Documente Academic
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Documente Cultură
Subject: English
Lesson 1: Tracing My Roots
Time Frame:
Writer: Rhea O. Marimla
STAGE 1: Desired Results
CONTENT STANDARD:
Recognize the features and codes of the schools library catalogue system
(typically the Dewey Decimal System)
PERFORMANCE STANDARD:
Access the appropriate selection and information search mechanisms/structures in the
library.
COMPETENCIES:
Listening :
LC1a: Recognize differences in voice levels and speech patterns.
Oral:
OL1a: Use appropriate volume and enunciation that meet the needs of an oral
communication situation.
Writing and Composition:
WC1a: Identify the exclusive features and properties of oral language.
Reading:
RC1a: Use predictive and anticipatory devices/ tasks to activate prior knowledge
about the topic of reading/ viewing selection.
RC1b: Use information presented in a reading or viewing selection to infer, to
evaluate, and to express critical ideas.
RC1c: Determine the relevance and unity of the elements of a literary text vis--vis its
intended purpose and production milieu.
Grammar:
GS1a: Observe rules in Subject-Verb agreement.
Vocabulary:
VD1a: Determine words or expressions in a selection that are similar or opposite.
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Attitude:
AT1: Ask sensible questions on his or her own initiative.
AT2: Express a different opinion without difficulties
AT3: Give credence to well thought of ideas.
AT4: Set new goals for learning on the basis of self-assessment made.
Study Strategies:
SS1: Recognize the features and codes of the schools library catalogue system
(typically the Dewey Decimal System)
Goal: Students will prepare a collection of Folk Narratives based on the information he or she has
gathered
Role: The students will serve as a researcher, reporter, interviewer, investigator, translator,
interpreter, scholars of Filipino proverbs.
Audience: The audience will be composed of the class and the teachers.
Situation: The situation call for library work, research work, field work, interviews, writing
activities, and sharing of work outputs.
The learner should be able to demonstrate understanding covering the six facets of
understanding.
Explanation:
Organize notes that include important concepts
Interpretation:
Gather and analyze information documents and information with care
Gather and evaluate information or real world tasks
Relate a proverb to real-life situation
Application:
Use correct intonation pattern
Fill in library cards and information sheets
Determine and us appropriate sources of information
Utilize the dictionary, encyclopedia, almanac for specific purpose
Collate and classify examples of folk narratives
Perspective:
1. Compare information gathered from various sources
Standards:
2. The collection will be assessed using the rubric
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Empathy:
3. Relate the moral values contained in proverbs
Self-Knowledge:
4. Self-assess and develop good study habits
Category 4 3 2 1
Accuracy All supporting Almost all Most NO facts are
of Facts facts are supporting facts supporting facts OR most are
(Content) accurate. are accurate. are accurate. Inaccurate.
Focus on Topic There is one The topic is The topic is The topic is not
(Content) clear, well focused clear but the somewhat clear. There
topic and is supporting clear but there is a seemingly
supported by information is is a need for random
detailed general. more collection of
information. supporting information.
information.
Sequencing Details are Details are Some details Many details
(Organization) placed in a placed in a are not in are not in a
logical order logical order, a logical or logical or
and the way but the way expected expected
they are in which they order, and this order.
presented are presented/ distracts the There is little
effectively introduced reader. sense that
keeps sometimes the writing is
the interest of makes the organized.
the reader. writing less
interesting.
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B. Other Evidences
1. Study Habits Self-Assessment
Make the students assess their own study habits using the following scoring
scale and equivalent;
Items 1, 3, 4, 5, 7, 8, 10, Yes - 3 No 1
11, 12
Items 2, 6, 9 No - 3 Yes 1
Excellent Study Habit 41-45
Good Study Habit - 36-40
Fair Study Habit - 31- 35
Poor Study Habit - 30 and below
Have them compute the result of their self-assessment. Find-out how many
are excellent, good, fair, and poor.
2. Journal Entry
3. Quizzes
4. Tests
5. Seatworks
6. Recitations
7. Oral Drills
8. Class Discussion
9. Composition Writing
STAGE 3: Learning Plan of Activities
A - Acquisition
M - Making Meaning
T - Transfer
EXPLORE:
Introduce the unit to the class. Make the students aware of the desired results that for them to
demonstrate understanding of the appropriate information gathering skills to facilitate comprehension
and appreciation of Philippine Literature. - A
Introduce the essential question, Why are information gathering skills important? with the students.
Make them answer the question based on their experiences. - M
Lead them to the Big Ideas to explore. Let them understand the essential question as the lesson unfolds.-
M
Remind them that the unit ends with performance tasks as a culminating activity.- A
Assess the students prior knowledge and skill levels by differentiated activities. A T
1. Let the students find a partner to share his/her goal with. Fill in the Worksheet.
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Activity 2: Reading Writing (Exercise 3, page 3 of textbook)
1. Guide the students to do the two activities for them to discover the answer to the essential question:
Why are information gathering skills important?
2. Ask them the importance of information sheets and personal records.
3. Have them share instances where personal information becomes essential.
FIRM UP:
Students shall undergo different kinds of interactions which will enable them to clarify their initial ideas or
actions and make meaning of the different facts and information. Students shall interact with materials (print,
audio-visual, technology), peers, environment or community.
Activity 5: Survey
1. Have the students share their study habits.
2. Let the students conduct a survey of the best study methods by having them answer the question in the
table that follows.
What is the most effective method of learning from textbooks?
1. Reading and Rereading
2. Underlining the main points as one reads and reviewing these points.
3. Reading and rereading and taking brief notes as on rereads the materials.
3. Tabulate the results of the survey. Let the students draw conclusions based on the results.
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Speaking Good English
Activity 6: Listening-Speaking
1. Model the first sentence for the students to follow. Then have them take turns speaking and responding
appropriately to the sentence. Ensure the students follow the correct intonation.
2. Give the students time to engage in a spontaneous dialogue with a partner. Have them use the proper
social expressions and correct intonation patterns. Correct their intonation as necessary.
3. Allow the students to make connections with speaking good English and data gathering skills
DEEPEN:
Here, learners shall reflect, revisit, revise and rethink their ideas; express their understandings and engage in
meaningful self-evaluation; and undergo in-depth discussion of the topic using multiple sources of information
and various modalities of manifesting learning. Learners shall produce artifacts of their deep understanding.
Polite 1
More Polite 3
Most Polite - 5
3. Remind the students about their preparation for the I Search Collection of Folk Narratives.
4. Explain to them what, why, and how, to do the I Search.
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Activity 13: Looking for cues
1. Assign the students to look for the web pages of folktales by checking on Philippine folktales.
2. Allow them to visit the library and look for the Filipiniana section.
3. Remind them to check on the works of Damiana Eugenio, Benjamin Ramos, and other Filipino
folklorist.
TRANSFER:
Activity 17: Sharing Notes:
1. Schedule a free-wheeling sharing session with the students on their first-hand experiences.
2. Allow them to share problems they encountered in gathering information, the techniques they used in
handling such problems.
3. Encourage them to think of possible suggestions or solutions to other problems that were left unsolved.
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4. Let them have a comparison and contrast of their experiences and output.