TIME FRAME: Second Quarter (25 days)
YEAR LEVEL: Fourth YearCONTENT STANDARD:
The learner demonstrates understanding of features, elements and conventions of varied world drama/plays using appropriate language forms and functions.
Topics:
Literature: “Oedipus the King”-Sophocles
Grammar:
A. Expanding Sentences in various patterns
B. Prepositions/Prepositional Phrases
Speaking: Act out roles and deliver lines from a stage play
Writing : Write an insightful play review
Research : Choosing and
Evaluating Research Topics
PERFORMANCE STANDARD:
Individual:
The learner writes an insightful play review.
Group:
The learners interpretatively and proficiently performs in an insightful 15-minute modern version of a play or drama.
BIG IDEA(S):
Features, elements and conventions of drama/play
Language forms and functions
UNDERSTANDING:
Enduring Understanding:
A play or drama is a literary piece which presents action that gives the viewers the opportunity to experience the event, thereby, making them understand human life with depth and force which no other type of literature can do.
Competence in communication is achieved as proficiency in language use is developed.
Essential Question/s:
1.What literary piece makes you act out a certain role for a certain scene?
2.What makes drama or play different from other literary pieces?
COMPETENCIES:
from the K to12Curriculum Guide as of Jan. 31, 2012
Learners should be able to demonstrate understanding by:
Listening
- Listen to simplify, reorganize, and synthesize information for purposes of expanding, reviewing, or updating knowledge
Oral Language and Fluency
- Adjust the stress, intonation, phrasing, pacing and tone while participating in formal oral presentations
Vocabulary Development
- Reduces ambiguity and vagueness in the use of words and expressions
Reading Comprehension
- Assess prior knowledge concerning the topic using individual/group assessment devices
- Organize independent and systematic approach to critiquing an elected reading selection
Writing and Composition
- Use specific cohesive literary devices to reconstruct a script
- Use standard procedure, appropriate forms and assessment tools or techniques in process-oriented writing with the aid of peers and the teacher
Grammar Awareness
- Use appropriate techniques to avoid confusing sentence structures
Attitude
- Observe fairness, objectivity, proactive disposition, and responsible use of information in supporting and elaborating particular claims relevant to one’s established project of inquiry
Study Skills
Arrange collected and classified information using an appropriate linear or non-linear organizer
ASSESSMENT EVIDENCES:
Formative:
- Treasure Hunt (NG)
- Probable Passage (NG)
- Walkabout Survey (NG)
- Generalization Table (NG)
- Seatwork and Drills on Listening, Speaking and Grammar (NG)
Summative:
Group
- Reality Television (G)
- Freeze Frame (G)
Individual
- Long quizzes on grammar (G)
- Essays/Response Journal (G)
- Writing Portfolio (G)
- Play Review (G)
TRANSFER GOAL:
Students on their own will be able to communicate ideas effectively with careful consideration of audience and purpose.
TRANSFER TASK:
Individual:
Due to insistent public demand PETA management will be restaging the play “William” this year. And to impress audience from various institutions, the producer aims to present a more engaging and insightful version of the play. Thus, modifications on some features and elements of it are considered. These will be realized only after a comprehensive review of the recorded versions posted on YOUTUBE has been submitted to the producer by a group of critics. You are one of the critics and you are to figure out the good and weak points of the play. Since the producer demands for an honest review on lighting, performances of the actors/actresses, their makeup, costume, setting, and sound effects/music, you are to give specific details and scenes to support any of your claims. Organization, grammar and mechanics are necessary for an interesting review.
Group:
You are budding writers and producers challenged to come up with an interesting 15-minute version of a play written centuries ago. Through your re-interpreted and scenes of the play, you are to illustrate the point that Greek plays have relevant meaning and messages for all eras but be reminded that as you present your own version, you are to give it “the look and feel of real life”. Also, keep the playwright’s objectives, tone and themes intact. Memorization of meaningful lines/dialogues and appropriateness of props and costume are required.
RUBRIC CRITERIA:
- TRANSFER TASK STANDARDS
RELATED TO UNDERSTANDING
Individual/Group
Content
- TRANSFER TASK STANDARDS
RELATED TO KNOWLEDGE/SKILL:
Individual
Organization
Grammar/Mechanics
Group
Creativity
Delivery
DESCRIPTION OF STANDARD AT
SATISFACTORY LEVEL
Content
Individual:
The review submitted reflects the critic’s thorough understanding of the features, elements and conventions of a play.
Group:
The objectives, tone and theme of the play are kept intact despite the revisions done in the script, setting and other play elements.
Organization
Components of a substantive essay are easily identifiable and transitions among ideas in the composition are smooth, thus, making it easy to understand.
Grammar/Mechanics
The writer consistently pays attention to the conventions of essay writing. Word choice and usage are effective. Proper capitalization, punctuation are observed and standards such as font type, size, spacing and number of pages are followed.
Delivery
Meaningful lines from the original play are mastered and delivered in a manner that they are clearly heard and understood. Appropriate gestures and tone variation were demonstrated, thus capturing the attention of the audience and making them fully grasp the performance and the play’s message.
Creativity
The props, costume, makeup, setting and sound effects/music unveil the inventiveness of the group as the members go through the process of planning the project and coming up with their inputs.
PRE-ASSESSMENT EXPLORE - Topic : “Oedipus the King” Sophocles Literature Greek Drama Introduction - Schema Check
Process Questions: 1. Between the excerpts presented, which do you think is a drama/play and which is not? 2. What makes the excerpt in column A drama/play? Activity #1 : TREASURE HUNT (M) Students will be grouped into three and asked to gather or draw objects which are connected to the setting, character and theme play. Afterwards, objects or drawings will be displayed before the class and a group’s spokesperson will explain the output. A list will be given by the teacher as a guide. Setting : throne, crown, prison, chariot Character : king, queen, prophet, prince Theme : objects which symbolize justice, murder, truth, marriage Activity #2 : PROBABLE PASSAGE (M) To encourage student predictions, a list of ten words related to Oedipus the King will be generated. Then, students are encouraged to write a “probable passage” paragraph that predicts the content of the play by using all the words from the list. After the play is read, students can return to the passage and make corrections to their summaries. Words are : oracle, murder, prophet, king, queen, son, plague, riddle, prison, eyes Grammar - Diagnostic Assessment on Sentence Patterns (A) - Reviewing Sentence Patterns (A) Research - Making students do the Starter on page 16 of the Research Process and Product Workbook (A) - Introducing Choosing and Evaluating Research Topics by discussing Topic Selection on page 17 (M) | ||||||||||||||||||||||||||
FIRM UP: Topic : “Oedipus the King” Theme: incest, humility, justice - Motive Question : Have you ever experienced of having a crush on a relative? Having known cousins/siblings married to each other? Activity #3 : GENERALIZATION TABLE (M) Pictures of each character will be shown through LCD projector and students will be asked to complete the first column of the GT.
- Giving the class background of Greek Drama/Play through LCD Projector - Presentation of the Play by letting selected students do the Oral Interpretation of selected scenes. (T) Process Questions: 1. Who are Jocasta and Laius? How are they related to Oedipus? (A) 2. What has Oracle of Delphi got to do with the family? How does it affect the members of the family?(M) 3. Why is Theva plagued? (A) 4. Who is Teiresias? Why is he summoned by Oedipus? (A) 5. What “truth” does Teresias refer to? How is this connected with the Oracle of Delphi and the plague in Theva? (M) 6. What did Oedipus and Iocaste do as the “truth” was revealed? (A) 7. What happened to Oedipus as the play ends? (A) - Letting students accomplish the columns - My Findings and Corrections, Supporting Evidence, Qualifying Conditions – of the GT - Discussing the features and elements of drama based on the material provided for the Oral Interpretation Speaking - Discussing Oral Interpretation (A) and letting students perform “Life is so Full” by Paul Garver (T) Grammar - Expanding sentences in the S-IV and S-LV-C patterns (Skillbuilders, pp. 49-53) (A) - Drill on Sentence Expansion using dialogues from the play. Research and Writing - Coming up with a research topic and questions for investigation concerning it (T) | ||||||||||||||||||||||||||
DEEPEN: Literature Activity #4 : WALKABOUT SURVEY (A) Students will choose three classmates representing the informers to answer the survey questions. Answers should be based on facts. Then, as they return to their seats each would make a summary of what they have learned from their classmates. Survey questions are the following: 1. What is the definition of incest? 2. What are society’s expectations for fathers? mothers? 3. Do society’s expectations affect parents’ decision concerning their child?
- Letting students share their summary with the class - Relating the activity to the lesson/topic Process Questions: 1. Based on the information that you have gathered, did Laius and Jocasta meet the society’s expectations for parents? Why or Why not? (M) 2. Was it Theva’s expectation that influenced the couple’s decision concerning their child, Oedipus? Why? (M) 3. If you were Jocasta/Laius, what would you do with your son upon realizing the oracle of Delphi? (M) - Response Journal Respond to the following question in five substantive sentences. Question : Boys: If you were Oedipus, what would you do upon realizing the fact that your wife is your mother? Girls : If you were Jocasta, what would you do upon knowing that your husband is actually your son? - Accomplishing the Generalization Table and Revising the “Probable Passage” Activity #5 : FREEZE FRAME (T) Students will be grouped into three, a member is appointed to explain the group’s output afterwards. In a minute, they are to project three “still photographs” of the most significant scenes in the play. All members of the group must appear in the still life even though some would be inanimate objects. The teacher would choose the best “still photograph” after each projection. The group, who has the most appropriate scene projections, will earn a perfect score of 20 points for a quiz and those, who have not, will be given 10 points. Speaking - Making students present a Readers Theater entitled “The Sneezing Donkey” before the class - Relating the message of “The Sneezing Donkey” to “Oedipus the King” Grammar - Doing the grammar exercises on pages 53-56 of the Skill Builders (A) - Post Assessment | ||||||||||||||||||||||||||
TRANSFER: Individual: Due to insistent public demand PETA management will be restaging the play “William” this year. And to impress audiences from various institutions, the producer aims to present a more engaging and insightful version of the play. Thus, modifications on some features and elements of the play are considered. These will be realized after a comprehensive review of the play posted on YOUTUBE has been submitted to the producer by a group of critics. You are one of the critics and you are to figure out the good and weak points of the play. Since the producer demands for an honest review on lighting, performances of the actors/actresses, their makeup, costume, setting, and sound effects/music, you are to give specific details and scenes to support any of your claims. Organization, grammar and mechanics are necessary for an interesting review. Group: You are budding writers and producers challenged to come up with an interesting 15-minute version of a play written centuries ago. Through your re-interpreted scenes of the play, you are to illustrate the point that Greek plays have relevant meaning and messages for all eras but be reminded that as you present your own version, you are to give the literary piece “the look and feel of real life” and keep the playwright’s objectives, tone and themes intact. Memorization of meaningful lines/dialogues and appropriateness of props and costume are required. |
No comments:
Post a Comment