AA launches first electric/hybrid vehicle training course

AA launches first electric/hybrid vehicle training course | Ubergizmo window.fbAsyncInit = function() { FB.init({ appId : '139683546053659', status : true, // check login status cookie : true, // enable cookies to allow the server to access the session xfbml : true // parse XFBML }); }; (function() { var e = document.createElement('script'); e.src = document.location.protocol + '//connect.facebook.net/en_US/all.js'; e.async = true; document.getElementById('fb-root').appendChild(e); }()); Network:Ubergizmo English, French, SpanishUberphones Subscribe to RSS Ubergizmo ReviewsMobileGamingAndroidAppleComputersGadgetsConceptsPhoto/VideoEvents |  Jobs Home > Green > AA launches first electric/hybrid vehicle training course AA launches first electric/hybrid vehicle training course Tyler Lee 10/06/2011 09:02 PDT

Driving a hybrid/electric vehicle isn’t the same as driving a regular fuel-powered vehicle. The point of hybrids and EVs is to minimize the use of fuel, which is not only greener but could potentially be more efficient in terms of mileage, although the latter seems to apply more to hybrids than EVs which have a set range before needing to charge.

Either way, with hybrids and EVs possibly being the choice of vehicles in the future, the AA DriveTech Academy in the UK has launched a training course aimed at hybrid and EV drivers.

The training course is more of a workshop and supposedly will only last about three and a half hours, and covers the differences between conventional fuel/diesel vehicles and hybrid/electric vehicles. It will also teach drivers techniques on how to maximize economy, refuel, recharge and plan their journeys.

Given how EVs have been painted in a negative light due to their short range and long charge times, perhaps this course will address some of those issues. Would a course like this convince you to adopt a hybrid or EV as your next car purchase?

Read: thegreencarwebsite  | Add a Comment 

Follow Ubergizmo's founders on    Eliane Fiolet  Hubert Nguyen  Topics: Green, Transportation | Articles by keywords: aa drivetech academy, cars, electric vehicles, green, hybrid vehicles, uk Reviews Olympus E-P3 ReviewEpic 4G Touch ReviewGalaxy S2 ReviewDroid Bionic ReviewHP TouchPad Review - With Our Deepest CondolencesHTC Wildfire S ReviewBlackberry Bold 9900 Review
ArchivesIf you want to dig deep into Ubergizmo's past, and check what was going on previously, check our archive page. It's great for random browsing, but a search may be faster to find something specific.
TrendingSamsung Galaxy S2 and Galaxy S2 HD gets LTE goodnessGalaxy S2 ReviewBest Buy drops HTC Flyer further down to $100 (Updated)Unofficial Samsung Nexus Prime render created from Unpacked video looks sexy3M's solar films can be pasted onto windowsAakash: world's cheapest Android tablet launches in India Related Articles
User Comments Privacy PolicyTerms of UseContactAbout|  Q: 10  ID: 91129  

View the original article here

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

Why Consider 'Sales Prospecting' as a Sales Management Training Course

The last thing a sales manager wants to do is to go through a certification course in 'Sales Prospecting'. They've been there and they've done that, or they'd not have been promoted to a sales manager level. After all, that's up to the sales rep. That's why they are hired on. In fact, I recently asked a Vice President of Sales in a competitive industry if he'd be open to looking at a 'Sales Prospecting System' for his sales managers his remark was "That's what we hire sales reps for. If they don't do it, we fire them and find some that will."

Well, by definition, I guess that's fair. Because if you take a look at any outside sales representative job description, you'll see experience criteria listed such as: "Excellent cold calling and lead generation experience," or "Must be able to identify Target Prospects and maintain an appropriate activity funnel," or "Must meet or exceed activity standards."

So why should a sales organization consider establishing a prospecting certification course for their Sales Managers? In order to consider this argument, let's first take a look at standard criteria within a sales manager job description:

"Responsible for managing Sales activity for new and existing Account Executives"

Now let's break this job criterion into individual elements and look at it as a professional Investor would look at a 'Business Case'. Here are some synonyms for the word 'Responsible':

o Accountable

o In charge

o To blame

o Liable

o Guilty

o Answerable

o Dependable

o Conscientious

I don't know about you, but if I understand the King's language here, I am beginning to feel I have some 'Skin in the game' as a sales manager already. Let's investigate a little further by pulling out the phrase 'managing sales activity'.

There are (2) different ways to manage. You can choose to 'Supervise' or you can elect to 'Organize'. If 100% of your sales team is 100% effective at professional prospecting; meeting or exceeding the necessary activity standard, 'supervising' will do the trick.

You're dismissed.

But to the extent that they are not is the extent you will need to 'organize', put in order a best practice prospecting system to support new sales appointment activity. (Or start over like the sales executive fore-mentioned.)

Now let's peel back the phrase 'new and existing account reps'.

In a sales manager dictionary, 'new' means 'New-hires' and 'New-hires' reflects 'Ramp-to-quota'. Simply put, the quicker a new-hire ramps to Quota the better for both parties; the new-hire and the sales manager. Both get more credit, earn more recognition and receive more commission. And what is the most important facilitator in getting a new-hire sales rep to Quota in the least amount of time?

It's making sure they secure the necessary amount of new appointments. It's the fuel in the tank. The quicker they do that, the quicker they will ramp to quota with the proper mentor support of course.

And that brings us back to the leadership choice between choosing to 'Supervise' versus electing to 'Organize'.

Here's a (1) rep 'Hard-number' example.

Average New Hires per Year: 1

Monthly Sales Quota: $7,500

Average Term Agreement: 24 months

Current Average Ramp-to-Quota: 5 months

Improve Average Ramp-to-Quota: 4 months

Average 'Sub-Quota' Revenue per Month during Ramp: $2,800

Annual ROI: $112,800

In this example, reducing the time it takes for (1) new-hire sales rep to achieve Quota by only 1 month returns back to the sales manager $112,800 in additional sales revenue.

The other and sometimes forgotten performance silo within the term 'New-hire' is sales employee turnover. Most sales employee turnover occurs with the first 8 months of bring a new sales employee onboard. My studies also tell me that 90% or more of that turnover is directly related to low sales activity; not setting enough new appointments to meet the quota ramp criteria.

Using the same model as above, let's look at what's in it for the Sales manager to promote a Prospecting system to reduce new-hire employee turnover.

Number of Sales Reps: 10

12 Month Turnover Rate: 40%

Average Salary: $25,000

Recruiting Costs/Rep: $1,000

Training Costs/Rep: $1,800

Monthly Sales Quota: $7,500

Improve Turnover Rate To: 30%

Revenue Ramp-up Costs: $60,000

Total Annual Cost: $178,533

Revenue Production Loss: $63,000

Saved Reps: 1

Annual Savings: $44,633

Reducing annual turnover for just (1) new-hire sales rep returns back to the sales manager $44,633 in additional sales revenue and recovered costs. Multiply that out by your own sales employee turnover number.

Now back to our sales manager job description criteria of "Responsible for managing sales activity for new and existing Account Executives." Let's investigate the term 'existing account managers' and what managing sales activities by 'supervising' or 'organizing' means to our career.

First of all, what percentage of your existing sales team is reaching or exceeding quota each month. Of the percentage that is not, what percentage of them are not achieving quota due to sub-par sales activity? When you uncover that sales performance number and understand the ramifications to revenue result, you will move another notch closer to your ultimate answer of 'supervise' or 'organize'.

Secondarily, what percentage of your sales reps time is spent on securing new business appointments? JDH Group clients spend on average 50% of their weekly 'hourly rate' on prospecting. For a sales rep working 45 hours per week, that's over 22 hours dedicated to front end activity. If you decided to 'organize' a prospecting system, become certified in it and help others with it, would that drive that number down? Will that allow your sales team more time to pursue higher-value, solutions-based selling opportunities?

One definition of 'Best practice' is the sum of everything everybody in your sales organization knows that gives you a competitive edge in the market place. Putting in place a 'Prospecting system' with best practice components and elements, becoming independently certified to it as a manager/leader and mentoring it throughout your sales team will ensure that nobody is left behind.

And enabling your sales team to share knowledge and insight stimulates 'Targeted' sales activity that will drive new business and help you reach your desired results more often.

Jeff Hardesty is president of JDH Group Inc., a sales performance training company based in Powell, Ohio. He can be reached at jeff@convertmoresales.com.

Calculate your sales team?s ?Sales Performance Competencies? here
http://convertmoresales.com/marketing_blitz.php

Submit your numbers for a complimentary 30-minute performance consultation with Jeff Hardesty
http://convertmoresales.com/roi_survey.php

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

How a Sales Training Course Was Developed to Give a Whole Team Selling Success

How a sales training course, with some unique techniques, was developed to give each member of an average team an effective process and selling success.

The new sales manager was introduced to the existing team at their monthly meeting. The team of 15 field sales people were a mixed bag of industry veterans that had been around forever, and younger people who had moved into selling from other parts of the company. There were a couple of salesmen and women that had sold in other markets, and some with C.V.s that showed a long a list of selling related roles such as account management and company representatives.

After the introductions the new manager wanted to get a feel for the level of sales skills the team had. In a conversational style, the manager asked questions that would highlight the team's knowledge and experience. The idea was to assess their sales skills and the manager would then provide the sales training courses that would increase each individual's sales results and make the team successful.

After asking questions and discussing the sales process that each of the team used, the manager discovered the following:

Very few of the sales team had an effective sales process that took the prospect from first contact to closing the sale. One of the more mature team members said they had received only one sales training course in their 20 years with the company.

Each sales person on the team had one way of selling, and their lack of sales skills meant there was no flexibility in their sales pitches. If what they did didn't work they lost the sale, and then blamed the company, the product, or even the prospect.

Sales introductions focused on telling the prospect that they would try to offer them a cheaper deal than the one they currently had. Sales questions were poor and did not highlight real customer needs. They established the details of what the customer currently had, but not what they really wanted.

All the sales presentations were based on price. The aim of all the sales presentations to prospects was to beat the current supplier's and the competitor's prices. Despite the team's many years in sales they had not had effective sales training on how to sell to a prospect's needs. The team talked about features and benefits but didn't know how to use them to sell.

Sales objections were answered with prepared replies that came from their own experience and they had no real process for dealing with objections.

You would expect the sales manager to have been surprised, and disappointed, at his new team's lack of sales ability. Here was a team of people who had been in sales for many years but did not know or understand the sales process. You might think the manager would feel there was a massive uphill struggle ahead to turn this team into consistent target achievers. But the experienced manager had seen it all before. It's an unfortunate fact that many people in sales have not had the benefit of effective training. There are sales teams around the world in exactly the same situation as this one. Some have had sales training, but it either hasn't worked or they haven't taken the techniques on board. Others haven't received sales training. Many sales people don't know what they don't know, they are unconsciously incompetent. It isn't their fault and it can quickly be fixed.

Instead of feeling negative about the new team the manager used a sales training course that covered all the sales skills needed to build a successful selling process. The course used a step by step guide so that all sales people could learn, and fully understand, the professional sales skills presented. What made the course different was a unique set of exercises that helped each person to build their own successful selling process one stage at a time.

It started with a sales introduction, that grabbed the prospect's attention, and then used special motivation techniques to move them through to the next stage, sales questions. The clear instructions, and unique exercise program, showed every person on the team how to structure their sales questioning to get all the prospect's real needs. Then the sales presentation section used a technique that really explains features and benefits, and how to use them for selling success. The sales presentation gently led into an easy closing technique, which meant there was no need to use trick closes or hard sell techniques. One of the most effective parts of the sales training course was the sales objection section. A four step process that was easy to use in real sales situations.

The sales training course worked so well because it had been developed by the sales manager while training and coaching real sales people in the field. These were not complicated classroom sales skills, which had obviously not worked with many of the team in the past. This was sales training that had been developed and proven with working sales people, selling to real buyers, and each individual on the team used the course content to achieve selling success. The result was that each team member had an effective sales process, in their own words, and unique to their products and services.

You can have the same sales training course that was used to transform the very average sales team and turn each individual into a successful, highly skilled, professional seller. The Selling Success Workbook Training Course has been the basis for corporate sales courses and individual training programs. I know because I developed it, and I have used it throughout my career as a successful sales manager and trainer. I'm Stephen Craine, and you can have the complete Selling Success course and start using it today. You can see more information on the training course, and then decide to buy it, at my website http://www.sales-training-sales-tips.com/sales-training-course.html

Selling Success Using a Sales Process is only published by the website http://www.sales-training-sales-tips.com

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

Why You Should Study an English Literature Masters Course

If you're already in the process of studying an English Literature Masters Course, then you'll be well aware of the new knowledge and skills that you'll learn, and the benefits that having an MA can bring. If you're not convinced why you should study English Literature, or stay at university after you've completed your degree, then, this is what you need to know.

1. You'll have the time and inclination to be able to study the classic authors that you haven't got round to reading yet. Or, perhaps you've read few books by Shakespeare, Chaucer, Wilde, or Dickens, and want to read more, or want to know how and why these authors are still important and influential today.

2. You'll need to read the some of most important books of all time. From the works of Shakespeare and Dickens to some of the more modern classics. If reading is your thing, then surely you'll want to know more about these books and characters.

3. Because not many of us will live through times of great change, literature can prove to be a fantastic insight into what was going on at the time. What would life have been like for the average person in Victorian, or medieval England, or during the wars?

4. Perhaps you're also interested in the evolution of language, and want to discover more about how events and discoveries have affected language and literature. You're sure to learn lots about language too.

5. Maybe you're interested in books written in English from around the world. How do people in different English-speaking countries use or perceive literature, or use language in different ways?

6. Modern English literature is often not given as much importance as its predecessors. Perhaps you want to know why, or will have some ideas of your own as to which authors of today will be still be relevant in 2 or 300 years time.

7. Up until the 20th century, there was little in the form of entertainment for the average person, so reading may well have played a large part in the lives of many. Where you inspired to read because there was nothing much else to do, or because you loved the books and the characters?

8. Feminism is also an important aspect, and has been written about extensively from both sides. Maybe you want to know in much more detail how the empowerment of women and equal rights have made things better for women today.

9. Perhaps you're interested in whether books and literature still have an important role to play in the modern world. Today people can easily converse around the world, and video and TV mean that events can be seen happening almost live and in real time, and computers are widely replacing the pen and paper. Is there still a time and place for authors and publishers? Will people prefer to read fiction on their phones, or classic literature on their laptops, or will bookshops keep going?

10. Having an English Literature Masters is likely to provide you with good job prospects, as shows ability and dedication for research and learning, and the ability to work unsupervised. Why not see if you can combine your love of literature with increasing your job prospects?

Now you know more about some of the points likely to be covered, perhaps now is the time for you to study an English Literature Masters.

Find out more about studying for an English Literature Masters and other courses at Roehampton, a leading London University. Why not consider a Computing Course or an MBA if you don't fancy an English Literature Masters?

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

Preparatory Crash Course in Literature for High School Students in the Philippines

In the Philippines today the length of Primary and Secondary schools is being debated whether to add another two more years in the usual six years primary and four years secondary, making secondary also six years for a total of twelve years in preparation to college education. School principals and teachers alike are divided. Paying parents in the privates schools are resistant while even non-paying parents in the public schools raise their brows on the plan of the government. Many sectors question the program for that would mean paying more and staying longer in school. Parents want their kids to finish school right away so that their children can help them alleviate their poverty. So what's the use of adding years in the 100-year long educational system when Filipino graduates all over the world are competitive. Below is a proposal based from a study the writer conducted on the Language and Literature program of Famy National High School Laguna, Philippines on the possible solution to help the lack of students preparation and exposure to Literature before they go to tertiary or higher education sans the issue of adding number of years in the secondary school.

A. RATIONALE:

After scanning the environment of the students, teachers and the materials available in Famy National High School in Laguna Philippines they both used when they had the English 4, the proponent saw the needs to prepare the fresh graduates from the Famy National High School by giving a preparatory crash course program in Literature to prepare them for the demands and rigors of college Literature courses.

The fourth-year high school students did not have enough exposure in learning Literature because the book they used entitled Moving Ahead in English published in 1999 which was framed on integrative approach hence, mastery of the four macro skills was emphasized throughout the year. The lessons they had in Literature was a mixed of World Literature, Asian Literature and Philippine Literature given after each lesson. Their exposure on Literature was not based on a solid foundation because the focus was more on language and not on Literature. Out of seven lessons, one was only given to Literature with questions focusing on the moral or didactic lessons. The students themselves looked at Literature as springboard lessons to language lessons without value for it as an art form.

The two teachers themselves assigned in teaching the fourth year were passionate teachers teaching the language lessons but they become less energetic when they reach the Literature lessons because students did not read. One teacher was BSE major in English graduate from Union College of Sta. Cruz, Laguna and the other was unit earner in Education with a Bachelor's degree in Accountancy. Both seldom attend seminars on the recent trends and issues in teaching Literature because of the scarcity of financial support from the school. Hence, their knowledge and strategies were based from their old undergraduate schema.

With these problems, the proponent indeed saw the needs of preparing the students through a crash course program in Literature with the following reasons:

1. inform students about the basics of Literature they never had in high school; 2. discuss literature, not as a springboard of language lessons, but as it is as an art; 3. prepare students to the demands of Literature courses in College and 4. immerse students on the recent trends, strategies and issues in learning Literature.

B. DESCRIPTION OF THE PROGRAM: The crash course program in Literature primarily aims to prepare the incoming freshmen to College Literature courses that they never learned or encountered much in high school, not because they were not taught, but because the approach then was integrative of the four macro skills and Literature was used as springboard to language lessons. The crash course discusses the basics of Literature from concepts, theories, use of strategies, trends and issues in learning literature applied altogether in teaching the students. The program is only a crash course to be delivered in 45 hours with 3 hours per lesson. The fifteen-day sessions either in MWF (Monday, Wednesday, Friday) or TThS (Tuesday, Thursday, Saturday) schedules are devoted to classroom discussion and other recent activities that culminate in a variety show of poetry recitation, dramatization and choral recitation, activities which are also performed in college. It is in MWF or TThS schedule to give students time to read and accomplish their assignments on the lessons before coming to class.

C. PROPONENT OF THE PROGRAM The proponent of the program is Wilfredo M. Valois who is a current student in Doctor of Philosophy major in Literature at the Philippine Normal University, Manila. He has been teaching Literature subjects at the Royal and Pontifical University of Sto. Tomas (UST), Manila for twelve (12) years. He has taught subjects like Philippine Literature in English, Introduction to Literature and Classical World Literature.

D. FRAMEWORK OF THE PROGRAM With the advent of technology specifically the television, radio and internet, people have become less receptive to what is going on around them, rather, they become more dependent on what they watch, they see and what they hear rather than what they read. People's vision is blurred by the comfort what technology gives them hence forgetting the value of reading, the value of Literature. In the academe, with the focus on the communicative competence and other ever-changing approaches and theories, the teaching and learning of Literature is often dwarfed, minimized or even abandoned by many schools.

Carolina Garcia and Ophelia Diamante reminded readers that Literature must inform and entertain. A good literature must be able to awaken people from ignorance to enlightenment. Furthermore, they said that literature must have intellectual value, emotional value, spiritual value, universality, permanence, style and most of all artistry.

Similarly, Edilberto Tiempo says that literature or good literature is intended to move, it must seduce but a work's emotive quality must not assault the sensibility, it must be ungirded by reasonableness, by logic, it must complement and satisfy the intellect, it must have the inevitability.

The criteria on how the literary selections in this crash course program on Literature were based from Jose Garcia Villa's criteria as cited by Edilberto K. Tiempo's suggestions on what should be included in any anthology of Literature. They are substance and form. Jose Garcia villa said that he followed double standard of form and substance. Substance requires vitality of subject and significant selection of facts. Genuine substance is achieved only when a pulse beats through the correlated facts, for significant substance alone, if without beat of life, remain dead substance. To achieve validity, therefore, substance in fiction should be living as well as significant. The second test is form. It requires vigor of structure although form and substance in literature are a creative one and they are indivisible, still they are distinct. Thus making feasible this test of form. Form, in literature, is the adequate and beautiful externalization of substance. It is not restrictive, mold, but is free, yet artistically disciplined presentation of substance.

Literature liberates the mind and spirit as one reads through the pages. The experience one has in looking at a painting, listening to a classical music or a moving performance in a theatre is similar to the reading of a literary text. It moves the mind to think critically. It touches the heart with that emotive power when one reads poetry or reads a play. All these effects and more are experienced by readers or learners including the enthusiasts when they are arrested by powerful literary texts with beautiful form and substance.

Literature is an instrument to fight illiteracy. People have become dependent on moving pictures and flashed items that they tend to read less. People have become lazy readers if not none readers at all, hence elevating our status of illiteracy. Thanks to the government's effort in putting Alternative Learning System or ALS in various municipalities and barangays where teachers educate the illiterates. But the efforts are geared towards economic and not artistic. Hence, the debate on the conflict between "art for art's sake" (autonomy of the art) and "art for social awareness" (proletariat literature) is once again high. The crash course provides an answer to this debate as it hinges on bridging the gap and conflict between the autonomy of art and social awakening by giving students the artistic literary texts that will give them at the same time an awakening along the way in the study of literatures.

The program is designed to meet the needs set by the Commission on Higher Education (CHED) to give at least six units of Literature courses across discipline in the general education. Namely, the two courses are Introduction to World Literatures and Regional Philippines Literatures. That when they proceed to college education, incoming freshmen will be more than ready to face the demands of the Literature courses without insecurity and ignorance due to lack of exposure and education in literatures.

E. OBJECTIVES: At the end of the crash course, incoming freshmen are expected to: 1. Define the meaning of literature; 2. Differentiate fiction and non-fiction; 3. Enumerate the five genres of literature; 4. Compare and contrast the features of narrative and poetry; 5. Draw or diagram the structure of a narrative plot; 6. Read a poem with emotions according to its type; 7. Explain the figures of speech used in the texts; 8. Identify characters in the short story, novel or drama; 9. Describe the setting in the short story, novel or drama; 10. Arrange logical sequence of plot in the short story, novel or drama; 11. Synthesize themes from the texts; 12. Trace the causes and effects of actions of characters in the texts; 13. Appreciate the text the culture of a country; 14. Identify an author and his/her work; 15. Analyze a text using different approaches in understanding literature; 16. Write a critique on the assigned literary text; 17. Recite effectively and individually a poem; 18. Dramatize effectively scenes from the text; 19. Mount a variety show highlighting poetry recitation, dramatization and choral recitation.

F. COURSE CONTENT: The crash course includes excerpts from Literature courses that Commission on Higher Education CHED has mandated what each college student should take across discipline. Namely they are:

LITERATURE 1: Regional Philippine Literatures

This course presents a survey of world literatures representing a gamut of human experiences as exemplified in different literary types and forms.

LITERATURE 2: Introduction to World Literatures

This course introduces students to representative literatures from the regions tackling the wide array of Filipino encounters and experiences as these are expressed through themes such as gender, racial identity, class and history

G. MATRIX OF COMPETENCIES/OBJECTIVES AND THEIR CORRESPONDING LESSONS:

Competencies/Objectives Lessons

1. Define the meaning of literature; Lesson on Introduction to Literature 2. Differentiate fiction and non-fiction; Lesson on Introduction to Literature 3. Enumerate the five genres of literature; Lesson on introduction to Literature 4. Compare and contrast the features of narrative and poetry; Lesson on Introduction to Literature 5. Draw or diagram the structure of a narrative plot; Lesson on Introduction to Literature 6. Read a poem with emotions according to its type; Lesson on Poetry 7. Explain the figures of speech used in the texts; Lesson on Poetry 8. Identify characters in the short story, novel or drama; Lesson in Fiction 9. Describe the setting in the short story, novel or drama; Lesson in Fiction 10. Arrange logical sequence of plot in the short story, novel or drama; Lesson in Fiction 11. Synthesize themes from the texts; All lessons 12. Trace the causes and effects of actions of characters in the texts; All lessons 13. Appreciate the text the culture of a country; All lessons 14. Identify an author and his/her work; All lessons 15. Analyze a text using different approaches in understanding literature;

All lessons 16. Write a critique on the assigned literary text lessons in poetry, short story, novel, drama and essay 17. Recite affectively and individually a poem; Lesson on Poetry 18. Dramatize effectively scenes from the text; Lesson on Fiction 19. Mount a variety show highlighting poetry recitation, dramatization and choral recitation. All lessons

H. SYLLABUS ON THE CRASH COURSE PROGRAM IN LITERATURE

Content/ Topics Teaching/Learning Activities Time Allotment 1. An Overview on Literature a. Definition b. Reasons why we study literature

Group work brainstorming Discussion Timeline

3 hours

2. Kinds of Literature a. Fiction and non-fiction b. According to countries c. According to classification Library research Buzz group discussion Jigsaw puzzle Diagramming

3 hours

3. Seven (7) standards of good Literature a. Samples for each exemplifying each standard

Pair work Collage Poster-making 3 hours

4. Genres of Literatures a. Poetry b. Short story c. Novel d. Drama e. essay Popcorn discussion Diagramming Thought bubbles 3 hours

5. Poetry a. Nature and types b. Elements c. Figures of speech Lecture Chanting Diagramming 3 hours

6. Reading and analyzing of samples of poetry a. "God Said I made a Man" by Jose Garcia Villa b. "The Man of Earth" by Amador T. Daguio c. "Si Lola Isyang at ang Matandang Puno ng Kaimito" d. "Stopping By the Woods on a Snowy Evening" by Robert Frost e. "I am Nobody" by Emily Dickenson f. A sonnet by William Shakespeare g. "Psalm 23" by King David Discussion Reading of the text Chanting of the text Unlocking vocabulary Role playing Pair work Synthesizing through slogan Write a critique paper 3 hours

7. Short Story a. Nature and types b. Elements Discussion Diagramming Library research 2 hours

8. Reading and discussing/ analyzing of samples: a. "How My Brother Leon Brought Home a Wife" by Manuel Arguilla b. "Harvest" by Loreto Paras Sulit c. "Footnote to Youth" by Jose Garcia Villa d. "The Lady and the Tiger" Anonymous e. "The Gift of the Magi" by O. Henry f. "The Necklace" by Guy de Maupassant Literary map Thought bubbles Comics strip Movie poster Radio drama Skit Role playing Tableaux Discussion Write a critique paper

4 hours

9. Novel a. Nature and types b. Elements Discussion diagramming 2 hours

10. Reading and discussing/analyzing of samples: a. An excerpt from America is in the Heart by Carlos Bulosan b. The Pearl by John Steinbeck Literary map Thought bubbles Comics strip Movie poster Radio drama Skit Role playing Tableaux Discussion Write a critique paper

4 hours

11. Drama a. Nature and types b. Elements Discussion Pair work Jigsaw puzzle 2 hours

12. Reading and discussing/analyzing of samples: a. "The World is an Apple" by Alberto Florentino b. "New Yorker in Tondo" by Marcelino Angana Thought bubbles Comics strip Movie poster Radio drama Skit Role playing Write a critique paper Tableaux Discussion

4 hours 13. Essay a. Nature and types b. Elements Discussion Diagramming 2 hours

14. Reading and discussing and analyzing of samples: a. "Heritage of Smallness" (an excerpt) by Nick Joaquin b. "On Having a Stomach" by Lin Yutang c. "Of Studies" by Francis Bacon Mock debate Pair work Buzz group discussion Slogan writing Discussion Write a critique paper 4 hours

15. Culminating Activity through a Variety Show of: a. Poetry recitation of "Stopping By the Woods on a Snowy Evening" b. Skit or Dramatization of "New Yorker in Tondo" c. Choral Recitation of "God Said I Made a Man" Variety show Poetry recitation Dramatization Choral recitation 3 hours

Assistant Professor, Department of Humanities, Consevatory of Music, University of Sto. Tomas (UST), Manila, Philippines

PhD in Literature (in progress), Philippine Normal University (PNU), Manila, Philippines

Municipal Councilor, Famy, Laguna, Philippines

willy_valois@yahoo.com

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.