Torres Ludiann Bsed Fillipino II-A

7/23/2019 Torres Ludiann Bsed Fillipino II-A

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PED 04

Instructional materials

Ludi-ann L. Torres Bsed flipino II-A


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MARRIOETTE! OR !TRI"

P#PPET!


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Puppets is a special dramati$ationemplo%in& puppets or doll-li'e f&ureso( )uman or animal (orms *)ic) areoperated mec)anicall% or +% )and. T)e

operator spea's (or t)e puppet.Puppets can +e in t)e (orm o(marionettes, )and puppets or stic'

puppets.


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Adanta&es

Drama can improe oca+ular% and readin&compre)ension.

Dramati$ations proide (or t)e deelopment

o( intelli&ences li'e lin&uistic and +odil%-'inest)etic *)ic) could not en)ancedt)rou&) ordinar% pen-and-paper test.

Drama could also deelop s'ills in ac/uirin&a (orei&n lan&ua&e.

Drama can stir t)e learners creatiit% andima&ination.


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Drama could +e )elp(ul in teac)in&attitude areas includin& trust, sel(-acceptance, acceptance o( ot)ers, andempo*erment.

T)e dramati$ations could present a lar&ec)un' o( concepts *it)in a s)ort time.


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Limitations

Dramati$ations re/uire a &reat deal o(mone% and la+or.

1ontent ma% &et out o( conte2t i( role

pla%in& is (or older students.Utilization guidelines

T)e teac)er s)ould introduce

dramati$ation care(ull% and see to it t)att)e class ta'es it seriousl%.


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1)oose c)aracters as appropriatel% aspossi+le.

T)ere s)ould +e (ollo*-up discussion a(tert)e dramati$ation.

T)e teac)er must 'eep control o( situations toproide continuit% o( t)e actiit%. 3o*eer,students ideas s)ould +e considered, *)ileproidin& t)em *it) correct ans*ers.

Emp)asi$e to t)e class t)e appropriateactions, e2pressions, oice, andinterpretation rat)er t)an clot)in& and

scener%.


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Teac) students some routines (or *or'. ore2ample, i( t)e teac)ers raises )is5)er )andand sa%s, 6ree$e,7 students s)ould 'no* *)ento stop moin& and listen to *)at t)e teac)ers

)as to sa%.

Brie( all students +e(ore t)e actiit%. Descri+et)e situations and indicate *)at non-participants s)ould do.

students s)ould +e oriented on t)e +e&innin&and end o( t)e drama so t)at t)e learners *ill)ae a proper mindset on *)en to (ocus +ac'

on t)e class actiities.


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Dioramas


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Dioramas comes (rom t)e "ree' *ords dimeanin& 6t)rou&)7 and orama meanin&6t)at *)ic) is seen a si&)t7. T)e *orddiorama literall% means7to see t)rou&)7 or

t)rou&) t)at *)ic) is seen7. Dioramas arestatic displa%s creatin& a realistic scene.T)e% consist o( t)ree-dimensional(ore&round, usuall% models o( people,animals, e/uipment, e)icles or +uildin&sand 8at +ac'&round, usuall% a p)oto&rap),dra*in& or paintin&. 3ence, t)ese are also

called 6e2)i+its in a +o2.7


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Advantages E2)i+its can +e used to reproduce scenes(rom t)e past or depict scenes in t)e (uture.

Limitations

E2)i+its demand enou&) space in a room.

Preparation o( e2)i+its ma% ta'e a lot o(time.

Utilization Guidelines

*T)e e2)i+its must +e lar&e enou&) to +eeasil% seen.

T)e e2)i+it must attract attention


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T)e e2)i+it must +e *ell li&)ted.T)e e2)i+it must +e +uilt around one central

idea.

T)e captions o( t)e e2)i+it must +e s)ortand simple.

T)e e2)i+it must cone% t)e messa&e at a

&lance.T)e materials in t)e e2)i+it must not +ecro*ded to&et)er.


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8as)card


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las)cards are alua+le materials (or drillactiities particularl% in t)e teac)in& o(mat)ematics, en&lis), and flipino. las) cardscome in t)e (orm o( pictures cards, *ords

cards, p)rase cards, sentence cards ormat)ematical cards.

Adanta&es

8as) cards can +e an important means o( f2in&s'ills and automati$in& responses o( students.

8as cards can +e easil% made (rom rec%cledmaterials.


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8as) cards are eas% to use and can +e easil%carried.

Limitations

las) cards ma% +e small to +e seen +% t)e

entire class.I( 8as)in& is too snapp%, t)e students could

fnd di9cult% in reco&ni$in& *)at is in t)e8as) card.

#tili$ation "uidelines

T)e 8as) cards must +e +old and +i& enou&)to +e seen +% eer%+od% in t)e class.


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las) t)e cards in snapp% manner todeelop (ast t)in'in& or response.

las) t)e cards (rom +ac' to t)e (ront.Ans*ers or la+els s)ould +e *ritten at

t)e +ac' o( t)e 8as) cards so t)at t)eteac)er *ill +e a+le to c)ec' *)et)ert)e ans*er is correct.

3old t)e 8as) cards frml% at t)e c)estleel.


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GRAPHIC ORGANIZER


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A &rap)ic or&ani$er, also 'no*n as 'no*led&emap, is a communication tool t)at uses isuals%m+ols to e2press 'no*led&e, t)ou&)ts, orideas and t)e relations)ip +et*een t)em.

Advantage

"rap)ic or&ani$er are one *a% (or isualt)in'ers to arran&ed t)eir ideas. T)ere are

unlimited *a%s to e2press t)is isual ideas."rap)ic or&ani$ers can +e used in all p)ases

o( learnin& (rom +rain stormin& ideas topresentin& fndin&s .


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Limitations

"rap)ic or&ani$er could +e su+:ect tomisinterpretations.


Man% e2cellent teac)ers utili$e a *idearra% tec)ni/ues (or ena+lin& students to

learn


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Drama e2periences s)ould inole*arm-ups li'e simple +od% e2ercises or

role internali$ations. It is +etter i( drama actiities are

sc)edule in t)e mornin& *)en studentsare more attentie.

(ocus drama in t)e classroom, so t)att)ere is ease in s)i(tin& to t)e classactiities


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comic strip


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Advantages!trip dra*in& can +e easil% read and

understood; t)us encoura&ed readin&.

1artoons satis(% c)ildrens idea o( art.

Aside (rom er+al cues, cartoons and stripdra*in&s contain illustrations.

Limitations

In interpretin& cartoons and stripdra*in&s, t)ere is a tendenc% to (ocusonl% on t)e color(ul dra*in&s rat)er t)an

on t)e *ords accompan%in& t)em.


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Pictures or dra*in&s are usuall%e2a&&erated, *)ic) could lead tomisinterpretation.


*Alt)ou&) cartoons can +e used (or %oun&learners, t)is can +e more e


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Pictures or dra*in&s are usuall%e2a&&erated, *)ic) could lead tomisinterpretation.


*Alt)ou&) cartoons can +e used (or %oun&learners, t)is can +e more e


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lip c)arts is a stationar% item consistin& o(

a pad o( lar&e paper s)eets. It is t%picall%f2ed to t)e upper ed&e o( a *)ite+oard,t%picall% supported on a tripod or (our-le&&ed easel. !uc) c)arts are commonl%used (or presentations.

Adanta&es

1)arts can present summaries o(in(ormation.

1)arts can +e easil% made +% students.T)ese can +e easil% used +ecause t)e%

do not re/uire special e/uipment.


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1)arts can +e moed *it) ease (rom oneplace to anot)er.

Limitations1)arts cannot s)o* motion.

Bi& c)arts can +e cum+ersome to )andle.

1)arts can +e outdated.#tili$ation "uidelines

Plan *ell to ma'e sure c)arts ft t)elesson.


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Parts o( t)e c)art s)ould +e clear, neat,and detailed enou&) (or iid ie*in&.

Aoid cro*din& t)e &rap)ics to +es)o*n.

=)en identi(%in& a portion, a pointercould +e used.

In presentin& t)e c)art, attac) it on t)e*all, rat)er t)an )oldin& it.


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Pop -ups


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Pop ups a +oo' t)at contains one or morepa&es suc) t)at a t)ree- dimensional

structure rises up *)en a pa&e isopened.

Adanta&es

One o+ious adanta&e is isi+ilit%, itst)e frst t)in& t)at isitors see *)ent)e% see %our pop ups.


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Limitations I( not implemented correctl%, It can

drie a*a% %our current audience.

#tili$ation "uidelines 1)ec' t)e ision o( students seated in

di

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Torres Ludiann Bsed Fillipino II-A