2010 Secondary Education Curriculum English I

Content Standard:

Performance Standard:

The learner demonstrates understanding of the importance The learner artistically performs an active role in a final dramatic scene for a T.V of narrative devices and techniques in the comprehension presentation of a story read. and communication of storys meaning. Essential Understanding: Essential Question: Literary devices and techniques which are employed by the writer support the basic elements of the story in communicating meaning. Learners will know: Literary devices and techniques in narratives - narrative hook - surprise ending - flashback - medias res - figurative language how to use direct discourse in conveying clear meaning in narrating events how to perform effectively in a final dramatic scene for a T.V presentation of a story read. How do literary devices and techniques help in conveying the storys meaning?

Learners will be able to: Explain the importance of employing literary devices and techniques in telling/writing stories Analyze the effectiveness of narrative devices in creating meaning of a work Prove how Phil. narratives reflect significant human experience which serves as transmitter of culture and values Discover a lot about themselves and others by unveiling interesting exploits in Phil. narratives Replicate and refine presentation of significant human experience s in a final dramatic scene for a T.V presentation of a story read Use direct discourse effectively to convey meaning Determine the effectiveness of non verbal cues used in non print presentation Use multimedia and technology in the presentation Use details, illustrations and visual aids to make oral presentation effective

Stage 2 Product Performance Task A final dramatic scene for a T.V presentation of a story read. Evidence at the level of understanding The learner should be able to demonstrate understanding covering the six (6) facets of understanding. Explanation Justify the importance of employing narrative devices in telling/writing stories. Interpretation Deliver effective final dramatic scene for a T.V presentation of a story read. Application Select and use the final part of a story read to reflect understanding, appreciation, and application of its meaning Use multimedia and current technology in the presentation. Report clear ideas, thoughts, feelings, and happenings via using direct discourse. Perspective Critique oral presentation using a set of criteria. Self knowledge Self assess ones strengths and weaknesses in recognizing and using narrative devices. 2 Evidence at the level of performance The learner artistically performs on a Final Dramatic Scene for a T.V presentation of a story read based on the following criteria: Focus/theme Characters Dialog Problem/conflict Development of action Delivery Visual effects voice

Stage 3 Teaching/Learning Sequence

1. 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 importance of narrative devices and techniques in the comprehension and communication of storys meaning. Take up the essential question; How do literary devices and techniques help in conveying the storys meaning? with the students. Make them answer the question based on their experiences and cue them into the big ideas by activating their prior knowledge. Use non-formative assessment procedures to check/evaluate learners readiness and competence on the prerequisite skills to the tasks at hand. Inform the learners of how theyll be assessed. Their major output is an artistic performance of an active role in a final dramatic scene for a T.V. presentation of a story read. Have them express what they know about narrative devices and techniques.

Suggested Activities The teacher presents the essential question: How do literary devices and techniques help in conveying the storys meaning? Explain to the students that in this lesson theyll be learning about how literary devices and techniques help in communicating the storys meaning. Truth or Falsity Invite the students to work with a partner, and react to the truth of falsity of the following quotation: Literary devices and techniques give extraordinary meaning and emotions even to ordinary moments in stories. Ask them to share ideas /answers to this question: Is this quotation true? Then, the students will prove their answer. A Vision of Divide the class into groups of four(4), and ask them to look closely on the title of a short story, e.g. How My Brother Leon Brought Home A Wife and perform the following tasks: Group 1 : What the story might be about? Group 2 : How the characters might behave? Group 3 : What problem might be presented? Group 4: How will the story end?

2. FIRM UP
Enter the world of. Invite the students to work in small groups of five (5) and ask them to read the story e.g. How My Brother Leon Brought Home a Wife by Manuel L. Arguilla. Give them slips of papers where question are written for them to work collaboratively in finding out answers to those questions. Have them share, their answers with the class. 4

Narrative Devices chat Invite the students to re-read the story e.g. A Shawl for Anita by Lolita M. Andrada, and ask them to jot down what they notice, think, feel, and wonder about. e.g. question they have about the -1. characters 2. writers technique 3. literary devices used 4. ideas you agree with, wonder about, remember 5. memories, thought, feelings, triggered by their reading 6. theme of the selection Ask them to plot their answers on the chart like the one shown below. e.g. Quotes/Proofs from the story 1. ______ 2. _____ 3. ______ Literary Devices/Narrative Techniques 1. ______ 2. _____ 3. ______ What I like about it 1. ______ 2. _____ 3. ______ What I dislike about it 1. ______ 2. _____ 3. ______

Encourage the members of the group to take turns in expressing what they like or disliked about each of the literary devices/narrative technique. Learners may share other selections they read where some narrative devices and techniques are used. Process the learners answers.

If you dare. Invite the students (in groups of ten) to read a story assigned to them, and examine what narrative device/technique is/are used by the author to communicate meaning in life. e.g. My Brothers Peculiar Chicken by Alejandro Roces, A Shawl For Anita by Lolita M. Andrada, The Monkey and The Turtle by Jose Rizal, Courage, The Boy Who Couldnt Sing Tell them to use the following grid as a guide.

Title of the Story_________________________________ Literary Devices and Narrative Techniques Used. Literary Device/Narrative Technique Parts/Section of the Story Purpose Result

Ask them to share their answers with the class. Process the learners answers.

The Power of Symbols/ The Hunt! Explain to the students that symbols are used by writers to give symbolic meaning within the context of specific literary works Have them view several pictures of objects, plants, animals etc. then ask them to guess what each may represent/symbolize. Ask them to recall/ reread the stories they explored, and hunt for objects, plants, animals etc. which have symbolic meaning within the context of the stories they represent. Allow them to share theyre ideas with the class. Process the learners answers.

Who Said What? Have students listen to lines lifted from the stories the read. Ask them to remember, then identify the literary figure who said those words. Tell them to write the characters words in speech balloons. Process the learners answers Playing Smart the teacher should be able to do the following: At this stage,

At this stage, the teacher must be able to do the following: Provide students with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier assumptions Have the students make independent applications of various literary/narrative devices and techniques on conveying the storys about how narrative and other literary devices/techniques support the storys basic elements in communicating meaning, and how meaning. direct discourse help in narrating events clearly. Make students artistically perform an active role in a final dramatic scene for a T.V. presentation of a story read. Address the learners uniqueness, their strength and weaknesses by providing them with differentiated instruction as needed. Have them see meaningful, challenging task and the world. Engage them in the connections betweenand differentiated activities that will reinforce what they have learned. Give them feedback. Engage them to meaningful, self evaluation and provide feedback.

3. Positions of quoted area or part.

My Adaptation Invite the students to imagine their chosen story will be adapted for teledrama presentation. Tell them that the author of the story has asked them to suggest ways of changing. Have them form group of ten (10), and discuss the following questions. 1. Would they add a new character? 2. Would their ending be funny or tragic? 3. What their solution be ideal? Feasible? Why? 4. What are other possible solutions? 5. What are the merits and drawbacks of their solution? 6. Which solution is significant enough to be included in the final scene? Have them write a script for a presentation of the story ready based on what they would like to include in a find dramatic scene. Ask them to follow there suggestion/ guideposts 1. Have a flashback of the ending of the story. 2. Think of what happened? 3. Create imaginary event, to portray emotions. 4. Think of what words the characters might be saying to each other. 5. clarify each others reaction and organize them into dialog 6. Create a dialog that fits each personality, and moves the story forward. 7. Note the action that is suspenseful and start the solution to problem. 8. Reveal details of behavior, mannerism, actions in relation to other people. Give comments and suggestions. The Power of Dialog Explain to the students that the best way to enliven narration is by using dialog because it tells us how characters feel and think about the events. Tell them to draft their script using the dialog format. Allow them to read, peer check, revise and polish their script. Give comments and suggestions. Video Reel Invite the students to choose and dramatize a final scene for a TV presentation of a story read. Have them choose cost of characters, props, background music, costumes, etc. Ask them to do rehearsals. Tell them to videotape them performance. Give comments and suggestions. Its Show Time Allow the students to present each groups final dramatic scene for TV presentation of a story read. Have the students assess each presentation based on the given criteria. Encourage them to give feedbacks on the presentation. Give comments and suggestions.

Resources: Required: 1. How My Brother leon Brought Home A Wife by Manuel E. Arguilla 2. A Shawl For Anita by Lolita M. Andrada 3. The Monkey and the Turtle by Jose Rizal Suggested: 1. 2. 3. 4. 5. My Brothers Peculiar Chicken by Alejandro Roces Courage The Boy who couldnt Sing In Disguise by Benjamin A. Panlilio Wedding Dance by Amador T. Daguio

Materials/Equipment Needed: 1. Informational aids (charts, maps, tables, organizers) 2. Technological Aids (computer, LCD, CD) 3. Assessment//Evaluation Aid: rubrics