Title: First Quarter Unit 1 - Narratives No.

of Meetings: 42 days Established Goals

The learner GOAL 1: Develop higher order thinking skills that will enable one to acquire academic as well as communicative competence.
L.1 Listen to discriminate critical vowel and consonant sounds L.5 Listen to evaluate ideas and make inference/ judgment/conclusion and predictions S.1 Articulate the English sounds correctly and distinctly R.5 Analyze the forms and style of various genre R.6 Identify the authors voice, attitude and point of view

G G G

Essential Understandings G G Students will understand that

U T

Understanding
Transfer The student, in the long term and on his/her own, will be able to

G G

Narratives are the interesting accounts of peoples ideas, feelings, and values pertinent to the development of their culture and society. With the help of gestures and body movements a speaker can break through the barrier of communication.

Construct and tell owns story using correct grammar and different kinds of phrases. Speak confidently with correct diction, enunciation, and gesture.

Create a multimedia story through the use of The learner will know how to seek information Microsoft movie maker. from multiple wells, methods for discerning fact from opinion, ways of judging and analyzing information, strategies for combining information to support opinions, and systems for recognizing bias. Essential Questions Why do we study narratives? How can we make communication more effective? Why do we need to study information gathering skills?

Knowledge and Skills K S Students will be skilled at Students will know G G Elements and Features of Narratives Using reading skills and strategies G G Noun clause/ adjective clause/Adverb clause understanding and appreciation of varied
Vowel sounds of /a/, /e/, /i/ Listening to important information Verbal/ Verbal Phrases Character Development Sequencing of Events Copy Reading Symbols Outlining Using the Dictionary Bibliography American Literary texts

British and

Making use of a dictionary to understand difficult words Sequencing of events Understanding elements of character development in Understanding the features of narratives Making inferences through the use of titles and subtitles Identifying the form of a noun, adjective, adverb clause/phrase Differentiating the different kinds of verbal and verbal phrases Using verbal and non verbal cues Listening for important points Identifying the difference between APA style and PLA style Making an outline of a literary/ reading text read. Understanding how literary forms can be represented in visual narratives Understanding the role of media in addressing social and cultural issues.

Backward Design Template page 2 Stage 1 Alignment To obtain evidence of

T U Q G K

Stage 2: Assessment Evidence Evaluative Criteria Assessment Evidence Where performance is judged in terms of Students will need to show their learning by PERFORMANCE TASK(S)

RUBRICS (see attached rubrics)

Individual Performance Task: Story Telling G: To write and tell your own story R: You are invited to perform to out of school youth in a nearby barangay A: Your audience would be out of school youths and the manager of a big entertainment company S: Since you already consider yourself successful at your age, your teacher asked you to write your own inspiring story. The story must be your own experience on how were you able to achieve your goals in life. You must make your story good and really inspiring to attract the attention of the manager so it could be viewed on national television P: You will be writing your own story following the pyramidal plot of a story and writing in correct English grammar. Present your story using the following extrinsic elements of public speaking so that your story would be as effective as possible. S: Your performance would be assessed using the rubrics given Group Performance Task: Digital Story Telling G: Your goal is to make a digital story telling with the use of the Microsoft movie maker using your own story R: You are a director and script writer of Disney Pictures Inc. directing plays and movies. A: children who are fond of watching animated movies and a famous movie critique who is your teacher. S: You are a director and script writer of you Disney Pictures Inc. The director of this company asks you to make a movie of your written story (draw and color the characters and settings

on a sheet of white paper). You have to draw everything from exposition to denouement. When you already have a picture for each scene, use the Microsoft movie maker to create the pacing of the story. The director wants you to record your voice together with the digital storytelling. P: As directors and script writers you have to assign a date for the premiere night. The premier night would be done in a room with white screen, PC, and projector for all the audience to see. S: Your work will be assessed using the rubrics given *NOTE: Students will choose the best story to make into a digital story telling.

OTHER EVIDENCE Quizzes Enrichment Activity Drills/ Seat works Theme writing

Backward Design Template page 3 Stage 1 Alignment To help learners achieve

T U Q G K

Stage 3: Learning Activities Summary of Key Learning Events and Instruction The teaching and learning will involve
S

Day 1 (Hook) At this stage the teacher should be able to do the following. a. Make the learners aware of the desired result that is, for her to demonstrate understanding of the distinctive features, elements and types of English American Narratives. 2. Introduce the essential questions. Have them answer the question based on their experiences. 3. Inform them of the outputs which are writing and delivering owns story and digital story telling. 4. Make the learners share what they already know about the basic features/ elements of English American Narrative. (Acquire) 5. Tell students to tell something about the words inside the box. After allowing them to tell something about the words in the box, allow them to label the pyramidal plot below.

Setting Characters plot

point of view theme

PYRAMIDAL PLOT

6. After soliciting the students opinions, ask the students the questions following: 1. Where do you usually see these elements? 2. What are the importance of the following elements? 3. What makes narratives unique compared to other genres of literature? Day 2 A Clean and Well Lighted Place Divide the class into 7 groups. Each group should present the following creatively. (Make Meaning) a. Characters (pantomime and explain) b. setting (draw and explain) c. plot The students will be asked to identify the following parts of a pyramidal plot in the story. After identifying the parts students must be able to identify the type of narrative with points to prove their answers. Exposition: Rising Action Climax Falling Action/ Denouement Types of Narrative:

d. point of view and theme (write on a cartolina and explain) Day 3 Character Development Pair Work 1. Students will be asked to read the excerpts of various story. (Acquire) 2. After reading the students will work in pairs. They will list down all the characters mentioned in the short story. 3. Then each pair will have to identify the characters according to its kind with justification why are the characters categorized according to kind. (Make Meaning) Name of Character: 1. 2. 3. Kind/ Type: Reason:

Day 4 Fish Cheeks

1. Instruct the students to read the assigned selection 2. Ask them to skim and look for passages/ lines which can be interesting, well written, funny, powerful or surprising. (Acquire) 3. Tell them to explain why each passage is chosen or selected. 4. Allow them to present and compare ideas. (Make Meaning) Name: Who Said it? 1. Amy 2. Father 3. Mother Passage/ Quotation/ Line Year and Section: Impression on the character Type of Character

Day 5 Sequencing of events PAIR WORK: 1. Students will be asked to read a selection with a flashback. (Acquire) 2. After reading the selection students will make a timeline that will make the story in a chronological order. (Transfer)

Day 6 The Casque of Amontillado 1. The teacher will present a movie clip based on the story of the Casque of the Red Death. (Acquire) 2. From that movie the students will be asked to act like detectives and answer the question which is given by the teacher. If you were the detective during the time of the movie clip, what will be the best evidence you could have to trace who killed the other character and how the character died? Day 7 Outlining 1. Inform students that they think of the best title they want to write about for their own written story. 2. Tell students to think of main ideas they want to discuss for each paragraph. (Make Meaning) 3. Once they are all ready, instruct students to make an outline of what they are going to write about for their informal theme. Day 8 Copy Reading Symbols 1. Each student will be presented a paragraph full of errors. 2. Students goal is to correct all the errors sing the copy reading symbols learned. (Transfer) Day 9 Enrichment No. 1 (Transfer) 1. The students will be presented a quotation about honesty. 2. From that quote students will share their insights which will be then related to what they are going to do. 3. Once though with the sharing each student will be given a copy of the enrichment test. Day 10 Frame Story and Satire as a Literary Device 1. Students will be asked to draw a frame. (Transfer) 2. After drawing a frame ask them to write a frame story. The first story will be written in the outside of tyeh frame and the other story in the inside. 3. Tell the students that their seatmate will be checking their work if they did it correctly.
Day 11

The Canterbury Tales (transfrer) Prolog- Guildsmen 1. From the lesson the students had yesterday; allow them to distinguish the literary device revealed in the story. 2. In Pairs allow student to create a diagram on how they are going to show the story with in a story by using

pictures instead of words. Day 12 The Canterbury Tales (transfer) The Cook The Host 1. Tell students to browse over the whole text of Canterbury Tales. 2. Instruct them to create to columns on their paper. 3. On the left side write the names of the character present in the text then on the right side think of people you may know today who remind you of any of the characters depicted in the tale. 4. Support your answer with lines taken from the tale. Canterbury Characters Person Depicted 1. The lawyer 1. Chief Justice Corona He knew by heart decisions and decrees; These were play to him in litigation, skilled; With presents and with fees, his chest were filled. 2. ____________________________________________ 2. ____________________________________________ ____________________________________________ Day 13 Gerund/ Gerund Phrase 1. Instruct the students to read and analyze each sentence. (Acquire) 2. Then the students will be presented a puzzle. 3. In the puzzle they have to look for words ending in ing which could be used as a gerund in the following sentences read. (Make Meaning) 4.Ask them what the differences and similarities of the underlined words in the sentences. 5. Ask them how each word/group of words functions in a sentence. Day 14 Informal Theme Writing (Transfer) 1. Return to students the corrected outline of their own topic. 2. Present to the students the rubric and the aim of Informal Theme no. 1 3. Tell students to start writing the flesh of their informal theme which will be submitted at the end of the class. Day 15 Activity No. 1 (Transfer) 1. Review students with the copy reading symbols. 2. Instruct students to exchange paper with their seatmate. 3. Tell students that they are going to check their seatmates informal theme using the copy reading symbols they

learned. 4. Tell students that they are going to use BLUE ink only. (red ink will be for their teacher) Day 16 Infinitive/ Infinitive Phrases 1. Students will be presented set of sentences. (Acquire) 2. From the set of sentences they have to identify and tell the function of each infinitive in a sentence. 3. Allow the class to give comments on their classmates answer. (Make Meaning) Day 17 Sound of Vowel /a/ 1. The teacher will present a tongue twister. 2. Chosen students will try to perform the tongue twister enunciating the sound of vowel /a/ correctly. (Acquire) 3. Students will pick out the words with sounds of vowel /a/ 4. Answers will be checked after the discussion Day 18 Sound of Vowel /e/ 5. Allow the students to listen to the speech of chief Seattle. 6. Instruct students that they must listen carefully and look for words with vowel sound /e/ 7. Let the students fill in the chart putting each word to the correct column. (Make Meaning) Vowel sound 1./ / 2. / / 3. / I / 4. / i / Examples (5 each) What I learned What would I do

Day 19 Sound of Vowel I 1. Each pair must construct a tongue twister. 2. The tongue twister should contain the vowel sound /i/. (Make Meaning) 3. Allow the students to perform their tongue twister after 15 minutes.

Day 20 Participle/ Participial Phrase 1. Students will be presented sentences with participle/ participial phrases. (Make Meaning) 2. Tell students to identify each participle/ participial phrase in the sentences. Day 21 Activity No. 2 (transfer) 1. Review students on verbal phrases. 2. Tell them to identify the verbal phrases in each statement and then distinguish whether the following verbal phrases are gerund, infinitive or participle. Day 22 Using the Dictionary Group Work 1. Students must form triads. 2. Each triad must have a dictionary. (Make Meaning) 3. The dictionary is to be used in answering Activity 1 and 2 on pp 119- 120 of your book. Day 23 Identifying the main idea 1. Students will be presented an article 2. Giving Input 3. From the article students must be able to identify the main idea of each paragraph of the article. (Transfer) Day 24 Activity No. 3 (transfer) 1. Review students on vowel sounds /a/, /e/, and /i/ 2. Tell students to answer the given questionnaire . Day 25 Project Day Making Day 26 The Clause (acquire) 1. Present different clauses to the students. 2. Tell students to analyze the set of clause. 3. Tell them to categorize which one is the main clause or the subordinating clause. 4. Tell them to prove their answer.

Day 27 (Make meaning) Noun Clause 1. The teacher will present the functions of a noun. 2. The students will make sentences with noun clause following the functions indicated by the teacher FUNCTION 1. Subject 2. direct object 3. indirect object 4. predicate nominative 5. objective complement SENTENCES

Day 28 (Acquire) Adjective Clause 1. The teacher will present sentences with adverb and non clause. 2. Students must be able to distinguish which sentence contains an adverb clause and a noun clause. 3. Instruct the students to put the sentences in the correct column. 4. Allow each students to defend his/her answer. Day 29 (Transfer) Adverb Clause 1. Tell the students to look for adverbs in the puzzle. 2. From the adverb they found, allow them to construct their own sentence Day 30 Activity No. 4 (transfer) 1. Review students on the topic: The Clause and the types of clause 2. Tell students to answer the given questionnaire. Day 31 Enrichment No. 2 1. The students will be presented a quotation about honesty. 2. From that quote students will share their insights which will be then related to what they are going to do. 3. Once though with the sharing each student will be given a copy of the enrichment test Day 32 Bibliography (APA & MLA)
1. The teacher will present a jumbled bibliographical entry.

2. The students must arrange the jumbled bibliographical entries in 2 formats APA and MLA Day 33

Activity No. 4 (transfer) 1. Review students on bibliography. 2. Tell students to answer the given questionnaire. Day 34 (Make Meaning) Formal Theme No. 1 1. Distribute to the students their checked formal themes. 2. Present the criteria on how their formal themes are going to be graded. 3. Allow students to rewrite their formal theme no.1 Day 35 Enrichment No. 3 1. The students will be presented a quotation about honesty. 2. From that quote students will share their insights which will be then related to what they are going to do. 3. Once though with the sharing each student will be given a copy of the enrichment test. Day 36 Guideline sin Story Telling 1. Instruct students that they will only use the word banana all through out the activity. (Make meaning) 2. Tell them that they have to express 4 emotions (sad, happy, amazed, angry) without speaking any word. They must only show the extrinsic elements of public speaking in their performances. Day 37- 38 Planning and Making of GPT 2 Day 39- 40 Performance of IPT I (Transfer) Day 41-42 Show time With the use of the Projection room allow the first 3 groups to show their Digital Story Telling

2009 Grant Wiggins and Jay McTighe

Digital Storytelling :
CATEGORY Images Exemplary 4 Images are clear and composed according to graphic principles. They create a distinct atmosphere or tone that matches all parts of the story. The images may communicate symbolism and/or metaphors. The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. Excellent 3 Images are clear and composed according to graphic principles. They create a distinct atmosphere or tone that matches different parts of the story. Satisfactory 2 Images are clear and composed according to graphic principles. They create a distinct atmosphere to reinforce content. Needs Improvement 1 Images are not clear nor composed according to graphic principles. They lack association to content.

Voice - Pacing

Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.

Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. The story is told with the right amount of detail. The images express the content and enhance the aesthetic value.

No attempt to match the pace of the storytelling to the story line or the audience.

Quality of Work

Provides work of the Provides high highest quality. quality work.

Provides work that usually needs to be checked/redone by others to ensure quality.

Content

The story is told with exactly the right amount of detail throughout. The images express all the content and greatly enhance the aesthetic value.

The story is told with the right amount of detail throughout. The images express all the content and enhance the aesthetic value.

The story is incomplete or needs editing. Images are absent or may not enhance aesthetic value.

Teamwork

Work is shared equally among team members. Always listens to, shares with, and supports the efforts of the team. Keeps all members working together in a positive way.

Work is shared equally among team members. Listens to, shares with, and supports the efforts of the team. Keeps all members working together in a positive way.

Work is shared Work is not shared. Little among team contribution is made to the members. Supports project outcome. the efforts of the team.

RUBRICS FRO STORY TELLING: CATEGORY Mastery of the Story 4 3 2 1 Does not execute mastery at all (reads the piece) Demonstrates errors in articulation/ pronunciation He/ she has not demonstrated an understanding of the piece fairly

Delivers the story Executes the story There is an evidence very well and there is satisfactory but stops of reference to the a clear evidence of sometimes copy mastery Has a very good articulation/ pronunciation Has a talent for storytelling and comprehends the meaning and structure of the piece, adapts his/ her own style Has a good articulation/ pronunciation Demonstrates few errors in pronunciation/ articulation

Articulation/ Pronunciation

Body language, posture, facial expression

He/ she clearly He/ she clearly demonstrates an demonstrates an understanding of the understanding of the piece piece fairly

Costume/ Props

Very colorful and Colorful costumes creative costume and and props props

Minimal Costumes and props

No costumes and props