2. JESSIE EMMANUEL L.GALLEGO
MAEd-TESL
Notre Dame of Marbel University
First Semester: SY 2014-2015
I am Jessie Emmanuel L.Gallego, parent of one of your students in this
institution. It is not easy in my part as a father to receive information about the
elimination of a teacher who is handling the class for the special children. My
tears flow and I can feel the pain in my heart because one of your students in
special children class happened to be my child. I can still remember the
hardships that I felt during the time that my child was born. A child who wants
to see and feel the beauty of this world but because of my child’s situation it is
impossible that my child could enjoy what we could enjoy in this world. To my
fellow parents who are listening to me I know we have the same burdens but I
am asking for the administrators of this school to please let the teacher remain
in this school. I know that the teacher in special children class will be a great
help not only to my child but also to other special children and parents as well.
As a father, I know the great contributions of teachers in one’s life. Their
teacher would be a great help in molding them to become better and for them
to enjoy the essence of being a student and a child of God. To the
administrators, I am begging you to help our child by not eliminating their
teacher. We know that these special children need most of the attention and
education in life. I really want my child to experience the life of being a normal
student. As a father, I am craving and aiming for the total happiness of my
child.

3. To all the administrators, I am asking you the chance to help our children
because ever since I really like the system and I trust this school so much
that’s why it is not easy in my part that my child couldn’t enjoy and experience
his life here as a student. I am asking the help of my fellow parents and the
administrators in helping me to find those government agencies who can help
us to retain the teacher in this institution. As a parent, I am encouraging all
the parents and to all the administrators to let us be united as one. I know that
if we could join hands together we could be a great help to other people and to
our children as well. I know that we can find ways in order for us to find funds
for the teacher who is teaching in the special children class. Let us be positive
and let us keep our faith burning to our Almighty God because I know He will
help us. We may all have the courage in pursuing this plan. Thank you so
much.

4. Level of Students- 4th year High School
Name of Activity: Panel Discussion
Objectives: At the end of the session, the students should be able to:
a.) define Pre-marital sex;
b.) identify the causes of Pre-marital sex;
c.) enumerate the following effects of Premarital sex; and
d.) critically evaluate the impact of premarital sex in one’s life.
Time: 15-20 minutes only
Mechanics of the activity
There are 10 members in the group 1 member will act as Moderator Another 1 member will
also act as an Instructor and four members of the group will act as an Audience.
There will be 4 students who will discuss the topic Pre -marital sex.
The moderator will introduce the following panelists
Panelist 1 (Assuming that the 1st panelist is a RegisteredDoctor and he/she will give the
meaning of Pre-marital sex).
Panelist 2 (Assuming that the 2nd panelist is a Psychologist and he/she will discuss the causes
why some teenagers engage in premarital sex)
Panelist 3 (Assuming that the 3rd panelist is a RegisteredNurse and he/she will discuss the
effects of Pre-marital Sex).
Panelist 4 (Assuming that the 4th panelist is a Priest and he will discuss the impact of pre -
marital sex in one’s life).
The moderator will encourage audience to ask questions and the moderator will summarize
everything.

5. Rubric for Panel Discussion
Student’s Name: _________________________________
Student’s Role: _______________________________
Total Score: __________________
60pts.
4 6 8 10
Communication Beginning Developing Good Skills Excellent Skills
Correct sentence
construction
Coherence of
argument suffers
from many
grammatical
errors.
Still require a lot
of work on the
part of the
listener to
understand.
Errors do not
interfere with the
meaning –
listening stress is
less.
Few grammatical
errors and no
stress on the part
of the listener.
Pronunciation Errors interfere
strongly with
meaning. Very
difficult to follow.
Errors still
require a lot of
work on the part
of the listener to
understand.
Errors do not
interfere with the
meaning –
listening stress is
less.
Pronunciation is
good with few or no
errors. Easy to
listen to.
Appropriate
vocabulary
Speaker unable to
find appropriate
words to convey
clear meanings.
Speaker still
grasping at use
of appropriate
vocabulary
Speaker has
enough word
attack to convey
general meaning.
Speaker able to
find appropriate
vocabulary with
ease.
Well organized
oral text with
staging
Arguments not
staged – no logical
development.
Arguments
partially staged,
but
sequencing is
still confusing.
Arguments staged
well, and most
developed logically.
Arguments well
staged and
developed logically.
Gives
information with
supporting
evidence
Rarely supports
argument with
evidence.
Sometimes
supports
argument with
evidence.
Usually supports
argument with
evidence.
Always supports
argument with
evidence.
Demonstrates
understanding of
other panelists’
views/able to
clarify
Never asks other
panelists for
clarification, or
makes a comment
on their
argument.
Makes short,
simple
comments on
other panelists’
arguments.
Attempts more
detailed
clarification or
comments on
other panelists’
arguments.
Can formulate
precise comments
and clarification of
other panelists’
arguments.

6. Level of Students: 4th year High School
Name of Activity: Extemporaneous Public Speaking
Objectives: At the end of the session, the students should be able to:
a.) express his/her ideas in class;
b.) appreciate the activity by sharing in class; and
c.) develop his/her communication/speaking skills.
Time: 2-3 minutes each student
Mechanics of the activity
The teacher will provide words to be used in the activity and it must be placed
in bowl.
Each student will pick a word inside the bowl.
Student will be given 3 minutes to formulate his or her ideas.
Student will be given 3 minutes to deliver his/her speeches.
If the student reaches 3 minutes automatically the teacher will give his signal
for the student to stop.

7. Extemporaneous Speaking Rubric
Name: _____________________
SCORES Excellent (100) Good (89) Average (79) Below Average (69) Doesn’t meet
(59)
Body….
Introduces topic with
definition of term
Body: Body is well
organized and gives clear
evidence to support claims
made for opinion of topic
Conclusion: Reviews main
points, restates thesis, and
wraps up speech with
connection to a final
statement to summarize
opinion.
Delivery…..
The speaker was clear,
confident, and easy to
understand and hear.
The speaker used a variety
of pitch and pace to keep
the speech engaging.
The speaker used gestures
and transitions effectively
to add to the presentation.
The speaker uses facial
expressions and eye
contact throughout the
speech
Time
The speech meets the
required time limit (2-3
minutes)
COLUMN TOTALS (+) (+) (+) (+)
EQUALS
TOTAL POINTS DIVIDED by 8
For
FINAL SCORE>
TOTAL SCORE: _______
100%
Note: