Filipiniana dresses and we are so conservative but through globalization we are
now adopting other cultures and we are now being modernized and being liberated.
Also Korean foods are trend in our country nowadays and their K-drama movies that
we are no longer watching our own movies or dramas.
2. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or

Bisaya in Manila, she is often assumed to be a maid or yaya; if a man speaks Tagalog
with a heavy, provincial accent, he is often assumed to be a laborer, driver, or involved
in some form of manual or servile labor. What are discriminatory practices you’ve
observed in this scenario?
- They are being discriminated the way they speak and they are being discriminated by
their dialect and accent. In this scenario they are also judge by their status in life which is
not being fair for everyone which experience this scenario. Its hard that here in the
Philippines they tend to judge and make fun of people instead of correcting and helping
them for not being criticized by others. That is one of the main problem of our society
that needs extra attention and need a solution.
MY REFLECTIONS
1. Why should you as an individual respect and value people who are different
from you? Give at least 50 words for your answer.
- First, respect begets respect. And I do believe in the saying “what you
sow, is what you reap” meaning if you want the same equal treatment
from others learn to show respect first. Valuing other people that is
different from you has a big impact to them because they will also learn
to value their selves because they will realize that there are people who is
still accepts their flaws. Each of us were different and nobody is perfect.
Let us accept everyone’s differences and let us improve our weakness
and make it as our strength. Every one of us can make the world a better
place.
INTEGRATING THEORY AND PRACTICE
1. What skills and knowledge do you need to improve in to become a

multi-culturally literate person? Discuss in two or three paragraphs.
To become a multi-culturally literate person I need to improve my
communication skills, I need to study different cultures in order for
me to adjust and understand them more. And to have better
communication in other.
I need also to improve and develop my knowledge in knowing
more than one language so that I can understand and communicate
with other groups of people.
INRICHMENT ACTIVITIES OUTPUTS
1. Interview a student in your locality who are part of the cultural minority.
They could be foreigners or fellow Filipinos who belong to a different ethno
linguistic group. Ask them about their culture, their difficulties in adjusting to
the mainstream culture, and how students like you can help them.
THEORY AND PRACTICE
INTERVIEW GUIDE (FORM 2)
Name of Student: Vanessa Mae Fang
Type of Minority: Half Chinese, Half-Filipino
Age: 17 years old
Address: Binalonan, Pangasinan, Philippines
Grade Level: Grade 11
Name of Parents:
Father: James Fang
Mother: Joana Fang
Parents Source of Income: Fabrics
Number of Siblings: 1
Cultures and Beliefs/Practices: Feng shui, Chinese New Year, lucky charms and bad
luck
Bad Experience Encountered in school/Community: bullying during primary days
BSE III – ENGLISH
EL 110 BUILDING AND ENHANCING
1. Which is the most recommended mode of instructional delivery today that

addresses gaps on distance to increase learning opportunities?
A. Internet-based
B. Blended Learning
C. Modular Approach
D. Face-to-face meeting
2. The new breed of teachers takes advantage of technology that enables them to
understand, integrate, create, communicate, and compute printed and written
materials. Which best describes the 21st Century teacher?
A. Multiliterate
B. Multispecialist
C. Multiskilled
D. Multitasked
3. The following are the 21st century skills except ________.
a. critical thinking
b. creativity
c. communication
d. connectivity
4. Who advocates that basic education should give emphasis on reading, writing and
arithmetic?
A. Robert M. Hutchins C. Joseph Schwab
B. Arthur Bestor D. John Dewey
5. 27. If you employ song analysis as a teaching strategy and you would like to look for
an old time folk music, which media tool will you utilize?
A. Spotify
B. Podcast
C. Compact Disk
D. FM Love Radio 101.1
6. What skill shows ability to reason effectively, use systems thinking, make judgments
and decisions, and solve problems?
A. Collaboration C. Communication
B. Critical Thinking d. Creativity

7. Which component is the most important in 21st Century Learning?
A. Learning and Innovation Skills C. Information, Media, and Technology Skills
B. Life and Career Skills D. All are important as they are interconnected.
8. Who among the teachers below does not demonstrate the integration of new
literacies in education? A. Miss Lopez prepares her lesson using Prize and PowerPoint
presentation.
B. Miss Rosales uploads and downloads research online journal to share new
discoveries and body of knowledge.
C. Miss Balolong embeds the rich culture of indigenous people residing in their
locale into educational brochure and blog.
D. Miss Flores advocates the use of available computer terminals in computer

laboratory
9. Lessons were uploaded to Google classroom that the learners could access using the
ID and passcode given by the teacher.
A. Traditional B. Classical C. Technological D. Programmed
10. What connotes digital literacy?
A. This is the ability of the learners to understand audio-visual presentation.
B. This refers to the access of learners to multi-media channels to improve their digital
literacy.
C. This is the capacity of the learners to interpret the data presented offline or online
and their ability to use the available technological infrastructure.
D. The learners are able to express their thoughts and opinion the social media
platform intelligently.
11. Which of the following skills should be required of children and youth to master the
greatest challenges regardless of national origin or cultural upbringing?
A. Higher-order cognitive and interpersonal skills
B. Psychomotor skills
C. Social and spiritual skills
D. Emotional and leadership skills
12. To enable learners to respond to the demands of the present world, which should
schools do?
A. Teach application-based, creative, critical, and innovative thinking
B. Teach information and concepts
C. Offer a fixed curriculum
D. Prepare students for the present
13. What does the statement "with the advent of Information and Communication
Technology, learning has become borderless" mean?
A. Information acquisition and dissemination as well as delivery of education all over

the globe has been made with ICT.
B. Boundaries and limitations are set in relation to acquisition of knowledge and
education.
C. Teaching and learning today are expensive and unaffordable.
D. The use of internet, modern laptops, tablet, i-phones and other gadgets has
borders.
14. Which of the following skills should be required of children and youth to master the
greatest challenges regardless of national origin or cultural upbringing?
A. Higher-order cognitive and interpersonal skills
B. Psychomotor skills
C. Social and spiritual skills
D. Emotional and leadership skills
15. Which is NOT true about globalization?
A. It affects all countries, some are favorably than the others in terms of economic
growth, national sovereignty, and cultural identity.
B. It seeks to explain the integration of economies and societies around the world as
they are knit together by travel, language, values and ideas, trade, labor and
financial flows, communication and technology.
C. It is one of the most dominant forces facing education in the 21st century.
D. as advanced by the ASEAN Heads of States it has three district pillars: economic,
socio-cultural, and political community.
16. The following are attributes of a peace educator

EXCEPT_______________________.
A. A responsible global citizen and an agent of culture and peace
B. Has the skills of communication and conflict resolution
C. Is motivated by service but expects rewards for services
D. Lifelong learner who continues to improve his/her own learning abilities
17. What skill demonstrate ability to work effectively and respectfully with diverse
teams , exercise flexibility and willingness to be helpful in making necessary
compromises to accomplish a common goal, and assume shared responsibility for
group work, and value the individual contributions made by each team member? A.
Creativity
B. Critical Thinking
C. Communication
D. Collaboration
18. What skill exhibits ability to articulate thoughts and ideas effectively using oral,
written, and non-verbal skills and to listen effectively to decipher meaning, including
knowledge, values, attitudes, and intentions?
A. Collaboration
B. Critical Thinking
C. Communication
D. Creativity
19. What is NOT true about the assessment of 21st century skills?
A. Emphasizes useful feedback of student performance
B. Support a balance of assessments, including high-quality standardized tests
C. Enables development of portfolios of student work that demonstrate mastery of

21st century skills
D. Emphasizes the importance of all studying to be done through collaboration or web

chats
20. What is the heart of the approach to literacy in Literacy for the 21st Century?
A. Students must be able to make meaning of various kinds of media
B. Students must be able to understand the mechanics of letters and phonemes
C. Students must be able to identify various kinds of media
D. Students must be able to read and write effectively for various purposes.
21. Miss Sanchez engaged her learners in activities where they develop critical
thinking, problem solving skills, creativity, and risk taking. Which of these 21st century
skills does Miss Sanchez possess?
A. Communication Skills
B. Learning and Innovations Skills
C. Information and Technology Skills
D. Life and Career Skills
22. Which of the following is TRUE about New Literacy?
A. A state of being able to read and write
B. The ability to correspond visual shapes to spoken sounds in order to decode written
materials and translate them into oral language.
C. The ability to identify, understand, interpret, create, communicate, and compute

using printed and written materials.
D. The ability to understand the meaning of what is being read.
23. Teaching that purposely puts on emphasis on clearing up myths and stereotypes
associated with gender and with different races and ethnic groups is known as
A. Teaching towards social justice
B. Field-sensitive teaching style
C. Teaching cultural literacy
D. Field-independent teaching style
24. It is defined as how a particular culture communicates/conveys itself in its language,

music, arts and the like
A. Instrumental literacy
B. Instrumental culture
C. Expressive literacy
D. Expressive culture
25. Teaching that purposely puts on emphasis on clearing up myths and stereotypes
associated with gender and with different races and ethnic groups is known as
A. Teaching towards social justice
B. Field-sensitive teaching style
C. Teaching cultural literacy
D. Field-independent teaching style
26. To avoid risks and consequences brought about by technology in the use of social
media, which ethical principle is the most important and which encompasses other
principles?
A. Think before you click.
B. Select the best type of social media to be utilized.
C. Choose the social media account that you will keep.
D. Be careful in responding to the messages while threading to an issue.
27. If you employ song analysis as a teaching strategy and you would like to look for an
old time folk music, which media tool will you utilize?
A. Spotify
B. Podcast
C. Compact Disk
D. FM Love Radio 101.1
28.Which form of media is becoming popular and practical because of the interest it
brings to the public while generating income from the obtained number of views on
the videos uploaded online?
A. Twitter
B. LinkedIn
C. YouTube
D. Instagram
29. Which is the best strategy for bullying reduction in school?
A. Create more student-involved activities to divert students’ attention.
B. Plan for a field trip to City Jail to reflect on the consequences of bullying.
C. Assign law police enforcers on every floor of the school building.
D. Confer with parents of identified bullies
30. When you receive a suspicious e-mail asking you to withdraw big amount from a
prestigious bank upon winning the grand prize in an automated raffle draw, which you
know you have not participated in, what would be your first and immediate move?
A. Ignore the e-mail, do not open and delete it right away.
B. Take the e-mail and verify it to the concerned bank and relevant agencies.
C. Contact the owner of the e-mail and ask him to discuss with you the content of the
message.
D. Take the e-mail and transact immediately the given message, there's no harm in
trying, anyway.
31. Which is the most recommended mode of instructional delivery today that
addresses gaps on distance to increase learning opportunities?
A. Internet-based
B. Blended Learning
C. Modular Approach
D. Face-to-face meeting
32. The following are the critical attributes of 21st century education except for one.
A. Integrated and interdisciplinary
B. Global classrooms
C. Technologies and Multimedia
D. Environmental Concerns
33. Which of the following is not included in the 21st century literacies?
A. Media Literacy
B. Financial Literacy
C. Ecoliteracy
D. Support System
34. The ability to identify, understands, interpret, create, communicate and compute,
using printed and written materials associated with varying contexts is called
____________.
A. Literacy
B. Literary
C. Skill
D. Insight
35. These are made by the curriculum experts with the participation of teachers
intended for instruction except one.
a. course study
b. syllabi
c. module
d. gift
II. Enumerate the following:
36-45. Critical attributes of 21st Century Education
Answer:
1.Integrated and interdisciplinary
2. Technologies and Multimedia
3. Global Classrooms
4. Creating/Adapting to Constant Personal and Social Change and Lifelong learning.

5. Student-Centered.
6. 21st Century Skills
7. Project-Based and Research Driven
8.Relevant, Rigorous and Real World.
46-50. Give at least five 21st century skills to be developed by the students
Answer:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
MEDIA AND INFORMATION LITERACY
NAME: KATHLEEN JAYNE LOUISE E. TABOR

Year and Sec: BSE III ENGLISH DATE: 02-03-22 SCORE:
I. TRUE OR FALSE. Write A if the statement is correct or B if it is not.

Write the letter on the space before the number.
A 1. A visual artist paints to convey a message.

B 2. A responsible journalist must write a biased article for a
politician.
B 3. Facebook is an example of print media.
A 4. A literate person can read and write.
A 5. Journalists should write articles that interest the public.
A 6. Both past and present technologies provide convenience and
efficiency.
B 7. www. means Word Wide Web. (World)
A 8. A media literate person can think independently and give opinion
on contemporary issues.
A 9. With or without technology, people need to communicate with
one another.
B 10. All information found in the Internet are reliable.
II. IDENTIFICATION. Choose the letter of the correct answer from the
choices then write it on the space before the number.
C 11. It is the ability to access, analyze, evaluate and create media.

a. Media c. media literacy
b. Information literacy d. technology literacy
A 12. These are acquired data for specific purpose.
a. Information c. media
b. Technology d. literacy
D 13. It is the systematic application of one’s art or skill for a
practical purpose.
a. Information c. media
b. Technology d. literacy
A 14. This is the skill that allows a person to recognize when
information is needed and how he will be able to access, locate,
evaluate and use it effectively.
a. Information literacy c. media literacy
b. Technology literacy d. media and information
literacy
D 15. It is the ability to acquire relevant information and use
modern-day tools to get, manage and communicate information.
literacy
B 16. This refers to how a person is able to look for relevant
information from various media with the help of technology.
literacy
B 17. Examples of these are radio, television, newspaper and internet.
a. Media c. literacy
b.Technology d. information
A 18. This characterize by conveying a message of information that is
accurate, factual, and truthful
a. Fairness and objectivity c. truthfulness
b. Empathy d. responsibility
A 19. This is being in another person’s shoes.
a. Sympathy c. responsibility
b. Empathy d. integrity
A 20. Media practitioners are expected to show professionalism regardless of
the situation they are in.
a. Responsibility and integrity c. fairness and objectivity
b. Hard working d. truthfulness
III. MULTIPLE CHOICE. Identify the correct letter of the answer to the following.
Write it on the space before the number.
A. INFORMATION LITERACY B. MEDIA LITERACY C.

TECHNOLOGY LITERACY
A 21. James found erroneous facts in the newspaper he is reading.
C 22. Peter uses his tablet to read his e-books, which he downloaded using an
app.
B 23. Charlene, an exchange students, tells her mother that she misses her through
e-mail.
A 24. The teacher told the students to go to the library for their research
activity.
C 25. A mother bought an alphabet chart for her four-year-old daughter.
C 26. Mike is preparing a powerpoint presentation for his report in history.
A 27. The Stem 6-Pasteur is researching about the effects of social
media on students’ performance in class.
B 28. Marie chats with her friends in London very often.
A 29. We heard from the radio that there was a strong earthquake that struck
Leyte yesterday.
C 30. The Grade-10 students are to create a webpage of their advertisement in
Economics.
IV. ESSAY. Answer each questions briefly based on your objective insight and critical
thinking.
1. Why should parents monitor what Internet sites their children visit?
Parents should monitor what internet sites their children visit because false information,
porn sites, violence, scams and others are widely spread in the internet. Parents need to guide
their child to avoid cyber bullying and crimes. Parents should monitor their child's internet
use because the internet is filled with unfiltered potential for kids to be exposed to harmful
interactions like bullying and harassment, as well as inappropriate content.
2. What information do you frequently access from the Internet? Why? Give at least
three reasons.
Information that I frequently access from internet are educational information,

entertainment and news. The three reason why I frequently access internet is to communicate,
to be educated and to be informed with current news and situations.
3. What would be your reaction if the government will control how the media will
transmit information to its audience or users?
I think it will be fine for me in order to control the spread of fake news, crime, scams and
cyber bullying however I’m also worried about bias news and articles. They might probably
use it for personal things and might use it to control and limit the freedom of expression of
civilians. There might be a possibility of fabrication of information.
4. Despite the differences of the three kinds of literacy, all of them are after a common
goal. What do you think it is? Why?
Media Literacy, Technology Literacy and Information Literacy are all common things that
help people to understand and help people to survive. All these are necessary in everyday
living in this modern day. Their common goal is to help individuals of all ages develop the
habits of inquiry and skills of expression that they need to be critical thinkers, effective
communicators and active citizens in today's world.
ANSWERS ONLY
1.False
2.True
3.C
4.D
5.C
6.True
7.C
8.False
9. B
10.B
11.True
12.C
13.B
14.True
15.C
16.B
17.B
18.D
19.False
20.True
21.False
22.D
23.B
24.A
25.A
26.B
27.True
28.True
29.C
30.True
31.B
32.C
33.False
34.True
35.D
36.B
37.B
38.B
39.False
40.A
41.D
42.A
43.False
44.D
45.D
46.C
47.True
48.B
49.False
50.D
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how it helps students, but they all have one
quality in common. They’re essential in the age of the Internet.
The Three 21st Century Skill Categories

Each 21st Century skill is broken into one of three categories:
1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students about the mental processes required
to adapt and improve upon a modern work environment.
Literacy skills (IMT) focuses on how students can discern facts, publishing outlets,
and the technology behind them. There’s a strong focus on determining trustworthy
sources and factual information to separate it from the misinformation that floods the
Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life.
These intangibles focus on both personal and professional qualities.
Altogether, these categories cover all 12 21st Century skills that contribute to a
student’s future career.
Category 1. Learning Skills (The Four C’s)

The four C’s are by far the most popular 21st Century skills. These skills are also
called learning skills.
More educators know about these skills because they’re universal needs for any
career. They also vary in terms of importance, depending on an individual’s career

aspirations.
The 4 C’s of 21st Century Skills are:
• Critical thinking: Finding solutions to problems

• Creativity: Thinking outside the box
• Collaboration: Working with others
• Communication: Talking to others
Learn more about the 4 C’s by clicking here

Category 2. Literacy Skills (IMT)
Literacy skills are the next category of 21st Century skills.
They’re sometimes called IMT skills, and they’re each concerned with a different
element in digital comprehension.
The three 21st Century literacy skills are:
• Information literacy: Understanding facts, figures, statistics, and data

• Media literacy: Understanding the methods and outlets in which information is
published
• Technology literacy: Understanding the machines that make the Information Age
possible
Information literacy is a foundational skill. It helps students understand facts,
especially data points, that they’ll encounter online. More importantly, it teaches
them how to separate fact from fiction.
Media literacy is the practice of identifying publishing methods, outlets, and

sources while distinguishing between the ones that are credible and the ones
that aren’t. Just like the previous skill, media literacy is helpful for finding truth in a
world that’s saturated with information. This is how students find trustworthy sources
of information in their lives. Without it, anything that looks
credible becomes credible. But with it, they can learn which media outlets or formats
to ignore. They also learn which ones to embrace, which is equally important.
Last, technology literacy goes another step further to teach students about the
machines involved in the Information Age.
Technology literacy gives students the basic information they need to understand
what gadgets perform what tasks and why. This understanding removes the
intimidating feeling that technology tends to have. After all, if you don’t understand
how the technology works, it might as well be magic. But technology literacy unmasks
the high-powered tools that run today’s world. As a result, students can adapt to the
world more effectively. They can play an important role in its evolution.
Category 3. Life Skills (FLIPS)
Life skills is the final category. Also called FLIPS, these skills all pertain to
someone’s personal life, but they also bleed into professional settings.
The five 21st Century life skills are:
• Flexibility: Deviating from plans as needed

• Leadership: Motivating a team to accomplish a goal
• Initiative: Starting projects, strategies, and plans on one’s own
• Productivity: Maintaining efficiency in an age of distractions
• Social skills: Meeting and networking with others for mutual benefit
Flexibility is the expression of someone’s ability to adapt to changing circumstances.
Flexibility is crucial to a student’s long-term success in a career. Knowing when to
change, how to change, and how to react to change is a skill that’ll pay dividends for
someone’s entire life.
Leadership is someone’s penchant for setting goals, walking a team through the
steps required, and achieving those goals collaboratively.
True success also requires initiative, requiring students to be self-

starters. Initiative only comes naturally to a handful of people. As a result, students
need to learn it to fully succeed. This is one of the hardest skills to learn and practice.
Initiative often means working on projects outside of regular working hours.
Along with initiative, 21st Century skills require students to learn about productivity.
That’s a student’s ability to complete work in an appropriate amount of time. By
understanding productivity strategies at every level, students discover the ways in
which they work best while gaining an appreciation for how others work as well. That
equips them with the practical means to carry out the ideas they determine through
flexibility, leadership, and initiative.
Still, there’s one last skill that ties all other 21st Century skills together.
Social skills are crucial to the ongoing success of a professional. Business is

frequently done through the connections one person makes with others around them.
This concept of networking is more active in some industries than others, but proper
social skills are excellent tools for forging long-lasting relationships. While these may
have been implied in past generations, the rise of social media and instant
communications have changed the nature of human interaction. As a result, today’s
students possess a wide range of social skills
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Question: What Are The Critical Attributes Of 21st Century
Education? Explain Each Of Them Using 2-3 Sentences
On Your Own Words. This Is The Reference
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See the answer
what are the critical attributes of 21st Century education? explain each of them
using 2-3 sentences on your own words. this is the reference
thank you
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Transcribed image text: C The Critical Attributes of 21" Century Education

Education continuously changes dramatically throughout time. There is a paradigm
shift in the way teaching and learning is delivered. Therefore, the 21" Century
teacher needs to develop essential knowledge, skills and values in order to cope
with these changes and address students' need (21" Contury Schools, 2011) Ad The
following are eight attributes of 21" Century education and their implications: 1.
Integrated and Interdisciplinary. Education in the 21" Century is characterized by
interfacing various disciplines in an integrated manner rather than
compartmentalizing its subsequent parts. This critical attribute implies the need to
review the curriculum and create strategies infusing different subjects foward
enhancing the learning experiences of students 2. Technologies and Multimedia.
Education in the 21" Century makes optimum use of available information and
Communication Technology (ICT), as well as multimedia to improve the teaching
and learning process, including online applications and technology platforms. It
implies a need to acquire and use computers and multimedia equipment and the
design of a technology plan to enhance learning at its best 3. Global Classrooms.
Education in the 21" Century aims to produce global citizens by exposing students
to the issues and concerns in the local, national and global societies. This critical
attribute implies the need to include current global issues/ concerns, such as peace
and respect for cultural diversity, climate change and global warming in classroom
discussions, 4. Creating/Adapting to Constant Personal and Social Change and
Lifelong Learning. Education in the 21" Century subscribe to the belief that learning
does not end within the four walls of the classroom. Instead, it can take place
anywhere, anytime regardless of age. This means that teachers should facilitate
students' learning even beyond academics Therefore, it should not end with
requirement compliance and passing the exams, but also for transferring and
applying knowledge to a new context or real-life situations. As such, the curriculum
should be planned in such a way that students will 4. Creating/Adapting to
Constant Personal and Social Change and Lifelong Learning. Education in the 21"
Century subscribes to the belief that learning does not end within the four walls of
the classroom. Instead, it can take place anywhere, anytime regardless of age. This
means that teachers should facilitate students learning even beyond academics
Therefore, it should not end with requirement compliance and passing the exams,
but also for transferring and applying knowledge to a new context or real-life
situations. As such, the curriculum should be planned in such a way that students
will BURE AND ENCING New Lincts Access continue to learn even outside the school
for life. 5. Student-Centered. Education in the 21" Century is focused on students as
learners while addressing their needs Differentiated instruction is relevant in the 21
Century classrooms, where diversity factors and issues P into account and
addressed when planning and 10/16 instruction, including their learning styles,
Interests, neww ww abilities 6. 21 Century Skills. Education in the 21" Contury
demonstrates the skills needed in becoming productive members of society.
Beyond learning the basic skills of reading, writing and numeracy, students should
also develop Nfe and work skills in 21" Century communities, such as critical and
creative thinking, problem-solving and decision-making and ICT literacy and skills.
Therefore, it implies that teachers should possess those skills first before their students.
7. Project-Based and Research-Driven. 21 Century education emphasizes data,
information and evidence-based decision- making through student activities that
encourage active learning. This implies the need for knowledge and skills in
research, such as self-directed activities, learning projects, investigatory projects,
capstones and other research-based output 8. Relevant, Rigorous and Real World
Education in the 21" Century is meaningful as it connects to real-life experiences of
learners. It implies the use of current and relevant information linked to real-life
situations and contexts. (http//max. ninotech.org/GURO21/module 11t_6.htm)
Literacy Strategies
Research on reading indicates that good readers use a variety of strategies to make sense of
what they read. This is often referred to as making meaning, or literacy strategies. This same
research has shown that effective readers use specific strategies when reading that show they
understand or comprehend what they're reading. Six such strategies are: making connections,
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visualizing, inferring, questioning, determining importance, and synthesizing. Let's take a closer
look at how these six literacy strategies affect reading comprehension.
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Making Connections & Visualizing

The brain is a learning machine. Everything you do, think, and wonder has the potential to be
stored as a neuron, or a cell in your brain. These neurons form communities by branching out
and connecting to other neurons. The neurons are grouped by similarities, forming memories
that make sense. For example, your understanding of the word 'round' helps you understand
and make connections to several objects, including the moon or a ball.
Reading is no exception. When children read, they're reminded of previously stored knowledge,
or schema. The books they read can be connected in three ways: text to self, reminding
children of something that happened in their own lives; text to text, when a book reminds them
of another they've read; or text to world, when the text reminds them of something they've seen
in the world at large.
Encourage readers to make connections first text to self, then text to text, then text to world.
All readers make mental pictures, or visualizations, of the words they read. When readers
visualize the text, they are then able to understand elements of the story, such as plot, in a
deeper way.
To make learning visible, have children draw and talk about mental pictures that a story
prompts.
Questioning & Inferring

All readers ask questions as they read. They wonder what will happen next, or what a character
is thinking, or when the story will shift. By asking questions, children engage with the text and
become more deeply involved, which allows them to understand and comprehend in a rich,
powerful way.
Point out the natural questions being asked in your head as you read stories aloud to children.
Create a question chart for the books you read aloud, and begin questioning pages in your
students' reading notebooks.
As books become more complex, the plot becomes less straight-forward. Not all information is
directly given to a reader, and we are left to connect the dots, or infer, on our own. For example,
in the story 'Little Red Riding Hood', we know the wolf is mean and selfish because of the way
he acts, not because the story actually tells us so. We've inferred this important concept.
Teachers should instruct inference by showing how students are already doing it on their own.
Reread some simple stories and talk about what's in the text and what has been inferred.
Importance & Synthesizing

Books generally contain a lot of information! However, not all information is important to the plot
of the story. The description of what Little Red Riding Hood is wearing is fun to read but doesn't
matter when it comes time to make sense of the plot. Explain to students that authors write to
entertain and teach us. They use words to make the story interesting, but not all words are
critical to plot.
The most complex reading strategy, synthesizing, is the process of merging ideas over the
course of a text in order to further understanding. Like summarizing, synthesizing requires
readers to read the full story. However, synthesizing doesn't just happen at the end of the book;
rather, it happens as the reader gets new information. The reader pieces new insights together
to understand and make new predictions throughout the book.
This complex strategy can be taught at any age. By its nature, it should be taught after students
have had practice with the other five strategies.
Now that we know what the strategies are, let's take a look at how to use them in the
classroom.
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Additional Activities
Prompts About Literacy Strategies for Teachers:

Essay Prompt 1:
Write an essay of approximately one to two paragraphs that defines literacy strategies and notes
their importance in reading comprehension.
Example: The term "making meaning" is often used interchangeably with "literacy strategies."
Essay Prompt 2:
In at least three to four paragraphs, write an essay that explains the reading strategy of
synthesizing and why it is so complex.
Example: Synthesizing occurs throughout the whole time the student is reading a story or book.
Graphic Organizer Prompt 1:

Create a poster, chart, or some other type of graphic organizer that illustrates how students can
visualize and make connections when reading. Be sure that your graphic organizer defines
schema and provides explanations of the text to self, text to text, and text to world connection
techniques.
Example: The text to text technique helps students make connections to previous books they
have read.
Graphic Organizer Prompt 2:

Create a poster, chart, or some other type of graphic organizer that illustrates how to engage
students in questioning and inferring when reading.
Example: Have students incorporate question pages into their reading notebooks.
Presentation Prompt:
Pretend that you are a teacher at a literacy strategies conference. Make a PowerPoint or Prezi
presentation that guides fellow educators through how to teach reading strategies throughout a
school year using Reader's Workshop.
Example: Modeling is an important way to show students how to utilize reading strategies.
BUILDING AND ENHANCING NEW LITERACIES
ACROSS CURRICULUM
Module 1. Introduction to
21st Century
Literacies Lesson 1.
Traditional or
Conventional Literacy
Lesson 2. Expanded Views
Unit 1 of Literacy
Lesson 3. Literacy in the
21st Century
MODULE I
BUILDING AND ENHANCING
Module I
NEW LITERACIES ACROSS CURRICULUM
INTRODUCTION
Module 1 explores several definition of literacy and what being literate
means in the multiplicity of contexts in the 21st century, with the goal of
raising awareness in readers who might be presently unaware of the evolving
perspective on literacy. It also gives them the opportunity to pause and reflect
on their own literacies even as they attempt to teach the new literacies to their
students.
OBJECTIVES
After studying the module, you should be able to develop a clear and
practical understanding of the following:
1. definitions of conventional; and
2. expanded views of literacy in the 21st century.
DIRECTIONS/ MODULE ORGANIZER
This module deals with the different concepts of literacy. It has a

number of lessons with the following parts:
• Discussion- it provides you the discussion of the lesson.

• Initial Tasks- It lets you find out how much you know about
the lessons which you will study.
• Final Tasks- It serves as the final output of the entire
module. It will assess your skills developed in the lesson. •
Wrap Up- It provides you a brief review of the lesson.
As a student, you are expected to read, to comprehend, and to study each

lesson. In addition, you are compelled to answers all the assigned activities in
each lesson. Do not plagiarize. If you copy someone’s research or work, please
do cite them at the end of your papers. It is also important to follow instructions.
Should you need any further information, do not hesitate to ask your teacher.
Lesson 1: Traditional or Conventional Literacies
Module I
Discussion
Literacy is defined by dictionaries as the state of being able to read
and
write.
Although it is the ultimate thesis of this chapter that such a traditional definition
no longer suffices in the information age, a thorough understanding of literacy and its
past nuances will give us a solid foundation in exploring and discussing the “new”
literacies of the 21 st century and why possessing them is now mandatory for both
teachers and students in all levels of education.
Traditional or Conventional Literacy
The word “literacy” stems from the word “literate”, which first appeared in the
15th century and is in turn derived from the Latin word litteratus, meaning “(a person)
marked with letters” — that is, “distinguished or identified by letters” — and it carried
with it the idea that such a person was cultured and educated.
Since the subjects of the time (e.g., grammar, logic, arithmetic, geometry, etc.)
all had written texts (which were composed of letters) that had to be studied, the ability
to read and write was therefore of prime importance, leading to the strong association
of being “literate” with the ability to read and write.
Miles (1973) divides this conventional concept of literacy into three categories:
1. Basic
Literacy • Ability to correspond visual shapes to spoken
sounds in order to decode written
materials and translate them into oral
language.
• Ability correspond letters and words.
2. Comprehension Literacy
• Ability to understand the meaning of what
is being read.
3. Functional or Practical Literacy
• Ability to read (i.e., decodes and

comprehend) written materials needed
to perform everyday vocational tasks.
Based on this conventional view of literacy, we notice two things for reading
(and therefore literacy) to exist: (1) a text (consisting of symbols and grammar) to be
read; and (2) a meaning or message being communicated by the text for the reader to
extract. Without a text, there would be nothing to read; without meaning, the text is
reduced to series of incomprehensible doodles.
It should therefore be noted that even in Miller’s definition of literacy, the act
Module I
of reading implies a level of understanding. Simply knowing how to say a word (or a
series of words) is not the same as being able to understand that it means. Without
understanding of the meaning of the words, reading has not taken place. Based on
Module I
this, Schlechty (2001) defines concept of functional illiteracy as the state of being able
to read, but not well enough to manage daily living and employment tasks that require
reading skills beyond a basic level.
As the rest of this chapter will argue, this synchronicity between decoding
textual symbols and being able to extract and understand their meaning is a necessary
part of being literate, even as the new contexts of the 21st century change the nature of
what the “text” is, and what it means to “read and write.”
Lesson 2: Expanded Views of Literacy‘'
Despite the ubiquity of the traditional view of literacy, Roberts (1995) notes that
“in the past fifty years, hundreds of definition of ‘literacy’ have been advanced by
scholars, adult literacy workers, and programme planners,” with even the United
Nations Educational, Scientific, and Cultural Organization (UNESCO, 2006)
acknowledging that literacy as a concept has proven to be complex and dynamic, it
being continually defined and interpreted in multiple ways.
In 2004, UNESCO formally defined literacy as “the ability to identify,

understand, interpret, create, communicate, and compute, using
printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their
goals, to develop their knowledge and potential, and to participate fully
in their community and wider society.”
Module I
Note that “reading” does not appear in UNESCO’s definition of literacy.
Instead, literacy has taken on a definition more akin to “knowing about something and
what to do with it.”
In this vein, Mkandawire (2018) more succinctly posits that literacy

is “a form knowledge, competence, competence, and skills in a
particular field or area,” being supported by UNESCO (2006), Barton
(2007), and Mkandawire, Siooaya Mudenda, & Cheelo ( 2017), which
acknowledged that— as we have just pointed out— modern views
appear to equate literacy with knowledge.
This shift in the definition of literacy from “reading and writing” to

“knowledge” is especially important as we explore the “new” literacies of the 21 st
century that seem far-removed from the contexts upon which conventional literacy is
based.
Lesson 3: Literacy in the 21 st Century
When viewed from the perspective of conventional/traditional literacy, the

concept of “new” literacies is a bit of a misnomer, as even these new literacies of the
21st century make generous use of being able to read and write, rather than supplant
them skills necessary for survival, However, when viewed from the perspective of
literacy as knowledge, the new literacies begin to make sense as they are the “skills”
and bodies of knowledge” that are necessary for survival and productivity in the
information age.
In the same vein of reasoning, the new literacies are not “new” per se— as in
the sense that they never existed before. Rather, we consider them to be new because
the contexts in which old skills and knowledge are being employed are new, both in
nature and in scope, The ability to translate textual information into images is not a new
skill, but it is the ability to do so in a way that is concise, complete, and clear that is
certainly new, given that it will be how ninety percent of the population will be
informed on the issue. Similarly, being able to verify the truth-value and veracity of a
documents is not a new skill— but being able to do so when there are a hundred similar
documents available to you online.
Case in point: Throughout history, humans have communicated on levels part

from the spoken and written word, for example, visually, using the long-distance
Module I
communication system of smoke signals used by the ancient Chinese, the ancient
Greeks, and the indigenous people of North America.
In the Victorian era, there was such a thing as the “Language of Flowers,” where
the kind, color, and arrangement of a bouquet of flowers were used to communicate
messages that could not otherwise be spoken aloud in Victorian society (Greenaway,
1884). For example, a bouquet of oak leaves (representing strength), purple roses
(sorrow), white lilies (resurrection), and pale yellow tulips and rosemary (memory or
remembrance) would altogether communicate a message of sympathy, usually over the
death of a loved one.
Successfully interpreting these “visual language” required a kind of “visual

literacy” to understand the message being presented and to manage the information
encoded therein— skills which, as following chapters will further reveal, are coming
into use again in the 21st century literacies. The difference is that now we are not
analyzing smoke signals or bouquets, but rather sounds, texts, and images from a
hundred different sources at a nearly non-stop rate to the point where accuracy, validity,
and reliability of the messages we interpret form the basis for some very important
personal and collective decision-making.
Another difference involves the questions of necessity: One did not need to be
literate in the language flowers to live a fruitful and fulfilled life in Victorian-era
England, but to be not media or digitally literate in the 21st century makes one
vulnerable to manipulation by those who are, and such manipulation can easily cost an
individual time, money, property, and even life.
These so-called “new” literacies arose from the increasing availability of

communication technologies that were once unavailable to the average individual.
Technologies like blogging and blogging, social networking, and even text-messaging
change and expand both the extent and the form of our communication— blending text
sound, and images in ways unforeseen and unprecedented (Richardson, 2014). Never
before have the opinions of a twelve year-old child in an unheard-of town in an unheard-
of country been scoff at a child’s opinions, that child might have more than a thousand
online subscribers who certainly think his or her opinions are important, maybe even
more so than the opinions of adults.
Simply put, three things have been critical in the rise of the new literacies:
1. Increased Reach
• We are communicating with more people, from
more diverse cultures, across vaster distances than
ever before.
2. Increased Means of Communication

• We are communicating in more ways and at
faster speeds than ever before.
3. Increased Breadth of Content-

• We are communicating about more things than
ever before.
Module I
How do we work together with people of different cultures who might have
vastly different perspective on communication, work ethics, values, religious beliefs,
and worldviews? In an age where information is power— where knowing more and
knowing first can spell the difference between success and failure— how do we
leverage both current and emergent technologies so that our endeavors are both
productive and profitable? Moreover, how do we navigate and manage the veritable
minefield of information that was once considered taboo and private and is now
online, for all the world to see and to judge, whether we like it or not?
Answering such complex questions requires new sets of skills and knowledge—
ones that our school system have never had to teach before. With these changes in with
whom, how, and why we communicate, new literacies are required not only to make
sense of the changes, but also to use these new technologies and paradigms in
meaningful and productive ways— something required not only of students, but of
teachers as well.
To better address the need for teachers to be literate in these new literacies this
book discusses and explores them in the ensuing chapters, namely:
Globalization and Multicultural Literacy

• It discusses how our increasing ability to
communicate with almost anyone, anywhere, in
real time requires new skills and attitudes in
interaction with people with cultures, perspective,
worldviews, and priorities different from our own,
particularly with the end-view of not only peace
and understanding, but also mutual benefit and
productivity.
Social and Financial Literacy

• It explores the need for the ability to navigate our
own social networks— of both the online and
offline variety— to not only communicate clearly,
but also to leverage resources which we ourselves
might not possess. At the same time, the chapter
addresses the notorious problem of
shortsightedness in Filipino culture regarding
personal finances and how this must be addressed
at an increasingly earlier age to help mitigate the
everwidening gap between the rich and the poor.
Media and Cyber/Digital Literacy

• It explores the emerging need to locate, verify,
and ultimately manage online information,
especially in an age where information is power
and where having the right (and wrong)
information and the ability to communicate it with
others and use it to address real-world problems
Module I
easily spell the difference between both personal
and career success and failure.
Other New Literacies
Eco-literacy, and Creativity Literacy
Module I
• It explores the emerging demands for knowing
how to effectively and sustainably manage
the natural resources that our
increased industrialization and demands
for productivity are so rapidly eating up. The
chapter also explores how this increase in
productivity also brings with it an increased
demand for arts and aesthetics and the
Critical Literacy
need to develop ways of effectively
communicating through the creative arts in
industries dominated by objective data.
• It addresses the increasing need to discern the

underlying (and often tacit) messages behind the
new “texts” of the 21st century, particularly in an
ever-increasingly multicultural society where
ideas, cultures, and ideologies vie with one
another for power and dominance in the minds of
the masses.
 INITIAL TASK
On your own, read the questions and instructions carefully. Write your answers on the
space provided.
1. Given the traditional/conventional concept of literacy, how literate

are you?
2. How deep is your level of comprehension?

3. As a pre-service teacher, what kind of written materials should you be
able to read and understand? Are you reading these written
materials? How well can you understand them?
Module I
Module I
4. Which of the new literacies are you knowledgeable in? Which of the
new literacies do you lack knowledge in?
5. Although reading education in the Philippines aims to develop

Functional/Practical literacy in learners, what level of literacy is being
developed when classroom practices focus more on memorization
rather than on understanding and application?
6. Describe the changes in the 21 st century that have led to the rise of
new literacies.
FINAL TASK
A. Make an activity that could help students to develop functional
literacy. (20 points)
B. Make a lesson plan that incorporates some of the new literacies.

(30 points)
Module I
WRAP UP
This chapter introduces you to the various concepts of the 21 st
century literacies. We have also discussed the traditional or
conventional notion of literacy which can be divided into sub-
categories, namely basic literacy, comprehension literacy, and
functional/practical literacy.
New literacies have risen due to increased reach, increased means
of communication, and increased breadth of content.
These new literacies are globalization and multicultural
Module I
literacy, social and financial literacy, media and cyber/digital literacy,
eco-literacy, arts, and creativity literacy, and critical literacy.
Congratulations for finishing the module 1!
Prof ED 110: BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM ‘
Module Two
Globalization and Cultural and Multicultural
Literacies
This section discusses the concept of globalization and its effect to multi-
dimensional level of society. Cultural and multicultural literacy discriminations and some
challenges in teaching and learning approaches brought by the present digital world are
part of the lesson.
At the end of this Module 2, you must have:

1. explained globalization and its implications on both the national and
individual level.
2. discussed cultural and multicultural literacy in the Philippines.
3. valued one’s personal level of cultural and multicultural literacy.
Globalization is the process of interaction and integration between people, business

entities, governments, and cultures from other nations, driven by international trade and
investment and supported by information technology (Levin Institute, 2017).
Globalization as a phenomenon is not new. Nations and cultures have been

interacting and integrating with one another for millennia. Consider how ancient Greek
culture was so widespread across the Mediterranean that even the Egyptians could speak
their language, and how Rome was so inspired by Greek culture that they adopted it
wholesale. Consider how so much of the Chinese, Arab, and Indian cultures have
become part of our own; these interactions and subsequent integrations did not happen
recently, but even during centuries before there was even a political entity known as the
Philippines.
What is different now, however, is the speed at which globalization is

happening, its overall scope, and its effects on the lives of ordinary people. Not only are
we interacting with, learning from, and integrating knowledge gleaned from other
P a g e 1 | 10
cultures and nations at an unprecedented rate, there is now also a sense that no matter
where one lives or how limited is one’s is now also a sense that no matter where one
lives or how limited is one’s face-to-face interaction with members of another nation or
culture and how limited one’s time is spent online, globalization and its effects are
inescapable. Even remote villages will be exposed to the latest KPOP hit, if they have
access to a radio. If they produce rice, they will also feel the effects of more affordable
rice imports from Thailand and Vietnam. If they have access to a terosene stove, they
will feel the effects of the fluctuations in oil prices originating from Arab nations. All
these things take place without having to know anyone from or anything about Korea,
Thailand, Vietnam, or the Middle East.
The Effects of Globalization
The effects of globalization are multi-dimensional. As shown earlier, they range

for economic to cultural, on both national and individual levels. Meyer (2000)
summarizes the effects of globalization as follows:
• Economic, political, and military dependence and interdependence between
nations;
• Expanded flow of individual people among society; • Interdependence of
expressive culture among nations; and
• Expanded flow of instrumental culture around the world.
P a g e 2 | 10
Economic Dependence / Interdependence
When the term globalization entered the Philippine public mindset in the early
90s, it was popularly understood to be a mainly economic phenomenon, and negative
one at that. The idea that foreign-owned business could come into the country and freely
“setup shop,” thereby choking-out local industries was not a welcome thought, even
though it was erroneous.
While Philippine society has come to realize that this early perspective
represented a shallow understanding of globalization, the fact of the matter is that
globalization has brought economic development to our society as a whole. By
attracting Foreign Direct Investment (FDI), new technologies, employment
opportunities, and Money have come into the country. The phenomenon of a taxi driver
owning multiple smartphones to browse social media while stuck in traffic because of
the rise of the number of vehicles on our roads is testament to this fact.
This does not mean, however, that there have been no negative effects of
globalization. Kentor (2001) notes that foreign capital dependence increases
income inequality in four ways: (1) it creates a small, highly paid class of elites to
manage these investments, who create many but usually low-pay jobs; (2) Profits from
these
investments are repatriated, rather than invested in the host country, therefore inhibiting
domestic capital formation; (3) foreign capital penetration tends to concentrate land
ownership among the very rich; and (4) Host countries tend to create political and
economic climates favourable to foreign capital that in turn limit domestic labor’s
ability to obtain better wages. In simple words, “ the rich become a richer, and the poor
become poorer.”
Hout (1980) observes that international dependence (another word for
globalization) tends to suppress adult wages, which in turn perpetuates the role of
children as economic necessities (the familiar saying “ kapag maraming anak,
maraming katulong sa hanap buhay”), leading to explosive population Coupled with the
economic inequalities in which this society is couched, this encourages political
instability, resulting in policies that favor the redistribution of income, which in turn
discourages investment, which then slow economic growth.
Political and Military Dependence / Interdependence
A survey conducted in late 2018 found that three in five Filipinos believe that
the United States would intervene on behalf of the country in case of war (Viray, 2018).
Despite the current very conservative stance of the US on its foreign policies, this can
be taken as evidence of the Philippines’ dependence on both the political and military
power of the US in order to maintain its sovereignty as a nation-state in the Southeast
Asia region. Similar things can be said of Russia and the many communist nations
throughout the world.
P a g e 3 | 10
The point is that where there are some forms of economic dependence/
interdependence, political dependence/interdependence is not far behind, as the
participating nations strive to protect their investments and interests in one another.
Expanded Flow of Expressive and Instrumental Culture
Expressive culture, as the term suggests, deals with how a particular culture
expresses itself in its language, music, arts, and the like. Globalization encourages the
monetization of these cultural artifacts and their import/export among participating
cultures: the increased consumption of which changes the consuming culture. Case in
point, KPOP music and culture was a relatively niche occupation ten years ago, with
very few people aware of its existence, let alone actual fans. Today it is practically
ubiquitous in Philippine society, alongside the consumption of all things Korean, from
skin-care products to instant noodles.
Instrumental culture, on the other hand, refers to common models of social

order” (Meyer, 2000) – that is, models or ways of thinking about and enacting national
identity, nation-state policies both domestic and foreign, socio-economic development,
human rights, education, and social progress. A simple example of this is the Philippine
educational system: Closely patterned after the American educational system, education
leaders in the country closely follow the educational trends in America and select
European countries, perceiving them to be the global leaders in the field. While this has
served us to an arguably satisfactory degree thus far, it is interesting to observe that the
problems and difficulties in American education eventually show-up in Philippine
education, albeit five to ten years removed
P a g e 4 | 10
Expanded Flow of People among societies
The fact that globalization encourages the movement of people between

nationsstates should come as no surprise to us. The Philippine Statistics Authority
(PSA) estimates that there were 2.3 million Overseas Filipino Workers (OFWs) during
the period of April to September 2017. Who were responsible for up to 205.2 billion
pesos in remittances (Philippine Statistics Authority, 2018).
Meyer (2000) observes three reasons for this: socio-economic migration,

political expulsion, and travel/tourism.
Socio-economic migration explains the Philippines’ OFW phenomenon.

Filipinos travel abroad to find better economic opportunities for themselves and their
families for lack of said opportunities here.
Political expulsion, on the other hand, has more to do with trying to escape the
political climate of a particular country, thereby forcing an individual to seek asylum
(and ultimately, resettlement) in another more favourable country.
Travel for the sake of leisure (i.e., tourism) is a strong indicator of economic
development as more and more Filipinos are able to finance short-term travels abroad.
Fuelled by curiosity that is fed by social media and enabled by globalization.
Cultural Literacy
Cultural Literacy is a term coined by Hirsch (1983), referring to the ability to

understand the signs and symbols of a given culture and being able to participate in its
activities and customs as opposed to simply being a passive (and outside)observer. The
signs and symbols of a culture include both its formal and informal languages, its idioms
and forms of expression, entertainment, values, customs roles, traditions and the like-
most of which are assumed and unstated. Thus, they are learned by being part of the
culture, rather than by any formal means.
Of course, by its very definition, cultural literacy is culture-specific, but it

is not limited to national cultures, contrary to what many people assume. The culture of
one work place can be very different from another, just as the culture of a particular
school can differ widely from another school nearby.
There are far too many cultures for any one person to be literate in all of them.
As more and more Filipinos travel-both domestically and abroad – as the result of
globalization and the increased opportunities it brings, the need to develop new cultural
literacies comes to the fore.
P a g e 5 | 10
Cultural Literacy in the Philippines
The National Commission for Culture and the Arts (NCCA) is the government
body tasked with the documentation, preservation, and dissemination of Philippine
culture, both locally and abroad. Part of how the NCCA is addressing this and related
matters is through the establishment of the Philippine Cultural Education Program
(PCEP), which “envisions a nation of culturally literate and empowered Filipinos”
(NCCA, 2015). Designed to make cultural education accessible to all sectors of
Philippine society, the PCEP held national consultative meetings, conferences,
workshops, art camps, and festivals on culture-based teaching and good governance
from 2003 to 2007. As a result of Republic Act 10066 (2010), PCEP has been
designated as the body, together with the Department of Education (DepEd), tasked to
“formulate the cultural heritage education programs both for local overseas Filipinos”
that are to be an integral part of Philippine education in all its aspects.
Cultural education- and thus cultural literacy – in the Philippines is quite a

challenge, given that Philippine culture is a complex blend of many indigenous and
colonial cultures and widely across regions, and the average citizen is almost as ignorant
of the Philippine cultures as foreigners are. To point out, consider the question, “What
Makes something or someone ‘Filipino’?”
The average reader will be hard-pressed to pin down a definite answer. De Leon
(2011) argues that this is in part due to a colonial mindset among Filipino artists that
inhibits the full
P a g e 6 | 10
development and realization of Filipino artistic creativity – a kind of artistic and cultural
creativity that is fully Filipino.
De Leon (2011) coins this propensity for Filipinos to look at their culture and
themselves through Western lenses as the Doña Victorina Syndrome, a kind of
inferiority complex wherein anything and everything negatively Filipino is considered
by the Filipinos themselves as being inferior, backward, and worthless in comparison
to their Western counterparts, and therefore a source of embarrassment and unease. As
De Leon puts it, our low self-esteem borders on self- contempt, the results of which are
doubt in the Filipino capacity for achievement, perverse delight in belittling ourselves,
lack of respect and even outright contempt for one another, and blind dependence on
foreign goods, concepts, techniques, approaches, and expertise (2011). The biggest
challenge then, according to him, is the deconstruction of the negative self-images and
notions of ourselves that we have imbibed over generations through “a workable,
effective program of education that can make Filipinos more responsive and sensitive
to Filipino dignity, needs, values, and cultural potentials and assets.”
For De Leon, it is excellence in the arts – via an expression that is truly Filipino
– that can form the core of national unity. Of course, this remains to be seen.
Challenges for Cultural Literacy in the Philippines
As Applebee (1987) observes, interesting discussions on cultural literacy give

rise to some very difficult questions which are particularly important to a multicultural
and multilingual nation like the Philippines.
• What kinds of knowledge constitute cultural literacy? Is it knowing facts, names,
and dates, or is it something more experiential like being familiar with a story or
a particular song?
• If culture is more “caught than taught,” should cultural literacy be one of the
goals of education? If yes, how does one teach it?
• Whose cultures must we be literate in to be considered “culturally literate”? who
decides which cultures are included and which ones are excluded, and on
bases?
• Is cultural literacy education simply a means for the dominant culture to express
its dominance over minority cultures?
• How is cultural literacy to be assessed and evaluated? How can we know
someone is “culturally literate”?
As of the writing of this book, no definitive answers to these questions exist in the
literature.
Multicultural Literacy
As cultures begin to mix and change as a result of globalization, conflicts

inevitably arise over identity, values, and worldviews. This situation consequently
needs for a literacy that enables us to quickly and easily identify and resolve such
P a g e 7 | 10
conflicts, preferably before they even begin. This has come to be understood as
multicultural literacy.
Multicultural Literacy as a set of skills and Knowledge is difficult to define
because of how it changes depending on the contexts in which it is discussed. For
example, multicultural literacy as defined in American literature is different from how
it is deployed it is deployed in a more European context.
We define multicultural literacy here as the knowledge and skills necessary to
ensure that any communication with a culture different from our own is clear,
productive, and respectful such that their differences are celebrated and neither culture
is demeaned or treated as inferior.
It is important to realize that under this definition, a “different culture” is not
just limited to “someone from another country,” but could also include someone whose
gender, economic background, religious beliefs, sexual orientation, or even sense of
fashion is different from our own.
The skills and knowledge required for one to be multi-culturally literate are not
mere language skills, since it is assumed that some medium of communication already
exists between two cultures. Rather, true multicultural literacy consists of perspectives,
attitudes, and beliefs about other cultures that affect the manner in which we
communicate and the motives behind our communication. Here are some examples:
1. Be selfless- an attitude of selflessness – one that is less concerned with how I feel
and more concerned with how I am making others feel – is crucial to
multicultural literacy, as so much of the offense and conflict associated with the
meeting of different cultures is the result of a “me first” attitude: / should be
accommodated, you should be the one to adjust
P a g e 8 | 10
to me, I should feel comfortable with you before I make efforts to make you feel comfortable, etc.
Such selflessness is not instinctive to people, and is especially difficult when
one feels insecure of oneself and identity.
2. Know that good and useful things can (and do) come from those different from
us- hand-in-hand with a dismissive attitude toward another culture is the idea
that nothing good can come from them. Furthermore, there is a tendency to
ignore or outright dismiss evidence to the contrary. Simply acknowledging that
good ideas and products have come from cultures we might not like goes a
long way in preparing our minds to perceive them as being equally valuable.
3. Be willing to compromise – Any significant interaction with someone from
different culture is governed by the principle of “He/she wants something, and I
want something.” In other words, cultures do not interact out of pure
magnanimity. If both of you are willing to give the other what they want, well
and good. But what happens when one or both are unwilling to give what the
other wants? There must be a compromise: a reciprocal adjustment of demands
and expectations to accommodate what the other party is willing to give.
4. Accept that there are limits- At some point however, one or both cultures will be
unwilling/unable to adjust their wants for the sake of the other any further.
Beyond this point, the productivity of the interaction drops and one must either
change the purpose of the interaction walk away, accepting that what you
want cannot be had from that particular source. Attempting to force the other
party to adjust (when you refuse to do the same) only results in
misunderstanding, hurt, and conflict. The sooner we accept this, the sooner we
can set realistic expectations of one another.
Issues in Teaching and Learning Multicultural Literacy in the Philippines
A number of important issues stand in the way of Philippine educators

attempting to learn multicultural literacy for themselves and teach it in turn to others,
which are different from what can be found in western literature, particularly those of
the United states.
Conflicting Requirements for Peace
When all is said and done, the hearth of multicultural literacy is peace among
different cultures – that is, productive and non-violent interaction. It is easy to assume
that all cultures value peace to the same degree and are therefore willing to make the
same compromises In order to attain it, but this is not necessarily true.
Take for example the Israeli/Palestinian conflict, which is really a conflict over
territory: Both sides desire peace, but they do not desire it enough to be willing to
compromise. In a very real sense, both sides would rather live in perpetual conflict with
one another rather than give-up their claim to the land which each side believes is
rightfully theirs.
On a more personal, immediate front, I am reminded of an activity a fellow

teacher conducted in her class where she asked her students to write down how they
defined “peace.” One student revealingly wrote: “Peace is when I get what I want.”
P a g e 9 | 10
Nationalistic and Regionalistic Pushback
The increasing demand for multicultural sensitivity, inclusion, and divert in the
recent years has also given rise to resistance from groups who believe that their identity
is being “watered- down” by the needed compromises.
In the ensuing online firestorm, one particular individual commented on

how such regional pride is out of step with modernity, particularly with our need to be
united as a country. Now this sentiment is consistent with the multicultural literacy of
P a g e 10 | 10
being able to put aside differences for the sake of a common goal, but notice how for
the Ilokanos, national unity (as far as language is concerned) is not worth the cost of
givingup their ability to determine the orthography of their language for themselves.
We see here that while multicultural inclusiveness is by and large a good thing,
it comes at a cost. Part of the Identity of the host culture becomes diluted and lost – the
inevitable result of the compromises necessary for it to have some form of
multicultural understanding. In effect,
P a g e 11 | 10
pushing for multicultural inclusion might very well be asking some cultures to decide which has
more value: Inclusion or Identity?
We must be aware that these questions are easier to answer for the culture that
wants to be accommodated (because it will cost them nothing), rather than the one that
must do the accommodating.
The Persistence of the Problem
On the surface, multicultural literacy might seem to just be a matter of “good

common sense,” and understandably so, no one actively desires to experience
discrimination regarding what they know and what they can and cannot do simply on
the basis of race, ethnicity, or in the case of the Philippines, region of origin. It therefore
makes perfect sense to collectively refrain from such behaviour under the assumption
that
“if you don’t do it to me, I won’t do it to you.” And yet, to our horror and shame, the
practice persists. Worse, we sometimes find ourselves participating in and justifying
such discriminatory behaviour-if only online and not in real life (as if anything written
or posted online is not, in fact, in real life).
Therefore, the primary issue that educators face in teaching multicultural

literacy to their students and learning it for themselves is, “why does this problem
persist? Or to put it in another way, “Despite all out advances in science, technology,
and culture, why is this still a problem today?”
Bouttle (2008) suggests that issues of discrimination in all its forms (racial,
religious, tribal, cultural, etc.) are really issues of hatred, which she defines in an
educational setting as “the lack of compassion and lack of respect for the rights of
others,” and that such hatred must be fought and its roots must be attacked, because for
as long as hatred exists in the human mind, real peace will be impossible (Vreeland,
2001).
If this is true, then it leads to some interesting question: for one, what is the root
of this hatred? Boutte (2008) suggests that, at least in an educational context, such hate
is often unintentional, but is usually the result of a lack of education. Now if a lack of
education is to blame, then a lack of education in what, exactly? Is it awareness of the
existence of those different from us? Is it awareness that those different from us are
worthy of respect?
The former is unlikely: Thanks to the Internet; we are very much aware of the
existence of people and cultures that are fundamentally different from us, yet this has
done nothing to mitigate the hatred that Boutte speaks of. The latter question is more
promising, but presumes that something exists in all individuals – regardless of color,
language, religion, education, social status, etc. – that is worthy of respect. If this is
true, what is this something? How do you teach it?
P a g e 12 | 10
A majority of research on multicultural literacy stems from the West,
specifically the United States, and focuses on teaching teachers to be more
multicultural in their pedagogies.
• Learn about other cultures. Banks (1991a) posits that the first step to teaching
multiculturalism is knowing about cultures that are not your own. It follows that if
you. the teacher, know only your own culture, then you will be unable to teach
your students to appreciate a culture that is different from your own.
• Familiarize yourself with how discrimination and prejudice appear in your own
culture. Boutte (2008) and Banks (1991b) agree that teachers must be able to
identify and confront patterns of discriminations and prejudice on their own lives
before they can teach their students to do the same. For example, when
someone you just met says he or she is from Mindanao, what words immediately
come out of your mouth in response? Do they express genuine acceptance, or
do they betray some long-held preconceptions about people from the region?
• As you are, so will you behave. Key to genuine multicultural literacy is core
values – that is, what you, the teacher, really believe about people who are
different from you; not the kind of belief that you can just say you possess when
taking to your class, but the kind that determines your behaviour when you think
no one is watching.
Simply put, if you do not truly believe that those who are different have value
equal to your own, it will show, and your students will detect it. It will be seen in the
words you use, in the
P a g e 13 | 10
expression on your face, in the change of you behaviour when you think no one can
see, etc. the converse is also true: if you do believe others have value equal to your
own, no matter their social class, educational background, skin color, or regional
accent, it will show; and what is shown is that students will learn.
• Model more, tell more. Young students, by nature, will have difficulty in
exercising emphaty toward those who are different from them. The ability is
there, but it will naturally lack practice. It is therefore not enough that teachers
tell them to be more compassionate – you, the teacher, must model for them
what empathy and compassion for others look like on a day-to-day basis.
• Globalization is the process of interaction and integration between people,
business entities, governments, and cultures from other nations, driver by
international trade and investment and supported by information technology.
• Cultural Literacy is the knowledge and understanding of the life of a culture to
the point where one can fluently participate in the activities of the said culture.
This includes, but is not limited to, languages, traditions, values, beliefs, forms of
entertainment, and worldviews.
• Multicultural Literacy is the knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear productive, and
respectful such that their differences are celebrated and neither culture is
demeaned or treated as inferior.
• Skills and knowledge required to be multi-culturally literature are:
1. Selflessness;
2. Knowledge that good and useful things can (and do) come from those
different from us;
3. Willingness to compromise;
4. Acceptance that there are limits; and
5. Idea that we cannot be friends with everyone.
• The issues in teaching and learning multicultural literacy in the Philippines are
the nationalistic/regionalistic pushback, the persistence of the problem, and
the question of value.
P a g e 14 | 10
Discuss each statement with a minimum of 50
words:
1. What is globalization and its effect to economic condition and cultural
practices in the Philippines?
2. Consider regional discrimination in the Philippines: If a woman speaks
Cebuano or Bisaya in Manila, she is often assumed to be a maid or yaya; if a
man speaks Tagalog with a heavy, provincial accent, he is often assumed to
be a laborer, driver, or involved in some form of manual or servile labor. What
are discriminatory practices you’ve observed in this scenario?
1. Why should you as an individual respect and value people who are different
from you? Give at least 50 words for your answer.
1. What skills and knowledge do you need to improve in to become a

multiculturally literate person? Discuss in two or three paragraphs.
1. Interview a student in your locality who are part of the cultural minority.
They could be foreigners or fellow Filipinos who belong to a different ethno
linguistic group. Ask them about their culture, their difficulties in adjusting
to the mainstream culture, and how students like you can help them.
1. Elen Joy Alata and Eigen John T. Ignacio,(2019).Building and Enhancing New Literacies
2. https://www.google.com/search?q=Cultural+and+multicultural+literacies&oq=Cultur
al+a nd+mul
ticultural+literacies&aqs=chrome..69i57.18835j0j1&sourceid=chrome&ie=UTF-8 cross
the Curriculum. REX Book Store. Manila, Philippines
3. https://www.westernsydney.edu.au/studysmart/home/cultural_literacy/why_is_cultur
al_lit eracy_i mportant
P a g e 15 | 10
ANSWER SHEET
Name:
Subject:
Course & Year:
My Analysis
My Reflections
Theory and Practice

P a g e 15 | 10
INTERVIEW GUIDE (FORM 2)
Name of
Student:
Type of Minority: Age: _

Addre
Grade Level:
Name of Parents: (Father)
(Mother) Parent’s Sourc
Number of Siblings: Cultures and
Name of Student:
Bad Experienced Encountered at School or in the Community:
Major: Subject: Date of Interview:

Note: Attach photo/s on the space provided as an evidence of performing the task reflected in the
enrichment activity.

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Republic of the Philippines

Pangasinan State University

KATHLEEN JAYNE LOUISE E. TABOR

MRS. ELSA Q. TERRE

BSE III – ENGLISH

PROF ED 110 BUILDING AND ENHANCING

BSE III – ENGLISH

PROF ED 110 BUILDING AND ENHANCING

1. Given the traditional/conventional concept of literacy, how literate are you?

2. How deep is your level of comprehension?

I lack in computer literacy. I don’t have enough knowledge to operate computers.

6. Although reading education in the Philippines aims to develop Functional/Practical

2. Increased Means of Communication

3. Increased Breadth of Content-

At the end of the lesson students should be able to:

A. Define adjectives and its form

II. SUBJECT MATTER

Teacher’s Activity Student’s Activity

Before we start, “Let’s Pray One student will lead the

Checking of attendance One student will tell who

Before we start our lesson for

Is that okay class? Yes, ma’am

They will come up with the

May the representatives of

Base on the given activity,

Let’s have first the vocabulary

I love that really big old green (Ancient)

He is cold-blooded man. (Cruel)

Ben is adorable baby. (Charming)

Bea has excellent managerial (Great)

The road is bumpy. (Uneven)

An adjective often comes

And sometimes an adjective

But adjectives can also modify

They were empty.

Note that we can often use

“The adjective is the enemy of

However, many adjectives

• Big, bigger, biggest

Do you have any questions or None, ma'am

What did you learn in our We’ve learned that adjective

Correct! Do you have any

II. Choose the superlative in

4.Interest, interesting, Invest b. Interesting

Which sentence uses the

1-6. Give examples of

7-9. Construct the correct

10.Which one is correct in D

For your assignment: please

BSE III – ENGLISH

PROF ED 110 BUILDING AND ENHANCING

Discuss each statement with a minimum of 50 words:

2. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or

1. What skills and knowledge do you need to improve in to become a

INRICHMENT ACTIVITIES OUTPUTS

BSE III – ENGLISH

EL 110 BUILDING AND ENHANCING

1. Which is the most recommended mode of instructional delivery today that

3. The following are the 21st century skills except ________.