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What else can I help you with?
Is a cartolina an instructional materials?
is cartolina a technology tool
What is the size of cartolina in the Philippines?
The size of cartolina in the Philippines is 724 by 572 mm.
How many circles of radius 5 cm can be cut from a piece of cartolina 42cm by 32cm?
12
How many pieces of 2 cm by 6 cm can be cut from 32 cm by 48 cm cartolina?
128 pieces.
How many circles of radius of 5 degrees can be cut from a cartolina 42cm by 32cm?
It's not a circle if it's radius of 5 degrees. If it's 5 cm radius, then 12 circles.
How do you get 12 circle with the radius of 5 from a piece of cartolina 42cm by 32cm?
The answer will depend on the units used for the measurement of the radius: 5 WHAT? It is trivially simple to draw 12 circles, each with a radius of 5 millimetres.
What is the Italian translation of the English phrase 'Thank you for your postcard'?
Grazie per la tua cartolina! is an Italian equivalent of the English phrase "Thank you for your postcard!"Specifically, the interjection grazie is "thank you, thanks". The preposition per means "for". The feminine singular definite article la means "the". The feminine possessive adjective tua means "(informal singular) your". The feminine noun cartolina translates as "postcard".The pronunciation will be "GRAH-tsyey pehr lah TOO-ah KAHR-toh-LEE-nah" in Italian.
What is the Italian translation of the English phrase 'Send you a postcard'?
Spedirti una cartolina is an Italian equivalent of the English phrase "To send you a postcard".Specifically, the present infinitive spedire* is "to send". The personal pronoun ti means "(informal singular) you". The feminine singular indefinite article una means "a, one". The feminine noun cartolina translates as "postcard".The pronunciation will be "spey-DEER-tee OO-nah KAHR-toh-LEE-nah" in Italian.*The vowel drops when an object is added to the end of the present infinitive.
List 5 examples of potential energy?
Gravitational potential energy in an object held above the ground. Elastic potential energy stored in a compressed or stretched spring. Chemical potential energy stored in fuels like gasoline. Nuclear potential energy stored in atomic nuclei. Electrical potential energy in charged particles in an electric field.
What are examples of transparent object?
When an object is transparent, that means you can see through it. Transparent allows almost all the light to pass through them. you can see it, but you can also see through it.Examples of transparent objects:airany gas or mixture of gases, etc.clear waterany true solutionthe gel-like coating over eyeballsregular eyeglasses (not sunglasses)lensesclear glassa window (glass)patio door (glass)non colored plasticsdiamondsA transparency sheetlensesclear cellophaneplastic coversaran wrapTransparent: sheer, fine, easily seen through.Synonym: clearExamples of translucent objects are shower curtain,tracing paper,ice,rice paper,tissue paper,plastic cover,colored cellophane,tinted glass,cartolina,sted glass,thick plastic,bathroom windows,mesh/netting,wax paper and frosted glass.Examples of opaque objects are leaves,stone,plywood,pencil case,wood,table,human body,blackboard,wall,door,book,notebook,bag,cabinet,hollowblocks,cement floor,ceramic tiles,stick and tree:-)
School supply list?
School Supplies The basics: - a notebook (whatever size and however thick you want, depends on how diligent you take down notes; some schools/teachers require a separate notebook for their subjects, be ready to buy additional) - two black, 1 blue, and 1 red ball pen - a pencil eraser and a liquid eraser - intermediate pad - short and long bond papers - school bag - textbooks and workbooks as dictated by your school - No. 2 pencils - Mechanical pencils - Colored pencils - Pencil sharpener (hand-held with a top to collect shavings) - A large pink eraser - Ballpoint pens (Black and Blue,get a few red ink ones, too, for students to do peer editing) - Correction Pens - Highlighters - Spiral-bound or composition notebooks - Loose-leaf notebook paper (teachers can be picky about paper) - A ruler with English and metric measurements - Crayons - 2" Binder - 10 Dividers (preferably Write-On Tabs) - Wide-Ruled Loose-leaf Paper - Zipper Pencil Pouch (with holes to be placed in Binder) - 6 Glue Sticks - Scissors (rounded tip) - Scotch Tape - 1 Box Washable Markers - Glue - Planners - Clipboards - Lock for Lockers Needs per Subject: (Listed below depends on the school/teacher. Just wait until your teacher tells you to buy them. Usually, teachers give their requirements during the first week of class and set a deadline for you to buy all the required items) Science: - laboratory gown - expanded envelope - plastic envelope (long) - brown envelope (long) - pencil - ruler - sharpener -2 Packages Index Cards (3"x 5") - 1 3-Prong Pocket Folder - 1 1" Binder (to be kept in Science Room) - 1 Composition Book - Lined Paper - Graphing Paper· - notebook paper( loose leaf or spiral), - folder - calculator - Plastic Tab/dividers - Scissors Reading: - Spiral Notebook - Pocket & Brad Folder -Markers -Scissors - Highlighters English - formal theme notebook - 1"-1 ½" three-ring binder - ruled loose-leaf paper - 5 section dividers - 100 3" x 5" lined white note cards - Black pens/pencils - spiral composition notebook - Pocket folder - Flash drive Math - Graphing Paper - Glue - Scissors - Tape - Index Cards - Calculator - Highlighters - Stapler - Protactor - Ruler - Compass - Folder - Notebook - binder - Calculator -Eraser - Pencils - Pens(Black, Blue, Red) - Color Pencils Art - Bond papers/construction papers/art papers - Sketch pad - Crayons - Pastels - Colored pencils - Colored pens - Manila paper - Cartolina - Markers -Glue - Paints, (Different Kinds and Colors) Paint Brush -Sticker - Ribbon, Bows, Yarn - Googly Eyes and Etc (DECORATIVES - Newspapers -notebook -pens - binder History/Geography: - 1 Composition Notebook - 3 Spiral-Bound Index Cards (8th graders) - 3 packages of 3"x 5" index cards (7th graders) - 1 Map (just in case) - 1 Binder - 1 Package of loose paper - 1 Package of colored pencils - 1 Handheld sharpener - 3 sheets of poster board - sticky notes - Markers/ Pens - Colored Pencils Foreign Languages: - 3x5 Index Cards - Dictionaries Ex. (French - English) - Translator - 3 ring Binder - Dividers For Ring Binder - Loose-Leaf Paper - Notebook & Folder - Pens Speech and Drama: - 1 two-pocket folder with center brads - 1 box of washable markers - 20 pieces of paper (to start) - 1 small scissors - Blue or black pens - Pencils - Glue stick -Colored Pencils Music: - Music Notebook - 3 ring Binder - Loose-Leaf Paper - Pens/Pencils PE: - PE Uniform (if You Have) -notebook - pen - binders - athletic shoes - extra clothes - swimsuits, swimming cap ,goggles ,nose clipper(for swimming classes) Computer Studies: - Flash Drive - Computer Paper - Note Book - Binder - 1 Pocket folder and - 10 pieces of loose leaf paper - Pencils or pens - 3-ring binder with paper
What are some features in Asian poetry?
1Quarter 3: Poetry Topic 1 The Nature, Features andElements of Afro-Asian PoetryTimeframe: 10 daysSTAGE 1Content Standard:The learner demonstrates understanding of the nature, features,and elements of Afro-Asian poetry to distinguish it from the poetryof other cultures.Performance Standard:The learner writes a cultural report that shows thedifferences between Afro-Asian poetry and the poetry of otherculturesEssential Understanding: The nature, special qualities, features,and elements of Afro-Asian poetry work together to set it apart fromthe poetry of other cultures.Essential Question/s:How different or similar is Afro Asian poetry from poetry of othercultures?Learners will know:• The basic features, elements and special qualities ofAfrican poetry• The basic features, elements and special qualities of Asianpoetry• The different rhetorical background culture, customs and othersocietal factors that helped shaped the Afro-Asian poetry• Imperatives in giving emphasis to one's feelings,actions, thoughts and observationsLearners will be able to:• describe the nature, features and elements of Africanpoetry• discuss the nature, features and elements of Asian poetry• relate the essence of Afro-Asian poetry to the presentcontext of Africa and Asia• emphasize one's feelings, actions, thoughts andobservations through the use of imperatives.2STAGE 2Evidence at the level ofProduct or Performance Task:Understanding PerformanceA Cultural Report on how Afro-Asian poemshighlight their culture, traditions, beliefs,attitudes and societies.The learner should be able to demonstrateunderstanding covering the six (6) facets ofunderstandingExplanationDiscuss the nature, special features andelements of Afro-Asian poetryInterpretationAnalyze the distinctqualities of Afro-Asian poetryApplicationPresent a Cultural Report onwhat shaped a specific Afro-Asian poem.PerspectiveCompare Afro Asian language, oral traditionsand poems that reflect their customs, cultureand societies.EmpathyEvaluate own and others' oral deliveryof CulturalReports.Self-KnowledgeRecognize one's knowledge, strengths andvalues as effect of one's understanding andappreciation of Afro-Asian poem read.Performance assessment of A CulturalReport based on the following criteria:• Focus/ Content• Accuracy Organization• Visuals Relevance• Delivery• Appeal/ Impact• Voice 3STAGE 3Teaching/Learning Sequence:1. EXPLOREAt this stage, the teacher should be able to do the following:• Establish learners' awareness on the desired result that is for him or her to demonstrate literaryunderstanding of the nature, features and elements of Afro-Asian poetry to distinguish it from the poetryof other cultures.• Introduce the EQ, "How different or similar is Afro-Asian poetry to poetry of other cultures?"• Conduct a needs assessment to check learner's readiness and competence on the pre-requisite skills tothe task at hand (both in poetry and language readiness).• Let the learner share their knowledge on Afro-Asian Literature particularly poetry.• Inform the learners of their major output, that is, a cultural Report, and that they will be assessed basedon a given set of criteria. 4Suggested Activities:Activity 1: Spotlight1. Divide the class into two groups.2. Ask each group to come up with a name. The first group will use an African name and the second group will use an Asian name.3. Each group will select three (3) representatives who will sit in front of the class, before an imaginary spotlight, one at a time.4. The representative will wear a blind fold and will guess the word to be flashed by the teacher on the board.5. The representative will first guess the category from which the word belongs (e.g. person, place, etc) before guessing the word itself whilethe rest of the group members will just say "yes", "no" or "maybe".6. Group Africa will guess the magic words reflective of African culture. Do the same with Asian group. Make sure that the words are easy andfamiliar. Use photos if possible. The words below may be used:African AsianCoffee Elephant Pyramids of Egypt Buddha Siomai Taj Mahal7. Each representative will be given 2 minutes to guess the magic word.8. The group with the most number of guessed words wins the game.9. Process the activity by asking the following questions:a. How did you feel about the game?b. Are you familiar with all the words used flashed on the board? 5Activity 2: Fun with ProverbsBelow are African and Asian proverbs.1. Ask students to choose two (2) proverbs from each group and arrange the words to form a figure.2. Let them write their interpretation of the proverb they have chosen.Example:Meaning: One should strive on his own if he/she wants to succeed.African Proverbs Asian Proverbs1. "If you don't stand for something, you will fall for something".2. "A cutting word is worse than a bowstring, a cut may heal, but thecut of the tongue does not".3. "If you climb up a tree, you must climb down the same tree".4. "It is not what you are called, but what you answer to.A chattering bird builds no nest".5. "If you run after two hares you will catch neither".1. "In this world there exist no such impossible tasks, they fearonly those with perseverance."2. "A spark can start a fire that burns the entire prairie."3. "If the roots are not removed during weeding, the weeds willgrow again when the winds of Spring blows."4. "I hear and I forget; I see and I remember; I do and Iunderstand."5. "When something has been said, a team of four horsescannot overtake it." 6Activity 3: Border Lines1. Divide the students into two groups.2. Let the first group listen to the song "Reflection" from the animated movie "Mulan"3. The second group will listen to the song "Circle of Life" from the animated film "Lion King"4. The group members must write in meta strips the part of the song that strike them the most.5. Post all the meta strips on the board.6. Responses must be discussed through a short group discussion.7. A reporter will present the output to the class.8. Process the activity by asking the following questions:a. Why do you find the lines striking?b. How are these lines related to the culture of the place where the song has originated?c. What do these lines say about people, attitudes, culture, ideals, heritage and traditions in Asia (for "Reflection") and Africa (forCircle of Life)?d. Are there similarities in terms of the song's message in general?9. You may use the students' responses as springboard for the EQ.Activity 4: The Rain Song1. Below is the "Rain Song" an old song from Africa.2. Ask students to group into four.3. Give them a few minutes to come up with a melody they can use for the song.4. Ask each group to sing the song in front of the class5. Process the activity by asking the following questions:• How did you feel while singing the song?• Was it difficult to create your own melody for an unfamiliar song written in unfamiliar language?• Do you think that your melody fits the lyrics?• What does the song reveal about Africa?• What commonalities between the Philippines and Africa did you discover through this activity?• Which relationship was identified between this song and Afro-Asian poetry? 7Rain SongZulu LanguageImvula, Imvula (eem-voo'-lah)Chapha, chapha, chapha (c=click sound with tongue in back ofChapha,chapha, chapha front teeth,like the sound of exasperation) (cah'-pah)Imanz'impahla yam'Imanz'impahla yam' (ee-mahn'zeem pah'hla yahm)Gqum, Gqum, LiyadudumaImanz'impahla yam'Imanz'impahla yam'English Translation"It's raining, it's rainingChapha, chapha, chaphaChapha, chapha, chapha (sound of the rain falling)My clothes are getting wet,My clothes are getting wet.Gqum, Gqum (sound of the thunder)There's the thunder!Gqum, gqum,There's the thunder!My clothes are getting wet,My clothes are getting wet!Activity 5: If God is a Poet1. Ask the students to listen to the song "Heal Our Land" by Jamie Rivera.2. Post a copy of the lyrics on the board.3. Process the activity by asking the following questions:• Did you enjoy the song?• How did you feel while listening to it?• In what particular situations would you like to sing the song?• Who do you think are talking in the song?• Describe the persona of the ones talking in the song?• What does the other person like the other one to do?• Go over the lyrics and comment on the highlighted words.• What do these words tell you? 8HEAL OUR LANDBy Jamie RiveraHumble your selves and pray!Turn from your wicked waysHeal our land.Hear our cry.Turn our nation back to you.Hear us Oh Lord!Forgive our sins.Heal our broken land.Turn us from our wicked ways.Come, heal our land!2. FIRM UPActivity 6: The Tale of the Two Poems1. Divide the class into two groups.2. Provide the first group with a copy of the poem "Africa" by David Diop and "Africa's Plea" by Roland Tombekai Dempster for the secondgroup.3. Ask each group to analyze the poems and highlight the words, lines and stanzas that strike them the most.4. Process the activity by asking the following questions:• What African qualities do these lines express?• Do you think there is a way of liberating themselves from slavery?• What do you think they are all craving for? Why?• Do you feel the same way? Why do you say so?• Would you say that discrimination exists in African society? Single out lines fromthe poems that prove this claim.• What kind of discrimination exists in African society?At this stage, the teacher should be able to the following:• Make the learner understand the nature, features and elements of African poetry; Asian poetry through the variety ofauthentic activities.• Engage them on the following meaningful and challenging activities to analyze, generate and test their understanding• Provide feedback to check for understanding. 9AFRICADavid DiopAfrica of proud warriors in ancestralsavannahsAfrica of whom my grandmother singsOn the banks of the distant riverI have never known youBut your blood flows in my veinsYour beautiful black blood that irrigates thefieldsThe blood of your sweatThe sweat of your workThe work of your slaveryAfrica, tell me AfricaIs this your back that is unbentThis back that never breaks under theweight of humiliationThis back trembling with red scarsAnd saying no to the whip under the middaysunBut a grave voice answers meImpetuous child that tree, young and strongThat tree over thereSplendidly alone amidst white and fadedflowersThat is your Africa springing up anewSpringing up patiently, obstinatelyWhose fruit bit by bit acquiresThe bitter taste of liberty.AFRICA'S PLEARoland Tombekai DempsterI am not you -But you will notGive me a chance,Will not let me be me."If I were you"but you knowI am not you,Yet you will notLet me be me.You meddle, interfereIn my affairsAs if they were yoursAnd you were me.You are unfair, unwise,Foolish to thinkThat I can be you,Talk, actAnd think like you.God made me me.He made you you.For God's sakeLet me be me.10Activity 7: The Heart of the Poem1. Ask the students to work in groups of four (4) and assign each group an African/Asian poem to read.2. Tell them to find out how the author expresses real-life experience through the following questions:• What is the poem about?• Who is speaking in the poem?• What emotion does it communicate?• Are there lines which you oppose?• How do you feel about the poem?• What is the intention of the author in writing the poem?• How does the message of the poem appeal to you as a person?• What does the poem tell about the way of life in the place where it originated?• How do rhyme and sounds shape the meaning of the poem?Activity 8: One with Japan1. Group the class into four (4).2. Provide them with a copy of the poem "A Japanese Song from Aomori".3. Let them work on one stanza per group.4. Process the activity by asking the following questions:• What is the theme of the stanza assigned to you?• What does the change of season bring about?• What does this imply about Japan as a country?• How does this change affect the Japanese?• Do you think such change affects your life too? In what way?• Which of the two seasons in the Philippines do you like better? Why?• If you were in Japan, which season would you like the most and why?5. Ask them to accomplish the table below:JapanPhilippinesSimilarities Differences 11Activity 9: Lines and Rhymes1. Have the students read the poem "The Free Bird and the Cage Bird" by Rabindranath Tagore.2. Ask them to single out the lines that express a command or request.3. Explain to them that these lines are called imperatives.4. Process the activity by asking the following questions:• What are the lines that express command or request?• How important are they in the poem "The Free Bird and the Cage Bird"?• How could imperatives be of great help to us?Activity 10: Empire-ratives Work!1. Group the students into four (4) representing four (4) empires.2. Ask them that each group must come up with a name. Two groups for African Empire and another two for Asian empire.3. Each empire will draft a list of laws and rules to be followed by them as they establish their kingdom.4. Make sure that imperatives are used in drafting the list.3. DEEPENActivity 11: Songs are Poems Too!1. Invite students to work in groups of five (5), and give them lyrics of the following songs "Lead Me Lord" by Gary Valenciano, "Sing Me YourSong Again Daddy" by Cherry Gil, "Lift Up Your Hands to God" by Basil Valdez, and "Please Be Careful With My Heart" by Sarah Geronimoand Christian Bautista.2. Ask them to single out all the imperatives used in the poem.3. Encourage them to share with the class their personal experiences when they have to say these imperatives/lines.4. Allow them to connect, compare and reflect on these experiences.5. Process students' answers.At this stage, the teacher should be able to do the following• Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier assumptionsabout African poetry; Asian poetry.• Address the learner's uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed.• Engage them in meaningful and challenging activities that prompt cooperative learning and reinforce what they have learned.• Engage them in meaningful self-evaluation• Provide feedback to check their mastery of Essential Understanding and Content Standard. 12Activity 12: Plot in a Map1. Group students into five (5)2. Provide each group with a copy of a geographical map of Africa and Asia3. Using pre-researched Afro-Asian poems, plot a dot in each country where these poems originated. Then draw a line to connect the dots.4. Process the activity by asking the following questions:• How did you feel while doing the activity?• What do the dots and lines reveal about Afro-Asian poetry?• What does this imply?• What commonalities are established by your dotted map?• What does this mean to you as part of the continent?AFRICA ASIA 13Activity 13: Poems everywhere!1. Encourage the students to design a poster and decorate it with selected lines from their favorite Afro-Asian poems.2. Underline the imperatives used, if there are any, and post them on the school areas where they are applicable (e.g canteen, library, garden).Activity 14: School Tour1. Ask the students to go to the canteen, library, garden, shops, learning centers.2. Encourage them to observe interlocutors' behaviors and record them in their notebooks.3. Relate these recorded behaviors in any of the theme in a chosen Afro-Asian poem.4. Process students' answers.Activity 15: Imperatives in Student Handbook1. Ask students to go over the student handbook.2. Look up rules and regulations for student discipline.3. Single out imperatives used in the document.Activity 16: My Afro-Asian Poem Uniqueness Checklist1. Divide the class into five (5) groups.2. Ask them to choose an Afro-Asian poem to evaluate.3. Recall the nature of all the poems discussed in this topic.4. Accomplish the checklist below.Characteristics Prevalent SomehowprevalentNot prevalent1.2.3.4.5.Comments and Suggestions:Conclusions:• Provide feedback to check standard and essential understanding. 144. TRANSFERActivity 17: Dear FriendBook (FB)1. Ask the students to bring a short bond paper.2. Each student must build a web page entitled "FRIENDBOOK" or FB3. Encourage them to post a "shout out" on their FB (FriendBook) Home Page.4. The "shout out" must contain their personal reflection about Afro-Asian Poetry and how they are to promote it.5. Let them roam around the room to ask their classmates to either "like", "tag" or "comment" on their "shout out".6. You may refer to the example below:FRIENDBOOKAt this stage the teacher must be able to do the following:• Have the learners make independent applications of their understanding of Afro-Asian Poetry as well as the language forms.• Make learners orally recite selected poem.• Make learners orally interpret selected poems.• Have them see the connections/links of the poem recited with the real world.• Give feedback for understanding.Paste your primaryphoto here!Write your "shout out" here! 15Comments:Activity 18: Afro-AsianWall1. Group students into four (4).2. Ask them to make a collage using photos of Africa and Asia- people, lifestyle, culture etc.3. Use a whole cartolina sheet for this output.4. Post the output on the wall.5. Ask a representative to present the group's work. 16Activity 19: SK Chairman for a Day1. Ask the students to assume the role of a newly elected SK Chairman2. Using a short bond paper, ask them to list a set of rules for youth of their age.3. Use imperatives in writing the rules.Activity 20: Cultural Report1. Write a report on Afro-Asian culture.2. Tell them that the report will be assessed based on the following rubrics:• Focus/ Content• Accuracy• Organization• Visuals• Relevance• Delivery• Appeal/ Impact• Voice3. Present the Cultural Report to the class.Note: The teacher will assign weights or indicators to each criterion.Set of Rules1.2.3.4.5.6.7.8.9.10. 17RESOURCES (Website, Software, etc.)1. "The Free Bird and the Cage Bird" by Rabindranath Tagore2. "Reflection" by Lea Salonga from the animated film "Mulan"3. "When you believe" from the animated film "Prince of Egypt"4. "Lead Me Lord" by Gary Valenciano5. "Sing Me Your Song Again Daddy" by Cherry Gil6. "Lift Up Your Hands to God" by Basil Valdez7. "Please Be Careful With My Heart" by Sarah Geronimo and Christian Bautista.MATERIALSSample Afro-Asian poemsComputerCD/DVDInternetGraphic aidPicturesArt materialsSample rubricsHome | What's New | Help | Sign InSijo Email a friendManager:Books and Writing > PoetryA community for those who read, write and enjoy Sijo, the most popular of Korean poetry forms. Sijo share a common history with haiku and other Japanese forms. Sijo is a modern term for a Korean style of lyrical poetry, originally called tanga (literally, "short song"). The sijo strongly resembles Japanese haiku in having a strong foundation in nature in a short profound structure. Bucolic, metaphysical and astronomical themes are often explored. The lines average 14-16 syllables, for a total of 44-46. There is a pause in the middle of each line, so in English they are sometimes printed in six lines instead of three. Most poets follow these guidelines very closely although there are longer examples. From Wikipedia.What you can do:Discuss Sijo.Browse member websites below.Add your website or blog and get traffic.See what others are saying.Invite others.Survey August 2011How did you learn about WebRing?Only members who are logged in may register a vote. You are either not logged in or not a WebRing member. Use the Sign In link at top to log in or register for a WebRing User ID.Google search brought me here.Followed WebRing navigtion code links.Yahoo search.Friend recommendation.Not sure.Other.HubMember SitesForumQuick Site Preview:Asian Poetry: The Korean Sijoowner: tishang144The Sijo is explained and illustrated with many poems from ancient masters as well as contemporary poets. These are the homepages of SIJO WEST, the English-language journal featuring this Korean poetry form.Add your site to WebRingTanka-Sijo Cupboard Preview - Go - Flagthis site contains tanka, sijo, haiku, renku, free verse, microfiction, links, markets,books and fine art.under construction animated gifs Preview - Go - FlagDownload these cute little moving signs for your website. FREE.
