2010 Secondary Education Curriculum English I

ENGLISH I
General Standard: The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of Philippine culture.

2010 Secondary Education Curriculum English I

Quarter 1 : NARRATIVE

Basic Features and Time Frame: 15 days Elements of Narrative Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the distinctive The learner tells a story creatively and proficiently. features, aesthetic elements and underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions. Essential Understanding: Essential Question: Narratives are the interesting accounts of peoples ideas, Why do we study Philippine narratives? feelings, and values pertinent to the development of their culture and society. Learners will know: basic features and elements of narrative types of narratives forms and functions of verbs in the simple past tense time markers/signals to use in the simple past tense Learners will be able to: explain the distinctive features and elements of narratives clarify the objectives of narratives classify samples of folk narratives focus on the structure, features and elements of a short story trace the development of action in a story illustrate traits of characters through comics strips use details to find meaning and connection among the elements of narratives explain how narrative features work together to help one understand and appreciate narratives relate conflicts in narratives to real life experiences use diagrams, charts, drawings and other visuals to illustrate understanding of ideas use multimedia and technology in the presentation of anime comics strips use correct forms of verbs in the simple past tense use appropriate time markers to express past actions formulate clear questions and appropriate responses
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Topic 1:

2010 Secondary Education Curriculum English I

Stage 2 Evidence at the level of understanding The learner should be able to demonstrate understanding covering the six (6) facets of understanding. Explanation Illustrate traits of characters in a map/guide. Interpretation Make meaning out of the details used in a folk narrative. Application Create anime comics strips of a folk narrative Use multimedia and technology in the presentation Use simple past tense, appropriate time markers Perspective Judge the uniqueness of the anime comics strips presentation using agreed upon criteria Empathy Relate ones understanding of the narrative to real life experiences Self-knowledge Realize ones capability to construct meaning from a wide range of narrative texts Stage 3 Teaching/Learning Sequence : 1. EXPLORE Product or Performance Task: Anime comics strips based on a folk narrative

Evidence at the level of performance The learner artistically creates anime comics strips based on a folk narrative following these criteria: focus/theme characters problem/conflict development of action creativity craftsmanship language

At this stage, the teacher should be able to do the following: Make the learners aware of the desired result that is, for him/her to demonstrate understanding of the distinctive features, elements and types of Philippine narratives. Introduce the essential question Why do we study Philippine narratives? Have them answer the question based on their experiences. Use non-formative assessment procedures to check/evaluate learners readiness and competence on the prerequisite skills to the tasks at hand. Inform the learners of their output i.e. anime comics strips based on a folk narrative and the criteria for assessm ent. Make the learners share what they know about the basic features/elements of Philippine narrative.
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Suggested Activities Activity 1 Word Search Ask the learners in pairs, to share what they know about the basic features and elements of narratives Allow the learners to trace the letters of the narrative features and elements in a puzzle and have them present their answers to the class Ask them to group the words into narrative features and narrative elements

R L S W R C Z J T K

E X G Z Q G Y O C S

S T R Y H O T Z H F

O C U P C L F S A G

L I X L Y A K E R W

U L A O C I N X A C

T F M T H D E R C D

I N I Z F M J A T H

O O L P O R B L E M

N C C V Q A X W R R

B V G N I T T E S E

Activities 2 How much do you know? Ask the students to work cooperatively in groups of ten (10) and fill out the entries of the following worksheet.
Group No. _______ Section ________ Date _________ How much do you know ? Directions: Read each of the follow ing descriptions and determine w hich narrative feature/element from the w ord pool is being described. Write the most appropriate answ er in the box before each number. e.g. 1. 2. 3. 4. ` sequence of events in a narrative the most suspenseful part of a narrative describes the time and place of action in a narrative etc. ( Please supply the rest of the items based on the pool of options given below .) action dialog initial resolution rising characters end incident action climax conflict falling action plot problem setting

e.g.

Instruct them to match each narrative feature/element with its most appropriate description. Allow them (by group) to present and match their answers with the correct ones.

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Activity 3 What the picture suggests. Ask the students to look closely at the given illustration and point out the details that suggest a particular narrative feature or element. Instruct them to work cooperatively in small groups of three (3) and have them interview one another to come up with the most appropriate answer to the question: What words/phrases best describe the illustration/picture? Allow them to compare their answers 2. FIRM UP
At this stage, the teacher should be able to do the following: Make the learners illustrate and crystallize their knowledge of the basic features, elements and types of Philippine narratives in the varied activities you will provide them. Engage them in the following meaningful and challenging activities to analyze, generate and test their understanding. Provide feedback to check for understanding.

Activity 4 Title Talk Instruct students to work in pairs and answer the following questions: 1. What does the title A Creation Story From Luzon suggest? 2. What kind of a narrative is this (based on the title)? 3. What message does it communicate? Give them five minutes to share their thoughts. Allow them to share and compare their ideas with the rest of the class. Process the learners answers.

Activity 5 Visualize the Setting In Details Ask the students to form a triad, and read A Creation Story From Luzon Instruct them to fill out the Setting In Details form for five (5) minutes. Title: A Creation Story From Luzon Setting: Words/phrases Group ___________ Section: ____________ Date: ____________

Other details

Words/Images and other details that evoke a feeling of Joy Sadness

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Allow them to present and compare their ideas to the rest of the class. Activity 6 Reading Log Time Ask students to work in groups of ten (10) and read A Creation Story From Luzon. Instruct them to fill out the Reading Log form as they read the following:
Group ______ Section: ________ Questioning Reading Log Inventory 1. 2. 3. 4. 5. 6. 7. Guideposts Ask questions about the characters and events of the story. Predict w hat might happen next and how the story might end. Stop at times for a quick review of w hat you have understood so far about the story. Ask questions like: 1. Whats happening? 2. Why do the sea and the sky do such things? For m opinions about the story. How does the story relate to your life?

Date: __________

Predicting

Clarifying

Evaluating

Allow the different groups to present and compare their ideas to the rest of the class. Process the learners answers

Activity 7 a Who says what? Ask the students to retain their triad, and work cooperatively to complete the Who says what? worksheet. Give them ten minutes to read and complete the entries in the worksheet
Who says what? Directions: Read the following entries and determine who probably said each line. Write e.g. 1. You had an ugly face. 2. I declare war against you 3. etc. for the sea and Y for the sky.

2010 Secondary Education Curriculum English I

Allow the students to present and compare their ideas to the rest of the class. Process the learners answers

Activity 7 b What We See, Feel and Think Ask the students to form groups of six and share findings to fill out the What we see, feel and think worksheet. Ad vise them to split and work in pairs: the first pair will fill out the says portion, the second pair will work on the see portion and the third pair will work on the think portion. Instruct them that each group must fill out the situation/event portion first before they split up. What We See, Feel and Think Worksheet Situation/Event What the character says Group _________ Section: ________ What We ----See Feel Date: __________

Think

Ask them to consolidate their work for presentation to the class. Allow them to compare ideas. Process the learners answers

Activity 8 How Did They Ever? Ask the students to form groups of ten (10) and work cooperatively on the How did they ever? Acti vity. Ad vise them to recall the important points of A Creation Story From Luzon and read The Monkey and the Crocodile (Zambal version) as told by Leopoldo Uichanco. Ask them to complete the entries of the following worksheet.
How did they ever..? Worksheet Storys Title 1. 2.
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Group __________ Problem Feeling

Section __________ Solution

Character

Challenge

Changes

Date __________ What w ould I What I learn do

2010 Secondary Education Curriculum English I

Give them the guide questions to come up with best results of the activity. Guide Questions to use: 1. Who faced a challenge/problem? 2. What challenge/problem was faced by the character? 3. How did the character feel about it? 4. At what point was there a change in the characters feeling/decision/motive? 5. How is the change related to the purpose of the story? 6. What solution did the character arrive at? 7. What have I learned from the story? 8. Do you think what the character did would be effective in todays society? Why? Why not? 9. What would I do if I were in the characters shoes?

e.g.

Allow them to present and compare their ideas. Process the learners answers. Activity 9 Story Plan Notes Instruct the students to retain their groupings (groups of 10), and recall the important points of A Story Creation From Luzon and The Monkey and the Crocodile. Direct them to fill out the Story Plan Notes worksheet as shown below. Story Plan Notes Setting Characters Problem Goal Events leading to goal (in order) A Story Creation From Luzon The Monkey and the Crocodile

a. __________ b. __________ c. __________ d. __________ e. __________ etc,

a. __________ b. __________ c. __________ d. __________ e. __________ etc

Resolution
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Allow them to present and to compare ideas to the whole class. Process the learners answers

Activity 10 Plot Summary Worksheet Ask the students to recall important points of A Creation Story From Luzon and The Monkey and The Crocodile Instruct them to fill out the Plot Summary Worksheet for each selection.
Plot Summary Worksheet Background Information: The Problem Event 1 Event 2 Event etc. T itle: _________________________________________________

Allow them to present and compare their ideas to the whole class. Process the learners answers.

Activity 11 Shaping Your Scene The teachers ask the students to retain their groups and read The Little Frog and the Small Pond by Evelyn R. Luab. Instruct them to focus on the events that lead to the climax and outcome (resolution) of the conflict. Ask them to fill out the Shaping Your Scene Plot Diagram as shown below.
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e.g. Group: __________

Section: __________

Date: __________

SHAPING YOUR SCENE PLOT DIAGRAM Opening Falling Action

Action leading to the climax

Climax

Resolution Allow them to present and compare their ideas to the whole class. Process the learners answers

Activity 12 Events Organizer Ask the students to work in small groups of five (5) and read the assigned folk narrative (The Origin of Pine Tree, How Pilandok Became A Sultan, Old man In the Mound, Maria Makiling, Angolo and Angarab, The Story of Lam-Ang (an Excerpt), Ibong Adarna, The Dove and The Hawks, The Donkey In the Lions Skin, Back to the Barrios, The Moon and The Sun

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Instruct them to fill in the events organizer.

Events Organizer T itle __________

Section: ______ Group: _______ Date: ________

Guide them to write the events in large boxes and in the upper boxes, the numbers showing the order of the events as they appear in the story. Ad vise them to arrange the events in their proper order. Allow them to present their organizer to the rest of the class for evaluation/critiquing. Let them process their answers.

Activity 14 Creating A Story Map Ask the students to retain their groupings, and remember the salient points of their assigned story. Instruct them to create a story map. Let them outline the setting, characters, and plot.

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Group: ______ Section: ______ Story Map for (Title of the story)

Date: ______

Allow them to present their story map to the class for evaluation/critiquing. Let them process their answers.

Activity 15 Messages to Live By Ask the students to work in pairs, and take time in reading the messages. They try reading the messages written in back-to-front writing. e.g. 1. LL A TA YAP TON OD YRENCHAERT EHT YLR ALUCITRAP SDEED LIVE 2. NIUR NA NOITCURTSED OF REHTAF EHT SI TI ROF SHREHTO FO LESNUOC EHT NO YLER TON OD.TNEMGDUJ NWO RUOY ESU Let the students present and compare their answers. Instruct them to recall the message of each selection they have e xplored. Ask them to match each message with the explored selection. Allow them to present their ideas to the entire class. Process the learners answers

Activity 16 Present to the students a box with a list of purposes of narratives. Divide the class into two groups and lead them to choose from the box the possible purposes of narratives After fi ve minutes, ask them to draw lots to determine whose group member will be the first to present his/her work. Instruct each group to present their list in one minute, as they take turns in presenting their list. Inform them that the group with the most number of correct narrative purposes wins the game. For the second round, ask each group to recall the title of each explored selection and match each with the purpose of the narrative. Each group presents their answers in two minutes and the group who gets the most number of correct answer wins.
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Process the students answers.

Activity 17 Remembering Types of Narratives Divide the class into two groups and ask each group to recall the types of narratives they know. Give them twenty minutes to list the types of narrative they know. Let them draw lots as to which group will be the first to present the list. Allow each group to present the answers for one minute and the group with the most number of correct responses wins. Process the answers of the students. Guide the students to recall the explored narratives, and let them identify each as to its type. Instruct them to plot their answers on the organizers as shown below.

Fable

Myth Legend

Tale

Anecdote

Short Story

Process the answers of the students.

Activity 17 Spin Up Quotable Quotation Instruct the students to work in groups of five (5), and re-read the assigned selection. Give them ten to fifteen minutes to find several passages to be read aloud to the class. Guide them to look for and choose passages which can be interesting/well-written/confusing/funny/powerful/surprising, etc.) Ask them to read and present the passages aloud. Tell them to explain why each passage is chosen or selected. Allow the students to present and compare ideas. Give comments an suggestions.
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Group: __________ Title of the Selection 1. 2. 3. 4. 5. 6. Activity 19 Building Bridges

Quotable Quotes: __________ Page No.

Selection: __________ Passage/Quotation

Date: ___________ Why I Selected it

Instruct the students to read the lifted passages from different stories read. e.g. 1. 3. etc. In the beginning , nothing else existed.
yesterday .

2. The monkey saw a large crocodile

Tell them to focus on the underscored words and encircled words in the passages of the simple past tense. 1. What is common in the a. underscored b. encircled words? 2. When do we use the a. v + ed form of verbs? 3. Why do we use expression/words like: yesterday, then, last _____? Allow them to give additional samples of time markers for simple past tense. Process the learners answers
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e.g.

2010 Secondary Education Curriculum English I

Activity 20 A Boxfull of Past Actions Divide the class into two big groups, and ask them to choose five representatives from each group. Allow the leaders to toss a coin as to which group will get the first chance to give the correct form of verb and supply time markers for the simple past tense. Explain that each representative has to get from the box a piece of paper where an incomplete sentence is written, then he/she has to complete it by giving the correct form of verb and supplying appropriate time markers in the simple past tense. Tell them that each turn calls for twenty seconds to finish the task at hand. Explain that there will only be ten turns, and the group with the most number of correct answers wins. Process the students answers. 3. DEEPEN At this stage, the teacher should be able to do the following: Provide students with thought provoking questions for them to reflect, revisit, rethink and revise their earlier assumptions about the basic features, elements and types of Philippine narratives, as well as the correct forms of verbs and time markers in the simple past tense. Address the learners uniqueness, needs, strengths and weaknesses by providing them with differentiated instruction as needed. Engage them in meaningful, challenging and differentiated activities that will reinforce what they learned. Engage them in meaningful self-evaluation and provide feedback. Activity 21 Challenging Situation Group the students into ten (10) and ask them to recall and print out the most challenging situation they found from the selections explored. Ask them to explain the reasons for choosing the situation, and plot them on the chart

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reason

reason

reason

reason

(Title of the selection) Allow them to present and rank their answers as to which one is chosen by the majority as no.1 down the line to the least chosen. Instruct them to continue listing more challenging situations (real or experienced yourself), and rank them in the order of gravity of the situation. Ask them to answer the question: How do these challenges/hardships compare to the hardships people of today face? Process the students answers.

Activity 22 Story Extension/Step Into the Authors Shoes Allow the students to retain their groups (by 10) and choose their most remembered/interesting narrative. Instruct them to write an extended dialog that might occur between / among the characters or provide a new ending to step into the authors shoes. Ask them to consider the questions: What do you think they might be saying to each other/talk about? Tell them to begin at the storys highest point. Give them time to present / dramatize the dialog.
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Activity 23 Point of View Allow the students to retain their groupings (by 10), and use the chosen narrative in Acti vity 23. Ask them to retell the story from the point of view of a TV/radio news reporter. Tell them to present the report live to the class. Instruct each representative of the group to act as if he/she is an evening or morning news anchorperson.

Activity 24 Role Pla y An Interview Instruct the students to work with a partner, and take turns in interviewing each other about a problem (school, community, city, country) which can be solved through the help of a literary character/hero. Ask them to find out how it can be taken care of or how it can be solved/resolved (highlighting the means that can be applied to resolve it) Tell them to include how can he/she help give quality life for people. Ask them to use the grid (as shown below) for their entries. Literary hero Problem Solutions How it can give quality life

Guide each pair that one of them will pose as the literary hero and the other one will play the role of the interviewer. Allow them to present/role play the interview.

Activity 25 Finding Connections Ask the students to reflect and find connections between their favorite literary characters world and their real world. Tell them to consider this question: How is the selection related to your real life? Instruct them to connect their present real world of human conditions to the fictional world of human behavior (characters world) by highlighting their personal and cultural values. Ask them to use the following questions as guideposts. 1. Are you like the characters in the story or are there other people like them? 2. In what ways are they related?
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Allow them to share their ideas with the entire class.

Activity 26 Schools Time Capsule Ask each student to write a memorable event that happened to him/her during childhood. Instruct each student to a. tell what happened b. give details about the events c. use the order they happened d. explain the meaning of the experience

4. TRANSFER +++ At this stage, the teacher should be able to do the following: Make the students do independent applications of the various processes in creating anime comics strips based on a folk narrative. Make learners create anime comics strips using varied and complex assessment procedures. Have them see the connections between tasks and the world. Provide feedback.

Activity 27 The Magic All Over Again Divide the class into groups of ten (10) and tell them to pretend as storytellers Instruct them to a. b. c. d. e. remember some of the stories they have been told when they were kids make a list of these stories and set their imagination free write a brief (one sentence) description of each choose one that was the favorite of the group write a full length version of it

Ask the representative of each group to share the story with the class.
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Activity 28 The Best Way Ask the students to retain their groups (by 10) and talk about what problem (school, community, city, country) troubles them most Instruct them to a. make a list of possible ways to solve the problem b. think/choose a literary hero/superhero/anime character whom they like and who is involved in saving lives or promoting quality life c. explain how the character can help people solve the problem

Activity 29 Characters Guide Ask the students to retain their groups (by 10) and compare their chosen literary hero to their favorite anime hero. Instruct them to compare the two characters by focusing on their traits, attitudes, motives and values. Tell them to plot their entries on the following table. Character Traits Attitudes Moti ves Values 1. (literary hero) 2. (anime hero) Allow the leader of each group to share the groups ideas to the class. Activity 30 Characters In Action Divide the class into groups of five (5) and ask them to produce drawings of pictures of the two important characters theyve chosen in the previous activity. Instruct them to a. show the characters in action to illustrate how these characters are alike or different. b. include each characters name, the title of the selection and the title of the anime T.V. program. Allow the students to show and share their drawings with the class. Activity 31 Adventure Anime Comic Strip Ask the students to retain their groups (by 5) and work collaboratively Instruct them to
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a. b. c. d.

brainstorm together and develop a good story idea based on the chosen problem in activity 29 (The Best Way) assign each member of the group a section of the story use their chosen anime character as the focus or lead character put the anime character into a new setting

e.

set their imagination free to write a story considering these questions: What will be the time and place of the action? Who will be the other characters apart from the anime superhero? How will they speak, move, act and look? What events should occur as part of the plot? What conflict complicates the plot? What will happen in the beginning, the middle and the end? (or they can use the story they produce in Activity 28 The Magic All Over Again) decide on which part they will illustrate through drawing choose parts which are interesting to illustrate decide how many frames or sections they will need draw the picture of each frame and leave enough room for dialog bubbles write in the bubbles what each character says apply color to each frame of the comics strips let each member of the group comment on the comics strips polish the anime comics strips based on the comments of their group mates

f. g. h. i. j. k. l. m.

Allow each group to share its illustrated comic strip to other groups. Use rubrics to access / evaluate the learners work.

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Resources

Required: - Wedding Dance, by Amador Daguio - How My Brother Leon Brought Home a Wife, by Manuel E. Arguilla - The Monkey and the Turtle, by Jose P. Rizal Suggested: - My Brothers Peculiar Chicken, by Alejandro R. Roces Philippine Folk Narrative - The Creation, An Igorot Folktale - Malakas and Maganda, a creation myth - Sampaguita, a legend - The Dog and the Lion, a Maranaw Fable - In Disguise, an anecdote by Benjamin L. Panlilio Reference books Internet Computer Multimedia Materials DVD CD Graphic Organizer pictures drawings art materials

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