Culture critique of dominant economic narrative assignment Essay

Culture critique of dominant economic narrative assignment - Essay Example In the plot summary, Norma Rae, a single parent of two, works in a textile milling company. Incidentally, she works in a company where all of her family members and fellows are also employed. The working conditions are more than just terrible: the ambiance is hot, depressing and covered in dust, and jammed with an ear-piercing clang of obsolete equipment. The working conditions are relatively unhealthy and potentially injurious. Most of all, the benefits do not seem to equate the amount of work carried out by the workers: inferior salaries, extended working hours, and marginal health protections. Seen this way, there is indeed a marginalizing and struggling employment conditions among those belonging to the working class, especially women. The perspective of class in the America possesses a quality that is relatively difficult to pin down. In an unprejudiced and fundamental expression, it is a dominant reality in the United States. But still, the intricacy and changing aspects of cla ss relations, especially the undercurrents of class brawl, have been touched on by the mass and popular culture in conditions that equally personalize and compress the inconsistencies characteristic in such dealings (Giroux, 1). In other words, the notion of class has been downgraded to expectable methods that signify modes of conceptual shorthand. Apparently, highly influential industries like the Hollywood have taken the part of a no inferior or negligible role in contending with the class-based issues in ways as to deprive them of any societal definition. This turns out to be, for the most part, apparent when evaluating how the world's biggest entertainment industry has described the working class in life, culture and civilization. With relatively small number of exemptions, Hollywood's dealings with the those belonging to the working class and happenings has been portrayed by the kind of reductionism that operates simply to support those myths and moral standards that provide th e conceptual foundation for the predating arrangement of social relations (Giroux 2). The form and substance of most Hollywood movies, including "Norma Rae", that touches on the issue of the working class, especially women, provide the content in plane, superficial illustrations that convey nothing regarding the hidden existing reality of the life and skirmish of the working-class. Basically, the representation of the working class life and culture is established within the ideas that weigh in to its concealment (2). Social mobility substitutes class brawl in movies such as Blood brothers, Working Girls, and The Devil Wears Prada. Illustrations of psychosis and short-lived irrationality flourish in movies such as Taxi Driver and Joe. In "Norman Rae", there is a subtle exaltation of masculinity and a fete of racism and sexism, which provide the description of the plot of the film. Aside from the struggle that Norma gained from belonging to the working class, and working in a rather m asculine type of job, there is a racial indignation in the fact that the salaries

Curriculum Guide Essay Example for Free

Curriculum Guide Essay The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Henery Ford Essay -- essays research papers

Henry Ford was a genius in many aspects of our everyday life. He changed industry, production, and everybody's lifestyle. Many people know about him inventing some of the first automobiles, but what came out of it for America was a new encouragement for technology and an easier lifestyle for the average American replacing the popular railroad system. Also Henry Ford has changed the perspective of industries around the world. His invention of the assembly line and his five-dollar a day wage for the average worker brought about a total new change in factories. Ford's style and ingenuity helped America to be more prosperous and created a large amount of opulence for America in the early 1900's, all because of one man's creativity and determination to achieve a dream that would help out the common man and the entire world. Henry Ford was born on July 30, 1863, on a farm a few miles from Detroit. As a boy Henry was very creative and liked to work with tools. However, he hated doing chores and he always wanted to make things easier to do in life. This would be Henry's motto in life, always wanted to make things easier to do in life, at home or work. Ford was so creative that in 1893, he built his first engine and in 1896, he completed what he called the quadricycle, which ran for several years and sold it for $200. Ford had his second car finished in 1898 which was lighter and stronger than most cars around then. Soon enough many automobile companies were looking for somebody like Ford to help get their company going. However, Ford would go into automobile racing and then build his own car company. Ford's years in automobile racing was his way to improve the car and a chance to test it under competition. Soon though, he would get out of racing by a tough minded and ambitious James Couzens, who developed plans for a car company. Couzens was able to start out the company with $28,000 in cash, and $21,000 in notes. The Ford Motor Company came out with the model A, the model B, and the model K in their beginning years. However, most of these cars were too expensive for the common man. So Ford decided that he would make a car that was affordable to the ordinary worker. For a few years, Ford and his technicians began building their next and most important car in history. In 1908, Ford brought out for the first time the Model T. It was an ugly car, seven feet high w... ... narrowly defeated. In 1936 he and his son Edsel established the Ford Foundation, to which they bequeathed much of the company's stock. Henry Ford became a victim of his own success in that he clung to the Model T too long, refusing to recognize that its popularity was fading, and consequently lost first place in the automobile industry to General Motors in 1926. He had turned the presidency of the Ford Motor Company over to Edsel in 1919 but never gave Edsel effective authority. Edsel struggled vainly against this situation, and the frustrations of his position undoubtedly contributed to his death at the age of 50. Edsel's oldest son was released from the navy and made an executive vice-president. Unlike his father, who had not been allowed to go to college, Henry II attended Yale University. Henry Ford II recruited talent from outside the company and effected a sweeping reorganization. The company secured firm control of second place in the American automobile industry. In the 1960s it expanded into electronics and astronautics by purchasing the Philco Corporation, and Henry Ford II was regarded as an industrial statesman. He retired from his top company posts in 1979 and 1980.

Demostration Speech: Salsa Dancing

Presentational Communication Dr. Whalen Demonstration Speech: Latin Dancing *General Purpose: To Inform *Specific Purpose: To inform others about the culture of Salsa Dancing and the basic steps to this dance. *Central Idea: The main steps in salsa dancing are mainly to have good eye and feet coordination with your partner. Hola amigos, como estan todos? How many of you have ever been at a lounge or club in DC, heard a song similar to this? Play snippet of music (10 seconds) and wondered what kind of music that is or how to dance with it? Well that mis amigos is called Salsa.Salsa has been an important type of dance in my family since I was a little kid. Every since I could walk, my uncle would always grab my cousins and I and teach us the basic moves. As we got older we took classes with a good family friend and at the Salsa Club in VA. It’s something that brings my family and I together and is precious to our hearts. Today I’ll be discussing the history of salsa, some of the benefits, and demonstrate how to dance this popular Latin dance. Introduction 1. Originated in the 1920’s, Salsa is one of the oldest and most popular styles of Latin dancing.It combines many Spanish-derived and Afro-Cuban elements, which gives it’s a bit more excitement. Salsa is similar to Mambo in that both have a pattern of six steps danced over eight counts of music. Contra-Danze (Country Dance) of England/France, later called Danzon, was brought by the French who fled from Haiti, which later began to mix itself with Rhumbas of African origin. Son, of the Cuban people, was a mixture of the Spanish sonero and the African drumbeats. Flavora and a partner dance flowered to the beat of the clave. (Bartch) 2. According to livestrong. om, you can burn up to 500 calories with this one type of dance. it helps you develop stronger postures and boost your confidence. 3. According to fitday. com, salsa dancing has great health benefits such as improving cardiovascula r fitness and endurance as well as strength, balance, coordination, and muscle toning 4. salsabeat. com also states that one benefit of salsa dancing from a social perspective is the development of new social relationships. Okay so now we’ll get into the fun stuff†¦.. Body 1. first you want to make sure you have comfortable clothing and shoes.In many Latin American countries the women wear dresses with low heels, unless your advance I would recommend you wear leggings with low heels. *After you have dressed comfortably†¦ 2. You want to grab a partner. You want to make sure you partner is the right height, ladies you don’t want a man who is shorter, then you, it wouldn’t be very comfortable. *After you have grabbed your partner†¦ 3. You want to stand straight in a centered position. Once you are in a straight centered position, ladies take the lead†¦place your right hand on his left shoulder; men place your left hand on her waist and your righ t hand on her shoulder. Once you have placed your hands where they belong†¦ 4. The music will start to play†¦men take your right leg and move it forward, ladies as his right leg starts to move forward you’ll want to take your left leg backwards, count 1 2 3 and add in a little move with your hips. 5. Come back to a centered straight position and repeat the steps with your other leg. 6. Once you get the hang of a couple steps you can add in some turns to give the routine some more flavor. Make sure you keep up with the beat; salsa can be tricky at times so always listen carefully to the beat. 7.Finally you’ll want to practice a few times and show of your new dance moves. Conclusion In conclusion, I hope you all have learned and enjoyed learning some basic salsa moves, which includes the basic front to back, moving the hips and turns. Not only is salsa a good exercise for your legs, because trust me you will feel the burn after dancing for hours, but it’ s also a good way to expand your culture horizons. The next time you want to go to dancing, try going somewhere where Latin music is played so you can show off your sweet new moves and be the life of the party.

Comparing Business and Econimic Opportunities in India and China Essay

From my perspective, the main factor contributes to the difference in FDI and economic growth in China and India are institutions. There are two kinds of institutions; one is formal institution, including political system, legal system and economic system, another one is informal institution, which consists of culture, business norms and ethics. As for political system in India, which labeled as â€Å"sovereign, socialist, secular, democratic republic.† It is similar to America, it has the federal form of government, its central government is patterned after the British parliamentary system, and several Parties are able to take control of the nation, but the main power to control the country is the central government. Compare with Chinese communist totalitarianism, India is more democratic in terms of the political system. In other, words, it is more easier to set up your own business in India and which may absorb more capital thanks to the democratic political system in India. According to the corruption perceptions index 2012, India got the score of 36, and China got the score of 39, the lower score means the country is highly corrupt in the public sector. Therefore, China is more attractive to foreign investors in terms of the corruption level. As for political risk, thanks to corruption and the departure of several key allies for India, the government has been weakened in India, which make India less attractive for foreign investment to compare with China. As for protecting intellectual property right, the provisions of intellectual property right in India is more comprehensive than Chinese, which ensures foreign companies get an easier access to take control of intellectual property in India. According to the data from Global EDGE, Chinese government provides more protections on labors to compare with India. Which is a good sign for encouraging FDI in China. According to Ease of Paying Taxes Index on Global EDGE website, which ranks the country based on their total tax rate as well as measuring the administrative burden of paying taxes. India ranked 152 and China ranked 122; this indicates that compare with doing business in India, foreign companies may not have much pressure of paying tax for the government in China, which is positive sign for foreign companies to expanded to Chinese to get rid of the high tax rate. As for economic system, both of China and India used to be in the  command economy, but they have reformed their economy system to mixed economy in 1978 and 1991 respectively. From my perspective, the early reform of Chinese economy provides a rapid development of the economy in China, which contributes to the higher GDP compare with India now. The economic growth of India is constrained by the inadequate infrastructure, which may creates obstacles for foreign investment. As for cultures, business norm and ethic, India got a huge number of well-educated people skilled in English skill, which is easier for foreign investors to overcome the languages barriers to compare with China. The religion is a factor which foreign investor has to take into account when they want to enter India. Thanks to different religion groups in India, the core value and the norms are widely differ from different religions, which take time to understand those value and norms when doing business among Indians. According to data from The Hofstede Center, China and India almost had the same score in power distance, collectivist culture, masculinity and uncertainty avoidance, but China is more long-term oriented, the investment is tend to be more long-term projects for instance, the real estate. From my perspective, choosing India to invest is a wise decision, the main reason I recommend the India for foreign investment is that companies may not face as much as competition in India compare with China. There are a huge number of multinational firms in China; it is more difficult to be successful due to the fierce competition in China. As for India, where had a more comprehensive legal system, which can reduce the cost of doing business and improve the security of foreign investment. The democratic society may offer more opportunities for foreign investors as well. The India cannot surpass China within a short period of time because of the inadequate infrastructures; the inadequate infrastructures is the key factor which constraints the economic growth in India. It is capital and time-consuming to build infrastructures within a short period of time.

SAT Sections, Sample Questions and Strategies

SAT Sections, Sample Questions and Strategies The SAT consists of four required sections: Reading, Writing and Language, Math (No Calculator), Math (Calculator). There is also an optional fifth section: the essay. The Reading section and the Writing and Language section are combined to calculate your Evidence-Based Reading/Writing score. The two math sections are combined to calculate your total Math score. Before taking the test, familiarize yourself with the types of questions and time limits of each section of the SAT. This familiarity will help you feel confident and prepared on test day. SAT Reading Test The SAT Reading Test comes first, and all questions are based on passages that youll read. Youll spend over an hour on this section. Number of Questions: 52Question Type: Multiple choice based on passagesTime: 65 minutes The Reading Test measures your ability to read carefully, compare passages, understand how an author constructs an argument, and figure out what words mean from their context. Realize that this is not an English test- passages will come from not just literature, but also U.S. or world history, the social sciences, and the sciences. The Reading Test may also include info-graphics, graphs, and tables, although you will not need to use math skills to analyze these elements of the test. Sample Questions These sample questions refer to a specific passage. 1. As used in line 32, horrid most nearly meansA) shocking.B) unpleasant.C) extremely bad.D) obnoxious. 2. What statement best characterizes the relationship between Dr. McAllister and Jane Lewis?A) Dr. McAllister admires Janes honesty.B) Dr. McAllister pities Jane because of her low social status.C) Dr. McAllister feels self conscious around Jane because she makes him aware of his failures.D) Dr. McAllister is disgusted by Janes lack of education and poor hygiene. In general, the skills required for the Reading Test are those youve been learning at school and not ones you can cram in preparation for the exam. If you are good at reading a text closely and carefully, you should do well on this section. That said, you should definitely take practice tests to figure out how carefully you need to read the passages and what pace you need to set to ensure you finish in time. For many students, the Reading Test is the most challenging section when it comes to time management. SAT Writing and Language Test The Writing and Language Test also consists of questions based on passages, but the types of questions are different from those on the Reading Test. In addition, the passages are generally shorter, and youll have less time to complete the section. Number of Questions: 44Type of Questions: Multiple choice based on passagesTime: 35 minutes Like the Reading Test, some questions in the Writing and Language Test will include graphs, info-graphics, tables, and charts, but you wont need to use your math skills to arrive at an answer. Questions can ask you about the best word choice for a given context, proper grammar and word usage, organizational elements of a passage, and the best methods for presenting evidence and making an argument. In the reading test, youll be provided a passage that has sentences and locations within the text marked by numbers. Sample Questions These sample questions refer to a specific passage. Which choice makes the most effective transition between the first and second paragraph?A) NO CHANGEB) Despite these dangers,C) Because of this evidence,D) Though the action would be unpopular, To make the ideas in the passage flow logically, sentence 4 should be locatedA) where it is now.B) after sentence 1.C) after sentence 4.D) after sentence 6. Familiarize yourself with this section by taking practice tests (like those from Khan Academy and the College Board). Another way to improve your score is to brush up on grammar rules. Be sure to study conjunction, commas, colon, and semi-colon usage as well as the rules for using commonly confused words, like its vs. its and that vs. which. The score from this section is combined with the score from the Reading Test to arrive at the Evidence-Based Reading and Writing score for the exam. SAT Math Exam The SAT Math Exam is comprised of two sections: SAT Math Test- No Calculator Number of Questions: 20Type of Questions: 15 multiple choice; 5 grid-inTime: 25 minutes SAT Math Test- Calculator Number of Questions: 38Type of Questions: 30 multiple choice; 8 grid-inTime: 55 minutes The results from the calculator and no calculator sections are combined to arrive at your SAT math score. The SAT Math Exam does not cover calculus. Youll need to know algebra and how to work with linear equations and systems. Youll also need to be able to interpret data represented in graphical forms, work with polynomial expressions, solve quadratic equations, and use function notation. Some questions will draw on geometry and trigonometry. Sample Questions 5x x - 2x 3 10 2x x -4In the equation above, what is the value of x?A) 3/4B) 3C) -2/5D) -3 For the following question, you may use a calculator. Grid your answer into the answer sheet.During rush hour traffic, Janet took 34 minutes to complete her 8 mile drive to work. What was her average speed during her drive. Round your answer to the nearest tenth of a mile per hour. Chances are, youre better in some areas of math than others. Use the free math practice materials at Khan Academy to identify your strengths and weaknesses. Then, rather than taking entire practice math tests, you can focus on the areas you find most difficult. SAT Essay (Optional) Most colleges and universities do not require the SAT Essay, but many schools recommend it. To write the essay, youll need to sign up and pay an additional fee when you register for the SAT. You will write the SAT Essay after all students have completed the Reading, Writing and Language, and Math Tests. You will have 50 minutes to write the essay. For the essay portion of the exam, you will be asked to read a passage, and then write an essay that responds to the following prompt. The passage changes for each exam, but the prompt is always the same: Write an essay in which you explain how [the author] builds an argument to persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the author] uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with [the author’s] claims, but rather explain how the author builds an argument to persuade [his/her] audience. Your SAT Essay will be read and scored by two different people who will assign scores of 1 to 4 in three areas: reading, analysis, and writing. The two scores from each area are then added together to create three scores ranging from 2 to 8. To prepare for the SAT Essay, be sure to look over the sample essays on the College Board website. Youll also find some good sample essays and essay strategies at Khan Academy.

How To Make Tree Cookies

How To Make Tree Cookies Ever heard of a tree cookie? Sadly, unless you are a termite, you cant eat them. But you can use them to unlock the past of a tree. From its age to the weather conditions and hazards it faced in its lifetime, tree cookies can be used to better understand trees and their role in the environment. So what is a tree cookie? Tree cookies are cross-sections of trees that are usually around 1/4 to 1/2 inch in thickness. Teachers and ecologists use them to teach students about the layers that make up a tree and to illustrate to students how trees grow and age. Heres how to make your own tree cookies and use them at home or with your students to learn more about trees. Making Tree Cookies Just as with edible cookies, tree cookies are made using a series of steps in a recipe. Start by selecting a tree with a trunk or thick branches that you can cut to reveal the tree rings. Take note of the type of tree it is and where it came from.Cut a log that is about three to six inches in diameter and three to four feet long. (You will cut this down later but it will give you a good section to work with.)Slice the log into Cookies that are 1/4 to 1/2 inch wide.Dry the cookies. Yes you will bake these cookies! Drying the cookies will help prevent mold and fungus from decomposing the wood and will preserve your cookie for many years to come. Set them in the driveway in the sun, or on a drying rack in the yard for several days. Air flow is more important than sunlight, but if you can get both, that would be perfect.Sand the cookies lightly.If these cookies will be used in the classroom, cover with a coating of varnish to help them withstand years of handling. What Can You Learn From A Tree Cookie? Now that you have your tree cookies, what can you do with them? Here are several ways you can use tree cookies at home or in your classroom to teach students about trees. Take a closer look. Start by having your students examine their tree cookies with a hand lens. They can also draw a simple diagram of their cookie, labeling the bark, cambium, phloem, and xylem, tree rings, center, and pith. This image from Britannica Kids provides a good example. Count the rings. First,  ask your students to take note of the differences between the rings - some are light colored while others are darker. Light rings indicate fast, spring growth, while dark rings show where the tree grew more slowly in the summertime. Each pair of light and dark rings - called an annual ring - equals one year of growth. Have your students count the pairs to determine the age of the tree.   Read your cookie. Now that your students know what they are looking at and what to look for, help them understand what else a tree cookie can reveal to foresters. Does the cookie show wider growth on one side than the other? This could indicate competition from nearby trees, a disturbance on one side of the tree, a windstorm that caused the tree to lean to one side, or simply the presence of sloped ground. Other anomalies that students can look for include scars (from insects, fires, or a machine such as a lawn mower,) or narrow and wide rings that may indicate years of drought or insect damage followed by years of recovery. Do some math.  Ask you students to measure the distance from the center of the tree cookie to the outermost edge of the last summer growth ring. Now ask them to measure the distance from the center to the outermost edge of the tenth summer growth ring. Using this information, ask them to calculate the percent of the trees growth that took place in its first ten years. (Hint: Divide the second measurement by the first measurement and multiply by 100.) Play a game. Utah State Universitys Forestry Department has a cool interactive online game that students can play to test their tree cookie reading skills. (And teachers, dont worry, the answers are there too if you need a little help!)