CENTRAL COLLEGES OF THE PHILIPPINES

HIGH SCHOOL DEPARTMENT

SENIOR HIGH SCHOOL DIVISION

TEACHING GUIDE IN DISASTER READINESS AND RISK REDUCTION (2ND Semester, S.Y. 2018-2019)

Time Allotment Week 4-6 (July 6-16 2018)

Topic/Lesson Name I. Reading Academic Texts
Content Standards The learners demonstrate understanding of the concept, nature and effects of disasters.
Performance Standards The learners relate the concept of disaster with daily life
Learning Competencies The learners…
1. explain the meaning of disaster
2. differentiate the risk factor underlying disasters
3. describe the effects of disasters on one’s life
Specific Learning Outcomes The learners should be able to…
1. Recall prior knowledge about disaster through a semantic web
2. Describe a disaster
3. Give personal experiences related to disaster.
4. Identify the risk factor underlying disasters
5. Analyze the factors of disaster risk
6. Evaluate events that have led to a disaster
7. Give examples for each factors of disaster
8. Describe different effects of disaster
9. Enumerate the effects of disasters
10. Demonstrate the effects of disaster through tabloo/skit
Materials Manila Paper, Cartolina, Colored papers, Pentel pen
Resources Miciano, Mishima Z. (2016), Enhanced English Engagements, English for Specific Purposes, Makati City: Don
Bosco Press Inc.
Internet: https://www.kibin.com/essay-writing-blog/thesis-statement-examples/
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

PROCEDURE:

I. Introduction

1. Prayer
2. Checking of Attendance
3. The teacher will present the students the specific learning outcomes:
a. Recall prior knowledge about disaster through a semantic web
b. Describe a disaster
c. Give personal experiences related to disaster.
d. Identify the risk factor underlying disasters
e. Analyze the factors of disaster risk
f. Evaluate events that have led to a disaster
g. Give examples for each factors of disaster
h. Describe different effects of disaster
I. Enumerate the effects of disasters
j. Demonstrate the effects of disaster through tabloo/skit

II. Motivation

Game:
1. Ask the students to group themselves into 4 groups.
2. Ask them to write the word “DISASTER” in the middle of a paper.
3. For 1 minute, ask them to write down words related to disaster. A letter of the word must be within the word disaster.
4. The highest point will be the winner
5. Relate the activity to the new lesson.

III. Instruction/Delivery (LO1

1. Ask the students to give ideas about DISASTER through Semantic Web.
2. Ask them to describe a disaster they experienced and share it with the class.
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

3. Ask the students to provide examples for each concept of disaster.

D – disruption
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 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

4. Ask the students their ideas about the following lesson

Summary – shortened passage, which retains the essential information of the original. It is a fairly brief restatement – in your own words of the
contents of a passage.

*Summarizing is:
 Keeping - “Keep only the important information.”
 Deleting - “Do not include supporting details in your summary.”
 Paraphrasing - “Use your own words.”

*Ask the students: What are the ways in summarizing a text?

*Ask the students to guess the jumbled letters through its definition.

Techniques in Summarizing:

1. PHPAESRAAR

Answer: PARAPHRASE
–means to completely and correctly express other people’s ideas in one’s own words.
Examples:
You’ve cooked us all a hot potato.  a troublesome person or issue
Prevention is better than cure.  it is better to prevent something unpleasant from happening than try to put it right afterward.

Steps in Paraphrasing:
 Read the original carefully and comprehend its meaning wholly and correctly.
 Consider the original article as a whole. Not in isolated sentences

2. Get the AIMN AIDE

Answer: MAIN IDEA

–is the thesis or main point of an informational text.
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

Steps in Getting the Main Idea:

 Know the topic of the text.
 Consider the words that are repeated throughout the material that refer to the same subject – most probably that is the topic of the material.
 Express what is being said about the key word, probably one sentence per idea.
 Group the sentences whose ideas are closely related and try to express each group’s ideas in just one sentence.

Example: *Ask the students to get the main idea of the text by following the steps

 Topic: Habitat
 Maid Idea: The concept of habitat is very important.
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

 Topic: Television
 Main Idea: TV violence has some negative effects.
 Paraphrase of Main Idea: TV violence can have harmful results.

*more examples will be added during discussion.

3. Ways of DENOCNTSAION

Answer: CONDENSATION

 Use synonyms or synonymous phrases.

Example: He had a good command of English  He knew English well.
 Change the structure of simple sentences.
Example: My brother has an appreciation of modern art.  My brother appreciates modern art.
 Turn complex sentences into simple sentences.
Example: He received a welcome that was as cold as ice.  He received an icy welcome.
 Combine the sentences.
Example: Hurry up. If you don’t, you’ll miss the train.  Hurry up or you’ll miss the train.

4. Make an LIOTUEN

Answer: OUTLINE
-topic and sentence outline

Reminders in writing a summary:

Write in the present tense.

Make sure to include the author and title of the work.
Be concise: a summary should not be equal in length to the original text.
If you must use the words of the author, cite them.
Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the
author wanted to say, not to provide a critique.
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

IV. Practice (LO4 and LO5)

1. Group Activity:
a. Ask the students to group themselves according to the course that they are going to take.
b. Each group will be given a text related to their course.
c. Ask them to summarize the text in 30 minutes and present it using visual aids.

V. Enrichment

Assignment 1: Individual (LO4 and LO5)

1. Download and listen to the commencement speech of Steve Jobs at Stanford University in 2005.
2. Take down notes as you listen to his thought-provoking speech and write a one-paragraph summary of the entire speech, in 15 sentences or
less, on ½ sheet of paper.

Individual Activity: (LO2)

1. The students will listen again to the speech of Steve Jobs and focus on the story of connecting the dots.
2. The students will paraphrase what Steve Jobs said about it being impossible to connect the dots looking forward, at the back of their
assignment.

“You can’t connect the dots looking forward; you can only connect them looking backward. So you have to trust that the dots will somehow connect
in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all
the difference in my life.”
- Steve Jobs

VI. Evaluation

1. A quiz about the topic will be taken by the students.

2. The rubric of the individual activity:
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

NEARING PROFICIENCY PROFICIENT ADVANCED

CRITERIA
(1-2 points) (3-4 points) (5 points)
Accuracy of Some information is correct, others Almost all of the important information All important information in the
information are inaccurate. in the material is accurately expressed. material is accurately expressed.
Clarity of The content is difficult to Most of the content is easy to The content is very clear. The flow of
content understand. The flow of ideas is understand. The flow of ideas is mostly thought is consistently easy to follow.
hard to follow. easy to follow.
Originality of Many phrases are copied from the Most of the ideas are expressed in the All of the author’s ideas are
phrasing original. writer’s own words. expressed in the writer’s own words.
Correctness in There are many errors in grammar There are a few errors in grammar and There are no errors in grammar and
grammar and and punctuation. punctuation. punctuation.
punctuation
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

disruption
 CENTRAL COLLEGES OF THE PHILIPPINES
HIGH SCHOOL DEPARTMENT
SENIOR HIGH SCHOOL DIVISION

Prepared by: Date Submitted: Approved by:

Angelie C. Lozada July 2, 2018 Mr. Aris Magmanlac, Head SHS