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WLP Q2 - October 7-11, 2024

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Reñer Aquino
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16 views8 pages

WLP Q2 - October 7-11, 2024

Uploaded by

Reñer Aquino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Rizal
Angono SubOffice
Carlos “Botong” V. Francisco Memorial National High School
Mahabang Parang, Angono, Rizal

WEEKLY LEARNING PLAN


Quarter:2 Week: 1 Date:, October 7-11, 2024 Grade Level: 9 Subject: ENGLISH
MELC: Make connections between texts to particular social issues, concerns, or dispositions in real life
Performance Standards:
Day Objectives Topic/s Classroom-Based Activities Remarks
Face to Make connections CROSSING Daily Routine: If no face
face between texts to THE BAR by  Prayer to face
Classes particular social Alfred Lord  Checking of attendance classes,
issues, concerns, or Tennyson  Classroom management activities
dispositions in real and
life Day 1 lectures
will be
Learning Task 1 posted
online
Introduction: through fb
messenger
Have you seen a sunset? .

Do you like star gazing?

Learning Task 2

Let us read the poem below.


Learning Task 3 Let’s Talk About it!

1. What do sunset and evening star symbolize?


2. What does turns again home in Stanza 2 mean?
3. Who is the entity referred to by the word Pilot in Stanza 4?
4. What does crossing the bar mean?
5. How can you relate the meaning of the poem to your
personal experiences?
6. Can you associate this with other people’s experiences?
Explain.

Reading materials like the one presented above portray particular


themesand meanings. By understanding their elements, we can say
that they create significant connections to our personal
experiences and to the world we live in.
Day 2

Learning Task 4

Group Activity

Group 1 The Writers

Group 2 The Singers

Group 3 The Painters

Group 4 The Actors/Actresses

Day 3

Learning Task 5

MAKING CONNECTIONS

You might have not noticed, but your previous experiences,


knowledge, emotions, and understanding affect what and how you
learn (Harvey & Goudvis, 2000). Called the schema, your
background knowledge and experiences actually help you make
sense and meaning of the material you are exposed to. Learning
how to access these prior knowledge, experiences, emotions, and
opinions can help you make a connection to the text to help you
understand concepts better. Keene and Zimmerman (1997, as
cited in Kardash, 2004) concluded that students like you
comprehend better when you make different kinds of connections.

These three (3) connections include the following:


 text-to-self,
 text-to-text, and
 text-to-world.
How you relate yourself to the character of King Arthur in the
“King Arthurand His Knights of the Round Table” by Roger
Lancelyn Green is text-to-self connection. The way you compare
the theme of the novels written by
Nicholas Sparks to each other is text-to-text connection. Relating
real-life issues and scenarios to things read from a selection, on
the other hand, is text-to-world
connection.

Day 4

Learning Task 6

Making Annotations
The best way to remember and associate your experiences with
those presented in any text is by annotating. Annotating is to make
marks on the text. It is not simply highlighting appealing words or
sentences; though you will most likely end up highlighting the
entire selection. It is a purposeful strategy to help you comprehend
what you are reading on a deeper level than if you were to just
read it straight through. It is an excellent way to deconstruct the
text into meaningful pieces for better understanding. Its main goal
is to make connections between what you already know—about
practically anything—and the world around you.

There are four (4) major benefits of annotating (Azevedo, 2017).


A. It makes you more engaged in the material.
B. It slows your reading that helps you to focus on details and have
better retention and comprehension.
C. It helps you process what you are reading.
D. It records textual evidence for later reference. You may even
note your
questions for further research.
Azevedo (2017) added that the following annotation strategies may
be used:
 Circle any unfamiliar words, then look them up, and write down
the
definition.
 Use question marks to indicate areas of uncertainty.
 Use stars to indicate anything that seems important such as
themes,
symbols, foreshadowing, etc.
 Use exclamation points to indicate something dramatic or a key
turning
point.
 Circle (or mark somehow) character names any time they are
introduced for
the first time.

 Keep a list somewhere, maybe on the inside cover, of all the


characters and
their traits. Add to this list as new characters are introduced or as
you
learn more about existing characters.
 Write your notes in the margins (best method), on sticky-notes
(decent
method), or in a separate notebook (least favorable method).
 Paraphrase or summarize each chapter after you finish reading
it. You only
need a few sentences to do this. Write them down at the beginning
or end
of the chapter.
 Write down any questions you have about the text – either
questions you
are willing to wait to find out the answer as you read further, or
questions
you want to bring up to your teacher in class the next day.
 Use a color-coded system if that type of thing appeals to you.
 Give each chapter a title. So after you finish reading each
chapter, go back
to its title page and give it a title.
To make it more engaging and interesting, you may also use
illustrated
annotations which use images to represent concepts and elements.
The creation of
illustrations may help you synthesize information and, at the same
time, may help
increase creativity and engagement while reading. They make
annotating texts a
more hands-on experience and learning a more meaningful and
personal (Gehr,
2019).
Learning Task 7

Reread the selection in Learning Task 1. In your notebook,


copy and accomplish the Community Connection Reading
Response graphic organizer below.
Prepared by: Checked by: Noted by:

REÑER G. AQUINO REMEDIOS A. BANTILO CELESTINO A.


SANTIAGO
Grade 7 English Teacher Department Chairman Secondary School
Principal III

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