UNIT PLAN: Unit I Tapestry of Great Nations SUBJECT: English II

Second Year Second Quarter

A. Unit Objectives: Understand that literature is more than a reflection of distinct and diverse cultures and heritage. It also provides insights into universal human experiences, attitudes, values and habits that reveal the underlying connections among nations in general and persons in particular. B. What should students know and be able to do? 1. THINK a. Interpret message or meaning conveyed by a literary text b. Distinguish between concrete and abstract nouns c. Identify the relationship between a pronoun and its antecedent and the rules governing them 2. DO a. Draw connections between literary themes and real-life situations b. Apply the rules of pronoun-antecedent agreement c. Write a sequel to a story d. Create an effective and interesting travel journal entry 3. Feel a. Respect the values and habits that reveal the underlying connections among nations in general and persons in particular b. Appreciate the value of travelogue 4. Communicate a. Compare and contrast the diverse cultures and heritage of people from Asian nations b. Recall experiences that they can relate to the passage read c. Express their own opinions and respect those of others 5. Intuit a. Give insight about the values and habits that reveal the underlying connections among nations in general and persons in particular b. Recognize details and situations in a literary text that have connections to their own lives

6. Lead a. Take part in making a travelogue b. Pass the value learned from the story theyve read to the people they know 7. Be a. Become a good speaker and writer b. Learn to value the distinct and diverse cultures and heritage C. How will the learning promote? Social Responsibility Understand the importance of their awareness of the connections and of the things they share in common with their Asian neighbors. God-Consciousness Uphold righteousness in dealing with the diverse cultures of Asian neighbors that God has created us equally regardless of race. D. Final Assessment Description It is important that the students are aware of the connections and of the things they share in common with their Asian neighbors The students are expected to create an effective and interesting travel journal entry. E. Critical Unit Questions How does awareness of our connections and of the things we share in common with our Asian neighbors enrich our understanding of them and of ourselves? F. Pre-assessment 1. It is expected that the students have already learned the basic rules in grammar correct usage which are needed in creating a travelogue 2. To gauge the knowledge of the students needed for the final assessment, they are required to take the formative test in grammar G. Chunking /Outlining the Unit Unit II Lesson 5 A Notch of Mysticism Lesson 6 A Diversity of Literature Lesson 7 A Picture of Distinctiveness Lesson 8 A Showcase of Resplendence

H. Final Assessment Prompt and Rubrics Performance Task Goal Create an effective and interesting travel journal entry Role Students will act as an apprentice of a photo-journalist for National Geographic Teacher assumes the role of a photo-journalist Situation- A student is ask to submit a travel journey describing the details of a visit to any of South Asias historical landmarks, sc enic spots or places of significant interest. It should include the day, time and place of travel. Product Travelogue Rubrics Travel Journal Entry Rubric Traits of Writing 4 3 2 1 Content The reader can picture the trip and The descriptive and The details are random The details are messy and sense the feelings that accompany narrative details are and show little purpose. show no purpose. it through vivid description of mostly vivid and landscapes, scenery, people, and interesting. other worthwhile details. Narrative Style The writing is clever, creative and The writing displays The writing shows very The writing is careless and original. The flow of ideas is fluid adequate creativity and few signs of creativity. sloppy. The ideas are and natural. The tone is personal originality. The ideas are Ideas are forced and disorderly and disjointed. and holds the interest of the generally free-flowing. vague. The writing is dull Nothing about the writing is reader. The writing is generally and uninteresting for the worth the readers interest. engaging. most part. Language Components The writing shows evident mastery Errors in grammar and Writing contains There is no substantial of previously learned concepts of usage are hardly distracting errors in evidence that knowledge of grammar and usage. noticeable. grammar and usage. grammar and usage concepts has been acquired.

Use of pictures and illustrations

The pictures or illustrations used are a result of meticulous and careful thought

The pictures or illustrations are generally well-chosen

Very little attention and care are given to the choice and use of illustrations or pictures

Pictures or illustrations are poor or totally absent

Correct use of reference materials and web resources

It is evident that the writer uses his The writer uses mostly his There are clear signs that own words own words with hardly many parts of the writing borrowed ones have been lifted and copied from other sources.

The work is copied from other sources.