Learning Plan 1

Reporter's Notebook

By Heather Ann F. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8, Fourth Grading. Reporter's Notebook (Junior Edition), 12 days

Content Standard

The learner demonstrates an understanding of South and West Asian

literature as an expression of philosophical and religious beliefs; information
flow in various text types; reality, fantasy, and opinion in listening and viewing
materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and
logical connectors in journalistic writing.

Performance Standard

The learner transfers learning by composing a variety of journalistic

texts, the contents of which may be used in composing and delivering a
memorized oral speech featuring the use of properly-acknowledged information
sources, grammatical signals for opinion-making, persuasion, and emphasis,
and appropriate prosodic features, stance, and behavior.

Learning Competencies

 Use active and passive construction in a journalistic context.

 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing
 Use appropriate logical connectors for emphasis.

Unit Summary:

In this unit, the students will act like junior reporters as they learn the
proper use of logical connectors, active and passive voices, past and perfect
tenses, as well as direct and reported speech in journalistic writing. The
teacher will utilize interactive PowerPoint presentations, sample printed and
online articles as well as related web pages and videos in explaining the
grammatical structure and journalistic content of news, opinion, and feature
stories. Based on the discussed concepts, the students will create their own
journalistic articles. The students will then collaborate and make a newspaper
spread through MS Publisher. They will be evaluated by their group members
by other groups and by the teacher. This will be the students' final output for
English in the 4th quarter. It will be assessed using journalistic standards for
content and organization and related grammar rules. Ultimately, students will
appreciate the role of journalism in keeping the society informed and in
forwarding significant changes.

Student Objectives/Learning Outcomes:

Week 1

Day 1:

Through an introductory PowerPoint lecture presentation on the

concepts of journalism, the students will be able to:

a. recognize the basic concepts of journalism and news, opinion,

and feature writing:

b. describe the personal significance of reading news, opinion, and

feature articles to their daily life by making a creative output (poem,
essay, or poster); and

c. determine, through enumeration, the distinct qualities of the

given samples of news, opinion, and feature articles.

Day 2:

By analyzing samples of journalistic articles, the students will be able to:

a. recognize the essential journalistic content and proper

grammatical structure of news, opinion, and feature stories;

b. compare the content and structure of news articles with the two
other journalistic texts through a diagram; and

c. assemble given journalistic content into a properly structured

news spread that will serve as a model for their long-term project using
MS Publisher.

Day 3:

Through an interactive discussion about the past and the perfect

tenses, the students will be able to:
 a. identify how to apply past and past perfect tenses in making
clear and meaningful sentences:

b. discuss the functions of past and past perfect tenses in writing a

journalistic article by a brainstorming session; and

c. conform to the rules of past and past perfect tenses in rewriting

sentences from news, opinion, or feature articles.

Day 4:

Through an interactive discussion about the active and the passive

voices, the students will be able to:

a. discern the use of active and passive voices in making clear and
meaningful sentences;

b. differentiate the function of active and passive voices through a

creative dialogue; and

c. revise sentences according to the rules of active and passive

voice in journalistic writing.

Day 5:

Through an interactive discussion about direct and reported speech, the

students will be able to:

a. determine the proper use of direct and reported speech in

writing clear and meaningful sentences;

b. explain the difference between direct and reported speech as

used in journalistic articles through a graded recitation; and

c. convert direct speech to indirect speech and vice versa through

a writing activity.

Week 2

Day 6:

Through a PowerPoint lecture presentation on logical connectors, the

students will be able to:

a. determine the proper use of logical connectors in writing clear a

meaningful paragraphs:
 b. explain the different uses of each logical connector as used in
journalistic articles through a graded recitation; and

c. match the clauses with the correct logical connectors through an

interactive classroom activity.

Day 7:

By outlining the basic structure of a news article using a

PowerPoint presentation, the students will be able to:

a. distinguish the steps in writing a primary lead, secondary

lead and background in a news article;

b. discuss with others after reviewing online news articles to

identify the qualities of a good news lead and background; and

c. create a news story about a significant current event using

a variety of print and non-print resources.

Day 8:

Through watching videos detailing the basics of opinion and feature

writing articles, the students will be able to:

a. identify the essential content and basic structure feature

articles; of opinion and

b. illustrate how feature and opinion articles help forward changes

in society through a creative output (poem or comic strip); and

c. review the content and structure of sample opinion and feature

articles.

Day 9:

By choosing a video about the pros and cons of an issue posted on

a relevant YouTube channel, the students will be able to:

a. recognize the structure and content of opinion articles:

b. relate the issue tackled in the video to their personal lives

through a short essay;

c. compose their own opinion articles by reacting to the video they

watched.
Day 10:

By browsing web pages that post "human interest" writing (e.g. Humans
of New York), the students will be able to:

a. point out different angles of human interest that are essential to

feature writing;

b. share their favorite anecdotes from the web pages that they
browsed and explain why they chose them; and

c. use a human interest angle to write a feature article about a

person inside the classroom that they find interesting.

Day 11:

By compiling their individual outputs (news, opinion, feature articles),

the students will be able to:

a. explain the importance of journalism to keeping citizens

informed about the changes happening in society by making a creative
and informative news spread:

b. join others in exploring the effective use of MS Publisher to

create news spreads out of their journalistic works; and

c. construct a news spread that contains the group's compiled

journalistic work using MS Publisher while following standards of lay-
outing, journalistic content and grammar.

Day 12:

After collaborating with others in creating and showcasing a news spread

that contains their news, opinion, and feature articles, the students will be able
to:

a. apply the comments from other groups that are helpful in

improving the journalistic content and grammatical structure of their
group's news spread;

b. share relevant insights with their group members in objectively

evaluating the news spread of other groups; and

c. apply concepts of grammar (direct and indirect speech, logical

connectors, past and past perfect tenses, active and passive voice),
 journalistic writing, and proper citation of sources in critiquing the news
spreads of other groups.

Daily Procedures

Day 1

1. Start the class with a short prayer.

2. Let students do the "Make What You Know" activity.

3. Start with the introductory lecture on journalism and news, feature,

and opinion articles.

a. Ask the students what is journalism is.

b. Ask the students, "What is the purpose of journalism?"(List the

answers of the students on the board.)

c. Supplement the students' answers with this insight: "The

principles and purpose of journalism are defined by something more
basic: the function news plays in the lives of people."- Bill Kovach and
Tom Rosenstiel

d. Let the students write the different types of articles. Ask the
students to bring out their newspaper.

e. Present the different types of newspaper.

f. Ask the students for insights about why we need to read the
news.

4. Introduce the activity "There's a Difference Among the Three."

a. The students will create a table about the three types of articles.

b. Using the sample articles, the student will enumerate the

distinct qualities of the given samples of news, opinion, and feature
articles.

c. The students will list the qualities in the said table.

d. Five minutes before the time, ask the students to pass their
paper.
Day 2

1. Start the class with a short prayer.

2. Introduce the game "Put it Back Together."

a. Let the students be grouped into seven members each.

b. Give each group one set of articles containing the three types (news,
feature, editorial/opinion). The cutouts of the given articles must be jumbled
but separated according to type.

c. Instruct the class to rearrange the disorganized articles in two

minutes.

d. Ask some of the students to read their output in front of the class.

3. Proceed to the basic discussion about the journalistic content of news,

opinion, and feature articles.

4. Let students remain in their groups as they explore the functions and
features of MS Publisher in relation to assembling articles.

a. Ask the groups to open their laptops. Click to MS Publisher.

b. Choose a layout of newspaper template. (If the Internet is available,

the students are allowed to pick a template from the web).

c. Ask the students to search for sample articles from the internet (2
news articles, 1 opinion article and I feature article).

d. Instruct the students to paste the content of the given articles in the
layout of their newspaper spread (8.5 inches x 14 inches). This newspaper
spread will serve as a model for their long-term project.

e. Five minutes before the time, ask the students to save their output.
Instruct them to send their work in your account in Google docs or Schoology
before the class ends. (If the internet is unavailable, tell the students to send
the file before 9 pm through e-mail).

Day 3

1. Start the class with a short prayer.

2. Introduce the activity "What's Wrong with the Sentence?"

 a. Prepare the PowerPoint Presentation of the activity.

b. Show the slides.

c. Ask the students to compare the pictures to the sentences by

asking "What's wrong with the sentences?"

d. Ask the students how they will convert the sentences.

e. Present the answers.

3. Proceed to the discussion about past and past perfect sentences and
their importance in journalistic writing.

a. Ask the class why verb tenses are important in writing

sentences and why it is also important in news writing.

b. Use the hand out to review verb tenses.

c. Inform the class that the most common tenses used in news
writing are past tense and past perfect tense. Explain these through the
given examples.

d. Through the handout, ask the class to give their own examples.

e. Why are reporters fond of using past and past perfect tenses?
(Let the students share their answer in front of the class).

4. Let students answer an exercise about tenses.

a. Prepare a hard copy of an exercise from www.englisch-

hilfen.com.

b. Instruct the students to read the instructions. Remind them to

write their names and the date on the paper.

c. Ask the students to pass their paper a few minutes before the
bell rings.

Day 4

1. Start the class with a short prayer.

2. Introduce the students to the activity "The Suspicious Suitcase"

a. Give the students a handout about passive and active voices.

 b. Present the given paragraph.

c. Ask the students to convert the sentences in the paragraph to

an active voice. Their answers should be written in a ½ crosswise piece of
paper.

d. Request one of the students to read his/her output in front of

the class.

e. Ask the class what happened to the tone of the story. Did it
become more engaging? interesting? Why?

3. Let students collaborate in order to create dialogues incorporating the

active and the passive voices.

a. The students will group themselves into five groups.

b. Using their handouts, the two students will create a two-person

dialogue (for two minutes) using active and passive voices.

c. They will present their output in front of the class.

4. Present the lesson about active and passive voices and their relation to
journalistic writing.

a. Show the PowerPoint presentation. Give a review on voices.

b. Explain the functions of active and passive voices. Give

examples.

c. Explain how to apply active and passive voices in writing a news

article. Give examples.

d. Explain how to change a sentence from the active voice to the

passive voice. Give examples.

e. Let the students explain how active voice gives an interesting

news story and how the passive voice is applied.

5. Let students answer the activity "Modified Active or Passive Voice".

a. Prepare the following headlines in a Manila paper:

 Toronto named 'most youthful' city in the world

 Two baby baboons on display at Brooklyn zoo
  Taylor Swift had just won top prize at American Music
Awards
 Scottish government revealed their independence plan
 World's first solar power plane takes flight in Hawaii
 Obama was elected president for the second term
 Mothers ask nearly 300 questions a day

b. Instruct the students to write the sentences in a one whole sheet

of paper. Leave three spaces after each sentence.

c. Explain to the students that one of the headlines presented are

in the active voice and some are in the passive voice. Some of the
headlines will stay the same while other headlines will remain the same.
If they will rewrite a sentence, they should write (in one sentence) why
they should convert the headline to active or passive voice.

d. Instruct the students to pass their paper a few minutes before

the bell rings.

Day 5

1. Start the class with a short prayer.

2. Introduce the activity "What Did They Just Say?"

a. Show the video clip: Kurbaan Classroom Debate Scene - Vivek

Oberoi (2 minutes and 47 seconds long).

b. Repeat the video. Ask the students to take down the important
lines on a scrap paper.

c. Instruct the students to rewrite their chosen lines and compile

each in a paragraph ask them to present their output in a ½ crosswise
piece of paper.

d. Ask the students to pass their papers after 10 minutes.

3. Proceed to the discussion about direct and indirect speech and their
relation to journalistic writing.

a. Ask the class why they converted the lines in the video.
 b. Start the PowerPoint presentation. Ask what is direct and
reported speech. These are two ways to report what someone says or
thinks.

c. Give the functions of direct and reported speech. Give examples.

d. Explain how to apply direct and reported speech in writing a

news article. Ask the students to convert the given examples.

e. Do you think knowing direct and reported speech will help you
in news writing? How?

4. Introduce the activity "Tell Me About Yourself."

a. The class will group themselves in pairs.

b. One interviews the other. The content of their interview should

focus on one trait about the person. (Crushes, Hobbies, Talents, Family).
The interview consists of only five questions. They will write their
answers on the upper half of the one whole sheet of paper.

c. After five minutes, the two students will exchange places. The
first person who was interviewed will now interview his/her partner.

d. After five minutes, the two students will now paraphrase the
answers into a sentence, thus converting direct speech to indirect speech
(or vice versa) whenever necessary. The students will compile it into a
paragraph.

e. Ask the students to pass their paper a minute before the bell
rings.

Day 6

1. Start the class with a short prayer.

2. Let students engage in the activity "Add What is Missing"

a. Present copies of the article.

b. Instruct the class to fill in the blanks to complete the article.

c. After 10 minutes, ask the class to paste their papers. Ask what
words are missing in the article. Let them discuss.

3. Use an interactive PowerPoint presentation called "The Missing Link."

 a. Explain that a particular journalist needs their help to finish his
news article. Introduce the character of the PowerPoint presentation.
Then give the definition of the lesson.

b. As you fill in the blanks in the article, give the different types of
logical connectors. Show examples.

c. After the class has helped the character finish the article, ask
them the importance of logical connectors.

4. Introduce the activity "Can You Help His Friends?"

a. The PowerPoint presentation will provide an exercise for the

students to apply logical connectors in opinion and feature articles.

b. The students will fill in the blanks with the appropriate logical
connector.

c. The students will then use their answers to rewrite the given
article in an intermediate paper.

d. Ask the students to pass their paper a few minutes before the
bell rings.

5. Introduce to the class their assignment. Instruct them to gather

information about a newsworthy recent event in their school. For
example, a student who won an award in an inter-school competition or
a program in school that will be held next week. The information can be
gathered by interviewing knowledgeable authorities or consulting other
reliable sources (e.g. the school website).

6. Give the instructions for the class' online quiz.

a. Instruct the students to log in to Edmodo after classes.

b. Ask the students to download the file: Logical Connectors Quiz.

doc.

c. The students will then answer the questions of the given quiz.

d. Instruct the class to submit their outputs to the teacher's

Edmodo account before 9 p.m. on Day 7.

Day 7-8
 1. Start with a prayer to be led by one of the students.

2. Use a PowerPoint presentation to discuss the lesson about news

writing. The first slides will flash a few headlines. Ask the students what they
know or what they can assume about these headlines.

a. 'AlDub' rice paddy art hopes to attract millennials to farming

b. Duterte ties Poe in latest Pulse Asia poll

c. Talk about the basic structure of a news article. Include samples

of newspaper articles from print publications and online news sites in
the presentation. The discussion will take 15 minutes.

d. At the end of the lecture presentation, instruct the students to

make personalized diagrams that outline the basic structure of a news
article in their notebooks.

e. After five minutes, flash samples of diagrams that describe the

structure of news articles for students to compare and refine their
outputs, if needed.

f. Ask the students what kind of news lead makes them want to
read the entire article and what they think are the qualities of a good
news article background. Allow students to discuss their answers with
their seatmates. After a few minutes, ask some of them to share their
responses briefly.

g. Using their homework from Day six, instruct the students to

work individually on a news article about a significant issue within their
school through Microsoft Word.

h. Tell students to properly cite their sources in the news article

(e.g. printed materials or knowledgeable authorities).

i. Remind students of their final project, a newspaper spread

comprised of four pages. Inform the students of their groups, composed
of 5 members each. All writing outputs will be uploaded to Google Drive
through a folder that will be accessed by the teacher and the groups.

j. Distribute the rubrics for the newspaper spread for students'

reference in conceptualizing and designing their newspaper spreads as
well as for future evaluation of other groups' works. Groups can start
 compiling their works and designing their newspaper spread starting
today.

3. Look for lecture videos on YouTube detailing the basics of opinion and
feature articles. Show these videos to the class. The videos will take about 5
minutes each.

• Opinion writing: https://www.youtube.com/ watch?v-V8Gu3Md5r-M

 Feature writing: https://www.youtube.com/watch?v=Ec0lsulAcXw

4. Give a skeletal structure of an outline for the two videos in which the
basic content and structure of opinion and feature articles are identified.

a. Type of Article

b. Essential Content of the Article

c. Parts of the Article and Description

d. Additional Tips

5. Tell students to fill in the outlines on their notebooks.

6. Distribute samples of opinion and feature articles. Each student will
have one sample of each.
7. From these articles and the videos they previously watched, ask
students to review the content and structure of opinion and feature articles by
creating mnemonic devices.
8. According to their individual preferences, the students can make a
short poem or comic strip that illustrates how feature and opinion articles help
forward changes in society. They will be given the rest of the hour to complete
this on a short coupon bond.

Day 9

1. Start with a prayer to be led by one of the students.

2. Ask students if they are on social media and ask which sites they
frequently use.
3. Pose the question, "Do you think social media is good or bad for you
as an adolescent?" Ask students to raise their hands to present their opinion.
Count votes for Good and Bad.
4. Let students watch a video about the Pros and the Cons of social
media. The Pros and the Cons of Social Networking and Adolescents: https://
www.youtube.com/watch?v=_SAYWQM70aA
 5. Once again, ask the question, "Do you think social media is good or
bad for you as an adolescent?" Ask students to raise their hands to present
their opinion. Note the difference in the number of students who voted for Good
and for Bad before and after watching the video. Ask them how watching the
video affected their opinions.

6. Ask the students to work by pairs and briefly answer the following
questions on an intermediate pad:
a. What was the video about? Answer in 1-2 sentences.
b. How was the video structured in terms of:
 the introduction?
 Presenting the Pros?
 presenting the Cons?
 conclusion?
c. How does the structure of the video compare with the structure
of an opinion article, as discussed previously?
d. How is the topic of the video related to your personal life and
experiences? Answer in 4 to 6 sentences.

7. Let students explore YouTube for videos that talk about the pros and
the cons of one of the following topics:
a. Technology in the classroom
b. School Uniforms
c. K to 12 Curriculum in the Philippines

8. Tell students to write an opinion article reacting to the video they

watched. Through the article, they will make a stand on the issue they
chose and justify it by logical analysis and citing reliable sources. Allow
them to use the internet to search for credible sources. They will be given
the rest of the hour to complete this on Microsoft Word."

9. For their assignment, ask students to conduct a short interview with a

person in the classroom they find interesting. Encourage them to choose
someone they are not really close to but would like to know better. The
interview will be used to make a basic personality sketch (e.g. personal
details such as the interviewee's birthdate, educational background,
information about parents and siblings).

Day 10

1. Start with a prayer to be led by one of the students.

 2. Compile and flash literary pieces from the website
www.artparasites.com in a PowerPoint presentation. Ask students how
they felt after reading the passages.
3. Ask the students, "How were those passages able to appeal to you?"
4. Recommend some websites and pages that post "human interest
writing" (e.g. Humans of New York) and let students explore the internet
for 10 minutes to read through more samples.
5. Ask the students which anecdotes they liked the most. Let them
explain why they chose them as their favorite.
6. Present a blank sample of a word web about the different human
interest angles in feature writing.
7. Let students complete their own word web on Microsoft Word.
Afterwards, tell them to briefly answer the question, "Why are human
interest angles important in feature writing?"
8. Tell students to bring out their homework (basic personality sketch).
They will use an appropriate human interest angle to write a feature
article about the person they interviewed.
9. Allow students to approach the person they chose as subject in order
to ask follow-up questions for their article.
10. After completing the necessary information, the students will be
tasked to finish their feature articles on Microsoft Word.
11. Assign the completion and the revision of all the students'
journalistic articles as their homework. Another assignment is to bring
soft copies of all the articles (news, opinion, and feature) that they made.

Day 11

1. Start with a prayer to be led by one of the students.

2. Instruct students to imagine a world where there are no journalists
and media (radio, TV, etc).
3. Using colored chalk, students will write their ideas (words or phrases)
on the blackboard in the form of graffiti.
4. Present a short lecture about news spreads as a form of journalistic
publication including a sample layout of a news spread. This lesson serves as a
refresher of what was learned from the previous week (Day 2).
5. Instruct students to sit with their group members as they finish
compiling the soft copies of their articles. Remind them to participate actively
because they will be evaluated by their peers using the given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher in
making a newspaper spread. Students will submit their final output via Google
Drive before 12 midnight of that day.
 7. Before leaving the room, tell students to submit their peer evaluations
by group.

Day 12

1. Start with a prayer to be led by one student.

2. Make a slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspaper spreads. Assign
groups to exchange their newspaper spreads for checking (e.g. Group 1 and 2,
3 and 4, and so on).
4. Let students within each group sit together as they rate the newspaper
spreads of the group assigned to them. They must write comments when they
rate the outputs of the other group. They will do this for 30 minutes.
5. Groups will exchange their written comments with each other. Each
group will decide which comments to accept in order to improve their output.
6. Instruct students to make final revisions of their output using MS
Publisher.
7. At the end of the period, ask students to upload their finalized output
using the appropriate folder in Google Drive. These will be rated by the teacher.
The final project will be worth 100 points, 50 points from the Peer Evaluation,
and 50 points from the teacher (using the same rubric).

Pre-requisite Skills
 Basic research skills
 Basic knowledge in formal grammar
 Exposure to journalism (specifically news, feature and articles)
 Basic knowledge in using MS Publisher

Materials and Resources Required for the Unit

Technology-Hardware Required for the Unit
 Desktop or laptops
 Smartphones Iphones
 Internet connection
 Digital Camera
 Printer

Technology-Software Required for the Unit

 Database/Spreadsheet
 Web browser
 Word processing
 Desktop publisher
 Web page Development
 Presentation
Printed Materials
 Newspaper, Opinion, and Feature Articles
 Dictionary/Thesaurus
 Grammar guidebook or printed grammar guidelines
 Textbook about Journalistic Writing
 A Hand-out of the Lesson

Supplies

 Intermediate paper
 Coupon bond
 Writing materials
*Most activities are done using computers and the internet

Internet Resources

https://cmna395.files.wordpress.com/2010/08/newspaper_basics_2009.pdf
http://www.ohlone.edu/people/bparks/docs/basicnewswriting.pdf
http://www.lssc.edu/faculty/heather_j_elmatti/Shared%20Documents/ MMC
%202100/News%20Writing%2010.pdf
http://www.evergreen.edu/writingcenter/handouts/grammar/tenses.pdf
https://www.google.com/urlsa=t&rct=j&q=&esrc=s&source=web&c-
d=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFg- gdMAA&url=http%3A
%2F%2Fwww.vguk.hr/%2Fdownload. php
%3Dstudnewsfile257C1254&usg=AFQjCNH9kkAZ1BL7322Ghs7jy.
OWwok0TMA&cad=rja https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&c-
d=1&ved=0ahUKEwi5yLPxtfTKAhVF6aYKHbwkA5QQFg- gdMAA&url=http%3A
%2F%2Fwww.vguk.hr%2Fdownload. php%3FdownloadParams
%3Dstudnewsfile%257C1254&usg=AFQjCN
H9kkAZ1BL7Jz2Ghs7jy0Wwok0TMA&cad=rja •
http://www3.cablevision.qc.ca/ronalds/englishclass/grammar/Active%20 and
%20Passive%20Voice%20-%20Rules.pdf
https://www.uvu.edu/writingcenter/docs/handouts/activevspassive.pdf
http://www.stlcc.edu/Student Resources/Academic Resources/Writing
Resources/Grammar_Handouts/reported_speech.pdf http://www.perfect-
english-grammar.com/support-files/reported_speech_ explanation.pdf
Online news sites such as Rappler.com, Inquirer.net, among others

Accommodation for Differentiated Instruction

Students with Special Learning Needs:
  Provide notes from class discussions for review or remediation.
 Offer supplementary examples/explanations and other reading
materials or sources.
 Offer short after-class instruction for specific concepts or lessons
that the students do not fully understand.
 Prepare alternative activities that are developmentally appropriate
for students.
Students with Visual Impairment:

 Prepare speakers whenever videos are to be played. Make sure the

contents of videos are understandable even with audio ONLY.
 Convert the given videos to an audio format.
 Prepare braille plates for every handout/printed activity (as
preferred by the student).
 Prepare soft copies for quizzes and handouts (as preferred by the
student)
 Search for a SPED instructor or someone who has knowledge in
braille to assist you in reading braille plates.

Students with Hearing Impairment:

 Add subtitles to the videos used in class.

 Prepare printed transcriptions for audio-related media.
 Learn basic sign language.
 Search for a SPED instructor or someone who knows sign language
to assist you in communicating with the students.

Students who are Gifted:

 Provide additional materials or resources (print and online) for

further reading.
 Prepare an alternative or additional activity that is developmentally
appropriate for the gifted student.
 Accommodate questions to the best of your ability.
 Refer the student to a knowledgeable person or a reliable book/
website for questions you cannot answer.

Student Assessment
Formative Assesment:
Make What You Know
Based on the articles in their reading assignment, the students will
create a short essay or poem on the importance of news. The students
must include the name of the newspaper. Their score will be based on
their citations and explanations about the articles. There will be a
deduction of points if the student didn't include the name of the
newspaper.
Put it Back Together
The students are grouped into seven members each. Each group
will be given one set of articles containing the three types (news, feature,
editorial/opinion). The cut-outs of the given articles must be jumbled but
separated according to type. The class will have to rearrange the
disorganized articles in two minutes. Their output will be graded
according to how the articles are arranged.

What's Wrong with the Sentence?

Show a PowerPoint presentation with three pictures and three
sentences. Ask the students to match the pictures with the sentences.
Through a graded recitation, the students will be marked on how they
will convert the sentences.

The Suspicious Suitcase

Present the paragraph: "The Suspicious Suitcase." Ask the student
to convert the sentences in the paragraph to an active voice. Their
answers should be written on a ½ crosswise sheet of paper. Assign one
point for each sentence that will be converted correctly.

What Did They Just Say?

Show the video clip: "Kurbaan Classroom Debate Scene -Vivek
Oberoi" (2 minutes and 47 seconds long) to the class. Ask the students to
take down the important lines on a scrap paper. The students will
rewrite their chosen lines and compile them to a paragraph. Their output
will be presented in a ½ crosswise. The work will be scored according to
how the students organized the lines into a paragraph.

Add What is Missing

Before the discussion, present copies of the article: "The Virtual
Jewelry Exhibit". Instruct the class to fill the blanks to complete the
article. One point will be given for each item. Conduct a graded recitation
by telling the words that are missing in the article.

After The Video

The students will give a skeletal outline for the two videos in which
the basic content and structure of opinion and feature articles are
identified. From these articles and the videos they previously watched,
ask students to review the content and the structure of opinion and
 feature articles by creating mnemonic devices. Each mnemonic device
will be scored in accordance to the structure of the opinion and feature
articles.

Summative Assessment
 There's a Difference Among the Three
(Using the sample articles, the student will enumerate the distinct
qualities of the given samples of news, opinion, and feature articles
through a table. The score of the activity will be based on how many
appropriate qualities the student can enumerate in the table.)

 Put it Back Together 2

Let the students remain in their groups. Each group will choose a
layout of newspaper template in MS Publisher in relation to assembling
articles. The students will then search for sample articles from the
internet (2 news articles. I opinion article and I feature article) and
create a Layout of their newspaper spread (8.5 inches x 14 inches).
Their output will be sent to Google docs or Schoology. The Layout will
be graded in terms of its organization, number of articles and teamwork.
Comments will be given to improve their output.

 Venn Diagram
Using MS Word, create a Venn diagram that enumerates the
journalistic content and grammatical structure of news, opinion, and
feature stories. The students will print their output and then submit it
next meeting. The qualities given must be based on the given activity of
their discussion. This will serve as a basis of their score.
 Exercise: Past and Past Perfect
Prepare a hard copy of an exercise from www.englisch-hilfen.
com. The students will answer the exercise by filling the correct verb in
the brackets. The results of this exercise will be added to their grade.

 Modified Active or Passive Voice

Prepare the seven headlines on a Manila paper, Explain to the
students that one of the headlines is in the active voice and some are in
the passive voice. Some of the headlines will stay the same while others
will remain the same. If they will rewrite a sentence, they should write (in
one sentence only) why they should convert the headline to active or
passive voice. Their answers will be written in a one whole sheet of
paper. Leave three spaces after each sentence. Three points will be
assigned for each item.
 Tell Me About Yourself
 The class will group themselves in pairs. One of the two should
interview the other. The interview consists of only five questions. After
five minutes, the two students will exchange places. The person who was
interviewed will now interview his/her partner. After another five
minutes, the two students will now paraphrase the answers into a
sentence, thus converting direct speech to indirect speech (or vice versa)
whenever necessary. The students will compile it into a paragraph. The
students will be scored based on the completeness, organization, and
grammar of their paragraph. Comments will be given in their output.

 Can You Help His Friends?

The PowerPoint presentation will provide an exercise where the
students fill in the blanks with the appropriate logical connector. The
students will then rewrite the given article on an intermediate paper.
One point will be assigned for each item.

 Quiz: Logical Connectors

Ask the students to download the file: Logical Connectors Quiz.
doc. from their accounts in Edmodo. The students will then answer the
questions of the given quiz. Instruct the class to submit their outputs to
the teacher's Edmodo account. Set your deadline for submission.

 Diagram
Use a PowerPoint presentation to discuss the lesson about news
writing. At the end of the lecture presentation, instruct the students to
make personalized diagrams that outline the basic structure of a news
article on their notebooks. After five minutes, flash samples of diagrams
that describe the structure of news articles for students to compare and
refine their outputs if needed.

 News Spread
Using their homework from Day Six, instruct the students to work
individually on a news article about a significant issue within their
school through Microsoft Word. Rubrics will be given for the newspaper
spread for students' reference in conceptualizing and designing their
newspaper spreads as well as for future evaluation of other groups'
works.

 Opinion and Feature Art

According to their individual preference, ask the students to write
a short poem or comic strip that illustrates how feature and opinion
articles help forward changes in society. Their output will be graded
based on their creativity and relevance to the theme.

Panitikang Mediterranean
Targeted Philippine Basic Education Curriculum
Competencies

 Pros and Cons of Social Media

Let students watch a video about the Pros and Cons of social
media. Ask them to work in pairs and concisely answer the given
questions on an intermediate pad. The students will use this as a basis
for their opinion article. Through the article, they will make a stand on
the issue they chose and justify it by logical analysis and citing reliable
sources. The article will be graded according to content, grammar,
organization, facts and information, as well as citations.

 The Interview
The students will conduct a short interview with a person in the
classroom that they find interesting. The interview will be used to make
a basic personality sketch (e.g. personal details such as the
interviewee's birthdate, educational background, information about
parents and siblings). The scores will be based on the interview sheet
and the answers of the interviewee.

 Human Interest
Recommend to the class some websites and pages that post
"human interest writing" (e.g. Humans of New York) and let students
explore the internet for 10 minutes to read through more samples.
Present a blank sample of a word web about the different human
interest angles in feature writing. Tell students to bring out their
homework (basic personality sketch). They will use an appropriate
human interest angle to write a feature article about the person they
interviewed. After completing the necessary information, the students
will be tasked to finish their feature articles on Microsoft Word. Assign
the completion and revision of all the students' journalistic articles as
their homework. Another assignment is to bring soft copies of all the
articles (news, opinion, and feature) that they made.

 News Spread (Day 11)

 Instruct students to sit with their group members as they
finish compiling the soft copies of their articles. Allow groups to
explore the effective use of Microsoft Publisher in making a
newspaper spread. Students will submit their final output via Google
Drive. Set your deadline for submission. Before leaving the room, the
students will be evaluated by their peers using the given rubric. A
separate rubric is provided for the spread sheet.
Learning Plan 2
Philippine Secondary High School K to 12 Curriculum for Filipino

1. Naipahahayag ang mahahalagang kaisipan sa napakinggang

mitolohiya.
2. Nasusuri ang nilalaman, elemento, at kakanyahan, ng binasang
sanaysay gamit ang mga ibinigay na tanong.
3. Naibabahagi ang sariling reaksiyon sa ilang mahahalagang ideyang
nakapaloob sa binasang parabula.
4. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin
ay ipinararanas ng may-akda sa pangunahing tauhan ng epiko.
5. Napatutunayan ang mga nangyayari sa maikling kuwento ay
maaaring mangyari sa tunay na buhay.
6. Nailalarawan ang kultura ng mga tauhan na masasalamin sa ilang
kabanata ng nobela.

Mga Layuning Pampag-aaral

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

Sa pamamagitan ng pagpapanood ng isang maikling dokumentaryo

tunkol sa Mitolohiyang Rome, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga tauhan sa napanood na dokumentaryo;
2. natutukoy ang mga kaakit-akit na katangian ng mga diyos at
diyosa na maaari nilang maisabuhay; at
3. nakasusulat ng sariling mitolohiya batay sa paksa ng akdang
binasa.
Araw 2: Cupid at Psyche at Gamit ng Pandiwa

Sa tulong ng PowerPoint Presentation tungkol sa Cupid at Psyche at

gamit ng pandiwa, ang mga mag-aaral ay inaasahang:
1. nakapagbibigay ng halimbawa ng gamit ng pandiwa batay sa akdang
Cupid at Psyche:
2. nabibigyang halaga ang tamang gamit ng pandiwa sa pagsusulat ng
sariling pangungusap; at
3. naiguguhit ang sariling paglalarawan sa mga nangyari sa Cupid at
Psyche.
Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib
Gamit ang pangkatang brain storming patungkol sa mga elemento t
sanaysay at ang Alegorya ng Yungib, ang mga mag-aaral ay inaasahang
1. naitatala ang mga elemento ng sanaysay batay sa akdang
Alegory ng Yungib
2. nailalahad ang aral na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling sanaysay na kinapapalooban ng lahat
elemento ng sanaysay,

Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit Sa

Pagpapahayag ng Pananaw
Sa pamamagitan ng komics strip tungkol sa Ningning at Liwanag ang
mga mag-aaral ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon s
pagpapahayag ng pananaw mula sa akdang Ningning at Liwanag
2. naipahahayag ang mga mahahalagang mensahe na
ipinaparating ng akda; at
3. nakaguguhit ng sariling komics strip patungkol sa pangarap na
nais matupad.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay sa Pagsasalaysay

Sa tulong ng pagbabahagian tungkol sa akdang Tusong Katiwala, ang
mga mag-aaral ay inaasahang:
1. naibibigay ang mga piling pang-ugnay sa pagsasalaysay na
nabasa mula sa akda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula;
at
3. nakasusulat ng slogan na naglalarawan sa parabulang nabasa.

Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-

sunod ng mga Pangyayari

Sa tulong ng sabayang pagbigkas tungkol sa akdang Mensahe Ag Butil

ng Kape, ang mga mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan sa akda:
2. nailalahad ang mga kabutihang asal na napulot sa akda na
maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginagamit s po
pagsusunod-sunod ng mga pangyayari.

Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh

 Gamit ang grapikong representasyon na tumutukoy sa kasaysayan ng
epiko at Epiko ni Galgamesh, ang mga mag-aaral ay inaasahang:
1. napangangalanan ang mga tauhan sa epiko;
2. nailalahad ang kahalagahan ng pag-alam sa kasaysayan ng
epiko sa pag-papaunlad ng kanilang buhay; at
3. nakabubuo ng malikhaing timeline na naglalarawan sa pag-
unlad ng epiko.

Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

Sa pamamagitan ng PowerPoint Presentation tungkol sa mabisang
paglalahad ng pagiging, ang mga mag-aaral ay inaasahang:
1. naibabahagi ang mga pananda ng mabisang paglalahad mula sa
akdang Tewaang
2. nakapagbabahagi ng mga magagandang asal na natutunan sa
akda; at
3. nakasusulat ng isang tula na naglalaman ng mga pananda ng
mabisang paglalahad.

Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon

Gamit ang mabisang talakayan ukol sa Ang Kuwintas at kultura ng
France, ang mga mag-aaral ay inaasahang:
1. naibibigay ang mga naging tunggalian sa akdang Ang Kuwintas;
2. natutukoy ang mga kaakit-akit na katangian ng mga tauhan sa
maikling kuwentong napakinggan; at
3. nailalarawan ang kultura ng France sa pamamagitan ng isang
pinta.

Araw 10: Anapora at Katapora

Sa pamamagitan ng graphic orgaanizer tungkol sa anaphora at katapora,
ang mga mag-aaral ay inaasahang:
1. nailalahad ang pagkakaiba ng anapora at katapora;
2. naibabahagi ang mahahalagang tungkulin ng anapora at
katapora sa kanilang buhay bilang mga mag-aaral: at
3. nakasusulat ng mga pangungusap na batay sa anapora at
katapora.

Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng
Nobela
Gamit ang pangkatang pag-uulat tungkol sa Ang Kuba ng Notre Dame at mga
dapat tandaan sa pagsulat ng nobela, ang mga mag-aaral ay inaasahang:
1. naiisa-isa ang mga dapat tandaan sa pagsulat ng nobela,
 2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre
Mic Dame sa kanila; at
3. naisasadula ang isang pangyayari sa nobela na may
pagkakatulad

Araw 12: Dekada 70

Sa tulong ng gawaing radio drama ng akdang Dekada 70, ang mga mag-
aaral ay inaasahang:
1. naiisa-isa ang mga tagpuan at tunggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino
masasalamin sa akda; at
3. nakasusulat ng isang pagsusuri tungkol sa nobelang napanood.

Araw 13: Panunood

Sa pamamagitan ng pagpapanuod ng nabuong video, ang mga mag.
aaral ay inaasahang:
1. nasusuri ang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo;
at
3. nakapagbibigay ng mungkahi para sa ikabubuti ng proyekto.

Pamamaraan
Ang mga sumusunod ang mga detalye na isasagawa para sa ikatatamo
ng mga natukoy na layunin ng pag-aaral.

Araw 1: Kasaysayan ng Mitolohiya at Mga Diyos at Diyosa ng Rome

1. Ang mga mag-aaral ay manonood ng isang maikling

dokumentaryo tungkol sa kaligirang pangkasaysayan ng
mitolohiya.
2. Ipapakilala ng guro ang pangunahing paksa na matatalakay at
ang mga sub-topics na nakapaloob dito:
 Kasaysayan ng mitolohiya.
 Mga diyos at diyosa ng Rome
 Cupid at Psyche (akdang pampanitikan)
 Gamit ng Pandiwa
3. Ang mga mag-aaral ay magbabahagi ng kanilang mga
mahahalagang kaisipan mula sa kanilang napakinggan.
4. Ipapakita ng guro ang isang powerpoint presentation na
tumatalakay sa mga diyos at diyosa ng Rome.
5. luugnay ng mga mag-aaral ang mga katangian ng mga diyos at
diyosa sa kanilang tunay na buhay at tunay na lipunan.
 6. Pipili ang mga mag-aaral ng isang diyos o diyosa at kanila itong
bibigyan ng buhay sa pamamagitan ng monologo.

Araw 2: Cupid at Psyche at Gamit ng Pandiwa

1. Ipakikilala ng guro ang isang akda na Cupid at Psyche sa

pamamagitan ng isang powerpoint presentation.
2. Ilsa-isahin ng mga mag-aaral ang mga tauhan ng akda at ang
kanilang mga katangian at mga ginampanan.
3. Tutukuyin ng mga mag-aaral ang mga mahahalagang
pangyayari na naganap sa pangunahing tauhan sa kuwento.
 Ang pagkakakilala niya kay Zephyr
 Ang pakakakilala niya kay Cupid.
 Ang kanyang nagawang kasalanan sa asawa.
 Ang mga naging parusa ni Venus sa kaniya.

4. Ipapaliwanag ang Mga Gamit ng Pandiwa.

 Aksiyon
 Karanasan
 Pangyayari
5. Magbibigay ng halimbawa ang mga mag-aaral batay sa akda.
 Ginawa ni Psyche ang lahat upang maipaglaban ang
kaniyang pagmamahal kay Cupid.
 Labis na nanibugho si Venus sa Kagandahan ni Psyche.
 Patuloy na naglakbay si Psyche at pinilit na makuha ang
panig ng mga diyos.

Araw 3: Elemento ng Sanaysay at Ang Alegora ng Yungib

1. Papangkatin ang mga mag-aaral sa lima.

2. Magkakaroon ang mga ito ng pangkatang brain storming
tungkol sa mga mahahalagang kaisipang kanilang nakuha sa
sanaysay na Ang Alegorya ng Yungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa
Alegorya ng Yungib.
5. Ilalahad ng guro ang mga elemento ng sanaysay.
 Tema
 Anyo at Estruktura
 Kaisipan
 Wika at Istilo
 Larawan ng Buhay
 Damdamin
 Himig
 6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa
Alegorya ng Yungib at isusulat ito sa isang buong papel.

Araw 4: Ang Ningning at ang Liwanag at Ekspresiyong Ginagamit

Pagpapahayag ng Pananaw

1. Ibabahagi ng guro ang kopya ng komics strip sa mga mag-aaral.

2. Babasahin ng mga mag-aaral ang akda sa loob ng sampung
minuto.
3. Ibabahagi ng mga mag-aaral ang kanilang mga naintindihan sa
akda.
4. Magkakaroon ang mga mag-aaral ng isang larong pinamagatang
"Lights Camera Action" kung saan may i-aarte silang ilang bahagi
ng akda. Liwanag Ningning Liwanag at Ningning
5. Tatalakayin ang Ekspresiyong Ginagamit sa Pagpapahayag ng
Pananaw batay sa Akdang binasa.
6. Sumulat ng mga halimbawa batay sa akdang natalakay.

Araw 5: Ang Tusong Katiwala at Mga Piling Pang-ugnay Pagsasalaysay.

1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan.

Naranasan mo na bang magtiwala? sa sa Naranasan mo na bang
maloko matapos magtiwala? Matapos ng lahat ng panlilinlang na
ginawa magtitiwala ka pa bang muli? sa iyo,
2. Bibigyang kahulugan ng guro kung ano nga ba ang Parabula.
3. Magbabahagi ang ilang mag-aaral ng mga parabulang kanilang
nalalaman.
4. Tatalakayin ng guro ang parabulang ang Tusong Katiwala sa
pamamagitan ng dugtungang pag-kukuwento ng mga mag-aaral.
5. Ipapakilala ang konsepto ng Mga Piling Pang-ugnay sa
Pagsasalaysay
6. Magbibigay ang guro ng mga halimbawa batay sa mga naging
pagbabahagi ng mga mag-aaral.
7. Bubuo ng tig-isang halimbawa ng mga piling pang-ugnay sa
pagsasalaysay ang mga mag-aaral batay sa akda.

Araw 6: Mensahe ng Butil ng Kape at Mga Ginagamit sa Pagsusunod-

sunod ng mga Pangyayari

1. Maglalahad ang mga mag-aaral ng mga mensahe ng kanilang

mga magulang na kanilang babaunin habang buhay.
 Mag-aral ng mabuti upang buhay ay mapabuti.
 Maging masipag at matiyaga sa lahat ng pagkakataon.
  Huwag kalimutang igalang ang iba at huwag maging
maramot.
2. Magkakaroon ng isang sabayang pagbigkas ang mag-aaral
tungkol sa Mensahe ng Butil ng Kape.
3. Tatalakayin ang parabula ng guro.
4. Bubuo ng sariling mensahe ang mga mag-aaral at ibabahagi ito
sa klase.
 Hindi lahat ng bagay na mahirap abutin ay mahirap
talaga, minsan kailangan mo lang pagtiyagaan.
 Kung nadapa, matutong bumangon. Mahirap kayang
manatili sa sahig forever.
5. Ipapaliwanag ang mga Ginagamit sa Pagsusunod-sunod ng mga
Pangyayari. At, saka, pati, maliban, bukod sa, tuloy, bunga nito. 0
6. Muling isasalaysay ng mga mag-aaral ang Mensahe ng Butil ng
Kape gamit ang mga hudyat na pagsusunod-sunod ng mga
pangyayari.
7. Ipapaalala ang kanilang pinal na proyekto at kung kalian ito
ipapasa at ipapanood.

Araw 7: Kasaysayan ng Epiko at Epiko ni Galgamesh

1. Gamit ang grapikong representasyon, ipaliliwanag nang guro
ang kasaysayan ng epiko.
2. Ilalahad ng guro ang mga tauhan sa Epiko ni Galgamesh. Anu
Ea Enkido Enlil Gilgamesh
3. Ikukwento ng mga mag-aaral ang buod ng Epiko sa
pamamagitan ng dugtungang paglalahad.
4. Itatanghal ng mga mag-aaral ang katangian ng tauhan sa
kuwentong kanilang nabunot.

Araw 8: Mga Pananda ng Mabisang Paglalahad at Tuwaang

1. Ipapakilala ang bagong paksa sa pamamagitan ng powerpoint
presentation.
2. Babasahin ng limang mag-aaral ang buod ng tuwaang na may
damdamin.
3. Tatalakayin ng guro ang mga pananda ng mabisang paglalahad.
 Sa panahon-noon, sumunod, nang, pagkatapos
 Sanhi at bunga-resulta ng, kung gayon , dulot nito,
samakatwid
 Paghahambing-higit pa rito, di tulad ng, sa kabilng dako
 Paliwanag-bilang karagdagan, halimbawa nito, dagdag pa
ditto, kabilang dito
4. Tutukuyin ng mag-aaral ang mga pananda ng mabisang
paglalahad sa epikong Tuwaang.
Araw 9: Ang Kuwintas at Kultura ng France: Kaugalian at Tradisyon
1. Magbabahagi ang mga mag-aaral ng kultura ng Pilipinas na
kanilang nalalaman.
 CAR-Kanyaw
 Hindi pagkawala ng kanin sa hapag kainan
 pananalangin bago kumain
 Mainit na pagtanggap
2. Talakayin ang kultura ng France kasama na ang kanilang
kaugalian at tradisyon. Wika-French Relihiyon- Katoliko Male
dominated culture "chauvinism"
3. Ipanood ang Maikling Kuwentong, Ang Kuwintas.
4. Tutukuyin ng mga mag-aaral ang mga katangian at gampanin
ng mga tauhan sa kuwento. Mathilde George Ramponneau Madam
Foresteir Asawa ni Mathilde
5. Pangkatin ang klase sa lima at bawat isa ay bigyan ng bahagi ng
buod ng kuwento.
6. Ilahad ang buod sa pamamagitan ng malikhaing pagtatanghal
ng mga mag-aaral.

Araw 10: Anapora at Katapora

1. Ipapakilala ng guro ang Anapora at Katapora sa pamamagitan
ng isang graphic organizer.
2. Maglalahad ng sariling halimbawa ang guro.
 Karamihan sa mga tao ay ikinakabit ang kulturang Pranses s
Paris. Ito ang sentro ng moda, pagluluto, sining at
arkitektura .
 Ang France ay una nang tinawag na Rhineland. Noong
panahon ng iron age at Roman era, ito'y tinawag na Gaul.
3. Magbabahagi ang mga mag-aaral ng sarili nilang halimbawa
Anapora at Katapora batay sa Ang Kuwintas. sa Sila ay
supistikado kung manamit. Mahilig din sila sa masasarap na
pagkain at alak. Ang mga taga-France ay masayahin at mahilig
dumalo sa mga kasiyahan. Si Mathilde ay supistikadang manumit,
siya ay mahilig sa mga kasiyahan.

Araw 11: Ang Kuba ng Notre Dame at Mga Dapat Tandaan sa Pagsusulat ng
Nobela

1. Magbabahagi ang mga mag-aaral ng mga dapat tandaan sa pag-

aaral. Huwag liliban sa klase Huwag mahuhuli sa klase . Maging
masipag . Maging matiyaga
 2. luugnay ng guro ang mga naging kasagutan ng mga mag-aaral
sa Mga dapat Tandaan sa Pagsusulat ng Nobela. Ang mga tauhan
ay kusang gumagalaw at hindi pinapagalaw ng may-akda . Mga
masasaklaw na simulain ng pagsasalaysay
3. Mahahati ang klase sa tatlong pangkat.
4. Ang unang pangkat ay mag-uulat ng mga tauhan, tagpuan at
damdamin ng Nobelang Ang Kuba ng Notre Dame.
5. Ang ikalawang pangkat ay mag-sulat ng buod ng nobela.
6. Ang huli ay ang himig, tono at mga mensaheng nakapaloob sa
nobela.
Araw 12: Dekada '70

1. Iparirinig ng guro ang isang radyo drama tungkol sa Dekada

'70.
2. Tutukuyin ng mga mag-aaral ang mga mahahalagang
pangyayari sa nobela.
 Martial Law/batas militar
 Rallies/ mga welgang naganap
 Pagtira ni Evelyn sa abroad
 Pagbalik ni Alma sa mga masasayang alala ng kanyang
pagkabata.
 Salvage Crisis
3. Tatalakayin ang Kuwento sa pamamagitan ng pagtukoy ng mga
mag- aaral sa mga tauhan.
 Alma
 Jason
 Evelyn
 Bartolome
 Gani
 Amanda
4. Dugtungang ilalahad ng mga mag-aaral ang buod ng kuwento
sa pamamagitan ng "spin the bottle". Bubuo ng isang malaking
bilog ang mga mag-aaral at may i-iikot na bote sa gitna, kung
kanino ito tututok ay siya ang magku-kuwento.
5. Susulat ang mga mag-aaral ng isang maikling kuwento na ang
tema may pagkakahawig sa Dekada '70.
6. Itatanghal ito ng mga mag-aaral sa pamamagitan ng radio
drama may kasamang sound effects at background music. Na

Araw 13: Panonood

1. Ipapanood ang mga nalikhang obra ng mga mag-aaral.

 2. Magbibigay ang mga tagapanood ng kanilang komento,
maaaring positibo at negatibo.
3. Magbibigay ang guro ng kaniyang sariling komento at mungkahi
para sa ikabubuti ng proyekto.

Mga Kasanayang Kinakailangan

 Kasanayan sa pagbasa
 Kasanayan sa pagsasalita
 Kasanayan sa gramatika
 Kasanayan sa pagsulat
 Kasanayan sa pakikinig
 Kasanayan sa panonood

Mga Kinakailangang Teknolohiya

 Camera
 Computer(s)
 Internet Connection
 Printer
 Digital Camera
 Projection System

Mga Kinakailangang Sanggunian

 Mga kopya ng akda sa bawat anyo ng panitikan (mitolohiya.

parabula, sanaysay, epiko, maikling kuwento, at nobela)
https://www.greekmythology.com/
www.digitaljournal.com/article/344449
https://www.goodreads.com/book/show/11997959-
mediterranean- nights
https://www.slideshare.net/cherryjoybasug/pandiwa

Akomodasyon para sa mga Mag-aaral na may Natatanging Pangangailangan

Mga mag-aaral na nahihirapan sa pagkatuto

 Magbigay ng mga gawain na maaaring makapagpadali sa

kanilang pagkatuto.
 Magtuturo batay sa kinalakihan ng bata o batay sa mga
gustong-gusto niyang gawin upang sa ganon ay mas madali
siyang makakunekta sa talakayan.

Mga Mag-aaral na Gifted

 Maghanda ng mga pangkatang gawain na maaari silang
maging pinuno na gagabay at tutulong sa iba nilang kamag-
aral.
Mga may Kapansanan sa Paningin
 Gumamit ng mga mga dokumentaryong panradyo at mga
kuwentong pancandyo
 Gumamit ng mga librong nakabraile.

Mga may Kapansanan sa Pandinig

 Gumamit ng mga panooring may subtitle.
 Magpatulong sa mga may kaalaman sa sign language

Step 2: Analyzing the Salient Parts of the Learning Plan

Identify and describe the common parts of the Essential Parts of two
learning plans you have read. Write your observations below.

Essential Parts of a Learning Plan

Step 3: Learning from the Learning Plans

By the help of the following questions, share your own recommendations and
observations on how you may use and enhance the two learning plans.

Learning Plan 1 Learning Plan 2

Guide Questions Reporter's Notebook Panitikang
Mediterranean
Are the learning
objectives aligned with
the targeted basic
education curriculum
competencies? Why do
you say so?
Is the plan of technology
integration supportive of
the attainment of the
learning competencies
and learning objectives?
Explain your answer.
How do you plan to use
the learning plan in
teaching language
lessons in the future?
If you are to improve the
plan for the
accommodation for
differentiated
instruction, how would
you develop it?
What significant
principles in ICT
integration do think you
are highly recommended
in developing a learning
plan in language
teaching and leaming?

Step 1: Read the following learning plans, and think of a way by which you
may improve it guided by the principles of ICT integration in language
teaching.

We Filipinos are Mild Drinkers

Targeted Philippine Basic Education Curriculum Competencies
(Grade 10, English, Second Grading, World Literature including Philippine
Literature, 5 days)

Content Standard:
The learner demonstrates understanding of how world literatures and
other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups and also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver
impromptu and extemporaneous speeches.

Performance Standard:
The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.
 Read closely to get the author's purpose.
 Read closely to get explicitly and implicitly stated
information.
 Detect bias and prejudice in the material viewed.
 Identify unsupported generalizations and exaggerations.
 Use words and expressions that affirm or negate.
 Compose an argumentative essay.
 Demonstrate confidence and ease of delivery.
 Recall previous experiences as scaffold to the message
conveyed by a material viewed.

Learning Plan Summary

This learning plan aims to find cultural symbolisms used in a story.
Deduce the meaning of the symbolisms to understand the deeper meaning of
the narrations. The students will first view a video and read the story, "We
Filipinos are Mild Drinkers" By Alejandro R. Roces. After the film viewing. the
students will find the symbolisms used in the story and deduce the meaning of
the symbolisms they found to get the deeper meaning of this short story. The
students will identify some gaps and/or points to improve from the video,
according to their arguments, create a video commentary of five members. This
project will be done outside class hours.
To deliver a thought-provoking and captivating commentary, guidelines
on writing and speaking will be emphasized. Before the video commentary on
video making starts, the students will be informed that the final outputs will be
checked through the use of a rubric given to them prior to starting the project.
This would include concept, script/ storyboard, content and organization,
quality, teamwork and timeliness. Also, a rubric for peer evaluation will be
distributed to students for them to grade their own groupmates according to
their contributions, problem-solving, technique, attitude, focus on the task and
working with others. This will be done to ensure the validity and reliability of
the credits that will be given to students, and also for the equal distribution of
scores according to each student's performance and contribution in the project.
The integration of the principles of delivering argumentative speech used
in the commentary will be graded with a rubric as well. The criteria would be
persuasive effect through the proper use of energy and voice, characterization,
development of rich and well-grounded content by providing an in-depth
treatment of the topic; use of examples and theories to support position, and
appropriate use of technology to enhance the delivery of the arguments in the
commentary.

Step 2: Guided by the standards and the principles of ICT integration and
lesson planning principles taught in your previous classes, develop the learning
outcomes of this learning plan. Encode your daily objectives and submit these
using the course Learning Management System (LMS) Portal.

Days Daily Objectives/Learning Outcomes

Day 1

Day 2

Day 3

Day 4

Day 5

Step 3: Read the following learning plans by group and develop the learning
procedures with some plans for accommodating students with special learning
needs. Encode your daily objectives and submit these using the course
Learning Management System (LMS) Portal.
Targeted Philippine Basic Education Curriculum Competencies
GRADE 9, English, First Grading, Elements of Poetry

Curriculum-Framing Questions
Essential Questions
 How does literature keep one's identity?
Unit Questions
 Why do we still read Anglo-American writers' literary works?
 How relevant are Anglo-American literary pieces to peoples'
lives?
 How do literary pieces reflect our contemporary situation?

Content Questions
 What are the uses of ellipsis, slash, capitalization and
interjection?
 What are the different elements of poetry?
 What are the divisions of poetry?
 What is the difference of poetry from prose?
 When are we going to apply word order and word formation
(clipping, blending, compounding, folk etymology, etc.) in a
literary piece?

Unit Summary
In this Unit, you will compare and contrast the different types of poetry; know
the elements of poetry: apply the uses of word order and word formation in
daily conversation; and the proper usage of ellipsis. slash, capitalization and
interjection. Moreover, you will be able to explore the divisions of poetry and
the difference of prose from poetry. But more than just activating your
intellectual ability, you are led to participate in a speech choir using verbal and
non-verbal strategies (hand, face, and body). enabling you to listen with
understanding, speak precisely and assuredly, and write coherently and
clearly. Learning will not be fun if there's no spice, Technology is one of those
spices, indeed. Some of the activities are creating a poem and will dramatize it
using a movie maker and describing yourselves through a poem with the aid of
Microsoft word. These will enhance your creativity, teamwork, resourcefulness,
etc. Moreover, you will record your speech choir (poetry recital) using verbal
and non-verbal strategies. Also, you will answer some of the quizzes through
the use of different online venues like Edmodo and Schoology. You will
maximize the appropriate use of multimedia by listening and viewing activities
such as watching a video clip to support the existing information gathered
during the discussions.

Shaping Life's Purpose through an Everyday Discovery

Student Objectives/Learning Outcomes

Day 1:
By means of sentence analysis, the students should be able to:
 a. determine the uses of ellipsis, slash, interjection and capitalization to
convey meaning:
b. display the efforts and sacrifices of a father by writing back a letter;
and compose a poem using ellipsis, slash, I
c. nterjection and capitalization.

Day 2:
Providing the activity, 'Pictionary', the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences;
and
c. arrange the inverted sentences to normal word order.

Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem:
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.

Day 4: Through a poem, the students should be able to:

a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a choir;
and
c. illustrate the role of their mothers in their lives.

Day 5: By means of poem analysis, the students should be able to:

a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.

Days Daily Procedures

Day 1

Day 2

Day 3
Day 4

Day 5

Examine
1. Teachers also work as curricularist. As a curricularist, how do you intend to
make your ICT integration more responsive and relevant?

2. What is unique with ICT integration in language teaching that must be

thoroughly considered when developing a learning plan?
Write to