2010 Secondary Education Curriculum

English I

ENGLISH I
General Standard: The learner demonstrates literary and communicative competence
through his/her understanding of the different genres of Philippine
Literature and other text types for a deeper appreciation of
Philippine culture.

2010 Secondary Education Curriculum

English I

Quarter 2: DRAMA

Topic 3: Differences Between Drama and Other

Time Frame: 20 days
Text Typologies
Stage 1
Content Standard:
Performance Standard:
The learner understands how life presented in a drama differs Learner writes sample straight news recounts for a possible re
from how it is presented in straight news through a careful
enactment using drama conventions.
analysis of their distinctive features that can be reflected in an
original script for drama presentation.
Essential Understanding(s):
Essential Question(s):
Straight news presents factual information while drama
What are the underlying differences between straight news and a
recounts an imaginative tale.
drama? Prove your answer.
Learners will know:
Learners will be able to:

Characteristics of news compared to drama

Features of news
Ways on how to analyze news and drama
Techniques on how to write an original news script
Types of sentences according to function
Rejoinders that ensure a coherent text

Product or Performance Task:

A straight news recounts for a possible re
enactment using drama conventions

Activate prior knowledge on significant human experiences

that are dominantly utilized as drama themes intended for
presentation.
List stories with news angles specifically those dealing with
human interest.
Apply various graphic organizers to illustrate key concepts in
both news and drama.
Perform an array of reading techniques to concretize and
unlock concepts.
Deduce authentic experiences that can be incorporated in
news reports.
Draw insights on main and sub issues presented in news.
Analyze descriptions, dialogs and actions in a news report
which can be translated to a drama presentation
Apply various ways in writing a news script.

Stage 2
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:

Evidence at the level of performance

Performance assessment of an A straight
news recounts for a possible re enactment
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2010 Secondary Education Curriculum

English I

Explanation
Explain the features, elements and
conventions of a news story
Express agreement and disagreement
courteously.
Demonstrate a smooth flow of thought
from one sentence to the next by using
coordinators and rejoinders correctly.
Make a clear and interesting explanation
about people, things and events using
different types of sentences.

using drama conventions based on the

following criteria
1. Focus/ theme
2. Accuracy
3. Audience Contact
4. Sequence
5. Development of action
6. Style
7. Language
8. Delivery
9. Voice
10.Pacing

Connect drama to peoples significant

experiences in the real world.
Interpretation
Interpret the elements of a news story
using a storyboard, a story grammar, a
concept map or an event in life.
Application
Apply knowledge of improvising dialogs in
a news story through recording or writing.
Reenact the news story using the original
scripts.
Perspective
Develop perspective by comparing and
contrasting drama with a news story
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2010 Secondary Education Curriculum

English I

Empathy
Assume role in a Drama that runs counter
to your personal experience.
Self-knowledge
Self -assess ones strengths and
weaknesses in presenting significant
experiences in a Drama
Stage 3
Teaching/Learning Sequence:
EXPLORE
At this stage, the teacher should be able to do the following:

Make the learners aware of the desired result that is for him/her to demonstrate understanding of the underlying
differences between straight news and a drama.
Present the essential Question (EQ), What are the underlying differences between straight news and a drama?
with the learners citing evidences to prove their answer. Make them ponder on the question as exhaustively as
possible and cue them into the big ideas by activating their prior knowledge or past experiences.
Use non-formative assessment procedure to check/evaluate learners readiness and competence on the
prerequisite skills to the tasks at hand.
Inform the learners of how they will be assessed. Their major output after the lesson is a sample news recounts
for a possible reenactment.

ACTIVITY 1: FLASH REPORT!

Let the learners guess the essential question which is contained in the flash report.
Instruct the learners to listen attentively to be able to decode the essential question.

What are the underlying differences between a straight news and a drama?
Invite the learners to give tentative response to the question as guide for further exploration.
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2010 Secondary Education Curriculum

English I

ACTIVITY 2: ACO (AUDIBLE CODE OVERPLAY)

Instruct the learners to listen to a newscast. As they listen let them complete the following information in their notebook.
WHO? (people who got involved in the story)
WHAT? (events that led to some actions)
WHEN and WHERE? (time or place significant to the
story)
WHY? (reasons for the action in the story)
HOW? (ways on how things are solved and
accomplished)

Have the learners present their answers with the rest of the class.
Process the learners answers.

ACTIVITY 3 : BANNER NEWS

Show examples of some banner news.
Distribute excerpts of news from different broadsheets.
Give different broadsheets per row. The learners take turns in exchanging broadsheets.
Guide students in putting a check (/) if the news element is present in the story. In the absence of the news element, a cross
mark (X) must be placed in the column allotted.
Remind the learner that they need to write the proof that such element is contained in the excerpts.
Have them report their findings in class.
Name of Newspaper
Manila Bulletin
Philippine Star
Philippine daily Inquirer
Peoples journal
Tempo
Tribune
Malaya
Peoples Tonight

News Elements
Immediacy
Proximity
Consequence
Prominence
Suspense
Oddity
Conflict
Emotion

/ or x

Proof

2010 Secondary Education Curriculum

English I

Who: (people involved in the story)___________________________________________.

What: (event serving as key moments in the story)_______________________________.
When: (timeline of events)__________________________________________________.
Where: (location of the news story )__________________________________________.
Why: (underlying reasons for the action in the news story)________________________.
How: (Add insight to the news story by stating how things are solved or accomplished)
__________________________________________________________________.

ADARNA BIRD

MY IDEAL BIRD

TRANSFER +++
At this stage, the teacher should be able to do the following:
Have the learners make independent applications of the various processes (production of a news script,
doing a newscast, news story re enactment) they have learned.
Make them do independent performance or project using varied and complex assessment procedures.
Have the learners apply the knowledge learned in various authentic contexts.
Make the learners see the connections between tasks and the world.

2010 Secondary Education Curriculum

English I

ACTIVITY 18: PRODUCE A NEWS SCRIPT

Instruct the learners to choose a current event and write a news about that.
Remind them that conventions in news writing must be strictly followed.
Have them air their news before their classmates.
Encourage the learners to give feedback.
Give comments and suggestions.
ACTIVITY 19: A NEWSCAST

Inform the learners that based on the existing news script, students perform a news cast.
Remind them to use their schema in news casting and the guidelines to be followed.
Give comments and suggestions.

ACTIVITY 20: News story reenacted.

Challenge the learners to re enact a news story without changing the given details.
Tell them that the re enactment will provide vivid details of the newscast.
Have the learners re enact the news story.
Give comments and suggestions.

2010 Secondary Education Curriculum

English I

Required Texts: The World Is An Apple, by Alberto Florentino

Laarni A Dream, by Loreto Paras-Sulit
The Adarna Bird
Suggested Text: Shadow on Solitude, by Claro M. Recto translated by Nick Joaquin
Resources: Books, Internet, Multimedia materials, Computer, DVD, CD, Graphic Organizer,
pictures, drawings, art materials, film clips,
e-journals