english i - · pdf filethrough his/her understanding of the different genres of philippine...

2010 Secondary Education CurriculumEnglish I

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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.


Quarter 2: ESSAY Topic 1: Basic Features and Elements of An Essay

Time Frame: 20 days

Stage 1

Content Standard: The learner demonstrates understanding of the basic features, parts, structures, pattern of development that make the tone and style of Philippine essays effective.

Performance Standard: The learner produces meaningful journal entries.

Essential Understanding:Free and effective communication of reflections and insights about personal views, thoughts, feelings, attitudes, judgments and observations can lead to meaningful journal entries.

Essential Question:How can journal entries be meaningful?

Learners will know:

• Basic features of Phil. essays• Parts of an essay• Structure of an essay• Principles of paragraph development• Specific characteristics of Philippine essays• Forms and functions of modals

Learners will be able to:

• Process concepts about interesting observation, idea, feeling or thought.

• Use clues to clarify the purpose and the audience of an essay.• Describe and evaluate personal preferences and observations. • Make appropriate and meaningful comments.• Apply various graphic organizers to illustrate key concepts in an

essay.• Respond in various ways to express understanding of an Essay.• Present an array of essay topics related to human experiences.• Draw insights on main and sub issues presented in an essay.• Write reflections highlighting comments and insights on personal

preferences, observations.• Use modals to express clear intention and action.

Stage 2Product or Performance Task: Meaningful Journal Entries

Learners should be able to demonstrate understanding by covering the six (6) facets of understanding:

Evidence at the level of performance

Performance assessment of journal entries that

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ExplanationExplain the basic parts, structure, elements and features of Philippines essays.InterpretationIllustrate the different patterns of paragraph development.ApplicationUse personal reflections, experiences and observations in writing journal entries.Establish the smooth flow of ideas by using modals.PerspectiveArgue that reflective journals and personal essays serve as significant learning experiences.EmpathyConsider other writers’ intention style, views in abstracting a reflective journal and a personal essay.Self-knowledgeSelf assess strategies/ corrections used to improve one’s work.

fully communicate feelings, thoughts, views and reflections using the following criteria:

• Focus/Content• Unity• Coherence• Clarity• Mechanics• Language

Stage 3

Teaching/Learning Sequence:

EXPLORE

At this stage, the teacher should be able to do the following:

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Suggested Activities (Presenting the Essential Question) You may present the essential question by the activity below: DECODE THE QUERY!

• Group the learners into ten. • Use this activity as a modification of the shuffled lyrics in “The Singing Bee”.• Ask the learners to read fast by following the color coded blinking words.

• Let them read correctly the blinking words otherwise, a drum beat will be heard that means an error has occurred.• Remind students that a word in the entry will be used twice.• Advise non-participants to participate by writing the query in their notebooks.• Invite learners to give tentative response to the question as guide for further exploration.

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meaningful Journal How be

• Make the learners aware of the desired result, that is, for him/her to demonstrate understanding of the basic features, parts, structures, pattern of development that make the tone and style of Philippine essays effective.

• Introduce/Decode the Essential Question (EQ),”How can journal entries be meaningful?” with the students. Make them answer the question as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences.

• Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand.

• Inform the students of how they will be assessed. Their major output after the lesson is a meaningful set of journal entries.


1. ETHOS – LOGOS- PATHOS

• Let learners to reflect on the meaning of ETHOS, LOGOS, PATHOS• Invite the learner to write random thoughts about each word.• Encourage them to do webbing or mapping to extract concepts about the word.• Call some learners to read their answers.• Encourage reactions from the class.• Enthuse the learners by presenting the following drawings.

(Note: remind students that their initial concepts on the terms will be validated as their understanding unfolds.)

• Let the learners match the drawings with the terms presented at the beginning of the activity.• Ask them about their bases for having matched the items.

(Note: Emphasize that the literary genre, “Essay,” introduced in the essential question must affect the Logos (Reason),Ethos (Character) and Pathos (Emotion) of both the readers and the essayist.

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2. LEAVE A MARK!(Note: For this activity, you may use the traffic light technique like the one below or you may design your own)

• Present this activity that incorporates concepts of an essay.• Let the learners do the following:

Think of what an essay is, how it looks, what it contains.

Explain how an essay differs from a narrative or a drama.

Write all the things you know about the essay.

3. WRITE RIGHT!• Group learners into ten.• Allow students to write sub topics for the key photos which represent dominant themes in Philippine essays.

(Present an example that may serve as a guide; you may use the one below or design your own)

• Show other photos as students write concepts that relate to what they see.• Consider photos which depict authentic experiences.• Call on group representatives to present their answers in class.• Give comments and suggestions.• Inform the learners that the expected output is a set of meaningful journal entries.

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STOP

warning

GO

Child Labor

Poor Health


FIRM UP


• Make the learners illustrate or crystallize their knowledge of the basic features, parts, structures, pattern of development that make the tone and style of Philippine essays effective.

• Concretize the knowledge of the learners on the distinctive features used by the authors to present lessons lifted from real life experiences and personal observations.

• Instruct the learners to use the forms and structures of modals.• Have all these things contained in the varied activities you will provide them.• Engage them in meaningful and challenging activities that will make them reflect, revise, rethink their understanding.• Provide feedback to check for understanding.

Suggested Activities4. AEY – SAY!• Distribute a copy of the poem.• Instruct the learners to read the inverted poem about the essay.• Distribute the questionnaire to be filled out as the learners read the poem.• Allocate time for students to answer the activity.

(Note: Teachers may compose poems about what an essay is. Different styles in writing poems may be used like the example below which is inspired by the style of E.E. Cummings.) “YASSE” Topic a no gnitirw It presents the author’s point of view Saedi fo noitcelloc dezinagro na si ti Writer’s pay attention to structure and organization

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ACTIVITY 5: THE STRONGEST AND WEAKEST LINK!• Give the learners eight statements about the elements and features of an essay.

• Ask them to draw the happy emoticon if they agree with the statement. If they disagree, draw the sad emoticon. Whoever gets the highest score after the last question is the winner:

Statements:

1. A Topic sentence specifies the main subject of the essay. (thesis)

2. A good introductory paragraph provides a clear thesis that engages the reader.

3. A paragraph that summarizes the essay’s point and brings it to a logical and appropriate end is called a clincher. (Conclusion)

4. A bridge that connects thoughts and ideas and holds the essay together is called logical link. (transition)

5. The series of paragraphs that provide support and illustration comprise the body of an essay.

6. Useful transition words like, besides, consequently, however, likewise, nevertheless, then, later, and, but, or, also, therefore,

meanwhile, thus, in addition, finally, in general ensure a coherent essay. (transitional)

7. Literary criticism is the study, discussion, evaluation, and interpretation of literature like an essay.

8. A good essay must have unity and coherence of ideas plus emphasis.

• Let the learners present their answers to the class.• Process the students’ answers.

ACTIVITY 6: PHOTO FLASH!• Present to the learners photos of two internationally recognized Filipinos. • Encourage them to write a paragraph expressing why these Filipinos gained international recognitions.

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http://en.wikipedia.org/wiki/Literature


Photo#1 (for the first two rows)

Photo #2 (for the last two rows)

• Let learners read their paragraphs in class.• Give comments and suggestions.

ACTIVITY 7: PDF (Prominence Data Form)• Have learners complete the PDF form below.Complete Name Geographical Origin Greatest Achievement Other interests Future Plans

1.Efren Geronimo Penaflorida Jr.2. Emmanuel Dapidran Pacquiao

• Process the students’ answers.

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ACTIVITY 8: PINOY AKO!

• Group learners into five for a table completion game.• Let them reflect on the characteristics that make one very Filipino as they fill out the form below

. TRULY PINOY!In thoughts In words In Action

1.2.3.

• Remind them that the first group to finish wins the game.• Have them present and compare their list with the rest of the class. • Process the learners’ answers.

ACTIVITY 9 : SYKES

• Ask the learners to retain their groupings and distribute copies of the essay, “I am A Filipino” (Carlos P. Romulo).• Let them read the essay and spot the values, reasons, and emotions presented.• Instruct the learners to answer questions that lead to the central theme of the essay.

e.g. of questions

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1. According to the essayist, who is the real Filipino? 2. Why should we feel proud of our Malayan race? 3. How can we maintain our integrity as the pride of the East?

• Instruct learners to share their answers with the rest of the class.• Guide the students as they discuss the soundness of their answers.

ACTIVITY 10: EASYTHON (Outline Completion) Questionnaire

o This essay is about:_________________________________________________________________________________________o The essay is introduced by the following interesting statement:_________________________________________________________o This essay is introduced with the following idea:____________________________________________________________________o The essay will illustrate the above idea by showing that:______________________________________________________________o (main point of paragraph 1)____________________________________________________________________________________o This is shown by:

o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________

o (main point of paragraph 2)____________________________________________________________________________________o This is shown by:

o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________

o (main point of paragraph 3)____________________________________________________________________________________o This is shown by:

o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________o ____________________________________________________________________________________________________

o To summarize, this essay has shown that:___________________________________________________________________________

o The lessons that can be learned are:________________________________________________________________________________

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o 1.__________________________________________________________________________________________________________

o 2.__________________________________________________________________________________________________________

ACTIVITY 11: BRIDGING HIATUS!

• Guide the learners in filling out the questionnaire below based on what they have learned about the essay read.• Tell them to feel free in using any of the information they have learned in the previous activities.

1. I think that ____________________ (title of the essay) shows us that _______________________________________________________________________________. (main idea of your essay)

2. I _________________ (liked / didn't like) _____________________ this essay because ___________________________________________________________________________________________________.

3. Overall, I feel that _______________________ (title of the essay ) is worth / not worth reading because ______________________________________________________.

4. ___________________ (reason #1) _______________________ Another reason is that______________ (reason #2) ______________________________________________________________________.

5. The most essential reason for (liking/not liking) the essay is _______________________ (state the sound reason ) because ______________________________________________________________________.

6. _____________________ (state the theme) is important to this essay because ___________________ ____________________________________________________________________________.

7. _____________________ and also because ___________________ ____________________________________________________________________________.

8. The most important part in _______________________ (title of the essay) happens when _______________________________________________ (explain the event).

9. I found it interesting that ____________________________________________________________________________ (state what you found interesting).

10. The part of _______________________ (title of the essay ) I liked best was ________________________________________________ (write what you liked best about the essay) because _____________________________ (write why).

11. The part of _______________________ (title of the essay ) I liked least was ________________________________________________ (write what you liked best about the essay) because

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_____________________________ (write why).12. I would / would not recommend _______________________ (title of the essay) to my friends because

_____________________________ (write why).• Process the learners’ answers.

ACTIVITY 12: PORTRAIT OF THE FILIPINO PEOPLE

• Encourage the learners to write a character sketch of a specific Filipino based on the essay.• Instruct them to follow the pattern provided to ensure a well- written composition.

Guidelines Your Answer1.Assign a specific Filipino name to your character.2.Use adjectives and similes to describe the character’s physical description.3.Quote a conversation you had with the character. Describe what he/she says, does, thinks.4.Write what other people say about the character.5.Write what makes the character different; his/her strengths and weaknesses and other important things you want the readers to know.

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ACTIVITY 13: YOU HAVE A POINT!

• Tell the learners to listen as you read an excerpt from a letter written by Dr.Jose P. Rizal.• Remind them that the letter depicts the real-life record of a young man’s thoughts, feelings, and experiences over a

particular time period.• Have them note the personal details that the writer includes in the diary.• Next, have students discuss the following questions about the writer and his work:

• Why are the writer's details important?• How do they help the reader?• What do they tell us about the writer?• What questions do you have about the writer?• What do you and the writer have in common?

• Allow the learners to present their answers to the rest of the class.• Process the learners’ answers.

ACTIVITY 14: MOOD DOLLS

• Tell students that the doll holds a group of modals and remind them that each modal has a meaning indicated in columns.• Instruct the learners to plot each modal in the proper column.

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What do they express?

MEANING SIGNALED

ABILITY POSSIBILITY OBLIGATION

• Ask the learners to present and compare their answers with the rest of the class.• Process the learners’ answers.

ACTIVITY 15: MIX N MATCH

• Invite the learners to refer to the model essays provided.• Let them write the lines in the essay where the modals appear.• Have them write the meaning of each modal used.

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Can should may have to must

Will could shall might


Essay #1 ( I AM A FILIPINO)

LINE MODAL MEANING

Essay #2 (A Letter to His Parents)

LINE MODAL MEANING

ACTIVITY 16: SYN-TAX!

• Ask learners (in pairs) to arrange words in order to form sentence by inserting a modal verb from the board.• Make enough copies of the activity for the number of pairs in your class.• Cut up the sentences into individual words.• Instruct them to do the following:

A. Put the cut up sentences shown in the table below and arrange them to form sentences.

youpay

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yourelectricitybillorthelightswon'twork

Iremembertogetsomemilkonthewayhome

yougototheconferenceifyoudon'twantto

hego

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tocourttomorrowtopayhisparkingtickets

B. Write the missing modal verbs on the board: have to, must, don't have to.

C. Present the sentences to the rest of the class.

D. Process the learners’ answers.

.

ACTIVITY 17: COM - PAIR

• Pair up students for this activity.• Print this page, copy on to colored paper if you want, cut the page down the middle and cut strips for each sentence.• Let learners walk around the room and find the missing half of a sentence.• Remind them that the combinations must be grammatically correct and logical.

.

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She hasn't called me back.She must not have checked her

messages yet.

Their plane might be delayed. It's becoming cold in Manila.

His jacket's here, so he must be here too.

It must be a good restaurant; the lines are really long.

His phone's been busy all night. He must be on-line.

Why didn't you call?For all I knew you could have

been in an accident.

Let's just go over to his house. He should be home by now.

That can't really be Elvis. He's been dead for years.

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This restaurant can't be that expensive.

Just look at the people going in.

That couldn't be the real price. They must have made a mistake.

• Let the learners present and compare their answers to the rest of the class.• Process the learners’ answers.

ACTIVITY 18: BLANK PATCH

Let students fill in the blanks with the correct modals.

1.You ________ leave the table once you have finished your meal and politely excuse yourself.

2.Do you always have to say the first thing that pops to your head? ________you think once in a while before you speak?

3.Terry and Fralin said that they would come over right after class, so they ____________be here by 6:00 p.m.

4.You ________take along some cash. The restaurant may not accept credit cards.

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5.The television isn’t working. It _________damaged during the typhoon.

6. etc.

DEEPEN


• Provide learners with thought-provoking questions that will make them reflect, revisit, rethink, and revise their earlier assumptions about Philippine essays.

• Challenge the learners’ logical and creative abilities by providing activities that encourage decision making, discerning options, evaluating consequences, production, polishing and editing of compositions.

• Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed.

• Provide them with meaningful and challenging activities that will reinforce what they have learned.• Engage them in meaningful self –evaluation.• Give feedback.

ACTIVITY 19: EUREKA!

• Assign students to research different kinds of autobiographical writing and to share good examples of published diaries, journals, letters, travel logs, oral histories, interviews, and autobiographies.

• Let the learners present and compare their work in class.• Give feedbacks on the things they appreciate the most about the report.

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ACTIVITY 20: THE MORE THE MERRIER

• Have students work in pairs or small groups to write dialog journals where they carry on written conversations about a common interest or a mutual problem they're trying to solve.

• Instruct them to share their dialog journals with the rest of the class.• Give comments and suggestions.

ACTIVITY 21: HI PROMPTS!

• Present the following writing prompts and tell learners, they will have 5 to 10 minutes to write. • Direct them to try to write nonstop and avoid erasures. • Remind students to use modals in their composition.• Ask them to use some good prompts/journal starters:

o What I did last weekend (or hope to do this weekend)o My experiences in the school cafeteria this week, for better or worse

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o What really makes me frustrated or mad, and whyo What really makes me laugho How I spend my spare timeo My best memory evero Inside my head todayo A typical day in my life at schoolo What I aspire to become in the future

• Allow them to read their journals to the class.• Give comments and suggestions.

TRANSFER +++


• Let the learners make independent applications of the various processes (autobiographical collections, portfolio production, writing of dialog journals, making a specialized journal which focuses on a specific activity) they have learned.

• Make the learners write meaningful journal entries.• Have them see the connections between tasks and the world where the learners instill the enduring significance

of concepts learned that can be applied in various real life situations.

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ACTIVITY 22: WRITE A THON!

• Encourage the learners to produce a series of meaningful journals that focus on a particular activity, such as participating in basketball or any athletic endeavor. The journal entries may also include a learning log, which is a personal learning tool that focuses on the learners’ coursework and their thoughts and feelings about what they are learning.

• Give comments and suggestions.

Activity 23: ENGRAVED THOUGHTS

• Tell students they will be writing their own journals as a week-long project. (You might provide class time for journal writing or assign it as homework.)

• Ask students to think of these journals as a way to freely explore their thoughts and feelings while also creating a source of ideas for their writing.

• Remind them that their journals should contain the details that may seem unimportant at first, but which add to the reader's appreciation and understanding of the writer.

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• Allow the students to check for content and creativity. This enables them to ensure that the set of journals they will pass is really meaningful.

• Give comments and suggestions.

Required Texts: I Am A Filipino, by Carlos P. Romulo

On Discovering Myself, by J.B. Serrano and M.G. Lapid

Siestas, by Leoplodo R. Serrano

Man in Dapitan, by Loreto Paras Sulit

The World in A Train, by Francisco Icasiano

Suggested Texts:My Home, by Dr. Jose Rizal

Tarlac Dike, by Kerima Polotan

A Letter to His parents, by Dr. Jose Rizal

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Biographies of national writers and heroes

An AVP about the national writers (CONSTEC Lit.)

Selected contemporary foreign essays with similar theme for learners aged 11 – 13

Movie clips of journal writing from freedom writers

A critic of an essay

Resources: Pictures, concept maps, model journal entries, e portfolios, list of journal starters, blog entries

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