LEARNING GUIDE BASIC EDUCATION ASSISTANCE FOR MINDANAO
THIRD YEAR ENGLISH COMMUNICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
LEARNING GUIDE
COPYRIGHT NOTICE Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.
Edited and produced by Basic Education Assistance for Mindanao, July 2004
BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Information about this Learning Guide Recommended number of lessons for this Learning Guide: 7
Basic Education Curriculum Competencies Year 3 English: Making Meanings • Listening • Identify the signals given by the speaker (e.g. “this is important...” to underscore a point. • Listen to clues to enable one by one to tune in to the topic discussed. • Speaking • Use explicit signal (e.g. “This is important...”) to underscore or highlight a point in one's talk. • Reading • Employ varied strategies to make sense of unknown words (word derivations, context clues, word analysis, etc.) and ambiguous sentences (e.g. processing kernel and embedded clauses) • Identify the derivation of words • Arrive at the meaning of words through context clues, word analysis (root words, affixes, compounds) • Use structural analysis on the word, sentence, and discourse levels to make sense of a text. • Note the strategies employed (restatements, definition, synonyms, antonyms,) to clarify meanings in a given selection. • Writing • Give and respond to feedback on how to revise compositions or refine ideas by giving explanations, examples where necessary. • Literature • Account for sequencing of details
Objectives • Develop conceptual knowledge abut a given word using Word Map • Identify signal words used to underscore of highlight important information • Unlock difficult words through context clues • Identify derivatives of given words • Read expository text with comprehension • Make and explain information in the time line • Use graphic organizers to visually shoe details of a selection read • Write and revise a short essay/composition
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS • Engage in creative work of art using recycled paper
Essential concepts, knowledge and understandings targeted • People having large speaking vocabularies generally have large listening, reading and writing vocabularies. • There are varied strategies to get the meaning of words such as Word Maps, Context Clues and Word Analysis. • The greatest tools we can give students for succeeding, not only in their education but, more in life is a large vocabulary. • Expressive writings the kind of writing you do when your primary purpose is to explore and/or communicate your personal experience, your opinions about things, your response to the world, including the world of reading.
Specific vocabulary introduced • high praise • closely guarded • monopoly • whirling • bleached • additives • purifiers • spooled • expensive • recovered
Suggested organizational strategies • Manila paper can be used instead of flip charts. • For bigger class size, two groups can have the same task. • The art activity can be an extended activity for students. • The teacher can do a review on prefixes and suffixes if there is a need to. • More time can be allotted to the writing and editing activity.
Activities in this Learning Guide Activity 1:Word Detective Multiple Intelligences • Verbal/Linguistic
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS Skills • Understanding information • Observation and recall of information
Activity 2 Attentive Listening Multiple Intelligences • Visual/Spatial Skills • Use information • Understanding information • Observation and recall of information Text Type • Expository
Activity 3A: Word Grid Multiple Intelligences • Visual/Spatial • Verbal/Linguistic Skills • Grasp meaning • Use information • Understanding information
Activity 3B: Let's Read Multiple Intelligences • Visual/Spatial • Verbal/Linguistic Skills • Grasp meaning • Understanding information Text Type • Expository
Activity 3C: Time Capsule Multiple Intelligences • Visual/Spatial
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS • Logical/Mathematical • Verbal/Linguistic Skills • Translate knowledge into new context • Understanding information Text Type • Expository
Activity 4: Let's Sequence Multiple Intelligences • Verbal/Linguistic • Visual/Spatial Skills • Translate knowledge into new context • Observation and recall of information Text Type • Expository
Activity 5: Composition Multiple Intelligences • Verbal/Linguistic • Visual/Spatial Skills • Organization of parts • Translate knowledge into new context Text Type • Explanation
Key Assessment Strategies • Group Performance Checklist • Peer Assessment • Rubrics for Writing/Craft
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Mind Map The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Assessment All six Stages of Learning in this Learning Gide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment task for summative purposes i.e. As measures of students performance. It is important that your students know what they will be assessed on.
Stages of Learning The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
1. Activating Prior Learning This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose Vocabulary development is a vital part of all content learning. The link between vocabulary knowledge and comprehension is undeniable. While wide reading increases student's vocabulary significantly, we must realize that direct and explicit instruction must be done daily in our classrooms. In this stage, students will do a word map to develop contextual knowledge about a given word.
Strategy Word Map is a visual strategy which helps student s expand word meaning and discover relationships. Word Mapping is useful because it helps develop elaborated definitions and it also personalizes meanings of words.
Materials Student Activity Sheet 1 “Word Detective” on page 16. Assessment 1 “Group Performance Checklist on page 17.
Activity 1 “Word Detective” 1. Form groups of five. 2. Distribute Student Activity Sheet 1 “Word Detective” on page 16 3. Explain directions. 4. Give enough time for the groups to do their tasks. 5. Ask volunteers to report their outputs. 6. Process the activity by these questions :In doing The activity what other words did you learn?(related words like synonyms etc..)
Formative Assessment Assessment 1 Group Performance Checklist on page 17
Roundup To round it up ask : What do you think are the advantages of using contextual clues in giving meaning of a word?
2. Setting the Context This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview of how the learning experience will fit into the larger scheme.
Background or purpose Vocabulary can be improved by exposure to new language formation. Exposure through writing is effective for it offers a greater context by which new words may become understood.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS In this stage, the students will listen to a text on “The Importance of Paper.” As they listen for important details, they will jot down signal words used to underscore or highlight important information or point. Then, they will use them in sentence to develop contextual knowledge about those signal words.
Strategies Attentive Listening underscores the need to discriminate between critical sounds in English since these could affect the meaning of the utterance. After all, the ultimate goal of attentive listening is comprehension of the message, also referred to as listening comprehension.
Materials Teacher Resource Material 1 “The Importance of Paper” on page 18. pieces of paper/notebooks pens Assessment 1 “Group Performance Checklist on page 17
Activity 2“Attentive Listening” 1. Maintain the same groupings. 2. Let them choose a leader and a reporter. 3. Instruct them to listen carefully to the text “The Importance of Paper on page 18 for important details and write them in their notebooks. 4. Ask them to underline the signals used by the speaker to underscore, highlight or emphasize important details. See samples below: Now, this is important....
Remember that......
The important idea is that....
The basic concept here is …
The crucial point is …
This is vital....
This is significant...
This is vital....
Take note.....
This is critical...
5. Tell them to share and discuss the information they have jotted down. 6. Call reporters to share their outputs. 7. Process the activity : Do you think without the signals you will be able to identify the important details in the text?
Formative Assessment Use Assessment 1 “Group Performance Checklist” on page 17.
Roundup To round up the activity ask them to use the the signal words in sentences.
3. Learning activity sequence This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Background or purpose Our ability to function in today's complex social and economic world is mightily affected by our language skills and word knowledge. In this stage, students will read texts on the”The Origin of Paper and How Paper is Made”In the Pre Reading they will unlock difficult words through context clues then, identify derivatives of the words. The Sustained Silent Reading strategy will be used in reading the text then, answer comprehension questions about them. In the Post Reading, they will do the time line activity in one of the texts to show the sequence of events along a drawn line that happened before the world wide production of paper.
Strategies Context Clues are words and phrases in a sentence which help you reason out the meaning of an unfamiliar word. Oftentimes you can figure out the meaning of new or unfamiliar words by paying attention to the surrounding language Sustained Silent Reading is a reading strategy where learners have a period of uninterrupted silent reading. It also increases learners reading skills and provides a quiet reading work that a class can do while the teacher gives individual help when needed. Time Line is a way of showing chronological order. A time line is a line that shows important events in the order in which they took place. To read a time line, you start at the left-hand side. You then go across the line, focusing on the events and the dates on which they happened. Earliest events will be on the left. More recent events will be on the right.
Materials Student Activity Sheet 3A-1 “Word Grid” on page 19. Student Activity Sheet 3A-2 “Context Clues” on page 20. Student Resource Material 1 “History of Paper on page 22. Student Resource Material 2 “How Paper is Made” on page 23 Assessment 2 Peer Assessment on page 21
Activity 3 “Word Grid” 1. Form groups of six. 2. Choose a leader, secretary and a reporter. 3. Distribute Student Activity Sheet 3A1 on page 19 and Student Activity 3A2 on page 20 4. Explain directions if needed. 5. Give them enough time to do the activity. 6. Ask volunteers from the group to report their answers. 7. Process the activity by asking them to read the meanings of the given words and their derivative (root word).
Activity 3B “Let's Read” 1. Maintain the same groupings. 2. Distribute Student Resource Material 1and 2” History of Paper and How Paper is Made on pages 22 and 23. 3. Ask them to read the selections intently to get the important details in the texts.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS 4. Let them answer the following comprehension questions: How did the people in the ancient times write? Who thought of using tree bark instead of the “ji” What was the first paper called? Why did the Chinese guarded the manufacture of paper? How was the technology transferred to the Arabs? How did the Egyptians learn the paper making industry? How does the paper making process begin? (More questions can be added) 5. Process the activity by asking: What insight have you taken from the texts?
Activity 3C- “Time Capsule” 1. Form triads 2. Instruct them to make a time line on a manila paper/flip chart on the Reading Text : “History of Paper” on page 22.
3. Let them show the history of how paper begun using the above diagram. 4. Remind them to give a brief description in every date found in the Time line. 5. Give them enough time to do their tasks. 6. Allow them to look for a peer to check their answers 7. Process the activity by these questions: What can you say as to the length of time paper was manufactured? Why?
Formative Assessment Use Assessment 2 “Peer Assessment on page 21.
Roundup Ask students to share share their insights on how paper came to be.
4. Check for Understanding of the topic or skill This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose In this stage, the teacher will provide activities which will check if students have understood the concepts. In their activities, they will make use of some graphic organizers to visually display their understanding on the reading selections. The use of the Sequence Chart will allow students to visually show the details of the selection.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Strategies Graphic Organizer is a visual presentation or a diagram for major concepts and additional terms. It is an organizer which conveys information to the students before and after they read. Sequence Chart is a graphic organizer that show the order of actions taken in the story.
Materials Student Activity Sheet 4a on page 24 Student Activity Sheet 4b on page 25 Assessment 1 Group Performance Checklist on page 17.
Activity 4 “Let's Sequence” 1. Form groups of six. 2. Let them choose a leader,secretary and a reporter. 3. Distribute Activity Sheets 4a,b and c “Let's Sequence” on pages 24and 25. 4. Explain directions if needed. 5. Give them enough time to do the activity. 6. Call reporter to report their outputs. 7. Process the activity by this question: How important is paper today? Explain your answers.
Formative Assessment Use Assessment 1 Group Performance Checklist on page 17 to assess the activity
Roundup To roundup, the teacher can also ask for more insights on their realization of the selections.
5. Practice and Application In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose In this stage the students will write a composition on the “Importance of Paper in the World Today”After students have written their composition, they will show their paper with a friend for corrections and feedback. Then,, they will revise their compositions based on the feedback from their peers.
Strategy Expressive writing is the kind of writing you do when your primary purpose is to explore and/or communicate your personal experience, your opinions about things, your response to the world, including the world of reading.
Materials Meta card pens
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS papers/journals Assessment 2 “Rubric for Writing on page 26.
Activity 5 “Composition” This is an individual activity. 1. Instruct student to prepare their paper or journal notebook. 2. Tell them to write their ideas/thoughts about the “Importance of Paper in the World Today.” 3. Give them enough time to do the activity. 4. Ask them to exchange paper with a seatmate for corrections/editing. 5. Let them rewrite their composition after the editing. (Note:Give enough time for the editing and rewriting their paragraphs.) 6. Process the activity by calling on volunteers to share their composition to the whole class.
Formative Assessment Use Assessment 3 “Rubric for Writing” on page 26
Roundup To put the lesson into a close ask these questions: Do you find paper important today? Why? (Note: Assign the materials for the art activity the next day such as old newspapers,screen with nylon setting,bleach(Optional) large container, water and blender ahead. )
6. Closure This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose In this stage, students will be engaged in a creative work of art using recycled paper. They will recycle scrap papers to make beautiful greeting cards.
Strategy Paper Art is an art activity making use of papers.
Materials Lots of newspapers Screen with nylon setting bleach (optional) large container water blender
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS marking pen decorating materials for the card Assessment 3, Rubric for Greeting Cards Using Recycled Paper on page 27
Activity 6 “Cycle Again” 1. Form triads. 2. Tell them to prepare their material for the Paper Recycling. 3. Give the steps on how to recycle paper. Please see table below: How To Recycle Paper: ➢
Tear cut the scrap paper into small pieces and put them in a large container. You can add color to your project by tearing up brightly colored paper and adding it to the torn scrap paper.
➢
Mix about 1 gallon of warm water and 1 teaspoon of bleach together and add it into the large bucket of small pieces of paper.
➢
Add enough warm water to cover completely the small pieces of paper inside the container. Repeat this process until all the paper has been blended.
➢
Blender the soaked paper. If it doesn't blend easily, add more water to the blender. This is now call slurry.
➢
Pour the slurry into another container and repeat the process until the paper has been blended.
➢
Drain excess water from the slurry using screens with nylon netting.
➢
Dip your screen into the bucket of slurry and lift it up.
➢
Let it dry enough.
➢
Add creative designs to make greeting cards.
4. Let them follow the steps and do the activity. ((This can be an extended activity for students.) 5. Ask them to make greeting cards out of their recycled paper and display them on the wall. 6. Tell the class to do a gallery walk and see the greeting cards using recycled paper. 7. Process the activity by asking: What is the importance of knowing how to recycle papers?
Formative Assessment Use Assessment 4 Rubric for Recycled Greeting Cards on page 27
Roundup To roundup ask the following questions: How did you find the activity?
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS Was it worthwhile doing? Why?
Teacher Evaluation (To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 8. 9. 10.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Student Activity 1 Word Detective Directions: Then complete the information needed to explain the word “Paper”.
What does it describe?
What does it mean?
PAPER
What are some examples?
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Assessment 1 “Group Performance Checklist” Directions: Tick the box that corresponds to the observed behavior of the members. Group No. ___________
Names of Members
Very attentive and excited to do the activity
Listen attentively to the ideas of others
Do not interrupt the concentrati on of others
Share ideas to others with focus and enthusiasm
Able to follow instructions correctly
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Teacher Resource Material 1 Listening Text
The Importance of Paper Remember that in the beginning writing was cut with a stylus into tablets of soft clay and allowed to harden. To retain these writings, it involved the storage of cumbersome clay tablets. These clay tablets were stored in the libraries of Mesopotamia. Take note that these tablets were heavy, breakable, and therefore not accessible by the ordinary person. Moreover, scholars were also trained to inscribe business transactions, religious material, laws, care of crops, and other useful things. On the other hand, Egypt had scrolls made out of papyrus. Remember that papyrus, from the Latin, papyrus, is the source of our word paper. Papyrus was made from a sedge growing in Egyptian marshes along the Nile. Remember that away from the Nile, the plant rarely grows stems thick enough to produce papyrus. This is critical because this made its production strictly an Egyptian enterprise. The plant was glued together in scrolls that usually contained 20 sheets that were then rolled up and tied shut. This form took up a lot of space, but at least was not breakable. In the second century BC, the Greeks were using parchment made from goat or sheep-skin. The skins were wetted, stretched on a frame and repeatedly scraped. The production did not last long. The basic concept here is that it involved a labor- intensive process yet do not produce many sheets of writing material, quickly. We see the real explosion of writing when the Chinese, in the second century BC, invented a paper from pounded Mulberry bark. This is significant because they used technology to produce thin sheets quickly although the ink penetrated and could not be erased from this paper. However, the spread of this technology is important because it was transmitted by Silk Road traders throughout Central Asia, pre Islam, and by Muslim traders throughout the Middle East and North Africa later. The battle of Talus in 751, Samarkand captured Chinese prisoners who then introduced the process of paper making. Paper making then, becomes a major manufacturing center for paper in the Arab world. This is significant because it made paper cheaply produced and widely used. http://www/silkroad.com/art/papermaking.htm
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Student Activity Sheet 3A-1 Word Grid Directions: Analyze the word as to the part of speech, roots, affixes and their meanings. WORD
PART OF SPEECH
ROOT
PREFIX
SUFFIX
MEANING
Production Captured Egyptians emperor Europeans chippers debarking digester additives slitter
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Student Activity Sheet 3A-2 Context Clues Directions: Read the sentences and give the meanings of the underlined words. 1.The process of making paper Tsai Lun received high praise from the10 emperor. Answer:_________________ 2.The secret of paper manufacturing was closely guarded by the Chinese to ensure monopoly. Answer:_________________ 3.Series of chippers equipped with whirling blades breaks down the log onto smaller pieces. Answer:_________________ 4.In the final stage of preparation the wood pulp is cleaned, refined and bleached. Answer:_________________ 5.The fillers and other additives are mixed with the fine slush. Answer:_________________ 6.Water is pumped into the purifiers before the water is pumped into the river. Answer:_________________ 7.The finished paper is spooled onto parent rolls which is wide and heavy. Answer:_________________ 8.Silk is expensive and bamboos heavy. Answer:_________________ 9.Recovered fibers are often added to the pulp. Answer:_________________ 10.The slitter cuts the spools into manageable rolls. Answer:________________
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Assessment 2 Peer Assessment Directions: Check the box of the statements that described your Peer's Performance. Name:_______________________________Date:________________
GOOD
BETTER
BEST
As a team member,
As a team member,
As a team member,
Helps the group in accomplishing the assigned task.
Helps the group more in accomplishing the assigned task.
Helps with full enthusiasm in accomplishing the assigned task.
Listens to other members' ideas.
Listens intently to Listens quite well to other members' ideas. other members' ideas.
Shares ideas with members.
Shares more ideas with members.
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Shares ideas always with members.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Reading Text A History of Paper
The History of Paper In ancient times, writing was generally on bamboo or on pieces of silk, which were then called ji. But silk being expensive and bamboo heavy, these two materials were not convenient. Then Tsai Lun thought of using tree bark, hemp, rags, and fish nets. In 105, he made a report to the emperor on the process of making paper and received high praise for his ability. From this time paper has been in the use everywhere and is called the “Pper of Marquis Tsai.” In few years, the Chinese began to use paper for writing. The first printed newspaper was seen in China. For a long time, the secret of paper manufacture was closely guarded by the Chinese. They even tried to eliminate other Oriental centers of production to ensure of a monopoly. However, in 751 A.D., the T’ang army was defeated by the Ottoman Turks at a mighty battle at the Talas River. Some Chinese soldiers and paper makers were captured and brought to Samarkand. The Arabs learned the paper making from the Chinese Prisoners and built the first paper industry in Baghdad in 793 A.D. They too, kept it a secret and Europeans did not learn how to make paper until several centuries later. The Egyptians learned the paper making from the Arabs during the early 10th century in Europe. The first printing press was invented by Johann Gutenberg in 1453 A.D. and the first paper industry in North America was built in Philadelphia in 1960.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Reading Text B How paper is made
How Paper is Made The paper-making process begins with the debarking of the logs. The logs are then sent through a series of chippers equipped with whirling blades, which break them down into smaller and smaller pieces. The tiny fragments are then pressure cooked with chemicals in a large vat called a digester to separate the fibers. At this point, recovered fibers are often added to the pulp. In the final stage of preparation, the wood pulp is cleaned, refined, bleached, and run through a series of beaters until it is a fine slush. At this point fillers and other additives can be mixed in. When preparation is complete, the slush is pumped onto a fast-moving wire screen where it will start to become a continuous sheet of paper. As water is removed from the forming paper, it is pumped into purifiers where the chemicals and particles are removed before it is returned to a stream or river. The chemicals and particles can be burned to provide additional power for the paper mill. As the pulp travels down the screen, excess water is drained away leaving a crude paper sheet called web. The web is then squeezed between rollers to remove remaining water and ensure uniform thickness and smoothness. Finally, the web is run through a series of heated rollers to remove any remaining water. The finished paper is spooled onto 'parent rolls', which can be 30 feet wide and weigh 25 tons. The parent rolls are run through a machine called a slitter which cuts them into smaller, more manageable rolls. Now the paper is ready to be shipped for use by a variety of businesses for products we all use everyday.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Student Activity Sheet 4A “Let's Sequence” Directions: Show the history of how paper begun using the Sequence Chart below.
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Student Activity 4B “Let's Sequence” Directions:Sequence the process of “How Paper is Made”. Step 1
Step 7
Step 2
Step8
Step 3
Step 9
Step 4
Step 10
Step 5
Step 11
Step 6
Step 12
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Assessment 3 Rubric for Writing Task
Criteria
Very Good
Good
Fair
Content
The idea of the The idea is writer is somewhat clearly stated. vague.
The idea is not stated.
Mechanics and Grammar
The paragraph has no error in punctuation, capitalization, and spelling.
The paragraph has at least 14 errors in punctuation, capitalization and spelling.
Paragraph has 5 or more errors in punctuation, capitalization and spelling.
Legibility
Legible handwriting
Marginally legible handwriting.
Writing is not legible.
Use of Facts in the Writeup
The paragraph contains at least 3 or more facts about the topic.
The paragraph contains at least 2 facts about the topic.
The paragraph has no facts found about the topic.
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Points
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BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS
Assessment 4 Rubric for Greeting Cards using Recycled Paper Criteria
Very Satisfactory
Satisfactory
Fair
Neatness
There were no extra visible marks on the greeting card.
There were two or more visible marks on the greeting card.
There were more than four visible marks in the greeting card.
Accuracy in Following Directions
Directions on how to do the recycling was followed accurately.
There was one step when directions was not followed accurately.
There were two steps when directions were not followed accurately.
Appearance
The finish product was explicitly beautiful.
The finish product was beautiful.
The finish product was quite acceptable.
Message
Written message was excellent.
Written message was good.
Written message was fair.
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Total
27
BASIC EDUCATION ASSISTANCE FOR MINDANAO THIRD YEAR ENGLISH COMMICATIVE SITUATIONS MODULE 2 — MAKING MEANINGS For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans. Stage
1. Activating Prior 2. Setting the Learning
Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and Application
6. Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
Total time for the Learning Guide
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Total number of lessons needed for this Learning Guide
28