Biyernes, Oktubre 21, 2011
Desiderata in Cebuano
Taga Cebu
Just want to share this one to our friends in this page. Hope you like it.
Mga Kalab-uton (Desiderata)
Hinubad ni Chris D. Malazarte
Panaw's kahamugaway taliwa sa ka-alingisig og pag-apura
Og hinumdumi ang kalinaw diha sa kahilum.
Kutob sa mahimo og sa wala'y pagtalaw,
Magmabinati-on ka sa tanan.
Ibutyag sa tumang pagmatngon og katataw ang imong kamatu-oran;
Og manalinghog ka sa uban,
Bisan sa ilang pagka wa'y kabanka-agan og kawang sa kaalam
gani, naay mga kada-iyang sugid.
Likayi ang mga banha-an og mahuwabon;
kay makadagmal sila sa galamhan.
Kung itandi nimo ang kaugalingon sa uban,
Mahimo'ng mapasigarbohon ka o kaha masakitan ka lang,
kay sa kanunay adunay mas labaw og mas uyamot pa kanimo.
Ikalipay ang kalampusan ingon man ang imong mga laraw.
Pabili'ng magkanunayon sa imong mga tinguha hinunoa'ng mapahiubsanon;
kini'mao'y labawng bahandi sa nagkalain-laing haguros sa panahon.
Mag-amping sa imong mga kalihoka'ng patigayon,
kay ang kalibutan puno sa lingla.
Sanglit dili ka magpakabuta sa mga maayong mithi;
dagha'ng nanglimbasog sa taas nga tingusbawan,
Og bisa'g asa, ang kinabuhi puno sa pagkamabayanihon.
Magmatinud-anon sa kaugalingon.
Hilabi na ayaw pagpakaarun-ingnon sa pagpangga,
Lakip ang pagkatahap sa gugma;
atubangan sa iyang pagkamala og kapu-ol,
maluntaron pa kini sa mga kasagbutan.
Kalawata ang mga pagtulun-an sa katuigan,
og itugyan na lamang sa panumduman ang mga butang iya sa kabatan-on.
Ugmara ang kalig-on sa kalag isip taming sa kalit nga kalautan.
Ayaw budlaya ang kaugalingon sa mga mangi-ub nga paghanduraw.
Dagha'ng kahadlok ang nahimugso sa kalapoy ug pag-inusara.
Gawas sa bug-os nga pagpantol,
Magma-aghopon sa imong kaugalingon.
Ikaw nilalang sa kalibutan.
Labaw pa sa mga kakahoyan og kabitoonan;
katungod nimo ang mahimugso.
Ug tataw o dili man gani kanimo,
Wala'y limod ang pagpadayong paghikyad sa kalibutan sama sa naandan.
Busa, magmalinawon diha sa Ginoo
og unsa man gani ang imong paghulagway Kaniya.
og unsa man kining mga pagpanglimbasog og mga pangandoy,
sulod sa alingog-ngog nga kalibog sa kinabuhi,
Bat'ni ang kalinaw sa kalag.
Uban sa iyang mga limbong og kabulos,
ug mga nahugno'ng damgo,
Matahum pa gihapon ang kalibutan.
Pagmaya. Tinguhaa ang magmalipayon.
Teacher’s Prayer
Lord please help me to strength their voices, bodies and minds to express their feelings and control them sometimes to explore what’s near and venture a far but most important to love who they are.
Electrical Workshop
Unit Plan
Unit Author | |||||||||||||||||
First and Last Name | Renie T. Cavales | ||||||||||||||||
School District | Cebu City | ||||||||||||||||
School Name | CITE Technical Institute, Inc. | ||||||||||||||||
School City, State | Cebu City, Philippines | ||||||||||||||||
Unit Overview | |||||||||||||||||
Unit Title | |||||||||||||||||
Electrical Workshop | |||||||||||||||||
Unit Summary | |||||||||||||||||
In this unit, the students will learn about the electric circuits, conductivity and electric circuit works. Specifically, the relationship of resistance, voltage, and current in ohm's law. It is also found in this unit, the series and parallel circuits, insulator and conductor materials, basic electrical hand tools and components, and electrical safety. | |||||||||||||||||
Subject Area | |||||||||||||||||
Electricity | |||||||||||||||||
Grade Level | |||||||||||||||||
Third Year High School | |||||||||||||||||
Approximate Time Needed | |||||||||||||||||
4 hours per week | |||||||||||||||||
Unit Foundation | |||||||||||||||||
Targeted Content Standards and Benchmarks (BEC COMPETENCIES) | |||||||||||||||||
Teacher must be able to:
* Presentation: Series and Parallel Circuit
* Presentation: Ohm's Law
| |||||||||||||||||
Student Objectives/Learning Outcomes | |||||||||||||||||
Students should be able to:
| |||||||||||||||||
Curriculum-Framing Questions | |||||||||||||||||
Essential Questions | What makes a light bulb light? How electric current produces energy? | ||||||||||||||||
Unit Questions | What is an electric charge? What is Ohm’s law? | ||||||||||||||||
Content Questions | What is the difference between series circuit and parallel circuit? Why electricity is an important? | ||||||||||||||||
Assessment Plan | |||||||||||||||||
Assessment Timeline | |||||||||||||||||
First Grading- Knowledge with Understanding Students should be able to demonstrate knowledge and understanding of electricity, electric circuits and technology, including: 1. Facts, principles, natural laws and concepts, theories; 2. Electrical terminology, formulae, conventions (including symbols, quantities, units of measurement); and 3. Electrical measuring and test instruments and tools (including techniques of operation, safety aspects, care and use). Second Grading- Analytical and Problem-Solving Skills Students should be able to: 1.Interpret, evaluate and manipulate data and values available to calculate electrical \ quantities or solve problems; 2.Apply knowledge acquired in the subject to analyze requirements of technical problem or application; and 3.Recommend and virtually construct and test, with the aid of a computer-based control circuit design software, control circuit for technical problem or application. | |||||||||||||||||
Third Grading – Test Procedure and Designing Circuit Students should be able to: 1. Follow a sequence of instructions or test procedures; 2. Draw and read circuit diagrams; 3. Use correct tools and systematic techniques; 4. Practice to connect electrical components and circuits with reference to diagrams and drawings; Fourth Grading - Practical Skills Students should be able to: 1. Evaluate and test operation of electrical components, equipment and circuits; 2. Obtain, record and/or interpret observations, measurements and test results; and 3. Adopt safe working habit and practices in handling of equipment and tools and when working with electricity. 4. Install board wiring and residential / building wiring. | |||||||||||||||||
Assessment Summary | |||||||||||||||||
In this unit allows students to develop an awareness of the importance and benefits of electrical technology in modern life. It provides the foundation for further studies in electrical workshop or related fields at post-secondary level. The subject seeks to unlock the science and technology that underpins the operation and control of lighting, power, security, communication systems etc for residential, and commercial and industrial applications. Students will also learn how to integrate and apply their knowledge to devise solutions for real-life project electrical and control applications. | |||||||||||||||||
Assessment Rubrics | |||||||||||||||||
Written Test : Analytical and Problem-Solving Skills (30%) : Circuit Designing (10%) Performance Test : Practical Skills (40%) Interview (Individual / Group): Knowledge with Understanding / Circuit Operation (20%) Unit Test1. Written Test - Analytical and Problem-Solving Skills2. Circuit Designing 3. Performance Test | |||||||||||||||||
Unit Details | |||||||||||||||||
Prerequisite Skills | |||||||||||||||||
The students should be able to:
| |||||||||||||||||
Instructional Procedures | |||||||||||||||||
1. This unit studies the documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) to third year students. 2. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. 3. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving and practical exam. 4. Significant to PBL research, each subject’s body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four-grading were a predictor of final knowledge, but not of problem-solving success. 5. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. 6. The assessment is constructed as clear and simple as possible but then it requires them to think practically in each laboratory activity. 7. The Teacher should acquire the topic’s objective for a given allowable time with correspond to student’s learning needs. 8. The Teacher should adopt the real classroom/laboratory situation, available of facilities and make initiative for the improvement of learning and discipline for the students. | |||||||||||||||||
Accommodations for Differentiated Instruction | |||||||||||||||||
Special Needs Students | There are seven steps in special needs of the students on how to approach to considering adaptations to meet diverse learning needs in a strategy: STEP 1: Identify classroom environmental, curricular, and instructional demands. STEP 2: Note student strengths and needs. STEP 3: Check for potential areas of student success. STEP 4: Look for potential problem areas. STEP 5: Use information gathered to brainstorm instructional adaptations. STEP 6: Decide which adaptations to implement. STEP 7: Evaluate student progress. | ||||||||||||||||
Nonnative Speakers | Lesson Planning 1. Provide a clear outline or plan of the lesson at the beginning of class. 2. Build predictability into instructional routines such as opening and closing activities, directions, and homework assignments. Activities and Assignments 1. Involve nonnative speakers in some manner in all classroom activities. 2. Learn as much about your nonnative speakers as you can. The more you know about these students and their backgrounds, the easier it will be to incorporate them into your classroom. 3. Discuss your personal experiences and encourage students to discuss theirs, as they relate to the course content. 4. Use cooperative learning groups to encourage peer language teaching and learning. Include pair, small group, and full group activities in your class sessions. 5. Suggest or even require that students form study groups. If they protest that they do not have enough free time to meet, start them off with an initial meeting during class time, at which they can develop an agenda and a schedule. Study groups can be conducted in person or on-line. 6. Make your expectations clear. Whenever possible, provide examples of what you expect student to do in the writing as well as speech assignments. 7. Do not just give assignments orally. Put them on the blackboard, or better, distribute them in writing. 8. Encourage students to do outlines and early drafts of presentations and papers so that they can improve with practice and create better final products. 9. Feedback on drafts can be given by peers or the teacher. One way to ensure effective feedback processing is to require revise-and-resubmit letters. | ||||||||||||||||
Gifted/Talented Students | "Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment." - US Department of Education, 1993. Characteristics/Signs of Gifted Children Here are some characteristics of Gifted Students that parents should use to see if they think their child is gifted:
Gifted students usually have unusual talent in one or occasionally two areas. Below are six areas where we will find giftedness. No child will be gifted in all six, but some may be in more than one area. Within specific academic ability, students again usually have one or two subjects that they are best in and passionate about.
| ||||||||||||||||
Materials and Resources Required For Unit | |||||||||||||||||
Technology – Hardware (Click boxes of all software needed.)
|
Mag-subscribe sa:
Mga Post (Atom)