SENIOR HIGH SCHOOL

CULMINATING ACTIVITY
Quarter 3 – Module 1
Week-1 & 8

Department of Education ● Republic of the Philippines

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St. Peter Drive, Poblacion, Tabango, Leyte
Tabangoshs.standalone@gmail.com/Tabango Senior High School-FB page
 WHAT I NEED TO KNOW

This Module in Culminating Activity aims to produce

a creative portfolio that will integrate their learning
in specialized learning areas under humanities or
social sciences.
This module has 6 parts or lessons. Lesson one (1)
My ABM PORTFOLIO, Lesson two (2) Planning the
portfolio, Lesson Three (3) Comments, Feedbacks
and Observation, Lesson Four (4)

Every part of the module contains activities and enhancement

exercises utilizing pictures, and illustrations which have been proven as
effective instructional materials in improving the writing skills of the
students.

WHAT SHOULD I EXPECT

Learning Objectives: At the end of the module, the learners shall be able
to:

1. Formulate a plan that will demonstrate the key concepts,

principles, and processes of humanities and social sciences;
2. Write a concept anchored on the prepared plan;
3. Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance and concepts;

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 4. Synthesize insights from the observations, comments, and
recommendations of peers and/or teachers.

WHAT IS IT

THINGS TO REMEMBER TO
GET THROUGH

LESSON 1 MY ABM PORTFOLIO

WHAT I NEED TO KNOW

Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles, and processes of
Accountancy Business and Management

Learning Objectives: At the end of this lesson, the learners are expected to:

1. Know and understand the term “ portfolio” and it’s purpose;

2. Identify the different types of “portfolio”

3. Determine the parts of “ portfolio”.

What is a Portfolio?

A portfolio is a “ flat case for carrying papers and drawings” (Merriam- Webster
Dictionary, 2015)’ Indeed, Portfolios are used by painters, architects, and other artists to
showcase samples of their best work. Portfolios in education, on the other hand, contain
samples or evidences of what students have learned in a particular subject area at a given
time.

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 “ A portfolio is a purposeful, integrated collection of student work showing effort,
progress, or achievement in one or more areas” (Belgrad, Burke, and Fogarty, 2008, 2). It is
also a “record of learning that focuses on students’ work and their reflections on the work”
(Benson and Barnett, 1999, 14). Indeed, it is another way assessing student learning
without the use of standardized tests and evaluation.

In general, there are four types of portfolios used in education (Johnson, Mims-Cox,
and Doyle-Nicholas, 2010, 38).

a. Showcase Portfolio - Similar to the original meaning of “portfolio,” a showcase

portfolio is a collection of a student’s best work in a given discipline or subject area.
The student is the one who selects which work he/she considers best and why.

b. Growth Portfolio - A growth portfolio demonstrate how a student developed

particular skill or knowledge over time. It provides evidence of a student’s progress
in a learning area. Unlike a showcase portfolio, you not only see a student’s best
work, but also see the students journey toward achieving excellence in the given
skill.

c. Project Portfolio - A project portfolio emphasizes how a student completed

discipline-based procedures or processes. The projects documented usually
represent tasks or skills that professionals in the field usually do in real life.

d. Academic Portfolio or Standards-Based Portfolio - An academic portfolio is

a collection of student work that represents achievement of the content and
performance standards for a given course.

For the HUMSS Individual Learning Portfolio, we shall be combining the elements of
the showcase portfolio and the standards-based portfolio. This means that your portfolio
must contain your best work or most significant experience in each of the subjects you
have taken under the HUMSS Track.

WHAT'S MORE

The following are the Portfolio guidelines:

MY ABM PORTFOLIO
You may use any printed format for this portfolio as long as it contains all required
components. It must also comply with the criteria as reflected in the rubric provided.

PURPOSE OF THE PORTFOLIO

To showcase the student’s best work (within or outside class) that reflects achievement
of learning goals in each of the specialized subjects under the HUMSS Strand.

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 PARTS OF THE PORTFOLIO
(Hopkinton High School,1999,194)

1. Cover Page -- The student may creatively design the cover as long as it includes the
following information: name of student, grade level, section, school year, name of school,
and name of teacher.

2. Portfolio Checklist and Self-Assessment-- Checklist of requirements and self-

assessment using the rubric provided.

3. Table of Contents

4. Preface-- A narrative that provides a brief background of yourself and why you are
making a portfolio. It must also describe the reasons and process you used in selecting the
artifacts or works you have included in your portfolio. Finally, it should include your all
overall reflection and learning.

5. Presentation of Selected Work

Format:
a. Subject -- Identify the subject where each artifact belongs.
 Introduction to World Religions and Belief Systems
 Disciplines and Ideas in the Applied Social Sciences (DIAS)
 Creative Writing
 Creative Nonfiction
 Disciplines and Ideas in the Social Sciences
 Philippine Politics and Governance
 Trends and Critical Thinking in the 21st Century Culture
 Community Engagement, Solidarity, and Citizenship

b. Artifacts -- The student’s best work may include actual student output within or
outside class; photo of a school presentation/performance; reflection paper; awards;
commendations; etc. You may include memorabilia related to the main artifact you are
presenting.

c. Description of the Artifact -- Brief narrative describing what, when, where, how, and
why of the chosen artifact.

d. Learning Goals Reflected -- Content or performance standard related to the artifact.

e. Reflection on the Artifact -- This may include your most significant learning or
realization about yourself or the subject.

6. Personal Vision and Goals for the Future -- Narrative that describes your dreams, goals,
and aspirations for yourself for the next 10 years. Some questions you may use as guide
are the following:

 Where do you see yourself ten years from now? What would you be doing?
 What have you achieved personally and professionally?
 What would you do to make these dreams and aspirations happen?

LESSON 2
Planning the Portfolio
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 LESSON 2

Learning Objectives: At the end of the lesson, the learners are expected to:

1. identify the Portfolio Development Phases; and

2. develop a Portfolio Development Plan

Let’s Recall!

A Portfolio is…

WHAT IS IT

Portfolio Development Phases

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of

portfolios in education normally goes through six phrases, namely:

1. Projection- This is the stage where students define the goal or purpose of the
portfolio. In this case, the purpose of the portfolio is to showcase their best work
and connect them to the course standards. At this stage, the students also

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 identify subtasks necessary in developing the portfolio. They would also estimate
the time and resources available the project.

2. Collection- The student collects and retrieves as many evidences or outputs

from the course.

3. Selection- the student evaluates all of the artifacts gathered using criteria
appropriate for the purpose of the portfolio. In this case, the criteria would focus
on excellent artifacts that are aligned with the standards of the course.

4. Reflection- The student makes personal and academic insights based on the
artifacts gathered. This includes reflections for each artifact and reflections for
the whole portfolio.

5. Self-Assessment – Using the rubric or criteria provided by the teacher, the

student evaluates the completed portfolio. A student enhances the portfolio in
the areas he/she rated low.

6. Connection and Presentation- Students share their portfolio with classmates,

teachers, and even parents. They are also given the opportunity to provide
feedback on the portfolio.

In terms of management of portfolio ideas, Johnson, Mims-Cox, and Doyle-Nichols

(2010) provided some tips which you may follow:

1. Set up a time line with due dates for installments in the portfolio.
a. Practice writing reflective statements for each potential portfolio entry
b. Make sample reflection sheets for dry runs
2. Review samples of completed portfolios with importance of appearance and
scoring.
3. To ensure clarity of expectations, review the rubrics or scoring guides on
advance.
4. Make the portfolio process convenient.
a. Use materials that are readily available
b. Store folders alphabetically in milk crates or cardboard boxes, or file
cabinets
c. Use binders
d. Color-code to distinguish among classes

WHAT'S MORE

Lets’ Practice!

To help you strategize, fill up the Portfolio Development Plan template below:

Projection/Planning Stage

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 Collection

Selection

Reflection

Self- Assessment

Connection and Presentation

WHAT I CAN DO

Let’s Do It!

For the next two weeks, use your time to gather, organize, and reflect on your portfolio.
By this time, you are expected to start making your portfolio. All of the inputs must be
gathered. Write a reflection on each portfolio entry.

Portfolio entries to accomplish:

Portfolio Entry no. 1: RESUME *attach your resume

*write a reflection about the resume that
you made
Portfolio Entry no. 2: APPLICATION *attach your application letter
LETTER * write a reflection about writing your
application letter

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Portfolio Entry no. 3 : JOB INTERVIEW
Portfolio Entry no. 4 : COMPANY RULES
AND REGULATIONS
Portfolio Entry no. 5: WORK IMMERSION
TASK/ACTIVITIES
Portfolio Entry no. 6: DAILY TIME
RECORD AND DAILY TASK RECORD
Portfolio Entry no. 7: PERSONAL TRAITS
1 you demonstrated during the work
Portfolio Entry no. 8: PERSONAL TRAITS
2 you demonstrated during the work
Portfolio Entry no. 9: UPDATED RESUME
Portfolio Entry no. 10: WORK
IMMERSION HIGHLIGHTS
Portfolio Entry no. 11: REFLECTION ON
CREATING MY PORTFOLIO
Portfolio Entry no. 12: COLLAGE OF MY
SENIOR HIGH SCHOOL EXPERIENCE
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*attach photos of your job interview
*write a reflection on your experience in
your job interview
*attach a list of your company’s rules and
regulation
*write a reflection on how you behaved and
followed their rules and regulations
*attach photos of you in your work
immersion activities
*write a reflection on how you managed to
comply your work/ task. Was the task
easy? Was is difficult?
*attach your Daily time record and daily
task record
*write a reflection on how having a time
record affect your efficiency in
accomplishing your task
*attach photos of good personality traits
immersion which is on pleasing
appearance, courtesy, conduct,
industriousness, and reliability
* attach photos of good personality traits
immersion which is on sociability, drive
and leadership. Mental maturity, and
stress tolerance
*attach updated resume
*write a reflection about the resume that
you updated
*attach photos of your highlights during
the work immersion
*write a reflection of your whole experience
during your work immersion
*write a reflection on creating a portfolio
using CERAE format.
C- Content: what is your portfolio about
E-Experience: what are your experiences in
creating the portfolio?
R-Reflection: what have you learn in your
portfolio creating experience?
A-Action: what do you plan to do based on
your reflection?
E-Evaluation: Evaluate the experience as a
whole.
*attach a collage of your Senior High
School experience
 LESSON 3

Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility, appropriateness
and relevance of concept.

Learning Objectives: At the end of the lesson, learners are expected to:

1. Express and relate specific but not restrictive comment, feedbacks and
observation on the feasibility, appropriateness and relevance of concept in the
social sciences;
2. evaluate concept in the social sciences; and
3. use the comments, feedbacks and observation to glean information he/she ne

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 Let’s Recall!

According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of

portfolios in education normally goes through six phrases, namely:

1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the

portfolio.

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or

outputs from the course.

3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered using criteria

appropriate for the purpose of the portfolio. In this case, the criteria would focus
on excellent artifacts that are aligned with the standards of the course.

4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights based on

the artifacts gathered. This includes reflections for each artifact and reflections
for the whole portfolio.

5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she

rated low.

6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their portfolio with

classmates, teachers, and even parents. They are also given the opportunity to
provide feedback on the portfolio.

Let’s Answer This!

1. Why should this sample be included in your portfolio?

I chose this piece because ....
2. How does this sample meet the criteria for selection for your portfolio?
3. What are the strengths of this work? Weaknesses

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 What Is Feedback?

Feedback can be information about the quantity or quality of a group’s work, an

assessment of effectiveness of the group’s task or activity, or evaluations of members’
individual performances.

Why Groups Needs Feedback

First, group members who believe that their input to the group will be
evaluated are less likely to become social loafers – those members who hide
behind the efforts of other group members.
Second, at the group level, group members who receive positive feedback about their
group’s performance and their interactions are more likely to be satisfied with group
member relationships, believe that their group is more prestigious, be more cohesive, and
believe that group members are competent at their task or activity (Anderson, Martin, &
Riddle, 2001; Limon & Boster, 2003).

Levels of Feedback

Task and Procedural Feedback

Feedback at the task or procedural level usually involves issues of effectiveness and
appropriateness. Issues of quantity and quality of group output are the focus of task
feedback.

Procedural feedback
It provides information on the processes the group used to arrive at its outcome. Is
the brainstorming procedure effective for the group? Did group members plan sufficiently?

Individual Feedback
Feedback that focuses on specific group members is individual feedback. This
feedback may address the knowledge, skills, or attitudes a group member demonstrates or
displays. A good place to start is with seven characteristics that affect an individual’s ability
to be an effective group member (Larson & LaFasto, 1989).

Types of Feedback
There are three types of feedback—descriptive, evaluative, and prescriptive—each of
which has a different intent or function, and carries different inferences.

Descriptive Feedback

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 Feedback that merely identifies or describes how a group member communicates is
descriptive feedback. You may describe someone’s communicator style, or you may note
that someone’s verbal communication and nonverbal communication suggest different
meanings.

Evaluative Feedback
Feedback that goes beyond mere description and provides an evaluation or
assessment of the person who communicates is evaluative feedback.
Too much negative evaluative feedback decreases motivation and elicits defensive
coping attributions, such as attributing the feedback to others.
At the extreme, it can destroy group members’ pride in their group. In these cases,
group members are likely to spend additional time rationalizing their failures (for example,
finding a way to see a loss as a win) (Nadler, 1979).
To be constructive, evaluative feedback that identifies group member deficiencies is
best given in groups with a supportive communication climate in which trust has developed
among members.

In contrast, favorable feedback generates motivation and increases feelings of

attraction among group members (Nadler, 1979).
Naturally, we assume that positive evaluative feedback will have positive effects on a
group. But can a group receive too much favorable feedback?
A group inundated by positive remarks, particularly in the absence of negative
evaluations, will start to distrust the feedback as information and perceive it as insincere.

Prescriptive Feedback
Feedback that provides group members with advice about how they should act or
communicate is prescriptive feedback.
The feedback process is not a blaming process. Rather, it should be used as an
awareness strategy, a learning tool, and a goal-setting strategy.

Relational Feedback
Feedback that provides information about the group climate or environmental or
interaction dynamics within a relationship in the group is relational feedback. This
feedback focuses group members’ attention on how well they are working together rather
than on the procedures used to accomplish their tasks.

Individual Feedback
Feedback that focuses on specific group members is individual feedback. This
feedback may address the knowledge, skills, or attitudes a group member demonstrates or

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displays. A good place to start is with seven characteristics that affect an individual’s ability
to be an effective group member (Larson & LaFasto, 1989).
 going to respond to three main issues:
 (a) Do you demonstrate the essential
skills and abilities needed by the team?
 (b) Do you demonstrate a strong desire
to contribute to the group’s activities? And
 (c) Are you capable of collaborating effectively with other team members?
Group Feedback At this level, feedback focuses on how well the group is
performing. Have team members developed adequate skills for working together?

Is it clear now…how will you put it into practice?

Let’s Practice!

1. What would you like your _____ (e.g., parents) to know about or see in your
portfolio?
2. What does the portfolio as a whole reveal about you as a learner (writer,
thinker, etc.)?

A feature of this portfolio I particularly like is ....

In this portfolio I see evidence of ....

3. Looking at (or thinking about) an earlier piece of similar work, how does this
new piece of work compare? How is it better or worse? Where can you see
progress or improvement?

“I think what this student meant was _______, so I’ll give them the point”
“I really liked how you did ________, nice job!”

4. How did you get "stuck" working on this task? How did you get "unstuck"?

“I really liked how you did ________, nice job!”

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You did a great job… ☺☺☺

Let’s Remember This!

Reflection…today, you are able to

 Express and relate strengths, weaknesses, and growth or
change of products/putput performances.
 Evaluate to help develop process skills such as self-evaluation
and goal-setting.
 Use sample of best work for evaluation

Let’s Do It!

Instructions: The students will be divided into 4 groups. Read the following situations and
give positive feedbacks on it. Use the strategies you have learned from the discussion.

1. In a welding class, the teacher gives students a performance task. The work is
done when it is ‘up to professional welding standards’ for that type of weld. The students
receive a description of the standard in writing, with a drawing. But the key is the last
phase. “When you think your weld is up to standard, put it on this table, and sign it with
the magic marker – signifying it is up to standard.” On the table students will also find
some welds up to standard from previous years and some that are not, marked as such. I
watched a boy who thought his was ready. But upon getting to the table and closely

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inspecting all the welds on the table, he went back to his station (having realized his was
not up to standard) to work further.

2. A 12th-grade teacher of writing teaches his students to peer review and self-
assess. All papers after that training only go to him for final review after the paper has first
gone through the review process: a) Student gives the peer group the draft of the paper. The
cover sheet states the purpose and audience of the writing, and the student asks for
targeted feedback. b) The peer group reads and does 2 things – notes places where purpose
was best achieved and not achieved. They also mark places on the paper where they lost
interest – and they explain why orally to the writer. c) The writer decides which feedback
(and advice) to take and which not; revises the paper, and attaches to it a self-assessment
along with a brief statement as to which feedback they accepted, which feedback they
rejected and why – and then hand this all in to the teacher.
3. Grade 12 students are given challenging social studies tasks throughout the year.
There are three rubrics: one for the quality of the final product and performance, one for the
quality of the research, and one for student independence in doing the work. Students score
their own work before handing it in against the rubrics. Part of their final grade reflects the
accuracy of their self-assessment as compared to peer scores and teacher scores. Here is
the gist of the rubric for independence: 1: student completed the task successfully with no
help or hints from the teacher. 2: the student needed a minor hint (e.g. a question or
indirect reminder) to complete the task. 3: the student needed 2-3 hints/cues/scaffolds to
complete the task. 4: the student could only complete the task with significant prompting
and cueing by the teacher. 5: Even with significant prompting, the student could not
complete the task.

4. Every Friday, teachers collect index cards in response to two questions they pose
to their 12th graders: What worked for you this week? What didn’t work for you this week
(and why)?  Teachers report back to students on Monday, with a summary of adjustments
that the teachers might be making, based on the feedback.

REFERENCES:

Online Sources

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guide-feedback

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 LESSON 4

Synthesize Insights from the Observations, Comments, and

Recommendations of Peers and/or Teachers

WHAT I NEED TO KNOW

Competency 4: Synthesize insights from the observations, comments, and

recommendations of peers and/or teachers

Learning Objectives: At the end of the lesson, the learners shall be able to:

1. Categorize the observations, comments, and recommendations of peers

and/or teachers

2. Integrate the observations, comments, and recommendations of peers and/or

teachers; and

3. Propose a plan of action based on the observations, comments, and

recommendations of peers and/or teachers

WHAT I KNOW

Instructions: In a clean sheet of paper (a4 size) please answer the following questions below
in 3 to 5 sentences ONLY. Make sure your work is neat, understandable, and follows proper
capitalization, punctuation, and grammar rules. Five (5) points is the highest possible score
in each item.

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 1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?

WHAT IS IT

What is Synthesizing?

Synthesizing is similar to baking a cake. When we bake a cake, we combine all of

the separate ingredients – eggs, flour, sugar, butter, etc – to make a new thing, a cake!
When we synthesize, we take what we already know and mix it with what we have
learned from reading and discussion to create new ideas and understandings.

WHAT'S NEW

Learning to synthesize can be challenging for some students, but there are a few
different support strategies that teachers can use in their lessons.

The REST Method

For upper elementary and middle school grades, an easy approach to teaching
synthesizing is the REST method.

 R – read two different sources about a topic and record ideas.
 E – edit notes and combine concepts that are similar.
 S – synthesize by combining notes with what you already know about the topic.
 T – think about your new ideas and connect them to what you already know.
Teachers will need to model using the REST method and provide a lot of practice for
students to master this strategy. While practicing REST, some students may like to draw
pictures while others may refer to write notes. As long as students are recording their
information, teachers should allow each student to process the information the way that
works best for him or her.

The ADD Method

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 In younger grades or for students that are struggling with synthesizing, teachers can
use the ADD method. ADD is similar to REST, but it can be used with just one text. The
advantage of ADD is that it helps students learn to integrate their learning with what they
already know and discussions with other students. If students are still learning how to do
that, it may be too much for them to synthesize information from multiple texts.

 A – what the students already knows about the topic.

 D – what the student learned during the reading on the same topic.
 D – what the student learned during the discussion of the topic.
I think of ADD as a stoplight. A is the red light, where students stop and think about what
they already know before moving on. During the read, students proceed with caution
(yellow light) and process new facts about the topic. The green light is the discussion, when
students talk with peers and discuss what they have learned about the subject.

Venn Diagram

Also teachers can use a Venn Diagram to teach synthesizing.  Students can use this
method to record facts about two topics, which go in the large outer circles and then record
overlapping facts and ideas where the circles overlap. They can add information at each
step – prior knowledge, reading, and discussion. From this diagram, students can formulate
their own ideas and thoughts about the topic. However, keep in mind that Venn Diagrams
really only work well with simple topics and comparisons.

ACTIVITY 1

Students will categorize the observations, comments, and recommendations of peers

and/or teachers based from the rubrics given.

ACTIVITY 2

Integrate the observations, comments, and recommendations of peers and/or

teachers based from the rubrics given.

ACTIVITY 3

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 Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.

* Suggested Rubrics

My ABM Portfolio Rubric

Category 4 3 2 1

Exceeds Meets Standards Approaching Below Standards

Standards Standards

Comprehensiveness All required All required All required All required

(25%) elements are elements are elements are elements are
present in the present in the present in the present in the
portfolio. portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio

contains more contains one of contains one of contains one of
than one best the best work for the best work for the best work for
work for each of each of the eight five to seven less than five
the eight HUMSS learning HUMSS learning HUMSS learning
HUMSS learning areas. areas. areas.
areas.

Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic Academic Academic

concepts and concepts and concepts and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact are artifact are identified and
clearly identified. clearly identified. most of the
artifacts were
The student’s included.
own explanation
of each academic
concept or
principle is
included.

Credibility of Background Background Background No background

Artifacts (20%) information and information is information is information is
supporting included to included to provided for the
evidences are prove that all prove that most artifacts.
included to artifacts were of the artifacts
prove that all made by the were made by
artifacts were student. the student.
made by the
student.

Depth of Reflection Response Response Response Response

(20%) demonstrates demonstrates a demonstrates a demonstrates a
are in-depth general reflection minimal lack on, or
(Central Piedmont reflection on, on, and reflection on, personalization
Community College, and personalization and of, the theories,
2015) personalization of, the theories, personalization concepts, and/or
of, the theories, concepts, of, the theories, strategies

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 concepts, and/or and/or concepts, and/or presented in the
strategies strategies strategies HUMSS learning
presented in the presented in the presented in the areas.
HUMSS learning HUMSS learning HUMSS learning
areas. area. areas.

Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate communicate consistent;
McDonald, 2015) and clearly the message. the message; message blurred
communicate others seem by the elements.
the message. misplaced

Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four more than four
grammar or in grammar or errors in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.

Instructions: In a clean sheet of paper (a4 size) please answer the following questions below
in 5 to 6 sentences ONLY. Make sure your work is neat, understandable, and follows proper
capitalization, punctuation, and grammar rules. Five (5) points is the highest possible score
in each item.

1. How did you apply synthesizing?

2. How did you apply integrating?
3. How did you apply categorizing?

Great job! You have completed Week 5 activity successfully! Before

going to the next activity, check the icon that best shows your learning
experience.

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 I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things
that I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things
that you need to relearn.
If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.

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