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For Writing Skills:

EN7WC-III-a-2.2:Compose simple narrative texts

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The purpose of learning objectives is to clearly state what learners are expected to know, understand, or be able to do after a lesson or course.

The goal of learning objectives is to guide teaching and learning, helping teachers plan lessons effectively and helping students focus on what’s important and measure their own progress.

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This section presents our self-made randomizer called “Popsicle Me.” It consists of a box filled with popsicle sticks, each labeled with a student’s name. During class, the teacher uses it to randomly select students to answer questions or participate in activities.

Purpose: The purpose of “Popsicle Me” is to ensure fair and equal participation among students, making class discussions more engaging and inclusive.

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In this section, we use “Mini Stickers” as rewards for students. These stickers have different score values. Through this system, students become more motivated and encouraged to actively participate and collaborate during class activities.

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In this part, the teacher gives each student a "Bingo card". The students then interact with their classmates by asking where they saw certain scenes from the story or video they watched. As they find matches, they mark their bingo cards until they complete a horizontal, vertical, or diagonal line.The bingo activity helps students recall story events, identify key details, and express ideas clearly. These skills are essential in organizing thoughts and composing their own simple narrative texts.

Purpose: This activity aims to make learning more interactive and enjoyable while reinforcing students’ understanding of the story.

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This part introduces the lesson with the activity “Scavenger Hunt” using a Storybook. In this activity, students are given a list of items, characters, events, or details to find within the storybook. Working individually or in groups, they carefully read or browse through the story to locate each item on the list. Once they find an item, they mark or write it down as evidence.

Purpose: The “Scavenger Hunt” serves as an engaging introduction to the lesson, capturing students’ attention and activating their curiosity about the story. It encourages active reading and participation right from the start. The activity not only enhances comprehension and observation skills but also strengthens writing skills by helping students organize ideas, recall story details, and express their findings clearly, important foundations for composing simple narrative texts.

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In this section, it presents the game “Guess Me”, an interactive learning activity that uses a Pocket Chart to help students visually and actively explore story elements. By matching pictures to labels.

Purpose: The activity helps students understand story elements and develop writing skills by retelling stories, sequencing events, describing characters and settings, and organizing ideas, laying a foundation for composing simple narratives.

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This section summarizes the key elements and procedures of the lesson. Through the use of Mini Booklets, students work together to create short narrative stories based on a given writing prompt. They engage in brainstorming, discussion, and planning, developing the characters,

settings, plots, conflicts, and resolutions of their stories. By assigning roles such as writer, editor, and illustrator, every student participates actively, promoting teamwork, creativity, and essential writing skills. The activity provides a structured approach that helps students organize their ideas and strengthens their narrative writing abilities.

The activity was designed and carried out under the supervision of the instructor to ensure it met lesson objectives and maintained clarity and accuracy

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Application (Instruction  with Prototype)

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Application (Instruction  with Prototype)

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In this sectio students apply their learning through the “Own Narrative Story” activity, where they work in pairs to create a short narrative story using the worksheets provided by the teacher. After completing their story, they will paste it on the Mini Board provided in class.A popsicle me randomizer will be used by the teacher to randomly select one student from each pair to present their story to the class.

Activity, prototype, and rubric were approved by the instructor for alignment and effectiveness.

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This section evaluates whether students achieved the lesson outcomes throughthe answering the question the 10 item MCQ QUESTIONS. About the elementa of the story that is essential in wrting their own narratives .A simple printed handout is given to each student. An answer key is prepared to ensure accurate grading.

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This section reinforces learning through the “Highlight Me!” activity. Students are given a worksheet containing a short story and tasked with identifying the elements of the story. They will highlight each element using a designated color to visually distinguish them.

Detailed instructions are provided to guide students, ensuring the activity aligns with the lesson objectives and promotes deeper understanding.

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In this section it presents the language competency ,learning outcomes, learning activity and the assessment strategy which showed in this alignment matrix that serve as the blueprint in making thier Traditional Instructional Matrials.

This alignment matrix was consulted by our instructor and made we revision to fully produce a srtuctured matrix.

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This video presentations highlights the the learners activity as well as the Instructional Materials being used and the step by step explanation in making the instructional materials.

This video presentation provide a visual guide on how the Instructional Materials are presented in the demontrations.

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COMPREHENSIVE DIGITAL TOOL _WRITING SKILLS