REPUBLIC OF THE PHILIPPINES

Department of Education
REGION V
DIVISION OF CITY SCHOOLS
Sorsogon City

February 27, 2018

NYMPHA O. GUEMO, CESO VI

Schools Division Superintendent
Schools Division Office
Sorsogon City

Thru: The Chief Curriculum Implementation Division, CID

MADAM:

May we respectfully present this project proposal in our school for comments and/or approval.
The following are the identifying information of the project proposal:

Project Title : Innovating Ramayana: A Designed Instructional Material

and Lesson Guide for 21st Century Teaching
Strand/Subject Area : English
Proponents : Precy B. Enaje
Maria Carla Y. Delloson
Gigi P. Saladino
Venue : Sorsogon National High School
Date : February 27 – March 5, 2018
Duration : 6 days
Cooperating Agency/Sponsor : Sorsogon National High School, English Department

Attached is copy of the project proposal.

Thank you.

Very truly yours,

PRECY B. ENAJE

MARIA CARLA Y. DELLOSON

GIGI P. SALADINO
Proponents

Date Received:

________________________________

Received by:

________________________________
 REPUBLIC OF THE PHILIPPINES
Department of Education
REGION V
DIVISION OF CITY SCHOOLS
Sorsogon City

Project Title: Innovating Ramayana: A Designed Instructional Material and

Lesson Guide
for 21st Century Teaching

Proponents: PRECY B. ENAJE, MARIA CARLA Y. DELLOSON, GIGI P. SALADINO

Beneficiaries: Grade 8 teachers of English and Grade 8 students of varied learning styles and
abilities

School/District: Sorsogon National High School

I. Rationale:

For much of the five years, the content of English 8 under K to 12 Curriculum has been
dominated by the need to provide deep understanding and appreciation for Afro Asian
Literature to better understand the psyche and temperament of African and Asian people and
the identity of the Filipinos, accordingly. These literary pieces not only provide glimpse and
experiences of other races but also convey moral lessons worth emulating. However, literature
would mean reading them with understanding to appreciate their content and beauty. This fact
poses a problem.
Most grade 8 students are not readers despite the motivation. They found reading as tasking
due to limited vocabulary and lack of imagination. This circumstance is worsened by the long
reading literature required of them to comprehend. One of these is Ramayana, a Hindu epic
considered the longest in the world. Notwithstanding the effort of summarizing its plot,
compromising its content and aesthetic quality, the epic is still extensive.
DepEd boosts innovating strategies in teaching to expand and strengthen learning. The
proponents designed Innovating Ramayana: A Designed Instructional Material and
LessonGuide for 21st Century Teaching – coupled with the proponents-made Ramayana story
booklet, curriculum objectives, interactive activities, vocabulary enhancement and core values
to respond to the call of the 21 st century learning and to aid the need of the grade 8 students
who are generally visual learners but mostly slow readers.

II. Objectives:
Based from the aforementioned circumstances, the following objectives are then formulated;
a. Enhance creative teaching and learning Ramayana inside the classroom giving rise to
students reading and cognitive skills;
b. Help captive students’ interest and appreciation to Hindu epic, the Ramayana, through
understanding its story elements;
c. Provide useful experiences in sharpening students’ abilities to use context clues and the
power of imagery.
III. Expected Outcomes:
1. Attained comprehension and appreciation of the epic
2. Creative presentations and improved reading performance
3. Enhanced vocabulary and widened imagination

IV. Design/ Methodology:

The project Innovating Ramayana: A Designed Instructional Material and Lesson Guide
for 21st Century Teaching which will be taken for 6 teaching days/6 teaching hours shall use the
following methods and/or strategies:

 Active and Guided Reading

 Discussion and Valuing
 Individual activity
 Group work

V. Support Structure Needed:

 Cleofe D. Ariola, EPS I, English
 Marilyn B. Divina, Principal IV
 Karen R. Gueriña, HT III

VI. Legal Bases:

 Approved Action Plan Program
 Approval from the School Head

VII. Plan of Action and Schedule:

The following is the lesson guide on how to implement the activities inside the classroom.
PERIOD LEARNING ACTIVITY/DESCRIPTION LEARNING MATERIALS NOTES
COVER COMPETENCY
Week 1
Day 1 Get acquainted with the A Glimpse of South and  https://www.youtube.
countries involved in the West Asian Cultures com/watch?
focused areas Psyche and Temperaments v=MYYeewe372o
of Indians
 https://www.slideshar
e.net/Mr_Martian/sou
thwest-asia-culture

Day 2 EN8VC-IVa-20: The Ramayana: Breaking of  http://home.wlu.edu/

Analyze the elements the Bow ~lubint/texts/Ramayan
that make Follow the Thread a.pdf
up reality and fantasy  Enhancing vividness and
based on a imagination by reading  The New Dimensions
material viewed the text aloud while in Learning English 8
EN8VC-IVb-12:
following the beat of the Afro Asian Literature
Raise questions about a
particular Indian music
aspect of a material
Listen to what I hear
viewed
 Listening to music, a
background/ and effect of
Ramayana: Breaking of
the Bow and describing
how they feel while
 listening to it

In Awe of the View

 Watching the movie clip
to determine the
elements that make up
fantasy

Day 3 EN8V-IVa-15: The Ramayana: Unlocking of Asian and African

Use various strategies in difficult words Literature and
decoding the meaning The Bowl of Words Communication Arts p.
of words  Identifying the words and 452
phrases that do not
belong to the pool of
words in the bowl

Day 4 EN8LT-IVa-13: The Ramayana  Asian and African

Identify notable literary Follow the Thread Literature and
genres  Reviewing the structure Communication Arts
contributed by South of an epic p. 449-452
and West
Asian writers  Enhancing vividness and  http://home.wlu.edu/
EN8LT-IVa-13.1: imagination by reading ~lubint/texts/Ramaya
Identify the the text aloud while
distinguishing na.pdf
following the beat of the
features found in
religious texts, Indian music
epics, myths, drama,
Characters in Motion
and short
stories contributed by  Identifying characters of
South and the epic and their roles
that shape the narrative

Car-Acter
 Analyzing characters
through their dialogues

Week 2
Day 1 EN8LT-IVa-13: Gallery Walk
Identify notable literary  Highlighting the major
genres scenes of the epic-
contributed by South including some brief
and West
descriptions.
Asian writers
EN8LT-IVa-13.1:
Identify the
distinguishing
features found in
religious texts,
epics, myths, drama,
and short
stories contributed by
South and
Day 2 EN8LT-IVa-13: Dream Theme  http://home.wlu.edu/~lub
Identify notable literary  Identifying the theme and int/texts/Ramayana.pdf
genres its relevance to the
contributed by South modern readers/audience
and West
 Asian writers
EN8LT-IVa-13.1: 5 minutes of Fame
Identify the  Presenting a playlet of
distinguishing the favourite scene
features found in
religious texts,
epics, myths, drama,
and short
stories contributed by
South and West Asian
writers

VIII. Evaluation:

To test the effectiveness of the instructional material and lesson guide, the following
evaluation form will be used:
RATING SCALE:
5 = Excellent 4 = Good 3 = Fair 2 = Poor
1 = Unsatisfactory N/A = Not Applicable
CRITERIA STATEMENTS:

A. CONTENT CIRCLE ONLY ONE

1. The contents are in line with the K to 12 Curriculum for Grade 8 English YES NO
2. The content is comprehensive. 5 4 3 2 1 NA
 Content correlates to the curriculum standards for Grade 8 English.
 Content develops higher level thinking skills.
3. The content is accurate. 5 4 3 2 1 NA
 Terminology is correct.
 Information is accurately stated and is based on the original story.
4. The content is up-to-date. 5 4 3 2 1 NA
 Illustrations are recent, catered to 21st century Grade 8 learners.
 Content reflects and addresses current use of technology.
B. PRESENTATION
5. The material presented is developmentally appropriate for the targeted learners. 5 4 3 2 1 NA
 The materials provide for varying levels of ability.
 Writing style is challenging, interesting, logical and current.
 Concepts are appropriate for learners.
 Vocabulary and symbols match grade level.
6. The appearance of the material facilitate learning. 5 4 3 2 1 NA
 The material has engaging layout.
 Illustrations are accurate and clearly presented.
C. INSTRUCTIONAL DESIGN
7. Congruence exists among instructional elements. 5 4 3 2 1 NA
 The content matches the stated objectives.
 The learner is informed of anticipated outcomes.
 The assessment matches the objectives.
 The assessment matches the content.
8. The materials generate student involvement and enthusiasm. 5 4 3 2 1 NA
 The material promotes cooperation and communication between students
when using the innovated reading material and/or interpersonal activities.
9. The sequencing of instructional materials is acceptable. 5 4 3 2 1 NA
 Sequence of learning steps is pedagogically sound.
 Information follows an instructional sequence from simple to complex.
 Progression is from concrete to abstract.
Prepared by:

PRECY B. ENAJE

MARIA CARLA Y. DELLOSON

GIGI P. SALADINO

Noted by:

MARILYN B. DIVINA
Principal IV

Recommending Approval: Approved:

MONSERAT D. GUEMO, Ed. D. NYMPHA D. GUEMO

Chief, Curriculum Implementation Department OIC – Schools Division Superintendent

(Sample of the proponents-made story booklet)