Name: Ryshelle Piamonte Section: BSED- English 3-2

Learning Activity 9. Think of specific topics in your area of specialization. Choose one
specific topic in each level appropriate for Preschool, Elementary and High School.
Prepare activities that will enhance their collaborative skills.

Preschool

Topic: Letter Mm

Specific Objectives:

a. Cognitive Domain: List objects that starts of letter M.

b. Psychomotor Domain: Develop the knowledge in letters Mm.
c. Affective Domain: Recognize objects and names of objects with the beginning letter
Mm.

Method/ Strategy: Student-centered Learning

Name & Instruction of the Activity:

Activity # 1. Guess Me!

The teacher will show the picture of the following:

1. mouse 2. mother
3. monkey 4. moon
5. mango
Then, guess what is in the picture show.

Activity # 2. Think- Pair- Share

The student will be task to group by pair. They will be given pictures. Then recognize whether
the pictures are beginning of the letter Mm or not.

Elementary

Topic: Adjectives

Specific Objectives:

a. Cognitive Domain: Identify adjectives and their role in the sentence.

b. Psychomotor Domain: Form sentences using descriptive adjectives.
c. Affective Domain: Discuss some descriptive adjectives that describe people, places and
things. Ex: short, bad, wide, beautiful, fat...

Method/ Strategy: Student-centered Learning

Name & Instruction of the Activity:

Adjective Activity

For this activity, you’ll need several different objects students might enjoy touching and
interacting with, like stuffed animals, placed throughout the room. You’ll also need a basket full
of words on cards. Some of the words should be adjectives, some should not be adjectives.

1. Number the objects in the room.

2. Put students into groups/pairs depending on your objects and the size of the class.
3. Have each group start at a specific number. (You can have them choose this or assign it.)
4. They should choose one adjective from the cards or create their own for each object.
5. Once everyone is done, have them pick their top three objects.
6. They should create one sentence for each object using their adjective.
7. Allow students to read their sentences out loud and discuss.

Move around the room to guide and assist the students as needed.

High School

Topic: Barriers to Effective Communication

Specific Objectives:

a. Cognitive Domain: Explain why there is a breakdown of communication;

b. Psychomotor Domain: Identify at least one solution to overcome each of the identified
communication barriers.
c. Affective Domain: Demonstrate the barriers of communication in a role playing.

Method/ Strategy: Students-centered Learning

Name & Instruction of the Activity:

Pairs activity # 1: Communicating without words

Divide the students into pairs. Give one pair a sentence that they have to communicate to their
partner or get them to make up their own sentence. They are not allowed to use words. Some
examples include

 I have a headache
 I want to go outside
 I would like a drink
 I am having fun
The other student has to guess what the student is trying to communicate. Ask some of the
students to demonstrate to the rest of the class how they communicated their message.

ACTIVITY 2: Role plays

Students work for three groups. Each group is given a question to role play from activity. Do not
share the question with any other group. Write a short script demonstrating the barriers of
effective communication and how to deal with it. Present your role play to the class.

At the end of each role play, ask the class to identify and describe the situation that the group
was required to role play. Ask if there are any further ideas that the group could have
incorporated into their role play to make communication more effective and positive.

Role plays should focus on the following key elements: showing respect, demonstrating
understanding, being a problem solver, not giving up, being patient, and being friendly.