TIME FRAME: 45 days (June 8-30; July 31)
GRADE LEVEL: 10
RESOLVING INTRAPERSONAL CONFLICTS
CONTENT STANDARD:
The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in linking, textual information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts.
Topics:
A. Literature: Mythological Background of Iliad
Listening: Heart Emoji is Top English Word
Grammar: Review of
Pronouns
Writing: Writing a definition
(Word level)
B. Literature: “Iliad” by Homer
Reading: “My Name is Pride” by Beth Moore
Grammar: Pronoun-
Antecedent Agreement
Speaking: Reporting a book
from Iliad
Writing : Writing dialogues
for comics
C. Grammar: Pronoun-Antecedent Agreement
1. Reflexive and Reflexive Emphatic Pronouns
2. Relative Pronouns
Viewing: Acquiring insights from the material viewed
D. Literature: “Odyssey” by Homer
Speaking: Storytelling
Writing: Composing a bio-poem
PERFORMANCE STANDARD:
Individual:
The learner proficiently delivers his/her self-written poem of his/her chosen character from the epic poems discussed.
Group:
The learners creatively come up with a big book containing their own version of a story based on a specific book from Odyssey and perform storytelling before the Grade 1 pupils.
BIG IDEA(S):
Literature as a means of understanding oneself
Basics of writing a definition essay
Observing ethics and strategies of public speaking
Using pronouns correctly
UNDERSTANDING:
Enduring Understanding:
Understanding of world literatures will lead a person to appreciating diversity in cultures and values and to realizing the literatures’ influence to his/her very own personality and conviction, thus giving him/her a better understanding of himself/herself.
Essential Question:
1. How well do you know yourself?
2. How do you resolve intrapersonal conflicts?
COMPETENCIES:
from the K to12Curriculum Guide as of December, 2013
Learners should be able to demonstrate understanding by:
Listening
- Get information that can be used in everyday life from news reports, speeches, informative talks, panel discussions, etc. (EN10LC-Ia-11.1).
Oral Language and Fluency
- Employ the techniques in public speaking in a sample public speaking situation (EN10OL-If-3.16.1).
Vocabulary Development
- Differentiate formal from informal definitions of words (EN10V-Ia-13.9).
Reading Comprehension
- Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text (EN10RC-Ia-2.15.2).
Writing and Composition
- Identify features of persuasive texts (EN10WC-Ib-12.1).
Grammar Awareness
- Use words and expressions that emphasize a point (EN10G-Id-26).
Viewing Comprehension
- Express insights based on the ideas presented in the material viewed (EN10VC-Ie-25)
Literature
- Draw similarities and differences of the featured selections in relation to the theme (EN10LT-Ih-25)
ASSESSMENT EVIDENCES:
Formative:
- IRF (NG)
- Small Group Discussion
- Wordle
- Anticipation-Reaction Guide (NG)
- Think-Pair-Share (NG)
- Exit Slip (NG)
- Venn Diagram (NG)
- Story board (NG)
- Checklist (NG)
- Words and Pictures (NG)
Summative:
Group
- Comic Strips (G)
- Big Book Making and Storytelling (G)
- Creative Group Reporting (NG)
Individual
- Long quizzes on grammar (G)
- Essays/Response Journal (G)
- Portfolio (G)
- Bio-Poem Writing (G)
TRANSFER GOAL:
Students on their own will be able to utilize persuasive devices and observe ethics and strategies in public speaking as they communicate their ideas and convictions to the audience.
Individual:
The Torchkeeper adviser, is scouting for a writer for the literary page of the school paper which will be issued in November. Thus, you are encouraged to compose a bio-poem in free verse of your chosen character in the epic poem discussed. For you to be qualified as one of the school paper’s writer and be a representative in the Division Schools Press Conference for A.Y. 2015-16, you have to write down your ideas effectively by focusing on the content, using pronouns correctly and organizing concepts.
Group:
You are a group of students who advocate to instill in the young minds the love for reading literature. To fulfill the advocacy you are tasked to come up with a big book featuring your own version of a favorite part of the Odyssey. The story contained in the book will be presented before Grade 1 students on July 27-29. You will be awarded as the best group story tellers based on your story’s comprehensibility during the delivery, creativity and originality.
RUBRIC CRITERIA:
- TRANSFER TASK STANDARDS
RELATED TO UNDERSTANDING
Individual
Content
Group
Originality
- TRANSFER TASK STANDARDS
RELATED TO KNOWLEDGE/SKILL:
Individual
Organization
Grammar/Mechanics
Group
Comprehensibility
Creativity
Delivery
DESCRIPTION OF STANDARD AT
SATISFACTORY LEVEL
Content
Ideas presented in the poem are based on the content of the epic poem and descriptions given to the chosen character suit the character’s portrayal in the epic.
Originality
The version of the story presented reflects the storytellers’ complete understanding of the part adapted.
Organization
Components of an ideal poem are easily identifiable and transitions among ideas in the poem are smooth, thus, making it easy to understand.
Grammar/Mechanics
The writer consistently pays attention to the conventions of poem writing. Words are specific and exact. Proper figures of speech, capitalization, and punctuation are observed.
Delivery and Comprehensibility
The story has been 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 story’s message.
Creativity
The big book unveils the inventiveness of the group as the members go through the process of planning the project and coming up with their inputs.
EXPLORE –
EQ:
1. How well do you know yourself?
2. How do you resolve intrapersonal conflicts
Topic : “Mythological Background of Iliad”
Activity #1: Listening to a recording “Heart Emoji is Top English Word”
Activity #2: Think-Pair-Share
Students will discuss among themselves the following questions. The group’s representative will share to the class what
they have come up with afterwards.
1. Which English words do you find yourself using too often?
2. What ideas can you think of to expand your vocabulary?
Activity #5: Diagnostic Test on Pronouns
Topic:”Iliad”
Activity #5: Reading the poem “My Name is Pride” by Beth Moore
Activity #8 : Wordle (Connecting the previous lesson to the present)
Activity #13: Anticipation/Reaction Guide
Topic: Pronoun-Antecedent Agreement
Activity #17: Reading of the bio-poem “Eris, the goddess of discord”
What pronouns are used in the poem? What noun is represented by each of them?
Activity #21: Discussing Reflexive and Reflexive Emphatic Pronoun
Sentences:
Set A
1. Eris satisfied herself as she witnessed the goddesses quarrel over the title written on the apple.
2. Achilles considered himself a loser when Briseis left.
3. Zeus could not make himself decide on the matter concerning his family.
Set B
1. Eris herself threw the apple into the banquet.
2. Achilles himself allowed Patroclus to wear his armor.
3. I saw the hero myself.
Topic : “Odyssey” by Homer
Activity#24 : IRF
Students will be asked to write their initial answer to the following question.
Initial Answer: What makes a hero?
Activity #25: Listening to a recording “Migrants Dying at Sea”
Activity #33: Discussing the Elements of an Epic through a Story Board
FIRM UP:
EQ:
1. How well do you know yourself?
2. How do you resolve intrapersonal conflicts?
Topic : “Mythological Background of Iliad”
Activity #3: PREZI
Students will be instructed to get a ¼ sheet of paper and write on it their ideas of what the PREZI shows. Then, as the presentation concludes they will be grouped
into five and discuss among themselves what they have written on the paper. A representative will be chosen to share their discussion with the class.
Activity #4: Small Group Discussion
Topic: “Iliad” by Homer
Activity #6 : Checklist (to be done after reading “My Name is Pride”)
Students will check YES if the item is indicated in the poem and NO if it is not
Activity #9: Reviewing Personal Pronouns
What pronouns are used in the poem? How does each pronoun function in the sentence/clause?
Activity #10: Using Personal Pronouns in Sentences (Skill Builders, pp. 128-133)
Activity #11: Words and Pictures
Students in two groups, boys and girls are given two sets of items: vocabulary words that are being studied in the classroom and a corresponding set of pictures that
match up with the vocabulary words. Students are asked to match the words with the pictures and to write down the matches that have been identified. Group
interaction allows students to discuss the best matches which will be shared with the class afterwards. Discussion of the lesson comes as corrections on the matches
are given by the teacher.
Process Questions:
1. Why did Chryses seek Apollo’s help?
2. How did Apollo respond to the plea of Chryses?
3. How did the plague affect Agamemnon, Achilles and the Greek army as a whole?
4. If you were Achilles, would you feel the same way? Would you do the same? Why?
5. What does the act of the warrior suggest about his personality?
Activity #14: Creative Group Reporting
Book 16 -20
Process Questions:
1. Who wore the armor of Achilles during the fight? Why did he do that?
2. Who was killed by Patroclus in a single combat? How did Zeus respond to the killing of his son?
3. What happened to Patroclus as book 16 concluded?
4. How did Hector react to the man’s death? How did Achilles react about the event?
5. What Greek customs regarding death surface in book 17?
6. What vow did Achilles make before his bestfriend’s corpse? What does the act show about the Greeks?
7. What help was extended by Thetis in book 17?
8. To whom/what can we attribute the reconciliation between Achilles and Agamemnon?
9. How did Achilles express his rage towards the Trojans in book 20? What does his act suggest about himself?
Topic: Pronoun-Antecedent Agreement
Activity #18: Discussing Pronoun-Antecedent Agreement (Skill Builders, pp. 150-151)
Activity #19: Doing the Exercises on Pronoun-Antecedent Agreement (Skill Builders, pp. 151-153)
Activity #22: Differentiating Reflexive Pronoun from Reflexive Emphatic Pronoun
Activity #23: Exit slip
Complete the following sentences:
Today, I learned about ______________________. I clearly understand _____________________ but I am confused of _______________ because ________________.
Topic: “Odyssey” by Homer
Activity #26: Small Group Discussion
After listening to “Migrants Dying at Sea” students will be grouped into six again. They will be instructed to discuss the matter presented on the audio material then
respond to the following question:
Who needs to act? Why?
Activity #27: IRF
Revised Answer: What makes a hero?
Activity #28: Clips from Odyssey
Process Questions:
1. Who is the hero of “Odyssey”?
2. Why did he wander in the seas for several years?
3. How did he overcome Poseidon’s trials?
4. Do you agree that “without god, man is nothing?” Why?
Activity #34: Drafting a Story Board of Odyssey
DEEPEN:
EQ:
1. How well do you know yourself?
2. How do you resolve intrapersonal conflicts?
Topic: Mythological Background of Iliad
Activity #32: Comic Strips
Students will be grouped into six. They will be instructed to come up with dialogues for comic strips featuring a scene from the lesson discussed. Afterwards, outputs
will be presented before the class for grading.
Topic: “Iliad”
Activity #7 : Discussing the poem “My Name is Pride”
Process Questions:
1. What characterizes the persona in the poem?
2. How is he/she affected by his/her characteristic?
3. How is pride perceived in the poem?
Activity #12: Response Journal
Based on Book 1, pride and honor were given much importance by the characters especially by Achilles and Agamemnon. This consideration of the said values
resulted discord between the men who used to be allies. In your case, was there ever a time when you valued pride and honor so much? How were you affected by
that? Answer the question in five substantive sentences. Observe correct use of personal pronouns in your sentences. Post your answer on Edmodo for grading.
Activity #15: Anticipation/Reaction Guide (Writing answers for the Reaction column)
Activity #16: Summative Assessment on Book 16-20.
Topic: Pronoun-Antecedent Agreement
Activity #20: Discussing the basics of bio-poem writing and coming up with a draft.vity #31 : Writing one’s own definition of a hero using pronouns correctly
Activity #31: Writing a definition essay of a hero using pronouns correctly
Topic: “Odyssey”
Activity #29: IRF
Final Answer: What makes a hero?
Activity #30: Venn Diagram (Achilles and Odysseus as heroes)
Activity #35: Finalizing a Story Board for the Big Book project
TRANSFER:
Individual:
The Torchkeeper adviser is scouting for a writer for the literary page of the school paper which will be issued in November. Thus, you are encouraged to compose a bio-poem in free verse of your chosen character in the epic poem discussed. For you to be qualified as one of the school paper’s writer and be a representative in the Division Schools Press Conference for A.Y. 2015-16, you have to write down your ideas effectively by focusing on the content, using pronouns correctly and organizing concepts.
Group:
You are a group of students who advocate to instill in the young minds the love for reading literature. To fulfill the advocacy you are tasked to come up with a big book featuring your own version of a favorite part of the Odyssey. The story contained in the book will be presented before Grade 1 students on July 27-29. You will be awarded as the best group story tellers based on your story’s comprehensibility during the delivery, creativity and originality.
1 comment:
Post a Comment