Jmj Narrative Topic 1

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2010 Secondary Education CurriculumEnglish I

ENGLISH I

General Standard: The learner demonstrates literary and communicative competencethrough his/her understanding of the different genres of Philippine

Literature and other text types for a deeper appreciation ofhilippine culture!

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Quarter 1 : NARRATIVE Topic 1: Basic Features andElements o Narrati!e

Time Frame: 1" da#s

Sta$e 1%ontent Standard:The learner demonstrates understanding of the distincti!e

eatures& aest'etic elements and underl#in$ o()ecti!esofvaried types of hilippine narratives using the most appropriatelanguage forms and functions!

*erormance Standard:The learner tells a story creatively and proficiently!

Essential +nderstandin$:

"arratives are the interesting accounts of people#s ideas$feelings$ and values pertinent to the development of their cultureand society!

Essential Question:

%hy do &e study hilippine narratives'

Learners ,ill -no,:

(asic features and elements of narrative types of narratives

forms and functions of ver(s in the simple past tense

time mar)ers/signals to use in the simple past tense

Learners ,ill (e a(le to:

explain the distinctive features and elements of narratives clarify the o(*ectives of narratives

classify samples of fol) narratives

focus on the structure$ features and elements of a short story

trace the development of action in a story

illustrate traits of characters through comics strips

use details to find meaning and connection among the

elements of narratives

explain ho& narrative features &or) together to help one

understand and appreciate narratives

relate conflicts in narratives to real l ife experiences use diagrams$ charts$ dra&ings and other visuals to i llustrate

understanding of ideas

use multimedia and technology in the presentation of anime

comics strips

use correct forms of ver(s in the simple past tense

use appropriate time mar)ers to express past actions

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formulate clear +uestions and appropriate responses

Sta$e .

*roduct or *erormanceTas-:

,nime comics strips(ased

on a fol) narrative

E!idence at t'e le!el o understandin$The learner should (e a(le to demonstrate understandingcovering the six -. facets of understanding!

E/planationIllustrate traits of characters in a map/guide!Interpretationa)e meaning out of the details used in a fol) narrative!Application

Create anime comics strips of a fol) narrative

se multimedia and technology in the presentation

se simple past tense$ appropriate time mar)ers

*erspecti!eudge the uni+ueness of the anime comics strips presentationusing agreed upon criteriaEmpat'#3elate one#s understanding of the narrative to real lifeexperiencesSel0-no,led$e3eali4e one#s capa(ility to construct meaning from a &ide rangeof narrative texts

E!idence at t'e le!el operormanceThe learner artistically creates

anime comics strips (ased on afol) narrative follo&ing thesecriteria:

focus/theme

characters

pro(lem/conflict

development of action

creativity

craftsmanship

language

Sta$e Teac'in$2Learnin$ Se3uence:

1! E4*L5REAt 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 distinctivefeatures, elements and types of Philippine narratives.

ntroduce the essential !uestion "#hy do we study Philippine narratives$% &ave them answer the !uestion based on

their e'periences.

(se non)formative assessment procedures to check/evaluate learners* readiness and competence on the prere!uisite

skills to the tasks at hand.

nform the learners of their output i.e. anime comics strips based on a folk narrative and the criteria for assessment.

Make the learners share what they know about the basic features/elements of Philippine narrative.

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Su$$ested Acti!itiesActi!it# 1 6ord Searc'

,s) the learners in pairs$ to share &hat they )no& a(out the (asic features

and elements of narratives

,llo& the learners to trace the letters of the narrative features and elementsin a pu44le and have them present their ans&ers to the class

,s) them to group the &ords into narrative featuresand narrative

elements

Acti!it# 6'at t'e picture su$$ests5!

,s) the students to loo) closely at the given illustration and point out the details that suggest a particular narrative feature or

element!

Instruct them to &or) cooperatively in small groups of three -6 and have them intervie& one another to come up &ith the

most appropriate ans&er to the +uestion: 7%hat &ords/phrases (est descri(e the illustration/picture'8

,llo& them to compare their ans&ers

.7 FIR8 +*At this stage, the teacher should be able to do the following:

Make the learners illustrate and crystalli+e their knowledge of the basic features, elements and types of Philippine

narratives in the varied activities you will provide them.

ngage them in the following meaningful and challenging activities to analy+e, generate and test their understanding.

Provide feedback to check for understanding.

Acti!it# 9 Title Tal- Instruct students to &or) in pairs and ans&er the follo&ing +uestions:

1! %hat does the title 7, Creation Story 9rom u4on8 suggest'2! %hat )ind of a narrative is this -(ased on the title'6! %hat message does it communicate'

;ive them five minutes to share their thoughts!

,llo& them to share and compare their ideas &ith the rest of the class!

Acti!ities . Ho, muc' do #ou -no,'

,s) the students to &or) cooperatively in groups of ten -10 and fill out the entries of the follo&ing &or)sheet!

e!g!

Instruct them to match each narrative feature/element &ith its most appropriate description!

,llo& them -(y group to present and match their ans&ers &ith the correct ones!4

R E S O L U T I O N B

L X T C I L F N O C V

S G R U X A M I L C G

W Z Y P L O T Z P V N

R Q H C Y C H F O Q I

C G O L A I D M R A T

Z Y T F K N E J B X T

J O Z S E X R A L W E

T C H A R A C T E R S

K S F G W C D H M R E

;roup "o!


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;roup


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,llo& the different groups to present and compare their ideas to the rest of the class!

rocess the learners# ans&ers

Acti!it# > a 6'o sa#s ,'at? ,s) the students to retain their triad$ and &or) cooperatively to complete the 7%ho says &hat'8 &or)sheet!

;ive them ten minutes to read and complete the entries in the &or)sheet

,llo& the students to present and compare their ideas to the rest of the class!


Acti!it# > ( %hat %e See$ 9eel and Thin)

,s) the students to form groups of six and share findings to fill out the What we see, feeland think&or)sheet!

,dvise them to split and &or) in pairs: the first pair &ill fill out the says portion$ the second pair &ill &or) on the see

portion and the third pair &ill &or) on the thinkportion!

Instruct them that each group must fill out the situation/eventportion first (efore they split up!

%hat %e See$ 9eel and Thin) %or)sheet ;roup


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,llo& them to compare ideas!


Acti!it# @>o& =id They Ever5'

,s) the students to form groups of ten -10 and &or) cooperatively on the 7>o& did they ever5' ,ctivity!

,dvise them to recall the important points of 7, Creation Story 9rom u4on8 and read 7The on)ey and the Crocodile8 -Fam(alversion as told (y eopoldo ichanco!

,s) them to complete the entries of the follo&ing &or)sheet!>o& did they ever5!!' %or)sheet ;roup


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=irect them to fill out the Story lan "otes &or)sheet as sho&n (elo&!

Story lan "otes 7, Story Creation 9rom u4on8 7The on)ey and the Crocodile8

SettingCharacters

ro(lem;oal

Events leading to goal -in order a!


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,llo& them to present and compare their ideas to the &hole class!

rocess the learners# ans&ers!

Acti!it# 11 S'apin$ Cour Scene

The teachers as) the students to retain their groups and read 7The ittle 9rog and the Small ond8 (y Evelyn 3! ua(!

Instruct them to focus on the events that lead to the climax and outcome -resolution of the conflict!

,s) them to fill out the Shaping Your Scene Plot Diagramas sho&n (elo&!

e!g!;roup:


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Climax 3esolution

,llo& them to present and compare their ideas to the &hole class!


Acti!it# 1. E!ents 5r$ani;er

,s) the students to &or) in small groups of five -A and read the assigned fol) narrative -7The Brigin of ine Tree8$ 7>o&

ilando) ecame , Sultan8$ 8Bld man In the ound8$ 7aria a)iling8$ 7,ngolo and ,ngara(8$ 7The Story of am,ng-an Excerpt8$ 7I(ong ,darna8$ 7The =ove and The >a&)s8$ 7The =on)ey In the ion#s S)in8$ 7ac) to the arrios8$ 7Theoon and The Sun8

Instruct them to fill in the events organi4er!

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;uide them to &rite the events in large (oxes and in the upper (oxes$ the num(ers sho&ing the order of the events as

they appear in the story!

,dvise them to arrange the events in their proper order!

,llo& them to present their organi4er to the rest of the class for evaluation/criti+uing!

et them process their ans&ers!

Acti!it# 19 %reatin$ A Stor# 8ap

,s) the students to retain their groupings$ and remem(er the salient points of their assigned story!

Instruct them to create a story map!

et them outline the setting$ characters$ and plot!

,llo& them to present their story map to the class for evaluation/criti+uing!

et them process their ans&ers!

Acti!it# 1" 8essa$es to Li!e B#

,s) the students to &or) in pairs$ and ta)e time in reading the messages!

They try reading the messages &ritten in (ac)tofront &riting!

e!g! 1! 7, T, J, TB"8 B= J3E"C>,E3T E>T J3,CIT3, S=EE= IKE8 2! 7"I3 ", "BITC3TSE= B9 3E>T,9 E>T SI TI 3B9 S>3E>TB 9B ES"BC E>T "B JE3 TB"

B=!T"E;= "%B 3BJ ES8

et the students present and compare their ans&ers!

Instruct them to recall the message of each selection they have explored!

,s) them to match each message &ith the explored selection!

,llo& them to present their ideas to the entire class!


Acti!it# 1=

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resent to the students a (ox &ith a list of purposes of narratives!

=ivide the class into t&o groups and lead them to choose from the (ox the possi(le purposes of narratives

,fter five minutes$ as) them to dra& lots to determine &hose group mem(er &ill (e the first to present his/her &or)!

Instruct each group to present their list in one minute$ as they ta)e turns in presenting their list!

Inform them that the group &ith the most num(er of correct narrative purposes &ins the game!

9or the second round$ as) each group to recall the title of each explored selection and match each &ith the purpose ofthe narrative!

Each group presents their ans&ers in t&o minutes and the group &ho gets the most num(er of correct ans&er &ins!

rocess the students# ans&ers!

Acti!it# 1> Remem(erin$ T#pes o Narrati!es

=ivide the class into t&o groups and as) each group to recall the types of narratives they )no&!

;ive them t&enty minutes to list the types of narrative they )no&!

et them dra& lots as to &hich group &ill (e the first to present the list! ,llo& each group to present the ans&ers for one minute and the group &ith the most num(er of correct responses &ins!

rocess the ans&ers of the students!

;uide the students to recall the explored narratives$ and let them identify each as to its type!

Instruct them to plot their ans&ers on the organi4ers as sho&n (elo&!

rocess the ans&ers of the students!

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Acti!it# 1> Spin +p D Quota(le Quotation

Instruct the students to &or) in groups of five -A$ and reread the assigned selection!

;ive them ten to fifteen minutes to find several passages to (e read aloud to the class!

;uide them to loo) for and choose passages &hich can (e interesting/&ell&ritten/confusing/funny/po&erful/surprising$ etc!

,s) them to read and present the passages aloud! Tell them to explain &hy each passage is chosen or selected!

,llo& the students to present and compare ideas!

;ive comments an suggestions!

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1! %hat is common in the

a! underscored(! encircled &ords'

2! %hen do &e use the a! v L ed form of ver(s'

6! %hy do &e use expression/&ords li)e: yesterday$ then$ last


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;roup the students into ten -10 and as) them to recall and print out the most challenging situation they found from the

selections explored!

,s) them to explain the reasons for choosing the situation$ and plot them on the chart

-Title of the selection ,llo& them to present and ran) their ans&ers as to &hich one is chosen (y the ma*ority as no!1 do&n the line to the least

chosen!

Instruct them to continue listing more challenging situations -real or experienced yourself$ and ran) them in the order of

gravity of the situation!

,s) them to ans&er the +uestion: How do these challenges/hardships compare to the hardships people of today face?

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rocess the students# ans&ers!

Acti!it# .. Stor# E/tension2Step Into t'e Aut'ors S'oes

,llo& the students to retain their groups -(y 10 and choose their most remem(ered/interesting narrative!

Instruct them to &rite an extended dialog that might occur (et&een / among the characters or provide a ne& ending to stepinto the author#s shoes!

,s) them to consider the +uestions: %hat do you thin) they might (e saying to each other/tal) a(out'

Tell them to (egin at the story#s highest point!

;ive them time to present / dramati4e the dialog!

Acti!it# . *oint o Vie,

,llo& the students to retain their groupings -(y 10$ and use the chosen narrative in ,ctivity 26!

,s) them to retell the story from the point of vie& of a TK/radio ne&s reporter! Tell them to present the report live to the class!

Instruct each representative of the group to act as if he/she is an evening or morning ne&s anchorperson!

Acti!it# .9 Role *la# An Inter!ie,

Instruct the students to &or) &ith a partner$ and ta)e turns in intervie&ing each other a(out a pro(lem -school$ community$

city$ country &hich can (e solved through the help of a li terary character/hero!

,s) them to find out ho& it can (e ta)en care of or ho& it can (e solved/resolved -highlighting the means that can (e applied

to resolve it

Tell them to include ho& can he/she help give +uality life for people! ,s) them to use the grid -as sho&n (elo& for their entries!

iterary hero ro(lem Solutions >o& it can give +uality life

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;uide each pair that one of them &ill pose as the literary hero and the other one &ill play the role of the intervie&er!

,llo& them to present/role play the intervie&!

Acti!it# ." Findin$ %onnections

,s) the students to reflect and find connections (et&een their favorite literary characters &orld and their real &orld! Tell them to consider this +uestion: How is the selection related to your real life?

Instruct them to connect their present real &orld of human conditions to the fictional &orld of human (ehavior -character#s

&orld (y highlighting their personal and cultural values!

,s) them to use the follo&ing +uestions as guideposts!

1! ,re you li)e the characters in the story or are there other people li)e them'2! In &hat &ays are they related'

,llo& them to share their ideas &ith the entire class!

Acti!it# .= Sc'ools Time %apsule

,s) each student to &rite a memora(le event that happened to him/her during childhood!

Instruct each student to

a! tell &hat happened(! give details a(out the eventsc! use the order they happenedd! explain the meaning of the experience

97 TRANSFER

1>

At this stage, the teacher should be able to do the following:

Make the students do independent applications of the various processes in creating anime comics

strips based on a folk narrative.

Make learners create anime comics strips using varied and comple' assessment procedures.

&ave them see the connections between tasks and the world.

Provide feedback.


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Acti!it# .> T'e 8a$ic All 5!er A$ain

=ivide the class into groups of ten -10 and tell them to pretend as storytellers

Instruct them to M

a! remem(er some of the stories they have (een told &hen they &ere )ids(! ma)e a list of these stories and set their imagination freec! &rite a (rief -one sentence description of eachd! choose one that &as the favorite of the groupe! &rite a full length version of it

,s) the representative of each group to share the story &ith the class!

Acti!it# .@ T'e Best 6a#

,s) the students to retain their groups -(y 10 and tal) a(out &hat pro(lem -school$ community$ city$ country trou(les them

most Instruct them to M

a! ma)e a list of possi(le &ays to solve the pro(lem(! thin)/choose a literary hero/superhero/anime character &hom they li)e and &ho is involved in saving lives or promoting

+uality lifec! explain ho& the character can help people solve the pro(lem

Acti!it# . %'aracters Guide

,s) the students to retain their groups -(y 10 and compare their chosen literary hero to their favorite anime hero!

Instruct them to compare the t&o characters (y focusing on their traits$ attitudes$ motives and values!

Tell them to plot their entries on the follo&ing ta(le!

Character Traits ,ttitudes otives Kalues

1! -literary hero2! -anime hero

,llo& the leader of each group to share the group#s ideas to the class!

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Acti!it# %'aracters In Action

=ivide the class into groups of five -A and as) them to produce dra&ings of pictures of the t&o important characters they#ve

chosen in the previous activity!

Instruct them to M

a! sho& the characters in action to illustrate ho& these characters are ali)e or different!

(! include each character#s name$ the title of the selection and the title of the anime T!K! program! ,llo& the students to sho& and share their dra&ings &ith the class!

Acti!it# 1 Ad!enture Anime %omic Strip

,s) the students to retain their groups -(y A and &or) colla(oratively

Instruct them to M

a! (rainstorm together and develop a good story idea (ased on the chosen pro(lem in activity 2H -The est %ay(! assign each mem(er of the group a section of the storyc! use their chosen anime character as the focus or lead character

d! put the anime character into a ne& setting

e! set their imagination free to &rite a story considering these +uestions:

%hat &ill (e the time and place of the action'

%ho &ill (e the other characters apart from the anime superhero'

>o& &ill they spea)$ move$ act and loo)'

%hat events should occur as part of the plot'

%hat conflict complicates the plot'

%hat &ill happen in the (eginning$ the middle and the end' -or they can use the story they produce in ,ctivity 2G M

The agic ,ll Bver ,gain

f! decide on &hich part they &ill illustrate through dra&ingg! choose parts &hich are interesting to illustrateh! decide ho& many frames or sections they &ill needi! dra& the picture of each frame and leave enough room for dialog (u((les

*! &rite in the (u((les &hat each character says)! apply color to each frame of the comics strips

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l! let each mem(er of the group comment on the comics stripsm! polish the anime comics strips (ased on the comments of their group mates

,llo& each group to share its illustrated comic strip to other groups!

se ru(rics to access / evaluate the learners# &or)!

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