2010 Secondary Education Curriculum English I

ENGLISH I
General Standard: The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Philippine Literature and other text types for a deeper appreciation of hilippine culture!

2010 Secondary Education Curriculum English I

Quarter 1 : NARRATIVE

Basic Features and Time Frame: 1" da#s Elements o Narrati!e Sta$e 1 %ontent Standard: *er ormance Standard: The learner demonstrates understanding of the distincti!e The learner tells a story creatively and proficiently! eatures& aest'etic elements and underl#in$ o()ecti!es of varied types of hilippine narratives using the most appropriate language forms and functions! Essential +nderstandin$: Essential Question: "arratives are the interesting accounts of people#s ideas$ %hy do &e study hilippine narratives' feelings$ and values pertinent to the development of their culture and society! 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 life experiences use diagrams$ charts$ dra&ings and other visuals to illustrate 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
2

Topic 1:

2010 Secondary Education Curriculum English I

formulate clear +uestions and appropriate responses Sta$e . *roduct or *er ormance E!idence at t'e le!el o understandin$ E!idence at t'e le!el o Tas-: The learner should (e a(le to demonstrate understanding per ormance ,nime comics strips (ased covering the six -./ facets of understanding! The learner artistically creates on a fol) narrative E/planation anime comics strips (ased on a Illustrate traits of characters in a map/guide! fol) narrative follo&ing these Interpretation criteria: 0a)e meaning out of the details used in a fol) narrative! focus/theme Application characters Create anime comics strips of a fol) narrative pro(lem/conflict 1se multimedia and technology in the presentation development of action 1se simple past tense$ appropriate time mar)ers creativity *erspecti!e craftsmanship 2udge the uni+ueness of the anime comics strips presentation language using agreed upon criteria Empat'# 3elate one#s understanding of the narrative to real life experiences Sel 0-no,led$e 3eali4e one#s capa(ility to construct meaning from a &ide range of narrative texts Sta$e 1 Teac'in$2Learnin$ Se3uence: 1! E4*L5RE
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 distinctive features, 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.
3

2010 Secondary Education Curriculum English I

Su$$ested Acti!ities Acti!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 elements in a pu44le and have them present their ans&ers to the class ,s) them to group the &ords into narrative features and narrative elements

R L S W R C Z J T K

E X G Z Q G Y O C S

S T R Y H O T Z H F

O C U P C L F S A G

L I X L Y A K E R W

U L A O C I N X A C

T F M T H D E R C D

I N I Z F M J A T H

O O L P O R B L E M

N C C V Q A X W R R

B V G N I T T E S E

Acti!ities . Ho, muc' do #ou -no,:' Acti!it# 1 6'at t'e picture su$$ests5! loo) closely at the given illustration and and point out the details that suggest a particular narrative feature or ,s) the students to &or) cooperatively in groups of ten -10/ fill out the entries of the follo&ing &or)sheet! element! Instruct them to &or) cooperatively in small groups of three -6/ and have them intervie& one another to come up &ith the e!g! ;roup "o! <<<<<<< Section <<<<<<<< =ate <<<<<<<<< most appropriate ans&er to the +uestion: 7%hat &ords/phrases (est descri(e the illustration/picture'8 >o& much do you )no&5' ,llo& them to compare their ans&ers =irections: 3ead each of the follo&ing descriptions and determine &hich narrative feature/element from .7 FIR8 +* e!g!
the &ord pool is (eing descri(ed! %rite the most appropriate ans&er in the (ox (efore each num(er! At this stage, the teacher should be able to do the following: Make the illustrate 1!learners se+uence of eventsand in a crystalli+e narrative their knowledge of the basic features, elements and types of Philippine narratives 2! the most suspenseful part of a you narrative in the varied activities will provide them. them 6! descri(es the time and place of action in a narrative ,ngage in the following meaningful and challenging activities to analy+e, generate and test their understanding. ?! etc! lease supply the rest of the items (ased on the pool of options given (elo&!/ Provide feedback to check for understanding.

Acti!it# 9 Title Tala !"#$%%%%%%%% &a'a !(')%%%%%%%% *"+a,%%%%%%%% #$-*" ! Instruct students to &or) in pairs and ans&er the follo&ing ."a*#/%%%%%%%%($.%%%%%%%%%%%%%%%%%%%-a**"$/%a !"#$ +uestions: @ "$"!"a*%%%%%%%%%"$ ".($!%%%%%%%%%%%%0*#!%%%%%%0'#1*(+%%%%%% 1! %hat does the title 7, Creation Story 9rom :u4on8 suggest' '()#*2!"#$is this -(ased on the title/' 2! %hat )ind of a narrative '")"$/%%%%%%%%%%a !"#$%%%%%%%%%%%%%%%)(!!"$/ 6! %hat message does it communicate' ;ive them five minutes to share their thoughts! Instruct them to match each narrative feature/element &ith its most appropriate description! ,llo& them to share and compare their ideas &ith the rest of the class! ,llo& them -(y group/ to present and match their ans&ers &ith the correct ones!

2010 Secondary Education Curriculum English I

rocess the learners# ans&ers!

Acti!it# " Visuali;e t'e Settin$ In <etails ,s) the students to form a triad$ and read 7, Creation Story 9rom :u4on8 Instruct them to fill out the Setting In =etails form for five -A/ minutes! Title: , Creation Story 9rom :u4on Setting: %ords/phrases ;roup <<<<<<<<<<< Bther details Section: <<<<<<<<<<<< =ate: <<<<<<<<<<<<

%ords/Images and other details that evo)e a feeling of 2oy Sadness

,llo& them to present and compare their ideas to the rest of the class! Acti!it# = Readin$ Lo$ Time ,s) students to &or) in groups of ten -10/ and read 7, Creation Story 9rom :u4on8! Instruct them to fill out the 3eading :og form as they read the follo&ing:

2010 Secondary Education Curriculum English I

;roup <<<<<< Section: <<<<<<<< Cuestioning

3eading :og Inventory 1! 2! 6! ?! A! .! D!

;uideposts ,s) +uestions a(out the characters and events of the story! redict &hat might happen next and ho& the story might end! Stop at times for a +uic) revie& of &hat you have understood so far a(out the story! ,s) +uestions li)e: 1! %hat#s happening' 2! %hy do the sea and the s)y do such things' 9orm opinions a(out the story! >o& does the story relate to your life'

=ate: <<<<<<<<<<

redicting

Clarifying

Evaluating

2010 Secondary Education Curriculum English I

,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
W&#%)a6)%7&a!8 D"'( !"#$)9%%R(a.%!&(%-#**#7"$/%($!'"()%a$.%.(!('+"$(%7&#%0'#1a1*6%)a".%(a &%*"$(:%W'"!(% %-#'%!&(%)(a%a$.%Y%-#'%!&(%);6: (:/: %1:%%<Y#2%&a.%a$%2/*6%-a (=: %2:%%<I%.( *a'(%7a'%a/a"$)!%6#2= ,llo& %3:%%(! :the students to present and compare their ideas to the rest of the class!

rocess the learners# ans&ers

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, feel and 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 think portion! Instruct them that each group must fill out the situation/event portion first (efore they split up! %hat %e See$ 9eel and Thin) %or)sheet Situation/Event %hat the character says ;roup <<<<<<<<< Section: <<<<<<<< %hat %e EEEEE See 9eel =ate: <<<<<<<<<< Thin)

,s) them to consolidate their &or) for presentation to the class!

5

2010 Secondary Education Curriculum English I

,llo& them to compare ideas! rocess the learners# ans&ers

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 0on)ey and the Crocodile8 -Fam(al version/ as told (y :eopoldo 1ichanco! ,s) them to complete the entries of the follo&ing &or)sheet!
>o& did they ever5!!' %or)sheet Story#s Title 1! 2! Character Challenge ro(lem ;roup <<<<<<<<<< 9eeling Section <<<<<<<<<< Solution Changes =ate <<<<<<<<<< %hat &ould I %hat I learn do

;ive them the guide +uestions to come up &ith (est results of the activity! ;uide Cuestions to use: 1! %ho faced a challenge/pro(lem' 2! %hat challenge/pro(lem &as faced (y the character' 6! >o& did the character feel a(out it' ?! ,t &hat point &as there a change in the character#s feeling/decision/motive' A! >o& is the change related to the purpose of the story' .! %hat solution did the character arrive at' D! %hat have I learned from the story' G! =o you thin) &hat the character did &ould (e effective in today#s society' %hy' %hy not' H! %hat &ould I do if I &ere in the character#s shoes'

e!g!

,llo& them to present and compare their ideas! rocess the learners# ans&ers! Acti!it# A Story lan "otes Instruct the students to retain their groupings -groups of 10/$ and recall the important points of 7, Story Creation 9rom :u4on8 and 7The 0on)ey and the Crocodile8!
>

2010 Secondary Education Curriculum English I

=irect them to fill out the Story lan "otes &or)sheet as sho&n (elo&! 7, Story Creation 9rom :u4on8 7The 0on)ey and the Crocodile8

Story lan "otes Setting Characters ro(lem ;oal Events leading to goal -in order/

a! <<<<<<<<<< (! <<<<<<<<<< c! <<<<<<<<<< d! <<<<<<<<<< e! <<<<<<<<<< etc$

a! <<<<<<<<<< (! <<<<<<<<<< c! <<<<<<<<<< d! <<<<<<<<<< e! <<<<<<<<<< etc

3esolution

,llo& them to present and to compare ideas to the &hole class! rocess the learners# ans&ers

Acti!it# 1B *lot Summar# 6or-s'eet ,s) the students to recall important points of 7, Creation Story 9rom :u4on8 and 7The 0on)ey and The Crocodile8 Instruct them to fill out the lot Summary %or)sheet for each selection!
P*#!%S2++a'6%W#';)&((!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%T"!*(9%%@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

Ba ;/'#2$.%I$-#'+a!"#$9 %%%% T&(%P'#1*(+ EA($!%1 EA($!%2

?

2010 Secondary Education Curriculum English I

EA($!% (! :

,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 Diagram as sho&n (elo&!

e!g! ;roup: <<<<<<<<<<

Section: <<<<<<<<<<

=ate: <<<<<<<<<<

SHA*ING C5+R S%ENE *L5T <IAGRA8 Bpening 9alling ,ction

,ction leading to the climax

1B

2010 Secondary Education Curriculum English I

Climax

3esolution ,llo& them to present and compare their ideas to the &hole class! rocess the learners# ans&ers

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) Iecame , Sultan8$ 8Bld man In the 0ound8$ 70aria 0a)iling8$ 7,ngolo and ,ngara(8$ 7The Story of :amE,ng -an Excerpt/8$ 7I(ong ,darna8$ 7The =ove and The >a&)s8$ 7The =on)ey In the :ion#s S)in8$ 7Iac) to the Iarrios8$ 7The 0oon and The Sun8

Instruct them to fill in the events organi4er!

EA($!)%O'/a$"C(' T"!*(%@@@@@@@@@@

S( !"#$9%@@@@@@ G'#209%@@@@@@@ Da!(9%@@@@@@@@

11

P*#!9% O2! #+(9%%@@@@@@@@@@@@@@@ C&a'a !(') C#$-*" !9%@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@ 2010 Secondary Education Curriculum @@@@%%%%@@@@ EA($!)9%@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@ English I S(!!"$/ @@@@%%%%@@@@ %%%%%%%%%%%%%@@@@@@@@@@@@@@@ @@@@%%%%@@@@ %%%%%%%%%%%%%@@@@@@@@@@@@@@@ ;roup: <<<<<< <<<<<< =ate: <<<<<< ;uide them Section: to &rite the events in large (oxes and in the upper (oxes$ the num(ers sho&ing the order of the events as Story 0ap for -Title of the story/ 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!

H"/&%P#"$!9%%@@@@@@@@@@@@

,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)EtoEfront &riting! e!g! 1! 7::, T, J, TB"8 B= J3E"C>,E3T E>T J:3,:1CIT3, S=EE= :IKE8 2! 7"I13 ", "BITC13TSE= B9 3E>T,9 E>T SI TI 3B9 S>3E>TB 9B :ES"1BC E>T "B J:E3 TB" B=!T"E0;=12 "%B 31BJ ES18 :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! rocess the learners# ans&ers

Acti!it# 1=
12

2010 Secondary Education Curriculum English I

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 of the 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&!

Fa1*(

L(/($.

M6!&

Ta*(

A$( .#!(

S&#'! S!#'6

rocess the ans&ers of the students!

13

2010 Secondary Education Curriculum English I

Acti!it# 1> Spin +p D Quota(le Quotation Instruct the students to &or) in groups of five -A/$ and reEread 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/&ellE&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! Cuota(le Cuotes: <<<<<<<<<< age "o! Selection: <<<<<<<<<< assage/Cuotation =ate: <<<<<<<<<<< %hy I Selected it

;roup: <<<<<<<<<< Title of the Selection 1! 2! 6! ?! A! .! Acti!it# 1A Buildin$ Brid$es

Instruct the students to read the lifted passages from different stories read! e!g! I$%!&(% $ nothing else existed! 1(/"$$"$/%%%%%%% 6()!('.a 2! The mon)ey sa& a large crocodile 1! 6! etc!
6:

Tell them to focus on the underscored &ords and encircled &ords in the passages of the simple past tense!
14

e!g!

2010 Secondary Education Curriculum English I

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 <<<<<' ,llo& them to give additional samples of time mar)ers for simple past tense! rocess the learners# ans&ers

Acti!it# .B A Bo/ ull o *ast Actions =ivide the class into t&o (ig groups$ and as) them to choose five representatives from each group! ,llo& the leaders to toss a coin as to &hich group &ill get the first chance to give the correct form of ver( and supply time mar)ers for the simple past tense! Explain that each representative has to get from the (ox a piece of paper &here an incomplete sentence is &ritten$ then he/she has to complete it (y giving the correct form of ver( and supplying appropriate time mar)ers in the simple past tense! Tell them that each turn calls for t&enty seconds to finish the tas) at hand! Explain that there &ill only (e ten turns$ and the group &ith the most num(er of correct ans&ers &ins! rocess the students# ans&ers! 17 <EE*EN At this stage, the teacher should be able to do the following: Provide students with thought provoking !uestions for them to reflect, revisit, rethink and revise their earlier assumptions about the basic features, elements and types of Philippine narratives, as well as the correct forms of verbs and time markers in the simple past tense. Address the learner*s uni!ueness, needs, strengths and weaknesses by providing them with differentiated instruction as needed. ,ngage them in meaningful, challenging and differentiated activities that will reinforce what they learned. ,ngage them in meaningful self)evaluation and provide feedback. Acti!it# .1 %'allen$in$ Situation
13

2010 Secondary Education Curriculum English I

;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

'(a)#$

'(a)#$

'(a)#$

'(a)#$

-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?
14

2010 Secondary Education Curriculum English I

rocess the students# ans&ers!

Acti!it# .. Stor# E/tension2Step Into t'e Aut'orEs 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 step into 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# .1 *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 literary 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

15

2010 Secondary Education Curriculum English I

;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'oolsE 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 events c! use the order they happened d! explain the meaning of the experience

97 TRANSFER FFF 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.
1>

2010 Secondary Education Curriculum English I

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! (! c! d! e! 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 free &rite a (rief -one sentence/ description of each choose one that &as the favorite of the group &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 life c! explain ho& the character can help people solve the pro(lem

Acti!it# .A %'aracterEs 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 0otives Kalues 1! -literary hero/ 2! -anime hero/ ,llo& the leader of each group to share the group#s ideas to the class!
1?

2010 Secondary Education Curriculum English I

Acti!it# 1B %'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# 11 Ad!enture Anime %omic Strip ,s) the students to retain their groups -(y A/ and &or) colla(oratively Instruct them to M a! (! c! d! (rainstorm together and develop a good story idea (ased on the chosen pro(lem in activity 2H -The Iest %ay/ assign each mem(er of the group a section of the story use their chosen anime character as the focus or lead character 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 0agic ,ll Bver ,gain/ f! g! h! i! *! )! decide on &hich part they &ill illustrate through dra&ing choose parts &hich are interesting to illustrate decide ho& many frames or sections they &ill need 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
2B

2010 Secondary Education Curriculum English I

l! let each mem(er of the group comment on the comics strips m! 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! 1se ru(rics to access / evaluate the learners# &or)!

21

2010 Secondary Education Curriculum English I

Resources

Re3uired: E 6eddin$ <ance$ (y ,mador =aguio E Ho, 8# Brot'er Leon Brou$'t Home a 6i e$ (y 0anuel E! ,rguilla E T'e 8on-e# and t'e Turtle$ (y 2ose ! 3i4al Su$$ested: E 8# Brot'erEs *eculiar %'ic-en$ (y ,le*andro 3! 3oces *'ilippine Fol- Narrati!e E T'e %reation$ ,n Igorot 9ol)tale 0 8ala-as and 8a$anda$ a creation myth E Sampa$uita$ a legend E T'e <o$ and t'e Lion$ a 0arana& 9a(le E In <is$uise$ an anecdote (y Ien*amin :! anlilio 3eference (oo)s Internet Computer 0ultimedia 0aterials =K= C= ;raphic Brgani4er pictures dra&ings art materials

22