Professional Documents
Culture Documents
ASINGCO,ADRIANNE KEILEY S.
CABILES,CHRIS IAN C.
TILA, THOMGIE B.
VERGARA, NIKKI S.
C. CHARACTER
Types of Characters
1. Dynamic or developing character: characters that change
2. Flat or stereotype character: character that is too good to be true or
too evil to be accepted.
3. Round character: multi-dimensional; a character that shows a wide
range of trait, he is dynamic as the developing character.
Traits expected of a character:
a. Consistent( in goodness/evil), even in their changes or inconsistencies
b. Believable or probable, that is, they are life-like or realistic in their
actuations, in their thoughts or feelings.
c. Properly motivated, meaning, they act according to certain behavioral
laws or reasons.
Ways of revealing a character
e.g.: The old lady was small and frail, with a shock of white hair.
Beneath her smile she was struggling with tears. She raised her joined
hands to salute the Buddha image and kept them raised all the
way.(The Hind Leg of the Elephant by Riem Eng)
E. SETTING/ATMOSPHERE:
Setting indicates not only physical place, but also time in which action
by Maria Aleah G.
Taboclaon
2001 by Copper
Sturgeon
THE elves came to stay with us when I
was nine. They were noisy creatures
and we would hear them stomping on
an old crib on the ceiling. We heard
them from morning till night. They
kept us awake at night.
One night, when it was particularly
unbearable, Papa mustered enough
courage and called out. "Excuse me!"
he said. "Our family would like to
sleep, please? Resume your banging
tomorrow!" Of course, we had tried
restraining him for we didn't know
how the elves would react to such
audacity.
We got the shock of our lives when
silence suddenly filled the house--no
more banging, no more stomping from
the elves. Papa turned to us smugly.
Sheepishly, we turned in for the
night, thankful for the respite.
When dawn came, the smug look on
Papa's face the night before turned
into anger for shortly before six, the
banging started again, and louder this
time! We got up and tried speaking to
the elves but got no response. The
banging continued all day and into the
night, and stopped at the same
hour--eleven o'clock. And at exactly
six a.m. the next day, it started
again.
What could our poor family do?
Papa tried to call an albularyo to get
rid of our unwelcome housemates but
the woman was booked till the end of
the week. Meanwhile, the elves had
become our alarm clock. When they
start their noise, we would get up and
do our errands. Papa would start
cooking, I would start setting the
table, Mama would sweep. The whole
house--my older sister and my cousin
would water the plants, and my
brother would start coloring his
books. (We really didn't expect him to
KUUU8
Greatly Exceeds
Expectations
Exceeds
Expectations
(Excellent)
(Good)
5 points
4 points
Meets Expectations
Below Expectations
(Satisfactory)
(Fair)
3 points
2 points
Knowledge
of Subject
Matter
Demonstrates masterful
knowledge of the subject
matter.
Demonstrates above
average knowledge of
the subject matter.
Demonstrates adequate/
average knowledge of the
subject matter.
Demonstrates below
average knowledge of
the subject matter.
Demonstrates a v
poor knowledge o
subject matter.
Communicati
on
Skills/Clarity
Demonstrates a superior
ability to communicate
with the class/audience,
and the presenter/teacher
is clearly and easily
understood.
Demonstrates an
above average ability
to communicate with
the class/audience,
and the
presenter/teacher is
clearly and easily
understood.
Demonstrates an
adequate/average ability
to communicate with the
class/audience, and the
presenter/teacher is
understood.
Demonstrates a below
average ability to
communicate with the
class/audience, and
the presenter/teacher
is not easily
understood.
Demonstrates a v
poor ability to
communicate with
class/audience, an
the presenter/teac
is not easily
understood.
Poise/Confid
ence
Demonstrates an
extremely poised and
confidence demeanor
while presenting the
lesson.
Demonstrates an
above average display
of poise and
confidence demeanor
while presenting the
lesson.
Demonstrates an average
display of poise and
confidence demeanor
while presenting the
lesson.
Demonstrates a below
average display of
poise and confidence
demeanor while
presenting the lesson.
Demonstrates a v
poor display of po
and confidence
demeanor while
presenting the les
Method of
Presentation
Demonstrates a superior
ability to use creative and
effective teaching
methods during the
lesson.
Demonstrates an
above average ability
to use creative and
effective teaching
methods during the
Demonstrates an
adequate/average ability
to use creative and
effective teaching
methods during the
Demonstrates a below
average ability to use
creative and effective
teaching methods
during the lesson.
Demonstrates a v
poor ability to use
creative and effec
teaching methods
during the lesson.
lesson.
lesson.
Voice
Speaks using an
above average volume
level and with clarity.
Also speaks without
using repetition of
words or phrases.
Speaks using an
adequate/average volume
level and with adequate
clarity. Also speaks
without using many
repetitious words or
phrases.
Speaks using a po
volume level and
very difficult to
understand. Spea
using many repeti
words or phrases.
Visual
Contact
Demonstrates a superior
ability to maintain eye
contact with the class/
audience throughout the
lesson.
Demonstrates an
above average ability
to maintain eye
contact with the class/
audience throughout
the lesson.
Demonstrates an
adequate/average ability
to maintain eye contact
with the class/ audience
throughout the lesson.
Demonstrates a below
above average ability
to maintain eye
contact with the class/
audience throughout
the lesson.
Demonstrates a v
poor ability to
maintain eye cont
with the class/
audience througho
the lesson.
Evidence of
Preparation
Demonstrates a superior
ability to organize and
execute the lesson.
Demonstrates an
above average ability
to organize and
execute the lesson.
Demonstrates an
adequate/ average ability
to organize and execute
the lesson.
Demonstrates a below
average ability to
organize and execute
the lesson.
Demonstrates a v
poor ability to
organize and exec
the lesson.
Orderly
Sequence
The logical
progression of the
lesson topics is
demonstrated with
above average
mastery. The lesson
easily flows well from
topic to topic.
The logical
progression of the
lesson topics is
demonstrated with
below average
competency. The
lesson does not
adequately flow from
topic to topic.
The logical
progression of the
lesson is
demonstrated wit
poor competency
The lesson does n
adequately flow fr
topic to topic.
Meets
Expectations
Below
Expectations
Criteria
Greatly Exceeds
Expectations
(Excellent)
Exceeds
Expectations
(Good)
(Satisfactory)
(Fair)
5 points
4 points
3 points
2 points
1 point
__________________
_______________
__________________________
_______________________
__________________________
_______________________
Professional
Appearance
and Conduct
The teacher
demonstrates above
average
professionalism in
terms of his/her attire
and conduct
throughout the lesson.
The teacher
demonstrates below
average
professionalism in
terms of his/her attire
and conduct
throughout the lesson.
Use of
The teacher
demonstrates a below
average ability to
organize and conduct
in class activities and
demonstrations.
The teacher
demonstrates a ve
poor ability to
organize and cond
in class activities
demonstrations.
AudioVisuals/
Demonstrati
ons
The teacher
demonstrates an
above average ability
to organize and
conduct in class
activities and
demonstrations.
Total Points:___________________
Comments regarding positive aspects of the presentation; what was done well.
The teacher
demonstrates poo
unprofessional att
and conduct
throughout the les
Comments regarding negative patterns/things that need improvement, including suggestions for improvement
where applicable.
http://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBwQFjAA&url=http
%3A%2F%2Fwww.eiu.edu%2Fassess%2FHST%2520Teaching%2520Presentation%2520Rubric.docx&ei=3PZVPeVFITQmwX5s4K4Cg&usg=AFQjCNFQV_78Gy_5oThOvz1q0_KDcVPLhw&bvm=bv.85464276,d.dGY
Criteria
Date_____________________
Unacceptable
Developing
Acceptable
74>
75-84%
85-92%
Exemplary
3
93-100%
Point
s
Context
for
Learning
Incomplete or no
description of
target
population and
learning
environment
Description of target
population and
learning environment
is vague and/or, the
appropriateness of
the lesson (for this
group) is not
convincing.
Description of target
population and
learning environment
is general and the
appropriateness of
the lesson (for this
group) is clear.
Common
Core/Stat
e
Curriculu
m
Standards
(10 pts)
Common
Core/State
standards are
not included.
Common Core/State
standards are not
included
Common Core/State
standards are listed
but missing for each
objective
Common Core/State
standards are thoroughly
listed for each objective.
Objective(
s)
Behavior,
criteria,
conditions, and
language
expectations are
unclear or
missing.
Behavior, criteria,
conditions, and
language
expectations are
somewhat clearly
communicated.
Behavior, criteria,
conditions, and academic
language expectations are
clearly communicated and
clearly and concisely
written (no unnecessary
word).
(10 pts)
(10 pts)
Assessme
nts
No assessment
procedures
included.
The behaviors
assessed are
inconsistent with the
behavior described
in the objective and
description of the
lesson.
Includes both
summative and
formative
assessments. The
behaviors assessed
resemble the
behaviors described
in the objective and
description of the
lesson.
Procedures are
incomplete or
missing.
The lesson is
introduced in manner
that may be
somewhat confusing
to students in order
to know what to
expect and what is
expected of them.
Procedures are
vague, lacking detail
required for a third
party to follow the
lesson.
(20 pts)
Procedure
s
(20 pts)
Modificati
ons
No modifications
included.
(10 pts)
Closure
(10 pts)
Reflection
(10 pts)
No procedures
for lesson
closure are
included.
Reflection is
vague and/or
incomplete
Include vague
modifications for
special needs
students, learning
styles, English
Language Learners
and other
anticipated
problems.
Includes vague
procedures for
closing the lesson
and transitioning to
the next or follow up
activity. Key points of
the lesson are
missing.
Includes a reflection
but does not
describe the lesson,
areas for growth,
strengths, and/or
modifications for
future lessons.
Include some
modifications for
diverse learners
special needs
students, learning
styles, English
Language Learners
and other
anticipated problems
you may encounter
and how to solve
them.
Includes detailed
modifications for diverse
learners, special needs
students, learning styles,
English Language
Learners and other
anticipated problems you
may encounter and how
to solve them.
Includes procedures
for closing the lesson
and transitioning to
the next or follow up
activity. Key points of
the lesson are
included, but poorly
articulated
Includes a somewhat
thoughtful reflection
describing the
lesson, areas for
growth, strengths,
and modifications for
future lessons and/or
lacks detail.
Includes a thoughtful
reflection describing the
lesson, areas for growth,
strengths, and
modifications for future
lessons.
Comments:
Total Points
http://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&sqi=2&ved=0CCsQFjAF&url=http%3A
%2F%2Fwww.tnstate.edu%2Fcoe%2Fdocuments
%2Flesson_plan_rubric.doc&ei=zuzZVKeuO8zh8AX7v4D4BA&usg=AFQjCNE0qhtrVKRBRxahZJMq_IRp_27UhQ&bvm=
bv.85464276,d.dGc