A) It should be avoided for its unpredictability. B) It distracts from the literary elements. C) It enhances spontaneity and creativity. D) It is irrelevant to the learning process
A) Rhyme and Meter B) Analysis and Exploration C) Entertainment D) Historical Documentation
A) The audience knows more than the characters. B) The audience is unaware of the events C) The characters know more than the audience D) The characters are unaware of the events.
A) Freewriting B) Puppetry C) Journal D) Reader's Theater
A) Creativity B) Collaboration C) Empathy D) Skepticism
A) Students can just sit or stand in a semicircle; there is no need for a stage. B) Students can walk around in a semicircle; there is no need for a stage C) Students can just sit or stand in a semicircle; there is a need for a stage. D) Students can walk around in a semicircle; there is a need for a stage.
A) text-to-text, text-to-self and text-to-world B) text-to-real, text-to-self and text-to-world C) text-to-text, text-to-life and text-to-world D) text-to-text, text-to-life and text-to-self
A) Visual arts B) Dialogue C) Performance D) Drama
A) By sticking to one teaching method for consistency B) By incorporating a variety of activities and assessment to address different learning preference C) By ignoring individual differences for simplicity D) By avoiding hands-on activities
A) By avoiding discussions altogether B) By focusing solely on theoretical concepts C) By assigning individual projects only D) By encouraging collaboration and group analysis
A) Stage Directions B) Theme C) Dialogue D) Setting
A) Puppetry B) Journal C) Freewriting D) Reader's Theater
A) Relying solely on written exams B) Incorporating a variety of activities, including reader's theater, , puppetry, dialogue, etc. C) Assigning only group projects for assessment D) Avoiding assessments to reduce pressure
A) It is time-consuming and impractical B) It limits students' creativity C) It allows students to step into the shoes of characters and explore perspectives. D) It focuses only on memorization of lines.
A) Puppetry B) Journal C) Reader's Theater D) Freewriting
A) Encouraging imaginative and original expression B) Expressing personal opinions C) Analyzing historical context D) Memorization of facts
A) By avoiding sensory experiences B) By providing a detached and objective tone C) By limiting sensory details D) By evoking emotions and creating vivid mental images
A) summarizing B) anticipating predictions or asking questions C) critiquing D) elaborating
A) Stream of consciousness B) Flashback C) Personification D) Dialogue
A) 10-12 minutes B) 5-10 minutes C) 10-15 minutes D) 10-20 minutes
A) By avoiding emotional engagement B) By allowing students to explore and empathize with characters C) By relying solely on academic analysis D) By focusing only on grammar and syntax
A) By avoiding hands-on activities B) By sticking to one writing style for consistency C) By incorporating a variety of writing prompts and styles D) By avoiding hands-on activities
A) Narrative writing B) Freewriting C) Reader's digest D) Journals
A) It creates confusion B) It hinders character development C) It provides a more comprehensive understanding of the story D) It limits the narrative's depth
A) before and after reading a text B) before reading a text C) after reading a text D) before, after, and during reading a text
A) It restricts character development B) It provides historical context only C) It influences the atmosphere and mood of the story D) It is irrelevant to the narrative
A) It allows for the direct expression of characters' thoughts and emotions B) It distracts from the central themes C) It limits character development D) It adds unnecessary length to the writing
A) Journals B) Freewriting C) Reader's theater D) Narrative writing
A) Reader's theater B) Freewriting C) Journals D) Narrative writing
A) anticipating predictions or asking questions B) elaborating C) summarizing D) critiquing
A) Higher-order thinking skills B) Lower-order thinking skills C) Bloom's Taxonomy of Thinking Skills D) Inquiry-based teaching approach
A) The Class Bookworm B) Question-Prompts Wheel C) Butcher Paper D) Collecting Words Wall
A) Considering proper judgment in reading stories B) Giving opportunities to lie down and use imaginative thinking C) Involving abilities like identifying a problem and trying solutions from inductive and deductive logic D) Ensuring individual goals and self-assessment
A) To focus solely on comprehension B) To avoid engagement with the text C) To memorize facts and details D) To develop analytical and critical thinking skills
A) By imposing a strict question-and-answer format B) By providing all the answers C) By avoiding discussions altogether D) By encouraging open-ended questions and facilitating thoughtful discussions
A) Expanding Your Network B) Link-It Cards! C) Human Likert Scale and Savvy Survey D) Finding Partner in a Music Mingle
A) Higher-order thinking skills B) Lower-order thinking skills C) Inquiry-based teaching approach D) Bloom's Taxonomy of Thinking Skills
A) The Class Bookworm B) Butcher Paper C) Great Opening Lines Wall D) Collecting Words Wall
A) Trip to Jerusalem B) Question-Prompts Wheel C) Six Thinking Hats D) Passing the Bouquet
A) The Class Bookworm B) Great Opening Lines Wall C) Quotable Quotes Board D) Butcher Paper
A) Six Thinking Hats B) Passing the Bouquet C) Trip to Jerusalem D) Question-Prompts Wheel
A) Lower-order thinking skills B) Higher-order thinking skills C) Bloom's Taxonomy of Thinking Skills D) Inquiry-based teaching approach
A) To promote a singular interpretation B) To stimulate critical thinking and encourage diverse viewpoints C) To avoid discussions on interpretation D) To discourage individual perspectives
A) Lower-order thinking skills B) Bloom's Taxonomy of Thinking Skills C) Inquiry-based teaching approach D) Higher-order thinking skills
A) Bloom's Taxonomy of Thinking Skills B) Inquiry-based teaching approach C) Lower-order thinking skills D) Higher-order thinking skills |