DAILY-LESSON-PLAN-DEPED-FORMAT-1.docx, Study Guides, Projects, Research of English Language

Download DAILY-LESSON-PLAN-DEPED-FORMAT-1.docx and more Study Guides, Projects, Research English Language in PDF only on Docsity! ENGLISH 10 DAILY LESSON PLAN School Grade Level Teacher Learning Area Teaching Dates and Time Quarter I. OBJECTIVES A. Content Standards The learner demonstrates understanding of how world literature and other text types serves as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. B. Performance Standards The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources. C. Learning Competencies/ Objectives Write the LC code for each Critique a literary selection based on the following approaches: -structuralist/formalist -moralist -marxist - historical and etc. EN10WC-IIIg-14 Specific Objectives: A. Define Historical Criticism; B. Share viewpoint on the material viewed; C. Determine how the author’s life contributes to the creation of a literary piece as part of Historical Criticism; and D. Appreciate the value of Historical Criticism as a literary approach in the story. II. CONTENT Approaches in Literary Criticism (Historical Criticism) Learning Areas Integration: Social Science, MAPEH (Music and Arts), Science, Math III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages Actub, Ma-an C. et al. 2020. English for Academic and Professional Purposes Self – Learning Modules. Cagayan de Oro City: Deped Regional Office 10. pp. 18 – 20. 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal www.google.com www.youtube.com B. Other Learning Resources Laptop, Video Clips, PowerPoint Presentation, Television, Cartolina, Marker, Bond papers, Glue, Tapes IV. PROCEDURES Teacher’s Activity Student’s Activity A. Reviewing previous lesson or presenting the new lesson Preparatory Activities Prayer May I request everyone to please stand up and let us all feel the presence of our Almighty God. Excellent Mr. Villegas! (The teachers stomps his feet) Ms. Lucas, here is your question. 3. Why do Igorots dance? Very good Ms. Lucas! (The teachers stomps his feet) Ms. Layno, here is your question. 4. How do Igorots preserve their culture and traditions? Very good Ms. Layno! (The teachers stomps his feet) (The last man to stand is Ms. Lucas) They dance to heal, worship ancestors and gods, and to insure positive outcomes during war, harvests, and weather. (The last man to stand is Ms. Layno) They provide various exotic cuisine, the explanation of their unique pieces of clothing and the celebration of their dances. (The last man to stand is Ms. Cruz) It is the representation of the lifestyle and identity of the people in a country. Ms. Cruz, here is your question. 5. Why do we need to preserve our culture? Excellent Ms. Cruz! Now, knowing all those things, let us try to guess in what particular subject do you have right now as grade 10 students do we study the cultures, tribes, practices, beliefs and traditions of indigenous people? C. Presenting examples/ instances of the new lesson Flash on the screen: What is a Historical Criticism? Any idea about the question class? Yes, Mr. De Leon? Excellent Mr. De Leon To further learn about historical criticism, we shall watch and read a literary piece titled “The Wedding Dance” written by Amador T. Daguio. Who is Amado Daguio? Yes, Mr. Reyes? Sir? Historical criticism is an approach that we use to seek for the historical background of a literary text. Sir? He is a writer, a poet and a novelist. Very good Mr. Reyes! (The teacher presents the biography of the author.) Who wants to read? Yes, Ms. Castro? Another thing is in his writing, he seeks to establish a pure Filipino voice, distinct from its colonizers. Even in English, Daguio’s writing is Filipino in essence. (Present on the screen) I have here a traditional headdress of Igorots called putong. You are going to pass the putong to the person sitting next to you while the music is playing. Once the music stops, the person who is wearing the putong will be the one to answer the question. If you do not know the answer, I will give you the chance to call a friend and answer the question for you. Are you ready class? Sir? AMADOR T. DAGUIO - A poet, novelist, and teacher during the pre – war. - Born on January 8, 1912 in Laoag, Ilocos Norte but grew up in Lubuagan, Mountain Province. - Other works are “To Those of Other Lands,” “Mountain People,” translation of an Ifugao harvest song “Huhud hi aliguyon” and others. Yes, sir! Ms. Chua, here is your question. 8. Why did the author write this story? Great Ms. Chua! (The putong stopped to Ms. Chua) It draws upon the culture of his ancestors to explore Filipino traditions along with the universal themes of love, suffering, and societal expectations. E. Discussing new concepts and practicing new skills #2 (Topic flashed on the screen) Who wants to read? Yes, Mr. Alinao. Thank you Mr. Alinao! It is based on the context in which a work was written, including the historical and social circumstances of the time. This was supported by the next slides. (Topic flashed on the screen) Who wants to read? Yes, Ms. Cua. Sir? A literary criticism that looks at literature of evidence about economic and political events going on at the time which the works were produced, and also looks at historical events to explain the content of literary works. Sir? Know the facts about the author’s life. Thank you Ms. Cua! (Topic flashed on the screen) Who wants to read? Yes, Mr. Guiyab. Thank you Mr. Guiyab! It investigates the origins of a literary piece. It focuses on the sources of a document to determine who wrote it, when it was written and where. (Topic flashed on the screen) Who wants to read? To understand a literary piece, we need to understand the author’s biography and social background, ideas circulating at the time, and the cultural milieu are considered. Sir? The historical critics did much to produce more accurate pictures of the cultures which produced and consumed literature to pursue work’s connection to the well – known events of its era. Yes, Ms. Molina. Thank you Ms. Molina! Sir? To make a Historical Critique, the following should be considered: Who wrote it? When was it written? What else was happening at the time of its writing? How did it come to be in the form we have it today? What did it mean to the people who first read or heard it? F. Developing mastery (leads to Formative Assessment 3) Now class, you are going to do the activity titled “Raise your Flag” where you are going to raise your flags that indicates your answer. Raise the YELLOW FLAG if the line is historical and RED FLAG if it is not. Are you ready class? 1. Awiyao goes to his Lumnay’s house to personally invite her to the traditional wedding dance at the ceremony of his new marriage. 2. During the conversation of Lumnay and Awiyao, they found out that they still love each other but because of their tribe’s custom, they need to separate. 3. Awiyao needs to marry another woman to bear child to follow after the husband’s name. 4. Lumnay wants to go because she wants to stop the tribe’s tradition and Yes, sir! (Students answer may vary) Thank you, Ms. Agtina. I. Evaluating learning This time class, I will divide you into five groups. Each group will be given a minute to present their works. Are we clear class? GROUP 1: THE POETS Based on the story, you will make a poem dedicated to Lumnay. It must contain at least 2 stanzas. GROUP 2: THE DANCERS Choose a folksong then make a dance presentation using it. GROUP 3: THE POSTER MAKERS Make a poster about the life, culture and traditions of Igorots. GROUP 4: THE SLOGAN MAKERS Make a slogan about the importance of history. GROUP 5: THE WRITTERS Write a letter dedicated to Lumnay. Criterion 5 4 3 Yes, sir! Creativity The output demonstrates personal expression and truly portrays their tasks. The output demonstrates some personal expressions and slightly portrays their tasks. The output demonstrates an average amount of personal expression. Content The output shows very meaningful content, complete explanation and relation to real – world context. The output shows meaningful content. The output shows some significant points related to the topic. Teamwork All members of the group take part in accomplishing their task. Some members of the group are only putting effort in doing their task. Only the leader of the group is doing the group task. RUBRIC Now, May I call on Group 1 to present. Let us give them the Good job clap! May I call on the second group to present. Let us give them a barangay clap! May I call on the third group to present. Let us give them Dionisia Clap. May I call on the fourth group to present. Let us give them amazing clap. May I call on the fifth group to present. Let us give them fireworks clap. Well done class! Group 1 presented. G-o-o-d-j-o-b good job! Group 2 presented. (Loud noise and claps) Group 3 presented. 1, 2, 3, Berigud! Berigud! Group 4 presented. 1, 2, 3, - 1, 2, 3, A-A AMAZING! Group 5 presented.