Learning Plan 1

Reporter's Notebook
Bao-in
By Heather Ann F. Pulido and Melody C.
Targeted Philippine Basic Education CurriculumnCompetencies
ENGLISH 8, Fourth Grading, Reporter's Notebook (Junior Edition), 12days
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, activelpassive constructions, direct/reported speech,
perfect tenses, and logical connectors in journalistic writing.
Performance Standard
The learner transfers learning by composing a variety of jourmalistic
texts, the contents of which may be used in composing and delivering
amemorized 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
iournalistic 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 apalyzing samples of journalistic articles, the students will be able to:
a. recognize the essential journalistic content and proper grámmatical
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-termn project using
MS Publisher.
Day 3:
Through an interactive discussion about the past and the perfect tenses,
the students will be able to:

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 voiçes 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.
Module 1-Learning Plans in the Context of the 21"Century
Lesson 2-ICT-Pedagogy Integration in Language Learning Plans 21
Day 5:
discussion about direct and reported speech, the
Through an interactive
students will be able to:
a. determine the proper use of direct and reported speech in writing

clear and meaningful sentences;

the difference between direct and reported speech as uSed
b. explain
journalistic articles through a graded recitation; and
in a
C. convert direct speech to
indirect speech and vice versa through
writing activity.

Week 2

Day 6:
connectors, the
Through a PowerPoint lecture presentation on logical
students will be able to:
a. determine the proper use of logical connectors in writing clear and
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 nws 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 of opinion and
feature articles;
b. illustrate how feature and opinion
articles
society through a creative output (poem or help forvward changes n
comic strip): and
c. review the content and structure of
articles.
of sample opinion and feature
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:
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 woYks: and
C. construct a news spread that contains the group's compiled
journalistic work using MS Publisher while following standards of
lay-outing, journalistic cóntent and grammar.
Day 12:
After collaborating with others in creatingand 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 helpfulin 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.
 24 4. 3. 2. 1.Day 2 4. 3. 2. 1,Day 1Daily
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C. Ask the students to search, for sample articles from the internet (2
news articles, 1 opinion article and 1 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.
L. Introduce the students to the activity "The Suspicious Suitcase"
21"Century
Module 1 -Learning Plans in the Context of the Plans
25
Lesson 2 - ICT-Pedagogy Integration in Language Learning
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Materlals and Resourees Requlred for the Unit
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Presentation

Printed Muterials
Newspaper, Opinion, and Feature Articles
Dictionary / Thesaurus
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Textbook about Journalistic Writing
AHand-out of the Lesson

Supplies
Intermediate paper
Coupon bond
Wrltlng materlals
the internet
"Most activities aredone using computers and
Internet Resources
basics 2009.pdf
https://emna395.files, wordpress.com/2010/O8/newspaper
htp://www.ohlone.cdu/pcople/bparks/docs/basicnewswriting,pdf
http://www.Issc,edu/faculty/heather j elmatti/Shared%20Documents/
MMC%202100/Neww%20Writing%2010.pdf
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compiling the soft copies of their articles. Allow groups to explore the
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deadline for submission. Before leaving the room, the students will be
evaluated by their peers using the given rubric. A separate rubric 1S
provided for the spread sheet.
Learning Plan 2
Philippine Secondary High School Ktol2 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
Modul earming Plans in the Context of the 21st Centurv
 3. naiguguhit ang sariling paglalarawan sa mga nangyari sa akdang
Cupid at Psyche.

Araw 3: Elemento ng Sanaysay at Ang Alegorya ng Yungib

Gamit ang pangkatang brain storming patungkol sa mga elemento ng
sanaysay at ang Alegorya ng hngib, ang mga mag-aaral ay inaasahang:
1. naitatala ang mga elemento ng sanaysay batay sa akdang Alegorya
ng Yungib;
2. nailalahad ang aral na ipinapahatid ng sanaysay; at
3. nakagagawa ng sariling aanaysay na kinapapalooban ng lahat ng
elemento ng sanaysay.

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

Pagpapahayag ng Pananaw
Sa pamamágitan ng komics strip tungkol sa Ningning at Liwanag,
ang mga mag-aaral ay inaasahang:
1. natutukoy ang mga salitang nagpapakita ng ekspresyon sa
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
Satulong 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 ákda;
2. naibabahagi ang mga aral sa buhay na natutunan sa parabula; at
3. nakasusulat ng slogan na naglalarawan saparabulang 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 ng
Butil ng Kape, ang mga mag-aaral ay inaasahang:
1. naibibigay ang mga katangian ng tauhan saakda;
2. nailalahad ang mga kabutihang asal na napulot sa akda na
maaaring maisabuhay; at
3. nakasusulat ng sariling akda batay sa mga ginagamit sa
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 Tuwaang:
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
2. natutukoy ang mga kaakit-akit na katangian ng
Kuwintas;
mga tauhan sa
maikling kuwentong napakinggan, at
3. nailalarawan ang kultura ng France sa
pinta. pamamagitan ng isang

Araw 10: Anapora at Katapora

Sa pamamagitan ng graphic orgaanizer
katapora, ang mga mag-aaral ay inaasahang: tungkol sa anaphora at
1. nailalahad ang pagkakaiba ng
2. naibabahagi ang
anapora at katapora,
sa kanilang buhaymahahalagang tungkulin ng anapora at katapora
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
Dame at mga dapat tandaan sapag-uulat tungkol sa Ang Kuba ng Notre
pagsulat ng nobela, ang mga
inaasahang: mag-aaral ay

Module 1-Learnina Plans in

 pagsulat ng nobela:
1. naiisa-isa ang mga dapat tandaan sa
2. naibabahagi ang kakintalang naiiwan ng akdang Kuba ng Notre
Dame sa kanila: at
3. naisasadula ang isang pangyayari sa nobela na may pagkakatulad
sa tunay na buhay.

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 túnggalian sa kuwento;
2. naipahahayag ang mga mabubuting katangiang Pilipino na
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. nasusuriang nilalaman ng nalikhang obra ng mga mag-aaral;
2. nakapaglalahad ng komento na maaaring positibo at negatibo; at
3. nakapagbibigay ng mungkahi para sa ikabubuting proyekto.
Pamanmaraan
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 íga mahahalagang
kaisipan mula sa kanilang napakinggan.
t. Ipapakita ng guro ang isang powerpoint presentation na tumatalakay
sa mga diyos at diyosa ng Rome.
5. Tuugnay 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 kanilan8
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 hungib.
3. Pagkatapos ng sampung minuto ay ibabahagi nila ito sa klase.
4. Magkakaroon ng mas malaliman pang talakayan tungkol sa Alegorya
ng ungib.
3. Ilalahad ng guro ang mga elemento ng sanaysay.
Tema
Anyo at Estruktura
Kaisipan
Wika at Istilo
Larawan ng Buhay
Damdamin
Himig
Module 1- Learning Plans in the Context of the 21"Century. 3
 6. Tutukuyin ng mga mag-aaral ang mga elemento ng sanaysay sa
Alegorya ng Yungib at isusulat ito sa i_ang buong papel.

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

"Pagpapahayag ng Pananaw
1. Tbabahaging guro ang kopya ng komics strip sa mga mag-aaral.
2. Babasahin ng mga mag-aáral ang akda sa loob ng sampung minuto.
3. Tbabahagi 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 sa
Pagsasalaysay.
1. Tatanungin ng guro ang mga mag-aaral ng ilang katanungan.
Naranasan mo na bang magtiwala?
Naranasan mo na bang maloko matapos magtiwala?
Matapos ng lahat ng panlilinlang na ginawa sa iyo,
magtitiwala ka pa bang muli?
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.