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.

Dell Followed A Hybrid Focus Strategy Commerce Essay

Dell Followed A Hybrid Focus Strategy Commerce Essay Porters theory of generic strategies, the Ansoff Matrix, the strategy clock and the TOWS Matrix are the important tools that are needed to produce strategic options (Proctor, 2000, p 37) (Williamson, et al, 2003, p 78) Based on Porters generic strategies, it can be said that Dell followed a hybrid focus strategy. A hybrid strategy is a combination of both differentiation and cost leadership strategy (Johnson et al, 2008, p.230). Dell is constantly structuring its business to be seen more than a PC business and is focusing on different areas of business such as security, business logistics and applications as well as minimising on its costs as far as possible. Based on the Ansoff matrix, Dell can be said to have adopted market development mainly to encourage growth. Selling directly to customers enable dell to enter market development phase by selling new products through new distribution channels. The strategy is based on selling existing products in new markets by reaping the majority of market share. The Ansoffs will be used to suggest the strategic direction for Dell. By investing in RD can be beneficial to Dell as it can continuously develop new products with the latest technology on the market before its competitors, thereby benefitting from first mover advantage. Its strong brand name can enable Dell to impose insurmountable barriers to its competitors. Moreover, it can expand its customer base and retain its customers. As discussed above, people also want the latest technology, thus there is high opportunity of growth in this market. However, focussing on RD will mean diverging from the direct sales model as innovative products necessitate various channels of distribution to ensure speedy delivery. As a result, RD can move Dell away from its mass customisation which is one of its core competencies. Dell can move into business consulting which may be a good source of revenue streams. The biggest opportunity which Dell can leverage is its efficient value chain. Its efficient value chain enabled it to achieve lot of success and therefore by moving into consulting can further strengthen its reputation. By entering into consulting, it will enter a new market and reach new customers which will help it expand its customer base. However, Dell only has specific knowledge but it is not equipped with the necessary expertise to enter into consulting and serve the market profitably which can tarnish the image of the business in the future. This strategy encourages Dell to return to its core competencies and calls for the company to get back to basics. It pushes the company to improve upon those competencies. The strategic direction can be market development and method here can be strategic alliance and joint ventures. The company can form alliances with consulting companies. This method is good in the sense that it does not require much investment. Dell can reinvigorate on its core competencies and further integrate in the market. Dell can strengthen its core competencies further by including more suppliers, improving its customer service, engaging in more marketing and promotion initiatives and expanding the turnkey solutions. By adopting this strategy, dell can improve its value chain, concentrate on the existing market and expand its customer base. Moreover, this strategy do not require much investment as Dell does not have to reinvent itself and product new products. Dell is dependent on Intel processor gives it limited choice to satisfy all its customers. Therefore, by adding more suppliers, Dell can offer more configuration choices to its customers. The growth of enterprise solutions and service businesses has led to a change in the revenue stream of the business in 2010. Dell therefore can leverage on that important asset by providing more predictable solutions to customers and hence strengthen its position in the market. By following this strategy, dell can continue to maintain its position in the market as a pioneer and differentiate itself from its competitors. The proposed method here can be Strategic Alliances and Organic Development. Therefore, by engaging into alliances, Dell can make use of the resources of its alliances to provide new goods and services to its customers more easily. Using strategic alliances in the existing market will enable Dell to improve and increase its retailing of products. Financial position Dells financial position shows a stellar performance which can be shown by its ratios. Revenues in May 2012 fell below the forecast due to high fall in sales as new technologies tablets and iPad have taken a larger share of the market. Therefore to overcome this gloomy outlook, Dell is diversifying into other line of business so as to remain competitive in the market. This clearly explains its recent waves of international mergers and acquisitions it has taken over the last two years (The New York Times, 2012). Dells profits slid by 47% in the third quarter of 2012. This is because Dells business is considered to be a static one which is tied to the sale of PCs, while consumers want the latest technology. This has led  to the continuous increase in demand for tablets and smartphones which have spurred growth in the market (Bloomberg businessweek, 2012). Dell has recently adopted storage as part of its business. Coupled with that, it is now aligning its storage portfolio to provide non-stop, fluid data solutions. There was an increase in revenue of 16% from 2010 to 2011 mainly due to an improvement in the economy. During a recession, people usually decrease their demand for luxury goods which clearly shows the decline for 2009. The growth of enterprise solutions and service businesses has led to a change in the revenue stream of the business in 2010. There was an increase in revenue from 14.3% in 2009 to 18.7% in 2011. Compared to the poor net income performance in 2010 due to a big fall in revenue, that of 2011 was pretty good. There has been an increase of 84% in net income in 2011 from 2010. This resulted from an increase of 1.6% and 2.5% in profit margin and ROA respectively. The improvement in growth can also be attributed to the increase involvement of Dell in service operation. As a result, Dell continues to invest a lot in its service aspect of business (Part 2, Item 7, Form 10-K, Dell Inc. 2011). Dell has touted an increase in growth mainly from its acquisitions. There was an increase in current assets by $4,776 billion from 2010. This resulted mainly from due to an increase in cash and cash equivalents which represented 4.4% of total assets. Cash and cash equivalents rose mainly due to an increase in revenue and a decrease in cash in investing activities. There was an improvement in fixed asset turnover from 24.3 times in 2010 to 31.5 times in 2011 which shows clearly that Dell has used its fixed assets more effectively to generate revenue. This represents a shift in their revenue streams (Part 1 2, Item 2 8, Form 10-K, Dell Inc. 2011). Both current ratio and quick ratio improved from 2010 to 2011 which shows that Dell managed its assets efficiently so as to maintain a good liquidity position. Due to a rise in retained profits in 2011, equity rise to $2billion. Equity rose from 28.9% in fiscal 2010 to 39.3% in fiscal 2011 mainly due to the purchase of shares and stock price variations. (Part 2, Item 8, Form 10-K, Dell Inc. 2011) Based on the BCG matrix, Dells PC can be classified as a cash cow. Its market continues to expand. To maintain its position as a cash cow, Dell has to come up with products to meet the needs and provide value to its customers. The star can be its server business and needs to be upgraded continuously so as to maintain its position. The question mark can be its service business and to turn it into a star, Dells has to increase its market share in that sector. GE matrix- dell PC can be said in the high segment as it has earned high growth in both the US and other countries by now. Its server business also has earned consistent growth till now. The service business is growing but not as much as that of server and PC business. This sector needs to be developed more so as to have a greater portion of its portfolio. Dells peripheral business which includes printers has significant growth in sales but is facing competition from its competitors hence placing it in the medium growth segment. Evaluating strategic options Strategic options can be evaluated by using assessment of Johnson Scholes (1999) who had put forward three criteria mainly suitability, feasibility and acceptability. Suitability takes into consideration whether the strategic direction chosen by the organisation fit the issues in which the organisation is operating and its appropriateness to the strategic positioning of the organisation, (Johnson Scholes, 2008). To evaluate the feasibility of the strategy, it is necessary to assess the capability of the business in terms of competencies. Concerning the market penetration, it can be said the strategy is feasible in terms of resource deployment. This is because Dell is not doing anything new. It already has a high market share in the industry and is just expanding its customer base. Thus, it does not need extra manpower. Also, by engaging into alliances it has the possibility to use the resources of its alliance. Product development- Focussing on RD to produce new innovative products require a lot of investment and new competencies. This can prove to be costly in the long run. Market development- Dell will have to hire more resources and even employ more staff to monitor the new business and also recruit expertise in this field. As a result, it can be costly. ACCEPTABILITY It is concerned with the future outcomes and it can be measured in terms of risk and return and impact on shareholders. After analysing the financial position of the company, it can be said that Dell has a good performance and though the market and product development needs sufficient investment, the company is well placed to undertake the option. Market penetration- Dell has a high position in the market and thus by adopting this strategy will not need much investment in terms of financial and human resources. After analysing Dells strengths and opportunities, it is found that Dell can adopt this strategy without much risk and can use the resources of its alliances to serve the new market Product development can be quite risky for Dell as it has to invest a lot on RD and also its competitors have already move ahead with innovative products. Hence, its products can fail thereby tarnish its image. Dells return on investment (5 yr avg) is 18.64 compared to that of the industry which is 14.96 (Reuters, 2012). This shows

Owney Madden :: essays research papers

for so many years. It was wasting away, but the Don Corleone from the UK would do everything he could to establish a name for himself, through a life filled with luck and crime. Liverpool, England, the birth to British and American Rock sensation, The beatles, was also the birthplace of one of the world’s most notorious killer. It was in Liverpool, England, 1892, that Owney Madden was born. However, only in 1903, did he and his family emigrate to New York and settle in the slums of Manhattan's Hell's Kitchen. At an early age, Owney joined the Gophers and despite his light build, he was renowned as a tough and crazy gangster. He was a crack shot with a pistol and he used his trademark weapon, a lead pipe concealed in a rolled-up newspaper, to great effect. He was nicknamed "Killer Madden" at the age of 17 because by that time he already had two murders under his belt. Many more would follow. Madden moved out of his family's tenement apartment and rented a house with Tanner Smith. Smith had been leader of a relatively unsuccessful street gang known as the Marginal Gang, but became a Gopher when the Marginal split up. Soon after they moved into the house, neighbors began to complain about the all-night parties that the two gangsters held. Members of the Gophers would often come over and spend the night drinking, gambling and brawling at Owney and Tanner's. When the landlord threatened to throw them out, Madden asked "Mister, did you ever hear of Owney Madden?" The man replied that he had heard of him and Madden said: "Well Mister, I am Owney Madden." Apparently, that was enough to intimidate the owner of the house, but the neighbors continued to suffer from their entertainment and one night, a number of policemen arrived to break up a party. When he spotted them Madden shouted through a window: "We'll shoot the gizzard out of any cop that tries to come in here." True to his word, when the sergeant knocked on the door, Madden aimed his pistol through the window and killed him. The police retreated, waited for reinforcements and then stormed the house, handing out severe beatings to the gangsters they found inside. They never discovered which of the men fired the shot from the window and Madden, still a minor, was released the next day on a $500 bond.

Teens and Sex - Teen Pregnancy :: Exploratory Essays Research Papers

Teen Pregnancy Before we venture into the controversial aspects of teen pregnancy, I think that it is imortant to answer a vital question brought up by one of our classmates. This question addresses how teen pregnancy has evolved and how times have changed to bring upon such a serious issue. To begin answering this question we must take a look back in time to the roles of women and men in our society. Teen pregnancy is not just a rare virus that has recently sprung up and will someday dissapear due to some type of cure. Adolescent pregnancy has plagued our country for over three centuries, but it is only more recently that we have noticed its growth and severe impact on many aspects of society. The social change that lead to this visibility is not only based on a change in sexual behaviors, but it also is based on a change in the nature of adolescence. These changes begin with the decling of the average age of menarche. The average age for menarche in girls ten years ago was 14.2; this age has dropped by two years since then. The average age for menarche today is 12.2. This statistic suggests that since girls are capable of having children at younger ages they are also more apt to have sex at a younger age. The social changes that effect these statistics deal with the raising of the average age of marriage, standard attitudes towards marriage as a sacred institution, and economic shifts which have led to a need for longer educational careers. These changes have produced pockets of urban poverty where education is often not valued or taken seriously. Unfortunatly, the need for higher education is reflected in the fact that only at levels after high school has enrollment increased in recent years, and only in the late teens are whites more likely than blacks to enroll in an educational institution. Due to the demands of the economy many young people are dependent on their parents for a longer peroid of time which has left some groups without access to the economic options that allow them to prepare for the future. Â   Some of the reasons for the increased age in marriage stem from the changing roles of women in our society. Women are now more than ever participating in a mans work world, and dealing with such problems as maintaining their homes, the cost of childrearing, and the importance of an education.

Dams :: essays research papers

Many people have already dammed a small stream using sticks and mud by the time they become adults. Humans have used dams since early civilization, because four-thousand years ago they became aware that floods and droughts affected their well-being and so they began to build dams to protect themselves from these effects.1 The basic principles of dams still apply today as they did before; a dam must prevent water from being passed. Since then, people have been continuing to build and perfect these structures, not knowing the full intensity of their side effects. The hindering effects of dams on humans and their environment heavily outweigh the beneficial ones. The paragraphs below will prove that the construction and presence of dams always has and will continue to leave devastating effects on the environment around them. Firstly, to understand the thesis people must know what dams are. A dam is a barrier built across a water course to hold back or control water flow. Dams are classified as either storage, diversion or detention. As you could probably notice from it's name, storage dams are created to collect or hold water for periods of time when there is a surplus supply. The water is then used when there is a lack of supply. For example many small dams impound water in the spring, for use in the summer dry months. Storage dams also supply a water supply, or an improved habitat for fish and wildlife; they may store water for hydroelectricity as well.2 A diversion dam is a generation of a commonly constructed dam which is built to provide sufficient water pressure for pushing water into ditches, canals or other systems. These dams, which are normally shorter than storage dams are used for irrigation developments and for diversion the of water from a stream to a reservoir. Diversion dams are mainly built to lessen the effects of floods and to trap sediment.3 Overflow dams are designed to carry water which flow over thier crests, because of this they must be made of materials which do not erode. Non- overflow dams are built not to be overtopped, and they may include earth or rock in their body. Often, two types of these dams are combined to form a composite structure consisting of for example an overflow concrete gravity dam, the water that overflows into dikes of earthfill construction.4 A dam's primary function is to trap water for irrigation. Dams help to decrease the severity of droughts, increase agricultural production, and create new lands for agricultural use. Farmland, however, has it's price; river bottomlands flooded, defacing the fertility of the soil. This agricultural land may also result in a loss of natural artifacts. Recently in Tasmania where has been pressure

Crime and Victimization Essay

Crime is an unfortunate part of many people’s lives – both for the victim of the crime and also the suspect. There are many theories as to why crimes happen, who commits the crimes, and why crimes happen to certain people. Not all crimes can be solved, or questions answered but these theories give a peek into the thinking or background behind some crimes that are committed. Social process theory believes that individuals are socially conditioned into or against crime (Siegel, â€Å"Social Process Theory†). Negative family relationships, limited education or association with others who have little or not respect for the law, can have a significant impact on a person’s life. The case of Christopher Newsom and Channon Christian, is a perfect example of this theory. Christopher and Channon, both 21, were on a date in January 2007, in Knoxville, Tennessee when they were carjacked and abducted late at night. They were taken to the house of a man named, Lemaricus Davidson where they were tortured and eventually killed. This terrible murder was not only the act of Lemaricus Davidson, but four additional individuals: Letalvis Cobbins, George Thompson, Eric Boyd and Vanessa Coleman (Channon Christian, Christopher Newsom murders). Social process theory believes if a person associates with criminals, they are more likely to engage in criminal activity themselves. Over a period of hours, these five individuals slowly tortured Christopher and Channon. They suspects were all involved in this horrific crime and did not attempt to stop each other. With various local, state and federal organizations/agencies, depending on the crime(s), one or more organization/agency can be involved. A majority of routine traffic stops and arrest and done by local law enforcement. Sometimes, if a pursuit entails, more than one agency may be involved, especially if the pursuit crosses into another county or state lines. More serious crimes, involve federal agencies. This type of crime would involve acts of terrorism, money laundering, drug trafficking or serial murders. One recent crime would be three murders in Cleveland, Ohio by a convicted sex offender (Associated Press). In this case, because of the number of victims and the possibility of additional victims, both the local Cleveland Police Department and the FBI are involved in this case. Cleveland PD is involved, because the crimes happened in their jurisdiction. The FBI is involved in this case as well, because they are dealing with a serial killer and there are potentially additional victims that have not yet been discovered. In a case like this, the various organizations/agencies work together to try to solve the crime and gather evidence. Just by reading your local newspaper, you will find that a number of crimes happen in your own community. Recently, in a local community in Virginia a 25-year-old man was charged with murder and robbery, when he shot a 55-year-old man who was out walking his dog around 9:40 PM. Police report that the victim was approached by the suspect, shot the victim and robbed him and then fled the scene. Police were given the description of the man they saw fleeing the scene. It was also reported that the gun used in this crime was stolen from a car in a local neighborhood (Aric Alexander Smith). Not all crimes are preventable; sometimes criminals are determined to commit a crime for one reason or another. In this case, it may not have been preventable but steps could have been taken to possibly deter activity like this. Sometimes, increased patrols can deter car breakings and confrontations just simply because there is a visual presence of law enforcement. Many neighborhoods have adequate lighting with the idea of a better-lit area may have less criminal activity. Law enforcement also educates the community on how to protect themselves and their home when walking late at night, going on vacation and some even offer self defense classes (Siegel and Worrall, 99). Crime is an ugly side of our society, but measure can be taken to possibly avoid certain situations or to make oneself less likely to become a victim. There are many tips and suggestions on things such as even visiting an ATM or going to the bank, to make yourself not stand out or become a victim of a robbery – be prepared when going to an ATM, make sure you don’t have to dig  in your pockets or your purse; use an ATM in a well lit area; be aware of your surrounding. Simple things like this could help one’s chances of becoming a victim. Not all crime is avoidable, but we can do what we can to try and make it less likely to happen. References Siegel, Larry J. (N. D. ) Social Process Theory. www. NCJRS. gov. Retrieved July 27, 2013, from https://www. ncjrs. gov/App/publications/abstract. aspx? ID=185186 Associated Press. (July 21, 2013) Three Ohio Murders. www. foxnews. com. Retrieved July 27, 2013 from http://www. foxnews.com/us/2013/07/21/three-bodies-found-wrapped-in-plastic-in-cleveland/ (February 21, 2013). Aric Alexander Smith. www. wusa9. com. Retrieved July 27, 2013, from http://www. wusa9. com/news/article/244584/256/Aric-Alexander-Smith-Charged-With-Murder-Robbery-In-Shooting-Death-Of-Gregory-Lee-Holley-Sr-In-Woodbridge-Va Siegel and Worrall. 2013. Essentials of Criminal Justice. (N. D. ) Channon Christian, Christopher Newsom murders. www. knoxnews. com. Retrieved July 27, 2013, from http://www. knoxnews. com/news/news/local/channon-christian-christopher-newsom-murders/

The Mask in Lord of the Flies

Ralph demonstrates many different dimensions in his character in the first four chapters of Lord of the Flies, by William Golding. Ralph is portrayed as the novels protagonist but unintentionally sways towards evil at some points in the novel. Golding describes him as the largest boy on the island, but has a â€Å"mildness about his mouth that proclaims no devil† (page 7). His size, demeanor and use of the conch shell prove him to be the chosen leader of the group of boys on the island. He is the direct representation of order, leadership, civilization and innocence.Ralphs innocence is shown early on in the novel when he is unable to comprehend why the other boys chase their barbaric instincts and focus solely on killing the piglet, whereas he rather work towards a common goal, and proceeds by organizing a signal fire to be made and building shelters. His innocence is also proved when he accidently spills Piggy’s nickname, which he was not to tell anyone. When Piggy get s upset over this, Ralph apologizes and shrugs it off not knowing the damage he unintentionally caused Piggy.Ralph discovers a use for the conch shell; he brings the boys together and discusses how they should proceed, with building shelters, a fire and hunting. Ralph takes into account the litluns fears of the beastie, by putting great importance on building shelters to provide a sense of protection and ‘home’. As Oldsey and Weintraub state in The Art of William Golding, Ralph occupies himself â€Å"doing what must be done rather than what one would rather do† (page 22). Proving him to be the protagonist in The Lord of the Flies.