St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

DYNAMIC INSTRUCTIONAL PLAN

Quarter: First
Unit Title: What Keeps Life Flowing
Topic Areas: Introduction to Anglo-American Literature, Beowulf, Patterns of Development, Word Formations/Derivations, Legend of King Arthur and
the Knights of the Round Table, Prosodic Features of Speech, Paraphrasing, Context Clues
Time Frame: 36 days

STAGE 1: DESIRED RESULTS

Content Standard: Transfer

The learner demonstrates understanding of how Anglo- The students will so that in the long run, they will be able to participate actively in a speech choir
American literature and other text types serve as means through using effective verbal and non-verbal strategies.
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation Make Meaning
and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her Enduring Understanding: Essential Question:
to participate actively in a speech choir.
The students will understand that…
 In life, as well as fiction, conflict and  How does the interconnection of cultural
struggle are powerful teachers. and historical understanding create a more
Performance Standard:  The portrayal of believable characters and meaningful understanding of the literary
situations and their presentation of artistic pieces?
The learner actively participates in a speech choir interplay of other story features and
through using effective verbal and non-verbal strategies elements lead to the better understanding
based on the following criteria: Focus, Voice, Delivery, of the text.
Facial Expressions, Body Movements/ Gestures and  Bravery is a powerful weapon in
Audience Contact. combating the adversities of life, and can
be developed in averse situations.
 Values represent people’s beliefs about
what is important, good and worthwhile.
Paulinian Core Values:
Acquisition of Knowledge and Skills (Competencies)
CHRIST
CHARISM- Knowledge Process
Reading Comprehension

 Take note of sequence signals or  Scan sequence signals or connectors to

connectors to determine patterns of idea determine patterns of idea development
development given in a text
 Share prior knowledge about a text topic
 Identify advance organizers, titles, sub-
titles, illustrations, etc. given in a text
 Make a connection between the present
text and previously read texts
 Identify advance organizers, titles, sub-
titles, illustrations, etc. given in a text

Listening Comprehension
 Infer thoughts, feelings and intentions of  Process information mentioned in the text
the speaker listened to
 Paraphrase the text listened to  Perform a task by following instructions
 Agree or disagree with the ideas of the
speaker
 Accept or reject ideas mentioned
 Make decisions based on what is listened
to
 Judge the relevance and worth of ideas
presented
 Draw generalizations and conclusions from
the material listened to
 Compare and contrast information listened
to

Viewing Comprehension
 Infer thoughts, feelings, and intentions in the  Summarize the contents of the material viewed
material viewed
 Assess the relevance and worth of ideas
presented in the material viewed
 Draw generalizations and conclusions from the
material viewed

Vocabulary Development
 Provide words or expressions appropriate for a  Explain how words are derived from names of
given situation persons and places
 Arrive at meaning of words through word
formation (clipping, blending, acronymy,
 compounding, folk)
 context clue (restatement, definition,
synonyms, antonyms) used for a given word or
expression.

Literature
 Analyze literature as a means of  Explain how the elements specific to a
discovering the self genre contribute to the theme of a particular
 Identify the distinguishing features of literary selection
notable Anglo-American lyric poetry,  Express one’s ideas and insights through
songs, poems, sermons, and allegories creative and varied performances
 Explain how the elements specific to a
selection
 Explain how the elements specific to a
selection
 build its theme
 Express appreciation for sensory images
used
 Determine tone, mood, technique, and
purpose of the author.
 Draw similarities and differences of the
featured selections in relation to the theme
 Explain how a selection may be influenced
by culture, history, environment, or other
factors

Writing and Composition

 Distinguish between and among  Compose forms of literary writing
informative, journalistic, and literary  Use literary devices and techniques to craft
writing. poetic forms.
 Examine sample texts representative of
each type.
 Identify types and features of poetry.

Oral Language and Fluency

 Identify the different prosodic features of  Use the appropriate segmentals (sounds of
speech English) and the suprasegmentals or
prosodic features of speech when delivering
lines of poetry and prose in a speech choir,
jazz chants and raps.
 Produce the correct beat and rhythm in
delivering jazz chants and raps
 Use the correct pitch, juncture, stress,
intonation, rate of speech, volume and
projection when delivering lines of poetry
and prose in dramatic and conventional
speech choirs
 Use the appropriate gestures (hand, face,
and body)
  Use the appropriate and effective speech
conventions expected of speech choir
presentations.

Grammar Awareness
 Identify the proper mechanics in writing  Use normal and inverted word order in
creative writing
 Use appropriate punctuation marks and
capitalization to convey meaning
 Use interjections to convey meaning

STAGE 2: ASSESSMENT EVIDENCE

Performance Task
Other Evidence
TASK:

According to recent statistics, almost 20% of Filipinos FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
have low self-esteem and are afraid to take on risks in
life. I this light, your class is invited by the Armed Scaffold 1: MONOLOGUE Written Works
Forces of the Philippines to give an intermission Students nowadays have low self-esteem, poor
number in the celebration of the World Bravery Day, to decision making skills and are happy-go-lucky. Periodic Exam
remind the Filipino people to be a life-fighter. In this You are an advocate of personal development;
number, you are asked to perform a speech choir with hence, you will present a monologue to high
proper dramatic conventions and prosodic features school students exemplifying Beowulf as a
which depicts the importance of bravery and lifelong character of heroism and bravery, and must be
lessons we may get from being our own heroes. You emulated. You will be scored according to your
will become advocates of bravery and heroism. enunciation and stage presence.

Scaffold 2: ROLE PLAY

The modern world is getting chaotic. It needs
constant reminder that loyalty must always be
manifested in order to live a peaceful and
harmonious life. In this light, you are invited to
perform a role play to showcase to young people
the importance of loyalty. In this presentation, you
must reflect on the values learned from the Legend
of King Arthur and must also employ proper
prosodic features of speech.

Scaffold 3: CHORAL RECITATION

The Commission on Human Rights invited you to
perform a choral recitation for students who do not
know their purpose in life. You will create a piece
about being brave in dealing with the adversities of
life. You will also incorporate in your speech that
inorder for one to fulfill their purpose, they must
first understand their passion no matter how hard it
may seem, like context clues. You will serve as
ambassadors of goodwill in this tilt called “SPEAK
YOUR MIND”.

Guided Generalization:

“The Epic of Beowulf”

“The Legend of King Arthur and the Knights of

the Round Table”

“Invictus”
Evaluative Criteria

Category Excellent Satisfactory Fair Poor

4 3 2 1
Voice Projection The students use the prosodic The students often use the The students try to use the The students deliver the
features of speech properly, prosodic features of speech in prosodic features of speech in speech choir but without
delivers the piece clearly and delivering the speech choir. delivering the speech choir. voice dynamics.
loudly.
Stage Presence The students employ The students often employ The students try to employ The students deliver the
consistent facial expressions facial expressions and facial expressions and speech choir but without
and dramatic conventions to dramatic conventions in the dramatic conventions in the facial expressions and
make the presentation more speech choir. speech choir. dramatic conventions.
believable.
Content The students present a clear The students present a clear The students present the The content of the speech
and comprehensive message message to the audience. speech choir with an unclear choir has no relevance to the
to the audience, reflecting the message. theme of the lesson.
theme of the lesson.
Costume and Props Students use several props, Students use 1-2 props and Students use 1-2 props and The students use no props or
including costume that show good costumes to make the costume during the the props chosen detract the
considerable work/creativity presentation better. presentation, which are presentation. The props and
and enhance the presentation. somewhat or not too much costumes are not effective.
effective.
Total Points
 STAGE 3: LEARNING PLAN

EXPLORE

Day 1
Objectives:
At the end of the day, the students will be able to:
a) orient themselves with the subject and its objectives
b) grasp a bird’s eyeview on the importance of learning language and Anglo-American literature; and
c) motivate themselves intrinsically in assimilating the concepts and values embedded throughout the course.

Presentation Strategies Processing Strategies

Subject Orientation Synthesis:
1. The teacher opens the class with the “SIMON SAYS” game so he can
further elaborate on the following topics: 1. Ask students to recall the set standards for the following:
a. Course Objectives *Subject
b. Course Contents *Classroom Routines
c. Subject Requirements
2. Following the initial activity, the teacher, alongside the students, will agree 2. Let the students reflect on the video clip presented.
on the classroom rules, routines and procedures to maintain order in the 3. Make the students explain the importance of learning English language and
facilitation of the learning process and to cater to the management of literature in one’s daily life.
classroom activities.
3. To kindle the fire in the students in learning the course, the teacher lets
them watch a video showcasing the best features of the Anglo-American
literature.

Day 2
Objectives:
At the end of the day, the students will be able to:
a) recall concepts and ideas associated with literature;
b) acquire inherent understanding of the relationship of literature and real life situations;
c) assess their schema in English language and basic concepts in literature through a pre-test; and
d) manifest the value of honesty by taking the pre-test independently.

Presentation Strategies Processing Strategies

1. The teacher further explains that the result of the pre-test determines the
Hook Activity: MULTI-PICS-ONE-WORD students’ entry competencies.
The teacher shows pictures to the students (cultures, traditions, manifestation
of values, identity, writing, speaking, etc.) and lets them derive “literature” as HOTS
the big word. Afterwhich, the teacher asks the students to connect the pictures 2. The teacher processes students’ responses in the following questions:
to the idea of literature. a. What do the pictures depict?
b. How are the pictures related to literature?
Administering the Pre-Test c. Why is literature important?
The students will answer a 40-item pretest which will gauge their entry d. How does literature affect real-life situations?
competencies with regards to their knowledge on language and basic concepts
in literature. Acquisition of Knowledge:
3. The teacher briefly discusses the significant role of literature and its
importance in real-life situations.

Day 3
Objectives:
At the end of the day, the students will be able to:
a) identify their roles in life;
b) acquire an understanding of how values are learned from literary pieces; and
c) appreciate the values of bravery and heroism as important characteristics in performing their individual roles.

Presentation Strategies Processing Strategies

1. Hook Activity: ROLES IN ACTION!
The teacher begins with the Three-Minute-Letter-Search-Riddle-Game. This HOTS
activity generates the idea of roles as something they have to perform in life. 1. The teacher processes students’ responses in the following questions:
a. Why is it important to clearly know your roles?
Following the motivational activity, the teacher lets the students answer a b. For whom/what do you perform these roles for? Why?
worksheet regarding their personal roles:
2. The teacher also processes the students’ responses on the million-dollar
 question.

Role In Life That… Videoclip Reflection:

I have How I felt I am How I feel I hope to 3. Why are these people deemed as heroes?
Reasons
played about it playing about it play in the 4. What qualities do they possess to perform their roles?
before now future 5. How could you be heroes?

The teacher further explains that the revolving value for the first quarter will be
on bravery and heroism.

Synthesis:
1. Have the students explain the connection of possessing bravery and heroism
The teacher then poses a Million-Dollar Question: What qualities does one in performing one’s roles and duties in life.
have to take to perform these roles?

2. The teacher plays a short video clip showing firemen, soldiers and
policemen performing their roles.

FIRM-UP

Day 4
Objectives:
At the end of the day, the students will be able to:
a) learn key concepts about the background of Early England’s history, social setting and traditions;
b) identify similarities between the concepts learned about England to that of the Philippine setting; and
c) answer comprehension questions concisely.
Presentation Strategies Processing Strategies
1. Motivation: ENGLISH CHEERADES
The teacher asks five volunteers to act the given words to the class. The class Acquisition of Knowledge:
then guesses the words through the actions portrayed. 1. The teacher processes the motivational activity.
1. Wise King 2. Afterwhich, the teacher discusses in details a brief history of Early England –
2. An Eye for an Eye, A Tooth for a Tooth its social classes, government, beliefs and traditions.
3. Soldiers 3. For better understanding, the teacher asks comprehension questions.
4. War
5. Victory Celebration/Party HOTS
Venn Diagram: England vs. The Philippines
4. Compare and contrast the key concepts learned about England and your
Questions to Ponder: schema about the Philippines in terms of way of life, government and beliefs
1. What are notable characteristics of the Early English history? through a Venn Diagram.
2. How did England come about as a country? 5. How do literary pieces reflect the country’s values and culture?
3. What are the qualities of a king? A warrior? A woman?
4. What are the roles of each of the social classes? Synthesis:
5. Why is war their general way of life? 1. What do these speak of their literature?
2. How could you show your respect and appreciation of other countries’ history
and literature?

Students’ responses are points for values integration.

COMMUNITY – I am a respectful learner, open for accepting diversity in the
world.
Abridged Content
The Jutes, Angles and Saxons were the first invaders of Early England. They named the land “Angle-Land”. The land is led by a king who is considered to be
wise, brave and generous giver of rewards. Since war is their general way of life, the soldiers are then deemed to be the most important members of the society.
They celebrate their victories and mourn for defeat in their mead hall. This makes women useful only for reproduction and local duties. In terms of social classes,
the land is divided into 1) the earl, who are in the ruling class and are expected to be loyal to the king; and 2) the churl, those who serve the earls – they till the
soil for their masters being bound in a special favor. The form of justice in this primitive society is bound on the principle of an eye for an eye, a tooth for a
tooth. Christianity as their religion was brought by missionaries Pope Gregory and St. Augustine in 597.

DEEPEN

Day 5
Objectives:
At the end of the day, the students will be able to:
a) recall concepts learned through a pop-quiz;
b) create presentations showcasing the notable features of Early England through using their multiple intelligences; and
c) appreciate the values of collaboration and teamwork in coming up with their performance.
Presentation Strategies Processing Strategies
Review of the lesson:
The teacher reviews the students about the lesson on the History of Early 1. The teacher gets a quick survey on the scores and reviews the lesson to clarify
England. After which, the students will take a 10-item objective pop quiz to the wrong answers.
assess their understanding.
TASK: RELIVING THE PAST (Multiple Intelligences) 2. The teacher processes the students’ presentations and asks them how they
The class will be divided according to their multiple intelligences (linguistic, came up with such presentations. Moreover, students are also asked about the
musical, spatial, bodily kinesthetic, logical). They will showcase creative strengths and difficulties they encountered in coming up with their presentations.
presentations emphasizing on the key concepts learned about the history of
Early England.
Question Time:
Linguistics Group – A poem/feature article To stimulate curiosity, students are asked to pose their questions:
Logical – A timeline/Graphic Organizer Possible questions:
Spatial – A poster/caricature 1. Why is there a need to study the history and literature of other countries?
Bodily Kinesthetic- A mini role play 2. What benefit can we get from studying their literature?
Musical – A jingle/song 3. How are values embedded in their literary pieces?
The teacher asks the students to answer the posed questions and later on
processes and gives supplement to deepen the understanding.

Synthesis:
Have the students explain the importance of learning other countries’ history and
literary pieces.

Students’ responses are points for values integration.

CHARISM – I am a creative learner, willing to share to others my God-given
talents and skills.

FIRM-UP

Day 6
Objectives:
At the end of the day, the students will be able to:
a) infer thoughts, feelings and intentions from the material listened to;
b) assess the relevance and worth of ideas presented in the material listened to; and
c) create a personal diagram of encouragement in performing personal roles.

Presentation Strategies Processing Strategies

1. Motivation: RIDDLE ME THIS Acquisition of Knowledge:

Students answer the riddle: I am male. Add a letter and I am female. Add 1. The teacher processes the motivational activity.
another letter and I am male again. Add three more letters and I am female 2. In details, the teacher presents a brief background about the Epic of Beowulf.
again. What am I? 3. The teacher processes the responses from the unlocking of difficulty and
explains that a text could be better understood when meanings of unfamiliar
The teacher plays a video of Efren Penaflorida, the 2009 CNN Hero of the words are unlocked.
Year. Later on, the teacher asks the question: How can a teenager show hero- 4. What is the song all about?
like qualities in everyday life?
Graphic Organizer
Pre-Viewing Activities 5. Draw a caricature of yourself. Inside it, write a short line of encouragement to
be brave and courageous in performing your personal roles in life.
1. Unlocking of Difficulty
Rearrange the jumbled letters in each box to come up with the word that 6. Make the student share they experiences in encountering conflicts in their
means the same with the underlined word/phrase in each sentence. lives, and how they were able to overcome it. The teacher processes the students’
1. You can always turn to your best friend who always knows how to cheer responses.
you up in times of pain or misery.
ALFCIITOFN Question Time
To stimulate curiosity, students are asked to pose their questions:
2. Watching the beautiful sunset at Manila Bay gives a feeling of comfort and 1. Why is Beowulf an epic?
relief. 2. What is an epic?
A L C E O S
3. To protect himself during battle, a warrior wears a flexible armor made of Synthesis:
metal. 1. What have you realized upon listening to the song?
L I A M 2. How powerful is bravery and courage in portraying your personal roles in
life?
4. In ancient England, a warrior’s victory was celebrated I banquet halls with
feasting, drinking liquor especially mead, long speeches and giving of gifts.
DEAM - SHALL
5. In the epic Beowulf, the monster seeks the hall warrior while the young
soldiers are sleeping. SENTAH

2. Song Interpretation
Students listen to the song “Fight Song” by Rachel Platten. This heightens the
appreciation of courage and bravery, being the main values in the story of
Beowulf.

Abridged Content
Efren Peñaflorida is the 2009 CNN Hero of the Year. He is famous for his Kariton Classroom, a mobile cart that gives an opportunity for street children to
experience informal education. Furthermore, the story of Beowulf is the oldest known Epic in the history of Anglo-American Literature. An epic is a literary
genre that depicts the adventures of a local hero, his quest to achieving an ultimate goal, and is set in the locality of a certain place, incorporating local color in its
plot.

FIRM-UP

Day 7
Objectives:
At the end of the day, the students will be able to:
a) infer thoughts, feelings and intentions from the material viewed;
b) assess the relevance and worth of ideas presented in the material viewed; and
c) draw generalizations and conclusions from the material viewed.

Presentation Strategies Processing Strategies

1. The teacher helps the students recall the previous motive activity on Acquisition of Knowledge:
bravery through the following questions: 1. The teacher processes the viewing activity.
a. How does bravery affect a person in performing his personal roles? Assignment: Students will reflect on the following questions:
b. How important is it for someone to be brave and courageous? a. Do heroes die?
 b. How did Beowulf defeat the monster?
c. What is Beowulf’s hamartia?
Viewing Activity: Audio Visual Room
The students watch the movie of the Epic of Beowulf. During the film, the Synthesis:
students are asked to jot down important details and answer the motive 1. How did Beowulf display heroism and bravery in the epic?
question: What makes Beowulf a hero? 2. Is Beowulf your ideal hero? Why? Why not?
3. What characteristic of Beowulf do you admire most?

Abridged Content
The Old English epic poem Beowulf tells the story of a young Geat who comes to the aid of Hrothgar, the King of the Danes, whose kingdom is terrorized by a
monster named Grendel. Beowulf uses his epic strength and bravery to slay Grendel in Hrothgar’s mead hall, Heorot, and then to slay Grendel’s vengeful mother
in her underwater lair. Beowulf’s fame spreads, and he returns home to the Geats laden with treasure for his King, Hygelac. He then later becomes king of the
Geats and rules for a peaceful fifty years. When a dragon begins to poses a threat to the Geatland, Beowuf and his servant Wiglaf set off to defeat it. Beowulf
succeeds in slaying the dragon by attacking its wings, fire vent and heart, but fatefully dies in the process.

FIRM-UP

Day 8
Objectives:
At the end of the day, the students will be able to:
a) infer thoughts, feelings and intentions from the material viewed;
b) assess the relevance and worth of ideas presented in the material viewed; and
c) draw generalizations and conclusions from the material viewed.

Presentation Strategies Processing Strategies

Post-Viewing Activity Acquisition of Knowledge:

The teacher helps the students recall key points in the Epic of Beowulf. The 1. The teacher processes the answers of the students in the comprehension
teacher then poses the following comprehension questions: questions. To further assess the students’ understanding of the poem, the teacher
1. Who is Beowulf? What circumstances led him to Heorot? poses the following questions:
2. Why did Grendel attack the the Mead Hall?
3. How does Grendel die? HOTS
4. Create a map showing the war adventures of Beowulf. Which one proved to 2. What does Beowulf’s remark “If I die, I will die for glory, not for gold” mean
be the hardest? about his character as a leader?
5. What does the Golden Horn signify? 3. How about his remark “Fate will unwind as it must”? How does it reflect the
Anglo-Saxon’s attitude towards fate?
4. Who are the Grendels of the society? Why do you say so?
5. How is revenge portrayed in the story? Is avenging a good or bad thing?
Why?
6. What social issues are discussed in the story? How are the characters able to
surpass and overcome these issues?

Synthesis:
1. What is the moral of the story?
2. How does the story reflect the Anglo-Saxon culture?
3. If you were Beowulf, will you play your story the same why? If yes, why? If
no, how will you play your story?

Students’ responses are points for values integration.

DEEPEN

Day 9
Objectives:
At the end of the lesson, the students will be able to:
a) enhance vocabulary through a vocabulary-building activity
b) relate the theme of the Epic of Beowulf to societal issues; and
c) appreciate the value of bravery and heroism in dealing with real-life situations.
 Presentation Strategies Processing Strategies

Vocabulary Building: YOU FILL ME, YOU COMPLETE ME 1. The teacher processes the result of the vocabulary building activity and
Students are given a worksheet for a vocabulary building activity. They will emphasizes the importance of enhancing one’s linguistic repertoire.
fill in the blanks with the suitable words used in the story from the box:
2. The teacher processes the students’ think-pair-share activity, and supplements
Sailing rolling humming roaring on the significance of each of the strategy Beowulf used in defeating the
Croaking roared rushed devastated monster.
Flashed poured gushing flickered
HOTS:
Model: Beowulf’s ships came ______________ into the harbor. 1. Beowulf killed the monster by attacking its wings, its firevent and finally, its
Beowulf’s ships came sailing into the harbor. heart? What does this reflect in problem solving?
1. The train came __________ over the plain. 2. One hamartia of Beowulf is his easily-tempted nature. Do you think this
2. The plane came ___________ over the field. makes a good leader?
3. The rain ____________ down without stopping.
4. The water came ____________ from the spring. Synthesis:
5. Lighting ____________ and thunder _____________. Have the students explain the importance of strategizing in solving problems ad
6. The candlelight ____________ because of the wind. being firm and wise in decision making.
7. The storm ___________ the city.
8. The waves ____________ toward the shore.
9. The ____________ of the bees disturbed me.
10. The _____________ of the frogs was irritating.

Essential Question:
1. How does a literary piece reflect culture, traditions and beliefs?

TASK: Beowulf: THE ROAD TO THE CROWN

Students will recall Beowulf’s strategy in defeating the monster. This reflects
how he deals with problems.
THINK-PAIR-SHARE: Create a diagram of Beowulf’s strategy in defeating
the monster. What does each strategy signify?
 Students’ responses are points for values integration.
CHRIST-CENTEREDNESS – I am a child of God. I will put God in every
decision I will make.

DEEPEN

Day 10
Objectives:
At the end of the day, the students will be able to:
a) present a monologue about the importance of bravery and heroism in dealing with real-life situations;
b) manifest confidence in delivering the monologue; and
c) appreciate the value of bravery and heroism in dealing with real-life situations.

Presentation Strategies Processing Strategies

1. Following the presentation, the teacher emphasizes the importance of

Scaffold 1: MONOLOGUE confidence in presenting a monologue. The teacher also processes strengths and
Students nowadays have low self-esteem, poor decision making skills and are weaknesses of the presentations and will give feedback for points to improve on.
happy-go-lucky. You are an advocate of personal development; hence, you
will present a monologue to high school students exemplifying Beowulf as a
character of heroism and bravery, and must be emulated. You will be scored Synthesis:
according to your enunciation and stage presence. 1. How can one be heroic and brave in his own little ways?
2. What is the importance of being brave in dealing with real life situations?

Students’ activities and responses are all points for values integration.
CHARISM – I am a creative person, willing to share my God-given talents to
people.
COMMUNITY – I am devoted to uplift other people’s self-esteem and to cheer
each other up in times of despair.
 FIRM-UP

Day 11
Objectives:
At the end of the day, the students will be able to:
a) take note of sequence signals or connectors to determine patterns of idea development given in a text;
b) scan sequence signals or connectors to determine patterns of idea development; and
c) appreciate the value of bravery through the material listened to.

Presentation Strategies Processing Strategies

1. Motivation: I WANNA SEE YOU BE BRAVE! Acquisition of Knowledge:

Students listen to the song Brave by Sara Bareilles. With an in depth 1. The teacher processes the answers of the students in the comprehension
understanding of the lyrics, students share their experiences of bravery in questions. The teacher later on presents the lesson on Patterns of Development.
dealing with their life problems. 2. To create a more meaningful understanding, the teacher discusses in details
Narration, Desciption and Classification as patterns of textual development.
Comprehension Question:
1. How did the lyricist present the message of bravery to the audience?
HOTS
Students read short texts from their book exemplifying Narration, Description 1. Why is there a need to be clear and vivid in narrating a story?
and Classification as Patterns of Development. 2. How can a writer define an idea best?

Essential Questions:
1. What points should one consider in narrating a story?
2. What are the tips in writing a narrative? Synthesis:
a. Objective 1. Why is necessary to be comprehensive in writing narratives, definitions and
b. Subjective classifications?
3. What are the processes of defining as a pattern of development?
4. What are the rules in using Definition as a pattern?
a. Standard
b. Regulatory
 c. Personal
d. Invented
3. How can one create a good classification write-up?
a. Official
b. Personal

Abridged Content
Patterns of Development clearly picture the purpose of the article. When one uses narration, he/she describes what, where and something happened. It is also very
crucial to be very comprehensive and detailed in writing a narrative. The use of action verbs, direct quotations, tense shifts and cohesive devices is encouraged.
Objective Narration happens when one details the exact records of events in a technical manner. Subjective Narration on the other hand, presents a personal
narrative of one’s personal account. Description details what something looks like and its characteristics. It is very important that when one describes, one must
present what something is and not what it is not. Writers are also encouraged to use connotative definitions to further exemplify the idea being defined. There are
types of definition: Standard, Personal, Regulatory and Invented. Thirdly, Classification is a pattern used to group items into their parts or types. Official
Classification is used when one classifies widely accepted groups, while Personal Classification is used when one classifies items in his personal perception. It is
very essential that items must not overlap in this pattern of development.

FIRM-UP

Day 12
Objectives:
At the end of the day, the students will be able to:
a) take note of sequence signals or connectors to determine patterns of idea development given in a text;
b) scan sequence signals or connectors to determine patterns of idea development; and
c) appreciate the value of bravery through the poem read.

Presentation Strategies Processing Strategies

1. Motivation: STAND UP, BRAVE CHILD!

Students read the poem Invictus by William Ernest Henley. Upon Acquisition of Knowledge:
understanding, the teacher asks the students about their insights on the poem 1. The teacher processes students’ responses from the poem read. The teacher
through the following questions: then asks the students the pattern of development used in the text.
a. What is the challenge of the persona in the poem? 2. Consequently, the teacher discusses in details Persuasion, Cause and Effect,
b. What moral can you get from the poem? and Problem-Solution as Patterns of Development.
c. What does the persona want to express in the last stanza of the poem?

HOTS
Comprehension Question: 1. How can a writer make his work more persuading?
1. How did William Henley challenge everyone in the last part of the poem? 2. Why is there a need to be technical in using the patterns of development?
2. What does he mean when he said “I am the master of my fate, I am the 3. What characteristics of a write-up must a writer ensures his works has?
captain of my soul”?

As the teacher progresses in the lesson, he lets the students read samples of
selections that exemplified Persuasion, Cause and Effect, and Problem-
Solution as Patterns of Development. Synthesis:
1. What characteristics must a good writer possess to create good write-ups?
Essential Questions: 2. How important is knowing the basic skills in writing?
1. Why is the main goal of a persuasive write-up?
2. What are the technical things to consider in writing a persuasive write-up?
3. In writing a cause and effect write up, what are the tips the writer must bear
in mind?
4. What are the guides in writing a problem-solution write-up?

Abridged Content

Persuasion is also a Pattern of Development used to describe and issue and present one’s stand or opinion in the subject. This aims to convince the reads to
believe in the stand of the writer and to encourage acting on a certain situation. Next is Cause and Effect, a pattern used to show the details regarding why
something happens, its effects and how it is related to something else. Finally, Problem-Solution is a pattern used to present a situation that seeks for action and
solution. This pattern entails one writer to be comprehensive and appealing so as to persuade others on his proposed solution.
 DEEPEN

Day 13
Objectives:
At the end of the day, the students will be able to:
a) examine sample texts representative of each type;
b) employ proper mechanics in writing; and
c) manifest the value of collaboration in coming up with the assigned tasks.
Presentation Strategies Processing Strategies

Motivation: FAMILY FEUD 1. The teacher processes the game.

The class will be divided into groups of nine. Each group will be a team for 2. After which, the teacher helps the students recall key concepts by asking the
the Family Feud game. Each round will comprise a duel between two following questions:
competing teams in completing the board. This shall assess the understanding a. What makes a good narrative?
of the students in the concepts learned in Patterns of Development. b. How must a writer define concepts?
Questions are as follows: c. Cite guides in coming up with a cause and effect, problem-solution and
1. Tips in Writing a Narrative classification write-ups.
2. Types of Definition d. What is one’s main goal in writing a persuasive write-up?
3. Guidelines in Writing a Cause and Effect, Problem-Solution and
Classification write-up. 3. The class checks the quiz and the teacher will review students’ common
4. Characteristics of a good writer. errors.
5. Importance of learning the Patterns of Development.
HOTS:
Activity: 4. Why is it necessary to learn the Patterns of Development?
Students will identify what Pattern of Development is used in the given 5. How could you apply the concept of Pattern of Development in your life?
excerpt. A worksheet will be given to the students.
Question Time:
To stimulate curiosity, students are asked to pose clarifications/queries.
Probable Questions:
1. How can we practice our skills in writing?
2. Why is there a need to learn the patterns of development?
3. Does every write-up require a pattern?
 Synthesis:
Have the students explain the importance of learning and enhancing their writing
skills.

Students’ responses are all points for values integration.

CHARISM – I am talented, and I will not hesitate to share my God-given talents
to others.
DEEPEN
 Integrate the information from firm-up, follow-up the EQ and assist students in the formulation of EU, provide activities for students that will enable
them to generalize, check for misconceptions
Day 14
Objectives:
At the end of the day, the students will be able to:
a) write their own samples of paragraphs using the patterns of development;
b) employ proper mechanics in writing; and
c) manifest the value of independence in coming up with the assigned tasks.

Presentation Strategies Processing Strategies

Activity: The students recall concepts from the lesson on Patterns of 1. The teacher facilitates the students in coming up with their sample paragraphs.
Developent through identifying the pattern used in the excerpts read by the
teacher. This is done orally.

Activity: DO WHAT IS WRITE! Synthesis:

Students will write a short paragraphs employing the rules and tips learned Have the students explain the importance of knowing the rules in writing articles
from the lesson on Patterns of Development. to create a more meaningful work.
Topics will be as follows:
Narrative: Your most memorable experience of bravery.
Defenition: What for you is a hero?
Classification: What characteristics must a hero possess?
Cause and Effect: The cause and effect relationship between giving up and
standing for your goals.
Problem-Solution: How can one improve his self-esteem and confidence?
Persuade: What will you tell to someone who gives up on his dreams?

Assignment: TRAVELOGUE
Write a narrative about your most memorable travel experience. Follow the
rules in writing a good narrative.

FIRM-UP

Day 15
Objectives:
At the end of the day, the students will be able to:
a) identify the different prosodic features of speech;
b) use the prosodic features of speech in delivering a report; and
c) manifest enthusiasm in learning enhancing their oral language skills.

Presentation Strategies Processing Strategies

1. Motivation: DON’T STOP… READING Acquisition of Knowledge:

Students read a selection entitled A Short History of Punctuations by Polly 1. The teacher processes students’ responses of the students with regards to their
Robetus. feelings and reactions on the selection read.
After which, the teachers asks the following guide questions: 2. The teacher then further explains the use proper oral reading skills through
a. How did you feel reading the selection? employing the various prosodic features of speech.
b. What is lacking in the selection?
c. How will you be able to read the selection properly?
HOTS
3. Students will come up with their scenarios of how to use the following
2. Activity: Mirror, Mirror, Reflection prosodic features of speech properly:
Students answer the following questions: a. Volume
a. What is the importance of voice dynamics in doing an oral presentation? b. Pitch
b. How could you employ the prosodic features of speech in your day to c. Tempo
 day life? d. Intonation
e. Blending
f. Stress
4. What is the importance of learning the different prosodic features?
5. In what ways can one employ the concepts learned on the lesson on the
Prosodic Features of Speech?

Synthesis:
1. Have the students explain the importance of speaking clear an audible.
2. Have the students explain and reflect on the importance of enhancing their
oral language skills.

Abridged Content
Prosody is the study of rhythms and sounds in language. Through this, one learns how to express oneself in a clear and comprehensive oral discourse. Pitch is the
highness and lowness of the voice. In contrary, Volume refers to the voice’s loudness and softness. Tempo refers to the speaking pace, how fast or slow the
speech must be delivered. Stress is the degree of force with which a syllable is uttered. Intonation is the rise and fall of the voice. These speech dynamics are used
to portray a more lively and dramatic oral presentations.

DEEPEN

Day 16
Objectives:
At the end of the day, the students will be able to:
a) present a speech;
b) employ the prosodic features of speech to create a more lively and dramatic presentation; and
b) manifest the value of independence in coming up with the assigned tasks.

Presentation Strategies Processing Strategies

Activity: The students recall concepts from the lesson on Prosodic Features of 1. The teacher facilitates the students in doing their oral presentations.
Speech through a mini-pop-quiz. 2. Furthermore, the teacher explains the importance of delivering a clear and
audible speech.
Students will be using the speech laboratory
Scaffold 2: There is an audition for a movie role in your school, to fill the
slots for a play about Overcoming Insecurities. Talent scouts are looking for a
character who best presents and exemplifies a clear and audible speech about Synthesis:
courage and bravery. You will be using the speech laboratory for the audition. Feedback. Students will comment on their performances, point out strengths and
You will be scored according to the following criteria: weaknesses so as to know which parts to improve in the succeeding oral
Clarity of the Voice – 10 points activities.
Proper Use of Prosodic Features – 10 points

Students’ activities are all points for values integration.

CHARISM – I am creative and talented, and I am not hesitant to share my
talents to others.

FIRM-UP

Day 17
Objectives:
At the end of the day, the students will be able to:
a) identify the different word formations;
b) derive meanings of words using word formations;
c) explain how words are derived; and
d) appreciate the value of collaboration in performing their tasks.
Presentation Strategies Processing Strategies

1. Motivation: DYNAMITE Acquisition of Knowledge:

Students will recall slang words used then and now. They will derive the 1. The teacher processes students’ responses of the students with regards to their
meanings of these slang words as they use them in sentences. This activity feelings and reactions towards the activity.
shows one characteristic of the English language which is dynamism. This 2. The teacher guides the students in their library work.
activity is based on the research of Lindsay Lewis (2016) about the dynamic 3. To supplement the students’ research, the teacher present samples of words
nature of language. formed using the different word formations: Blending, Clipping, Compounding,
Abbreviation, Acronymy, Etymology, Affixes, etc.
Essential Questions: 4. The teacher poses the question: How are words formed?
 a. How important is it to always enhance your vocabulary?
b. What makes English language dynamic?
c. How can you enhance your linguistic repertoire? HOTS
5. What does the lesson show about the dynamism of the English language?
Activity: Library Work 6. Cite situations where you could use the concept of word formations.
Students will go to the library and look for different word formations. 7. Why is there a need for you to enhance your vocabulary?
Moreover, they will come up with their examples of words formed using the
concepts they have researched on. This activity will be done in pairs.
Synthesis:
Have the students explain the importance of enhancing their linguistic repertoire.
Abridged Content
The English language is dynamic. It is ever-changing. Hence, words are formed in a plethora of ways. Etymology refers to the origin of the word as some words
are borrowed from other languages. Compounding refers to the joining of two distinct words to create a word, while Blending refers to joining the first syllable
and last syllable of two words respectively to form new word. Clipping is another shortening techniques where some letters are clipped out of a long word to
derive a new word. In same manner, abbreviation and acronymy are also shortening techniques. While abbreviation refers to the shortening of a word by cutting
it as in Math as to Mathematics, Acronyms are words formed by taking the initial letters of the words as in LASER (Light Amplification by Simulated Emission
of Radiation). Other word formations include the use of affixes, names of persons or places, coining and slang.

DEEPEN

Day 18
Objectives:
At the end of the day, the students will be able to:
a) identify the process used in forming words;
b) present creative presentations about the importance of enhancing one’s vocabulary through their multiple intelligences; and
b) manifest the value of collaboration coming up with the assigned tasks.

Presentation Strategies Processing Strategies

Activity: The students recall concepts from the lesson on Word Formations 1. The teacher processes the review activity. Also, the teacher checks common
thorough a mini-pop-quiz. The teacher flashes words on the screen and the students’ errors from the activity given.
students will identify the process of word formation used. 2. The teacher facilitates the students in coming up with their presentations.
Task: TALENTS UNLIMITED
Students are asked to present creative presentations focusing on the
importance of enhancing one’s vocabulary. In their presentations, they must Synthesis:
use words that have undergone the process of word formations. The class will Reflection. Students will reflect on the importance of enhancing one’s linguistic
be divided according to their multiple intelligences. repertoire and come up with ways to do so.
Linguists: A poem
Bodily/Kinesthetic & Musical: A song and dance number
Logical: A graphic organizer Students’ activities are all points for values integration.
Spatial: A mini brochure/Comic Strip CHARISM – I am creative and talented, and I am not hesitant to share my
talents to others.
Essential Questions:
1. How can we improve our vocabulary?
2. Why do we need to improve our vocabulary?

FIRM-UP

Day 19
Objectives:
At the end of the day, the students will be able to:
a) deduce values and morals from a movie watched;
b) identify key concepts to answer comprehensive questions correctly; and
c) appreciate the value of loyalty and bravery as the theme of the story.

Presentation Strategies Processing Strategies

1. Motivation: READ MY ACTIONS Acquisition of Knowledge:

The students will play a tableau game. This activity will entail them to follow 1. The teacher will present the movie of the story King Arthur and the Knights of
orders from their group leader to come up with a depiction of the scenario that the Round Table.
is being asked of them. 2. As a pre-viewing activity, the students are asked to jot down important and
Topics: significant events and details in the story.
1. A Typical Recess
2. A Chaotic Community
3. Our King is Our Leader Synthesis:
4. Loyalty 3. What is special with the sheath of Excalibur?
4. What does this sheath symbolize?
Essential Questions: 5. How is the round table depicted in the story?
1. What characteristics and values must a king possess to rule over a
kingdom?
2. How important is the value of loyalty in being a leader?
3. What makes a leader? Values Integration
4. How should a leader manage circumstances in his kingdom? Answers of the students are all points for values integration
COMMUNITY-
Abridged Content
The story of The Legend of King Arthur and the Knights of the Round Table suggests a depiction of the values of loyalty as part of the Anglo-American society.
It also portrays the importance of honesty as a personal trait, more so, of fate as lesson of life. Chaos ensues in their place, Camelot, and as plot starts to stir the
characters, King Arthur gets the help of the Merlin through his receipt of the magical sword called the Excalibur with which he has vanquished many foes. True
to his chivalry, Arthur, inspite his wounds, takes the courage to ride forth with his knights to save the rest of the country.

FIRM-UP

Day 20
Objectives:
At the end of the day, the students will be able to:
a) deduce values and morals from a movie watched;
b) identify key concepts to answer comprehensive questions correctly; and
c) appreciate the value of loyalty and bravery as the theme of the story.

Presentation Strategies Processing Strategies

1. The teacher helps the students recall key details from the movie watched. Acquisition of Knowledge:
To facilitate this, the teacher asks the following comprehensive questions: 1. To assess students understanding from the movie watched, they are asked
a. Why does Arthur get the round table? comprehension questions.
b. What social issues are discussed in the movie?
c. How did King Arthur become a hero?
 d. How can King Arthur reflect the characteristics of Anglo-American HOTS
society? 2. What is the theme of the story?
3. How can betrayal be unlawful?
4. How does the story teach bravery?
5. In your own ways, how can you manifest the value of loyalty?

Synthesis:
Have the students explain their learning from the story of King Arthur.
1. What is theme of the story? How can you apply this in your daily encounters
with people in the society? In school? In your family?

Values Integration
Answers of the students are all points for values integration.

DEEPEN

Day 21
Objectives:
At the end of the day, the students will be able to:
a) employ the importance of collaboration in brainstorming;
b) recall key details and values embedded on the story watched; and
c) relate the values learned from the movie watched to real-life situations.
Presentation Strategies Processing Strategies

The students recall the story of the Legend of King Arthur and the Knights of Following the responses of the students from the questions posed by the teacher,
the Round Table. The teacher facilitates the students through posing the teacher processes the students on the importance of bravery as a trait to
questions. combat the challenges of life.

Scaffold two: ROLE PLAY Brainstorming Activity

The modern world is getting chaotic. It needs constant reminder that loyalty 1. What challenges have you encountered while brainstorming?
must always be manifested in order to live a peaceful and harmonious life. In 2. What are the strengths and weaknesses of your group in the process of
this light, you are invited to perform a role play to showcase to young people brainstorming?
the importance of loyalty. In this presentation, you must reflect on the values
learned from the Legend of King Arthur and must also employ proper
prosodic features of speech.

Students will be divided into groups of five. They will brainstorm on their Values Integration
presentation. Responses and activities done by students are all points for values integration.
CHARISM

DEEPEN

Day 22
Objectives:
At the end of the day, the students will be able to:
a) employ the importance of collaboration in performing an activity;
b) use proper prosodic features of speech in presenting a role play; and
c) relate the values learned from the movie watched to real-life situations.
Presentation Strategies Processing Strategies

Presentation of the Scaffold Synthesis:

In culmination for the topic on the Legend of King Arthur and the Knights of 1. What challenges have you encountered in coming up with the presentation?
the Round Table, the students will perform their second scaffold: a role play 2. Which part in your presentation is the strongest part? The weakest part?
reflecting the values learned from the story with real-life situations. 3. What values are reflected in your presentation? How does it mirror real-life
situations?
The teacher reminds the students to use proper prosodic features of speech
when delivering their lines. Values Integration
The activities done by the students are all points for values integration.
CHARISM

FIRM-UP

Day 23
Objectives:
At the end of the lesson, the students will be able to:
a) learn the importance of paraphrasing;
b) paraphrase a given text; and
c) understand that a rich vocabulary is necessary in discourse.

Presentation Strategies Processing Strategies

1. Motivation: THIS TIME, DIFFERENTLY Acquisition of Knowledge:

In this activity, the teacher will state a sentence. Afterwhich, students are 1. From the activity, the teacher asks the following questions to the students:
asked to state sentence in a different way, with the same meaning and a. What have you observed with the activity?
message. b. What is the message of the activity?
2. The teacher discusses in details the techniques, strategies and importance of
brainstorming.

Activity: HOTS
Practice Test: Students will practice paraphrasing techniques. 3. Why is there a need to paraphrase?
1. Every year, many tourists visit the Underground River in Palawan. 4. In what situations can you employ paraphrasing?
2. Michelangelo painted the ceiling of the Sistine Chapel.
3. Flu symptoms include nasal congestion and fever. Question Time
4. He needs to throw a lot of things. To stimulate students’ curiosity, the teacher opens the room for questions.
5. This brand has been preferred by many professional hairdressers. Possible Questions
1. Why is there a need to paraphrase?
2. Do we always need to paraphrase?

Synthesis:
Have the students explain the importance of brainstorming.

Abridged Content
Paraphrasing is the act of restating the meaning of the text or passage using other words. It entails restating someone else’s ideas in your one’s personal language
without modifying the meaning and message of the initial utterance.
 DEEPEN

Day 24
Objectives:
At the end of the day, the students will be able to:
a) apply the strategies in paraphrasing in a new situation;
b) paraphrase a given text.

Presentation Strategies Processing Strategies

The teacher helps the students recall the concepts and strategies in Synthesis:
paraphrasing by asking questions. Furthermore, the teacher also asks the 1. What challenges have you encountered in paraphrasing the news report?
question: How important is a rich vocabulary in working with a written 2. What should one possess in order to paraphrase a text correctly and properly?
discourse? 3. How important is a rich vocabulary in working with a written discourse?

Activity: Values Integration

Employing the strategies learned, the students will paraphrase a news report. The activities done by the students are all points for values integration.

FIRM-UP

Day 25
Objectives:
At the end of the lesson, the students will be able to:
a) identify the different types of context clues;
b) note the importance of context clues; and
c) deduce meanings of unfamiliar words.

Presentation Strategies Processing Strategies

Motivation: FOLLOW THE LEADER. Acquisition of Knowledge:

In this activity, there will be five volunteers to be the leaders. Each leader will 1. From the activity, the teacher asks the following questions to the students:
draw a strip of paper which contains orders from a box. These orders are a. What did you notice from the activity?
written vaguely, with the use of unfamiliar and highfalutin words. The rest of b. What value have you gotten from the activity?
the class will follow the orders trying their best to deduce the meaning of the 2. Following the activity, the teacher discusses to the class the importance of
unfamiliar words. This activity is based on the research of Kenneth La Marr context clues and sample strategies in unlocking the meanings of unfamiliar
Dulin (Journal of Reading) which says that context clues can be introduced words.
by giving vague orders to students. 3. Furthermore, the teacher presents the use of Synonyms, Antonyms, Examples
and Definition as techniques in deducing the meaning of unfamiliar words.

HOTS
3. What is the importance of using context clues?
4. How do we use context clues?

Synthesis:
Have the students explain the importance of context clues.

Abridged Content
The use of context clues is important in understanding a text more comprehensively. One can deduce the meaning of unfamiliar words used in a text through
various ways: through the use of synonymous words in the text, use of words that negate or are opposite the words, examples given in a text and by definition.

FIRM-UP

Day 26
Objectives:
At the end of the lesson, the students will be able to:
a) identify the different types of context clues;
b) note the importance of context clues; and
c) deduce meanings of unfamiliar words.

Presentation Strategies Processing Strategies

To assess students understanding on the topic Context Clues, they will engage 1. The teacher quickly checks the outputs the students and determine common
themselves in a pop-quiz. In the pop-quiz, students are given 15 sentences errors.
which contain an unfamiliar word. The students will then deduce the meaning 2. To cater for a better understanding, the teacher gives more samples to the
of the unfamiliar word through context clues. students on how to deduce the meaning of unfamiliar words.

HOTS
3. What is the poem all about?
The students are given the poem Invictus by William Earnest Henley. They 4. What is the dilemma of the persona in the poem?
will deduce the meaning of the underlined phrases from the poem: 5. What values are embedded on the poem?
Bludgeonings of chance 6. How is bravery pictured in the poem?
Strait the Gate
From Pole to Pole
Head is Bloody The teacher processes students’ responses. The teacher will also reiterate the
Master of my Fate values on the poem.
Captain of My Soul

DEEPEN

Day 27
Objectives:
At the end of the day, the students will be able to:
a) identify the importance and strategies in using context clues;
b) present a choral recitation; and
c) appreciate the value of collaboration in performing the activities.

Presentation Strategies Processing Strategies

Scaffold 3: CHORAL RECITATION To process the students’ activity and to check on their progress, the teacher asks
The Commission on Human Rights invited you to perform a choral recitation them the following questions:
for students who do not know their purpose in life. You will create a piece 1. How did you brainstorm?
about being brave in dealing with the adversities of life. You will also 2. What values are incorporated in your piece?
incorporate in your speech that inorder for one to fulfill their purpose, they 3. Is there any flaw in your output which still needs to be improved?
must first understand their passion no matter how hard it may seem, like
context clues. You will serve as ambassadors of goodwill in this tilt called
“SPEAK YOUR MIND”. Values Integration
The activities done by the students are all points for values integration.
Let the students brainstorm on what ideas must be incorporated in their choral COMMUNITY – I am an empowered leader, collaborating with others to create
piece. Afterwhich, the teacher allows the students to practice as a class for a better world.
their presentation.

DEEPEN

Day 28
Objectives:
At the end of the day, the students will be able to:
a) perform a choral recitation;
b) incorporate the concepts learned in Context Clues in the piece made;
c) employ the prosodic features of speech in delivering their lines; and
d) appreciate the value of collaboration in performing the activity.

Presentation Strategies Processing Strategies

The students recall the concepts learned from the topic Context Clues and the 1. The teacher processes students’ responses on the guide questions.
values learned from the poem Invictus. The teacher motivates the students for Furthermore, the teacher highlights to the class bravery as embedded on the
their performance. poem Invictus.

Presentation of Choral Recitation 2. The teacher gives feedback on the presentation of the students.
The students present their piece through a choral recitation.
3. To process the activity, the teacher asks the following questions:
a. How did find your presentation?
b. What are the strengths of your performance? Weaknesses?
c. What difficulties did you find in coming up with your presentation?
d. Which part did you enjoy the most?

4. In line with the activity, the teacher also poses the following questions:
 a. What lessons have you learned from your activity?
b. How will you be able to employ bravery in your life?

Values Integration
The output and responses of the students are all points for values integration.
CHARISM – I am a creative person willing to share my God-given talents to
everyone.

Synthesis:
1. What challenges have you encountered in paraphrasing the news report?
2. What should one possess in order to paraphrase a text correctly and properly?
3. How important is a rich vocabulary in working with a written discourse?

Values Integration
The activities done by the students are all points for values integration.
CHARISM - I am a creative person, willing to share my God-given talents to
people.

TRANSFER

Day 29
Objectives:
At the end of the day, the students will be able to:
a) propose a piece for their speech choir;
b) correctly use the proper pattern of development in their speech choir piece; and
c) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher reorients the students on their big performance task. Moreover, 1. The teacher allows the students to brainstorm for the piece. She also
for the students to be guided, the teacher presents the criteria for their emphasizes to open and accept ideas.
presentation. (Evaluative Criteria)
 2. The students will let their output be checked by the teacher.
2. The students brainstorm for their speech choir piece. It must incorporate the
value of bravery in dealing with the challenges of life. 3. After incorporating comments and suggestions, the teacher approves the piece
for the speech choir.
3. For the piece, the teacher checks the appropriateness of the pattern of
development used.

TRANSFER

Day 30
Objectives:
At the end of the day, the students will be able to:
a) delegate tasks for the speech choir;
b) plan for technical facilities; and
c) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The students begin practicing for their speech choir. In order to facilitate a 1. The teacher observes the progress of the students’ preparation. The teacher
more organized rehearsal, the students will delegate their roles. also gives supplements regularly to check on their preparation.

2. The students will also begin planning for their technical elements. Students
will plan out for their costumes, props, and other technical support.

TRANSFER

Day 31
Objectives:
At the end of the day, the students will be able to:
a) record their accomplishment for the day; and
b) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher lets the students continue their practice for the speech choir. 1. The teacher carefully observes the progress of the student while continually
Furthermore, the teacher reminds them of the proper conventions to be used. giving supplements and comments for improvement.
The teacher emphasizes the proper use of emotions and facial expressions to
make the presentation more appealing. 2. The teachers asks the following questions to the students:
a. Which part in the preparation do you find difficulty in?
2. The teacher also lets the students work on their technical elements. Props b. What part of the presentation do you need to focus on?
and costumes must be checked.
3. The teacher processes the responses of the students and helps them resolve
their problems.

TRANSFER

Day 32
Objectives:
At the end of the day, the students will be able to:
a) present an initial output;
b) adapt to changes for the plan made beforehand; and
c) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher lets the students present an initial output. She clarifies that the 1. The teacher assesses the initial presentation of the students and will point out
presentation will be done to improve certain points. The teacher will be parts to be improved. The teacher also notes good points and checks on the
looking into the various dramatic conventions and prosodic features employed prosodic features and dramatic conventions.
in the presentation.
2. Furthermore, the teacher processes the students’ responses and gives
2. The students will give a feedback on the progress of the students’ supplement on their initial presentation.
presentation. They will provide feedback on the following points:
 a. What improvements have they made? 3. The teacher gives feedback to the students on which parts will be improved.
b. What difficulties have they encountered in the practices?

3. The students note points for improvement and shall incorporate them to
their presentation.

TRANSFER

Day 33
Objectives:
At the end of the day, the students will be able to:
a) finalize their technical elements;
b) incorporate supplements to their presentation; and
b) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher checks on the technical elements of the students’ presentation 1. The teacher assesses the readiness of the students for their presentation. She
i.e. costumes, props, lights, music etc. The teacher assesses the students’ gives them the initial rating of their presentation, looking into dramatic
technical elements by posing the following questions: conventions and prosodic features incorporated.
a. What is the relevance of the costume and props?
b. Which part in the production of the technical elements did you find ease 2. The teacher further processes the improvement of the students in terms of
in? difficulty? their overall presentation, and provides them continuous feedback for
improvement.
2. From the supplements, comments and suggestions given, the teacher now
lets the students rehearse to check minor discrepancies in the presentation.

3. To check students readiness in their presentation, the teacher asks the

students to rate their presentation at this point.
 TRANSFER

Day 34
Objectives:
At the end of the day, the students will be able to:
a) finalize their speech choir presentation; and
b) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher continues to assess the progress of the students in coming up 1. The teacher observes the students finalize their work. Moreover, the teacher
with their speech choir. At this point, the teacher reviews the students on the continuously provides feedback to improve the performance of the students. The
criteria. Furthermore, the teacher also asks the students to finalize their teacher also helps the students fine-tune their presentation to ensure a quality
outputs. product.

2. The teacher gives the second rating for the students’ performance, and gives
immediate feedback to cater to their final improvements. The teacher also
motivates the students for their presentation.

TRANSFER

Day 35
Objectives:
At the end of the day, the students will be able to:
a) present a run-through of their speech choir incorporating all technical and performance elements;
b) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher lets the students perform a dress-rehearsal. At this point, 1. The teacher gives final comments on the run-through presentation of the
students will have their final practice. They will be assessed on their over-all students.
improvement and checked on the conventions employed in their performance.
2. The teacher processes the responses of the students, provides them motivation
2. The teacher lets the students finalize their final product. The teachers will and builds their confidence for their final presentation.
pose the following questions:
a. What lessons have you learned in the preparation of your output?
b. What are your strengths? What problems have you encountered?
c. How does your presentation reflect your learning for the first quarter?

TRANSFER

Day 36
Objectives:
At the end of the day, the students will be able to:
a) present a speech-choir;
b) compose a reflective journal about their presentation; and
b) manifest the value of collaboration in performing their activities.

Presentation Strategies Processing Strategies

1. The teacher commences the presentation with a recap on the details of the 1. The students perform the speech choir incorporating appropriate dramatic
speech choir, criteria and values highlighted in the speech choir piece. conventions and prosodic features of speech. Students are encouraged to deliver
the presentation with utmost confidence.

2. After the presentation, students are asked to write a reflective journal about 2. The teacher processes the responses of the students and gives feedback on
their presentation. their final output.
Writing Prompt:
a. How do you feel with your presentation?
b. What challenges and difficulties did you find while preparing?
c. What life values did you learn? Values Integration
Responses of the students are all points for values integration.
CHARISM – I am a creative person, willing to share my God-given talents to
everyone.