Understanding by Design Unit Plan for English across Continents II Unit Title: Lessons Covered: Your Family and

Your Friends Taking Responsibilities * Accepting Responsibilities * Remembering Incidents * Opening Minds * Accepting Friends * Telling Truths * Appreciating the World of Fantasy * Respecting People * Strengthening Family Ties * Sharing Stories 8 Weeks Stage 1- Desired Results Established Goals Students can Discover Philippine and Afro-Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values; Relate the links between their lives and the lives of people throughout the world through literature; Demonstrate understanding and appreciation of the different literary genres with emphasis on types contributed by Afro-Asian countries; Point out how the choice of words and figurative language contribute to a theme; Utilize varied reading strategies to process information in a text; Distinguish between facts and opinions; Recognize and assess current information from newspaper and other print media; Use appropriate modes of development to express their ideas, needs, feelings, and attitudes; Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in informative talk; Use stress, intonation, and juncture to signal changes in meaning; Employ varied listening strategies to suit the listening text and task; Conduct an interview to get opinions about certain issues; and Develop strategies to make sense of unfamiliar words, ambiguous sentence structures, and information-dense discourse.

Number of Weeks:

Enduring Understandings Students will understand that each country has its own literature which is reflective of its peoples values, cultures, traditions, and beliefs, thus showing the dynamics of relationships between and among families and friends; literature has become a medium in which citizens of a country express their opinions on various societal problems/concerns; literature has different types and each type has its own features, function, and goal; a good essay springs from writing effective paragraphs with no grammatical errors; the different ways to develop paragraphs rely on the goals of the writer; to comprehend different kinds of reading materials, they must know how to read literally and figuratively; developing their vocabulary helps improve their reading comprehension skills; a conversation is effective when one knows how to ask the right questions, and use and interpret verbal and nonverbal cues; and citing sources allow readers to verify the information used in a written material.

Essential Questions: How does literature show dynamics of relationships among friends and members of the family? How can literature help you develop good relationships with your family members and friends? Why is it important for you to develop your writing skills? When do you say that a material you read is a good one? Why do you need to know the difference between a good reading material and a reading material which needs improvement? Why is developing your vocabulary important? How can you effectively engage in a conversation? Why do you need to acknowledge the work of other people?

Knowledge Students will know the features and parts of different types of literature, both fiction and nonfiction; the kinds, types, and uses of the different parts of speech; note-taking as part of critical listening; the use of point of view as used by the writer/author to better understand literary texts; and the different elements of a short story References:

SELENE ANNE R. SANTIAGO. English Across Continents 2. Diwa Learning Systems Inc: 2010. pages 2-83 PRENTICE HALL. Grammar and Composition. Pearson Education South Asia Pte Ltd. pages 19-67 COLLINS. Improve Your Grammar. HarperCollins Publishers: 2009. pages 64-154 Biber, et al. Longman Student Grammar of Spoken and Written English. Pearson Education Limited. 2010
http://miii.net/blog/2003/05/593/

Skills: retell stories rewrite stories using a different point of view; develop grammatically correct and effective paragraphs; comprehend and analyze varied short stories and poems; listen to and engage in conversation; give objective self- and peer evaluation cite sources following a prescribed format; and express and defend/support opinions.

http://www.teachchildrenesl.com/filez8932/lesson %20plans/comic_strip.pdf

Stage 2: Assessment Evidences

Performance Tasks Other Evidences: Performance Task 1: Conducting an Interview You are a radio reporter in one of the leading broadcasting networks in the Philippines. Your task is to interview a person who has experienced working abroad. The goal of the interview is to help your listeners, mostly teenagers, understand the difficulties of living and working abroad. You need to prepare your interview questions before the actual interview. You also need a voice recorder, paper, and pen during the interview. It is important to take down notes so you can ask follow-up questions. The audio recording of the actual interview shall serve as your output. Performance Task 2: Writing a Reflective Essay Your goal is to write a reflective essay about your learning experiences in English class to guide incoming second year students on how to be successful in their English class. Your teacher shall compile all essays. Describe in detail the challenges that you encountered in your class. Include the activities or short stories which you like best. Give advice on how they can get high grades and encourage them to participate actively in the varied exercises and reading activities. Present these ideas in an organized manner by using transitional devices. Edit your essay to ensure that it is free of any grammatical errors. Performance Task 3: Role-Playing a Short Story Your groups task is to dramatize a short story of your choice from the textbook to highlight the different roles and responsibilities of family members in the Asian context. The different elements of the story must be presented. Utilize appropriate dialogues to communicate your message to your audience. Focus on the importance of the roles of family members in developing good relationships between and among them. Each group member must have a particular role to perform. Practice blocking, correct delivery of lines, and appropriate expression of emotions. Creativity and resourcefulness must also be utilized when choosing costumes. Reading comprehension exercises Grammar Exercises Listening and Speaking Tasks Research supporting data on a given topic Quizzes Long Quizzes Performance Task Rubrics

Stage 3: Learning Plan

Day 1 June 13 *Orient the learners of the following:

Day 2 June 14

Day 3 June 15 * Motivation (Assignment) Agree or disagree to the statements uttered by Kofis grandmother: (Oral) 1. You will turn him into a criminal by this treatment. 2. He will become a miserable failure if you break his spirit like this. 3. You will do some lasting damage. Reflect: -Was it right for Kofis father to chastise or punish Kofi severely? -If you were the father, how would you discipline Kofi? * Discuss the listening and speaking process. - What was the very first thing that you did when your classmates aired their opinion about the given statements? -How is hearing different from listening? - What does it mean to really listen? When you

Day 4 June 16 Motivation -Let the learners read the short poem entitled Little Fish on page 10 of the textbook. -What are the underlined words in the poem? - How are they used in the poem? -Let the learners classify the underlined words to the categories they belong, whether person, place, thing, or idea. Presentation: -How do you call these words that you have classified? -From the activity that you just did, what, therefore, are nouns? Activity: Students will be grouped into 5 and they will give a word according to the required category. However, they must recite first all the words given by the previous groups before they say

Day 5 June 17 Motivation: -What do you know about journals? Do you write one? -What do you think of the story The Fish Racket? Can it be considered a journal? Why? -How do you write a journal? Presentation: When you tell a story in the form of a journal entry, a. how should you describe the incident? b. how should you organize your ideas to help your readers follow through the timing and pacing? c. how would you make sure it has emotional appeal?

Motivation - Are you given tasks at home, at 1. class rules school, or at 2. grading church? What are system those? 3. expected -How do you view projects those tasks? Do and you feel burdened researches with your responsibilities? -Were there times that you did something bad just to do away with your responsibilities? Presentation The teacher will read aloud the story The Fish Racket. Learners are expected to take note of the answers to the following guide questions: 1. How did Kofi help his father? 2. What tempted him to exchange the fish for food? 3. What lie did he tell his father? 4. What happened when his father found out about

Activity: (You can do it! page

his lie? Activity 1: Allow the learners to discuss their answers to the given questions with their group. -Facilitate sharing of answers later. Activity 2: (by group) Let the students answer HOW WELL DO YOU UNDERSTAND THE SELECTION? (Learners will be given manila paper and they will write their answers on it.) Answer orally: 1. What was one value that Kofi did not give much importance to? 2. Would you consider Kofi clever after he escaped punishment by lying? 3. Kofis father almost beat him up to teach him a lesson. Do you think it was the right thing to do? Valuing: - Should you be exempted from

hear something, does it mean that you have already understood it? -When you listen to others opinions, do you always accept the notion they bring? If not, what do you do with the ideas you hear? Activity: Ask the students to work on YOU GIVE IT A SHOT! Divide the class into groups with five or six members and give them ample time to prepare. Give each group five minutes to present. -Facilitate peer-critiquing for each group presentation. Valuing: - How important is listening to the whole communication process? -What could happen when a listener does not listen carefully? - How can you show respect to the one talking?

their word. The process goes on and on until only one group stands. The game will use the knock-out system. The group that fails to recite the words of the other groups will be out of the game. The group that stands until the end shall be declared the winner. Categories: Kinds of Nouns 1. Proper 2. Common 3. Concrete 4. Abstract 5. Collective 6. Compound Quiz: (1/2 sheet of intermediate paper) Listening & Writing: For each number, take out the word that doesnt belong to the group, write its classification, and use it in a meaningful sentence. 1. love, freedom, building, respect (CONCRETE) 2. table, chair, sofa, happiness (ABSTRACT) 3. orchestra, team, family, secretary

13) Think about an incident that caused you to lie. Reflect on it by using the following questions as your guide: 1. What consequences did you face? 2. How did you cope with the consequences of your action? 3. What realizations did you have afterward? Write a journal entry about this experience. Make sure to apply the pointers in writing a journal.

taking responsibilities? -What might happen to you if you dont learn to be responsible at your young age? -When tempted to lie, what can help you to do and say the right thing? Assignment: Answer the questions in WHAT INSIGHTS HAVE YOU GAINED?

(COMMON) 4. motorcycle, car, jeepney, jury (COLLECTIVE) 5. communication, TV, radio, computer (ABSTRACT) 6. Peter, Davao City, Precious International School of Davao, animal (COMMON) 7. sympathy, benevolence, pen, gratitude (CONCRETE) 8. market, baby, man, Cebu (PROPER) 9. school, secretarygeneral, fax machine, light brown (COMMON) 10. ocean, teacher, playground, son (COMPOUND) Valuing: -How do you feel when someone calls you hey! psst!? - Why is it important to address people by their names? Assignment: Answer pages 11-12 of your textbook.

Day 1 June 20

Day 2 June 21

Day 3 June 22

Day 4 June 23

Day 5 June 24

No Class

A. Spelling Pretest 1. ridiculousinspiring scornful pity 2. oxymoronicconjoining contradictory term 3. furious- full of fury, violent passion, or rage 2. ridiculousbroadly or extravagantly humorous; resembling farce 3. agony- extreme and generally prolonged pain; intense physical or mental suffering. 4. consequencesthe effect, result, or outcome of something occurring earlier 5. chastisecastigate; punish severely 6. capricious changeable; determined by chance, impulse,

-Review (Spelling List) Motivation: - Give the class a short biography of Litu, the author of the comic strips they will be reading in a short while. Presentation: -Let them read the two comic strips in Your Reading Voyage. Ask: (Graded Oral Recitation) Do you have a rubric for graded oral recitation? About the first comic strip: -Whom was the boy referring to as they? Explain. -What chore did the boy consider ridiculous? Why do you think he regarded it as ridiculous? - Was the boy happy about the chore given to him? What makes you say so? About the second comic strip: - Were the two boys

Ask: Can we consider comics as a literary form? Why or why not? Activity 1: Hold an informal Debate with the proposition: Comics: Literature or Not? Activity 2: Make a very short comic strip depicting how you should view the responsibilities given by your parents, teachers, or superiors. Valuing: *Is literature an important part of peoples lives? Why or why not? *How can literature help you develop good relationships with your family and friends?

-Spelling Post-Test - Motivation Expound this famous quote: A picture can paint a thousand words Presentation -In what sense can a picture paint a thousand words? -Do you think our communication is limited only to the spoken language? Why? - Do you agree that even without uttering a word, you are already communicating? How? - Aside from the use of language, in what other ways do we convey our ideas, thoughts, feelings, or emotions? *Discuss the pointers on verbal and nonverbal cues as presented in How well can you listen and speak? Activity: Bring out your comic strip and cover its dialogue so your seatmates wont be able to see it. Then, let them supply the dialogue

or whim rather than by necessity or reason 7. irrelevanthaving no connection with the subject or issue 8. chivalrycourtesy towards women; the medieval principles governing knighthood and knightly conduct 9. vanquishcome out better in a competition, race, or conflict 10. parachuterescue equipment consisting of a device that fills with air and retards your fall 11. facsimile- fax machine 12. embarrassmentshame 13. convenience -the state of being suitable or opportune 14. hemorrhagethe flow of blood from a ruptured blood vessel

classmates? What makes you say so? -What were they talking about? -What was the other boy requesting Ochieng to do? Why do you think he wanted to look at Ochiengs assignment? -Did Ochieng grant the other boys request? Why do you think so? Ask: 1. Do you find any similarity between you and the boy in the first comic strip? What are these similarities? 2. Do you think about chores the way the boy in the first comic strip did? Why or why not? 3. Why did the boy in the first comic strip mention God in giving his oxymoron? Do you agree or disagree with him? 4. When it comes to classroom responsibilities, how alike or different are you from the two characters in the second comic strip? Were

according to how they understood the facial expressions of the characters. Answer orally: - What are the two ways that people communicate with one another? - Should we limit ourselves to understanding only the spoken language? Why? -How beneficial are the facial expressions, gestures, tones of voice, and body movements in conveying our inner thoughts and emotions? Activity: Complete the following lines of the comic strip by observing the non-verbal cues shown by the characters in the comics. Get the comic strips from (http://www.teachchildren esl.com/filez8932/lesson %20plans/comic_strip.pdf )

15. heinousextremely wicked; deeply criminal 16. pamphlets- a small book usually having a paper cover 17. supersedetake the place or move into the position of 18.spontaneoussaid or done without having been planned or written in advance 19.yacht- an expensive vessel propelled by sail or power and used for cruising or racing 20.skiing- a sport in which participants must travel on skis Motivation: *What comes to your mind when you hear the word comics? -What comic strips did you enjoy reading as a child? - If you have not outgrown them, what comics do you still read?

there instances that you had the same experience? What happened? -Discuss What gems have you found? Ask: * What makes comics likable to many people, especially to Filipinos? What do they depict? Assignment: Research for the affirmative and negative answers to this question: Can we consider comics as a literary form?

Present a comic strip to the class. Presentation -What does the comic strip show about the trend in politics nowadays? - At first glance, would you immediately conclude that it talks about the negative things in politics? Why? -In what way is the point or message of the comics given? -The teacher will discuss about humor and satire. Activity: Students will form four groups. Each group will be given a comic strip. They will discuss the following questions: -Is the comic strip humorous, satirical, or both? - What social or political issue does

it talk about? * One representative from each group will report to the class about their comic strip. Graded Oral Recitation Ask: - What are humor and satire? -Are all comics purely humorous? What can you say about the editorial cartoons? -In what way do the comics tackle social and political aspects of the Philippines? - Agree or disagree: Comics are a source or vehicle of information and opinion. Teach, how will you grade them? Assignment: Bring sample comic strips on Thursday. If possible, have

the pictures enlarged.