SECOND YEAR ENGLISH
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies
Year 8 English: Expressing Feelings and Attitudes
• Listening• Express appreciation for oral interpretation noting harmony, unison, and rhythm • Listen to appreciate the tune and narrative structure of ballads
• Listen to appreciate harmony, unison, and rhythm in choral interpretation • Speaking
• Express feelings attitudes by utilizing variations of tone and tempo • Reading
• Develop the ability and the desire to read different text types for pleasure and appreciation
• Distinguish between facts and opinion and note expressions that signal opinions (seems, as I see it)
• Writing
• Use appropriate modes of development to express one's ideas, needs, feelings and attitudes
• Literature
• Determine the author's tone and purpose for writing a literary selection
• Show understanding and appreciation of the different genres with emphasis on types contributed by Asian countries (i.e. haiku, tanka, etc.)
• Point out the elements of plays and playlets
Objectives
• Paraphrase a ballad to appreciate and understand it. • Identify varied emotions depicted in the song.
• Interpret and express feelings and attitudes using different tone and tempo. • Unlock difficult words using the Four Square Chart.
• Employ Modified Readers Theater as a reading strategy. • Discuss the characteristics of a ballad.
• Check comprehension using varied graphic organizers.
• Participate in a dramatization of a scene in the story they liked best. • Express ones thoughts feelings and ideas through poetry writing. • Assess their learning through reflective journal writing.
Essential concepts, knowledge and understandings targeted
• Differentiate tanka from a cinquain.
Specific vocabulary introduced
• nymph(n)-any of the minor divinities of nature in classical mythology represented as beautiful maidens dwelling in the mountains, forests, trees and waters.
• sage(n)-a venerable man
• salvation(n)-liberation from ignorance or illusion
• bewitch(v)-to influence or affect especially injuriously by witchcraft • austerity(n)- the quality or state of being austere
• elated(adj)-marked by high spirits • scorn(n)-an expression of contempt.
• amulet(n)-a charm with magic incantation or symbol.
• saffron(n)-the deep orange aromatic pungent dried stigmas; a purple-flowered crocus use to color and flavor food.
Suggested organizational strategies
• Group and individual participation are encourage in all activities. • Ideal group members is six or eight.
Opportunities for Integration
• Music
Activities in this Learning Guide
Activity 1: "Beyond the Lines"
Multiple Intelligence
• Musical/Rhythmic
Skill
• Understanding information
Text Type
• Literary
Activity 2: "Sing Me a Song"
Multiple Intelligence
• Musical/Rhythmic
Skill
Text Type
• Literary
Activity 3: "Define It"
Multiple Intelligence
• Verbal/Linguistic
Skill
• Understanding information
Activity 4: Read with Your Eyes
Multiple Intelligence
• Verbal/Linguistic
Skill
• Understanding information
Text Type
• Narrative
Activity 5: "Let's talk about the Play"
Multiple Intelligence
• Verbal/Linguistic
Skills
• Use information
• Translate knowledge into new context
Activity 6: "Let's Dramatize It"
Multiple Intelligences
• Verbal/Linguistic • Body/Kinaesthetic
Skill
• Use information
Activity 7: "A Poet's Pen"
Multiple Intelligence
• Verbal/Linguistic
Skill
Activity 8: "My Reflective Journal"
Multiple Intelligence
• Verbal/Linguistic
Skill
• Verify the value of evidence
Key Assessment Strategies
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
In this stage, students will listen to a song entitled “Love Always Finds A Way” by Jed Madela. The song is about love's power in bringing back people to each other's embrace after being separated by obstacles for such a long time.
Strategy
Song is a short musical composition consisting of words set to music.
Materials
Listening Text “Love Always Finds A Way” on page 15 Assessment 1 “Observation Checklist” on page 16
Activity 1 “Beyond the Lines”
1. Divide the class into five groups.
2. Play a recorded song “Love Always Finds A Way”on page 15. (Teaching Option: The teacher may sing the song or ask somebody from the class to sing).
3. Assign each group a stanza of the song and let them paraphrase it. 4. Inform the students of the checklist for the activity on page 16. 5. Call the group representatives to present their answers.
6. Process the activity by asking the students to answer the following questions:
• What is the song all about?
• What did you feel when you sing the song? • What is the message/theme of the song?
Formative Assessment
Use Assessment 1 “Observation Checklist”on page 16 to check the individual participation of the students.
Roundup
Ask the students to answer the following questions: Which element of the song do you like– the tune, the lyrics or the rhythm? Why?
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Ballad are short narrative poems which have been adapted for singing which give effect of a song. It is a narrative poetry that is intended for singing.
In this stage, students will choose a stanza in the song “Love Always Finds a Way” by Jed Madela that shows or depicts the emotion in the smiley. This activity will allow them to interpret and express their feelings and attitudes using variety of tone and tempo
Strategy
Materials
Teacher Resource Material 2 “Task Cards” on page 17 Assessment 2 “Group Presentation Rubric” on page 18
Activity 2 “Sing Me A Song”
1. Use the same groupings in the previous activity.
2. Post an enlarged copy of the same song, “Love Always Finds A Way”. 3. Distribute to each group one task card on page 17.
4. Have each group choose a stanza in the song that shows or depicts the emotion in the smiley.
5. Let them present the song one at a time and use Assessment 2 “Group Presentation Rubric” on page 18 to assess the presentation.
6. Process the activity by asking students this question: “What feelings or emotions was revealed as you sang the song?”
7. Discuss interactively the characteristics of a ballad.
The popular ballad has the following characteristics:
• Musical Quality. This is achieved by a strong and recurring hymns.
• Dramatic quality. This story is short with maximum excitement and minimum words. • An Abrupt Beginning and ending. The ballad often begins in the middle of a
complicated story and the ending is usually abrupt. There is no description of the emotions of the characteristics.
• Repetition. The old ballads had incremental repetition. A ballad arrangement in which each verse is partly repeated with a new phrase added to make a new turn in the story
• Dialogue. action is largely developed through dialogue with little clue as to who is speaking
Formative Assessment
Use Assessment 2 “Group Presentation Rubric” on page 18 to assess student's outputs.
Roundup
Ask student to share the beauty of ballads in expressing feelings and emotions?
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
In this stage, students will read a play written by Kalidasa entitled “Reconciliation”. The story is a dramatization of King Dushyanta's love for Shakuntala, their parting and their reunion.
The story is presented using a modified readers theater where students express their appreciation and feelings about the story. They will also verbalized their ideas about the story using the different graphic organizers.
The different graphic organizers provide students the opportunity to understand and appreciate the story better.
Strategies
Five Square Vocabulary Chart is vocabulary strategy with a central cell to the word, and four outer cells to write its definition,synonym, part of speech and sample sentence.
Modified Reader's Theater is a similar kind of dramatic presentation in which actor/s read or recite a script and uses sets, costumes and decorations to help the audience understand the story.
Graphic Organizers
• Story Map is a strategy used to develop students understanding of narratives and ability to summarize important information. The map shows the important events and settings in the story.
• Facts and Opinion chart is a strategy used to list both facts and opinion about a character in the text.
• Character Weave is a strategy were students take note and keep track of characters as they read the play.
• Characterization Chart is a strategy used to characterized the main character in the story by describing what kind of character does the character portrays and other details about the characters.(What other character says and the author).
Materials
Student Activity 1 “Four Square Chart” on page 19
Teacher Resource Material 3 “Reconciliation” on page 20-23
Assessment 3 “Rubric for Modified Readers Theater Presentation” on page 24 Student Activity “Summary of the Play” on page 25
Student Activity “Facts and Opinion” on page 26 Student Activity “Character Weave” on page 27 Student Activity “Characterization Chart” on page 28 Assessment 4 “Group Work Presentation” on page 29
Activity 3:Pre reading “Define It”
1. Divide students into ten groups.
2. Distribute one word (from the pool below) and the Activity Sheet 3 to each group on page 19 (You may enlarged the activity sheet and let each group have their own copy on a manila paper.)
3. Give students enough time to do the task.
4. Call the group representative to present their answers to the class. 5. Check students outputs.
Activity 4:During Reading “Read With Your Eyes”
1. Keep the same groupings. 2. Post the motive question:
How were Shakuntala and the King reunited?
3. Divide the class into six groups. Let each group take one role. 4. Ask the class to read together the title of the story.
5. Distribute to each student a copy of the reading text on pages 20-23.
6. Explain to them the criteria for Modified Readers Theater Presentation” on page 24. 7. Then, let the groups read their assigned role.
8. Discuss and answer the motive question posted earlier.
Activity 5:Post reading “Let's Talk About the Play”
1. Divide the class into eight groups. Two groups can have the same task. 2. Distribute to each group the task and explain clearly the instructions.
Task 1: “Summary of the Play” on page 25 Task 2: “Facts and Opinion” on page 26 Task 3: “Character Weave” on page 27 Task 4: “Characterization Chart” on page 28 3. Present the rubric for the activity on page 29. 4. Give them time to do the task.
5. Call the group representative to present their outputs.
Formative Assessment
Use Assessment 3 “Rubric for Modified Readers Theater Presentation” on page 24. Use Assessment 4 “Group Work Presentation”on page 29 to check students' output in activity 5.
Roundup
To sum up this stage, ask students this question:What insights did you get from the story?
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
Strategy
Drama is a strategy that uses natural activities to take on a role for purpose of exploring real life situations.
Materials
Assessment 5 “Rubric for Drama” on page 30 necessary props for the drama
costume of the characters
Activity 6 “Lets Dramatize It!”
1. Group students into four.
2. Instruct student to choose a part in the story they liked most. Encourage participation of everyone during the presentation.
3. Explain to them the criteria for the activity on page 30. 4. Give students time to prepare and rehearse.
5. Call each group for presentation.
6. Process the activity by asking the students this question:
– What are the elements of the play/drama?
(Note: This activity can be assigned earlier for the students to be able to prepare for the presentation.)
Formative Assessment
Students' performance will be assessed using Assessment 5 “Rubric for Drama”on page 30.
Roundup
The students should have identified the elements of a play/drama.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
Writing poems is one of the wonderful outlet of expressing our thoughts and emotions. It can also convey ideas and feelings.
In this stage, students will express their feelings and attitudes by writing a cinquain and tanka .
Strategy
Poetry writing is a literary composition designed to convey experiences, ideas, or emotions in a vivid and imaginative way.
Materials
Activity 7 “A Poet's Pen”
1. Give students some inputs about tanka and cinquain. Please refer to Teacher Resource Material “Types of Poetry” on page 31.
2. With the class, make a cinquain and a tanka for Shakuntula by doing the following
• Steps for the Cinquain Line 1- one word
Line 2-two word describing the title Line 3-three words that tell the action Line 4-four words expressing feelings
Line 5-one word which recalls about the title
• Steps for the Tanka Line 1- Five syllables Line 2- Seven syllables Line 3- Five syllables Line 4- Seven syllables Line 5- Seven syllables
3. Then, write on the board the answers of the students to make the model of the cinquain and tanka.
4. Ask each student to write a tanka and a cinquain for the King and The son of Shakuntala (although this is to be an individual work but you may divide the students into 2. Half of the class will work on the “King” , the other half the “Son”.)
5. Call volunteer students to read their poems to the class.
6. To process the activity, ask the students the following questions:
– What are the characteristics of a tanka and a cinquian?
– How are they similar? different?
Formative Assessment
Ask the students to make a tanka and a cinquain of any person (father, mother, teacher, friend, etc...) they want to dedicate their poems.
Use Assessment 6 “Poetry Writing Rubric” on page 32 to assess the poems of the students.
Roundup
Ask students to share insights learned from the activity.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
Strategy
Reflective Journal is a writing activity for students' reflection and thoughts about their understanding and explanations about ideas or concepts.
Materials
Assessment 7 “Self-Assessment Checklist” on page 33 English Journal Notebook
Activity 8 “My Reflective Journal”
1. Ask the students to make a reflective journal about their poem writing activity. 2. Below are some guide questions in writing the journal:
– What have you learned about expressing your ideas and feelings through poems?
– How can you improve this skill?
3. Call volunteer students to share their journals to the class.
Formative Assessment
Collects students' journal to be inserted in their portfolio later.
Students journals will be assessed using Assessment 7 “Self Assessment Checklist” on page 33.
Roundup
Ask the students to express the importance of writing reflective journals?
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
Teacher Resource Material 1
Love Always Finds a Way
By Jed Madela
We`ve said it all a thousand times before
been to the wall
and always found somewhere to turn there was always room to learn
We`ve reached the end and almost closed the door
and someone went in I never can remember who
All I know is that
we found the strength to make it through CHORUS:
Love always finds a way
when the clouds have no silver lining He comes through shining
Love always sees the light through the darkest night
in a small way Love always finds a way
Holding you near After the storm has passed
It becomes clear
when all our tears have finally dried that no matter how
we fools may try to turn the tide REPEAT CHORUS
And when those moments when the magic seems to fade
We must remember then
that`s the time to keep on believing and not be afraid
If we both trust in what we really feel
The two of us
can hold tomorrow in our hands all it takes is just
Assessment 1
“Observation Checklist”
Student's Name Provides meaningful interpretation of the song and includes appropriate emotions to support the interpretation
Provides excellent presentation reflecting
creativity and a lot of thought
Participates actively and contributes to task.
Teacher Resource Material 2
Task CardsTask:
•
Cut each task card and distribute to each group.
•Which stanza in the song reveals this
emotion. Be ready to sing it with the desired
emotion.
Which stanza in the song reveals this
emotion. Be ready to sing it with the
desired emotion.
Which Stanza in the song reveals this emotion.
Be ready to sing it with the desired emotion.
Assessment 2
“Group Presentation Rubric”
Criteria
Excellent
Very Good
Good
Points
Enthusiasm
Demonstrated a
strong, positive
feeling about
the topic during
the
presentation.
Occasionally
showed positive
feelings about
the topic.
Showed some
negativity
toward the
topic.
Participation
Presenters
worked as part
of the group.
Evidence of
teamwork was
observed.
Some evidence
of teamwork
was observed.
Content
Ideas presented
was
well-prepared and
translation of
the song was
easily
understood.
Certain ideas
was clear but
some confusion
in translation of
the song.
Some ideas was
somewhat clear
but leaves the
listener a little
lost.
Group Work
Everyone
participated
actively and
contributed to
the task.
Some
participated
and contributed
to the task.
There was little
collaboration
Student Activity 3
“Four Square Chart”
Its Definition
Synonym
Parts of Speech
Sample sentence
Teacher Resource Material 3
“The Reconciliation” Excerpt from Shakuntala
By Kalidasa
Narrator: Shakuntala is the daughter of the nymph Menaka and a sage Vishvamitra of the Kathriya or warrior caste. She was raised by a hermit in their forest mediatation. Shakuntala meets Dushyanta, the reigning king of the Lunar dynasty. They fall instantly in love and are married. Before the king is able to take her with him, Shakuntala offends one of the sages and she is punished. Her husband suddenly forgets about her but her salvation is the signet ring that he leaves as a token. If she presents herself to him with the token, he would remember. She loses the ring while bathing in the Ganges River. Husband and wife are separated and Shakuntala gives birth to a son. The concluding scene tells how Shakuntala is finally remembered and accepted by the king.
Matali: This is the ashramas of the lordion, the ashramas of mandra trees.
King: This is heaven! I'm immersed in nectar. (They Step away from the chariot.)
Matali:We'll visit a few of the ashramas.
King: And stand in wonder before them. Here the kalpa tress breathe out to sustain the hermits. The bathing water is golden with the pollen of lotuses.
Meditation is practiced on heaps of gems.
Here there is self-discipline near bewitching girls. Other sages practice austerity for gain:
Here they scorn it.
Matali: The great aspire to purest. (He turns.) Vriddhasakalya, what is holy Maricha doing? Is she explaining to Daskshayani the duties of a wife while the wives of the other sages listens?
King: This is the chance of a lifetime. (He listens)
Matali: Stay near the asoka tree, sir. I'll announce you to Indra's father. (He leaves)
King:Why does my heart throb? I desire no one. I am alone and sad; my joys have left me.
Voices(offstage)No, no, now don't be naughty.
King: Who could be naughty in such a place? (He goes forward and looks in the direction of the voices.) A little boy with two girl hermits. The child is playing with a lion cub that has been taken from the lioness!
(The children enter)
Boy: Open your mouth, I'll count your teeth.
First Girl:Naughty, naughty! Why do you tease the cub? Isn't he a baby, the same as we all were once? No wonder they call you Sarvadamana!
King: Having no son makes me unduly tender. Why my heart is drawn toward this boy?
Boy: Hee, hee, he'll bite me. I'm so frightened. Hee,hee! (He makes a face at the girl)
First girl: Let him be, child. I'll give you something else to play with.
Boy:Give it to me then.
King: Look at his hand:
Opened for the object, the fingers touching, Like a lotus touched by early dawn,
The soft red light hardly slipping between petals The sure sign of royal birth.
Second girl: Words won't help Suvrata. You can go. Get the clay peacock that belongs to Markankenya. It's in my cottage. Perhaps he'll like it.
(The first hermit girl leaves)
Boy: Tell them I'll Play with the lion.
King:I love this naughty fellow.
Second girl:You won't listen? Who can help us? (She sees the king.) Good sir, help us get him away from the beast. He's teasing the animal for no reason, and his hands are tightly clenched I can't loosen them.
King: (Approaching and smiling). Why are you up to monkeyshines, small ones? Your father's a noble sage-and you behave in this fashion!
Second Girl:I'm sorry, sir, but he isn't a sage's child.
King: He certainly doesn't act like one. I was just guessing. I feel so elated in his presence. Lucky father who can boast of such a son!
Second Child: Now, isn't that strange... King: What's strange?
Second Child: Why he's the very image of you, sir! No wonder, he didn't mind you talking him to
task.---King:(Patting the boy). If he isn't a sage's son, what race does he belong to?
Second Girl: He belongs to the line of Puru.
King:(Aside). My race! That's why she thinks he resembles me. (Aloud) Then how is he in this place?
Second Girl: His mother gave birth to him here. She is related to the heavenly nymphs.
King:(Aside) I feed on hope. (Aloud) And which royal sage is her husband?
Second Girl: Sh-h-h don't asked me her name. He deserted her...
King: It must be me then. Suppose I asked her the name of the boy's mother-but thats not proper.
First Girl:(Entering with a toy peacock). Savradam, see this Shakuntalyana, this lovely bird.
Boys: Where's mother?
Both Girls: “I think, he's confused by Shakuntalyana.”
Second girl: No, my child, she wants you to see the beautiful bird.
Boy: I like this peacock. (he takes the toy).
First Girl: His amulet—it's missing!
King:Here it is. It slipped from the wrist while he was playing with the cub.
Both girls:Don't sir, don't!Oh he picked it up!(They stare at each other in horror)
King: Why what's wrong?
First Girl: The amulet contains a rare herb called aparajita given by Muricha to the child at the time of his birth. Only his father and mother may safely touch it.
King: And if someone else touches it!
First Girl: It becomes a poisonous snake.
King: Have you seen that happen?
Both Girls: Oh, many times, sir.
King:(Unable to contain himself, embracing the child). So this is my desire fulfilled.
Second Girl: Come with me Suvrata, we must report this Shakuntala. (The two girls leave).
Boy: Let me go. I want to go to my mother.
King: We'll both go to your mother.
Boy: you're not my father, Dushyanta's my father.(Shakuntala enters, her hair tied in a hermit knot.)
King: There she is, the pure-minded one, wearing saffron, her face thin with penance and...
Shakuntala: A stranger being so familiar with my son..
Boy: (Running to her mother. Mother, he call me his son.
King: I have been cruel to you my dearest. It does not matter. You recognize me.
Shakuntala:(Aside). Be still my heart. My fate pities me, having done its worst. This is my husband.
King:My dearest, my beautiful wife. My eyes see clearly once more. The fates have been kind.
Shakuntala: My Husband.(She sobs.)
King: Having seen you, I am happy. Having seen your face, and your pale-red lips.
Boy: Who is he mother?
Shakuntala:My son, a star is dancing. (She weeps.)
King: Forget the sad past of separation, my beautiful. Delusion filed my mind. To a blind man a garland is a snake.
(He falls at her feet)
Shakuntala: No, my husband, no.(the king rises.)Did you remember me?
King: Let the sorrow pass.:There is time enough. O my dearest, let me dry your eyes. (he does so.)
Shakuntala:(Noticing the royal signet). This is the ring.
King:This is the ring that brought me to my senses.
Matali:(Entering). So he has found his joy—at last!
Matali:There is very little he does not know. Come with me. Mariche, the perfect, grants you an audience.
King: Shakuntala, take the child's hand.
Maricha:(Entering). My son, live long. And do not let pity overpower you. Durvasas was responsible for the curse that brought you to your error. I learned this in deep meditation.
King: Now I know why I feel so free.
Maricha: This is your son...
King:...and heir, O perfect one.
Maricha: And so---this is the end. Go to the capital with your wife and son. Indra will send you and your subjects blessings and prosperity...See that you do the necessary act of worship. And all will be well...And all will be well...What more can I do for you?
King:There is no greater favor, O perfect one. Yet perhaps there is...
May the lord of the earth seek the good of my subjects. May the wise be honored.
And may I be released from further lives.
Assessment 3
Rubric for Modified Reader's Theater Presentation
Criteria
Excellent
5
Good
3
Needs Works
1
Oral Delivery
Consistently speaks
loudly for audience to
hear.
Usually speaks
loudly for audience to
hear.
Speaks too soft or
loud to hear.
Clarity
Words are
pronounced
correctly and easily
understood.
Most words are
pronounced
correctly and easily
understood.
Some words
are
pronounced
incorrectly,
to fast or
slow and
mumbles.
Reads with
Expression
Consistently reads
with appropriate
expression.
Usually reads with
appropriate
expression.
Reads with little
expression.
Reads in turn
Takes turns
accurately on a
consistent basis.
Takes turns
accurately on a
somewhat consistent
basis.
Takes turns rarely on
a consistent basis.
Cooperation
with group
Consistently works
Student Activity 4a
Summary of the Play
Task: Summarize the events in the play. Use the graphic organizer below.
Reconciliation
Setting
Plot
Theme
Student Activity 4b
Facts and Opinion
FACT OPINION
-Identify statements found in the story which express a fact or an opinion. Explain your answers. -Use the chart below.
Student Activity 4c
Character Weave
Task:
•
List the character traits of the main characters in the text.
•
Use the chart below.
Character
One word
description
Appearance
Significance
to the story
Someone
similar to
the
Student Activity 4d
Characterization
Task:
•Fill in the chart below by describing the main character of the story. •Cite other details to support your characterization.
Character
_______________________________
Physical Appearance
Actions:
Thoughts and Words:
Other characters thoughts and feelings:
Assessment 4
“
Rubric for Group Work Presentation
”
Criteria
3 2 1 PointsContent
Accuracy
Ideas presented
is well-prepared
and easily
understood.
Certain ideas is
clear but some
confusion in the
presentation.
Some ideas is
somewhat clear
but leaves the
listener a little
lost.
Shared
Responsibility
Responsibility
for task is
shared evenly.
Responsibility is
shared by most
group members.
Task is done by
one or two
person only.
Group
Participation
All members
participated
actively on the
activity.
At least 50% of
the members
participated in
the activity
Only one to
three members
in the group
participated in
Assessment 5
Rubric for Drama
Criteria Excellent Very Good Satisfactory Needs
Improvement
Points
(Participation)
All Members of the group displayed involvement
during the presentation.
(Relevance)
Presentation conveys insightful connection to the given situation.
(Creativity)
Group displays creativity in their
presentation
(Confidence)
Students displayed relaxed
and confident nature during the
presentation.
(Use of Proper Costume and
props)
Students use proper costumes
and props that accurately fit the
scene/s, shows creativity and to
make the presentation
better.
Teacher Resource Material 4
Types of Poetry
Tanka
is also one of the most popular form of poetry.
-They traditionally contained five lines and 31 syllables in a 5-7-5-7-7 fixed
syllable pattern. -Tanka poetry stresses the use of nouns, verbs, adjectives,
and adverbs in the elaboration of its subject. The structure also emphasizes
the use of patterns and syllabication. Rhyming, if included, is generally
alliterative or internal.
Example:
Thunderclouds building
Gathering strength as they grow
Releasing themselves
Pouring life-giving torrents
Cleansing the world in shower
Cinquain
is also another poem with five lines that uses a syllable count of
2-4-6-8-2.
Line 1- one word (title)
Line 2-two word describing the title
Line 3-three words that tell the action
Line 4-four words expressing feelings
Line 5-one word which recalls about the title
Example:
War
Sad, destructive
Killing, injuring, destroying
Assessment 6
➢
“Poetry Writing Rubric”
Criteria
Excellent
3
Very Good
2
Good
1
Points
Development
The poem
evolves a
definite
theme that is
clearly and
easily
recognizable.
The poem
evolves a
definite
theme but it
is not clearly
and easily
recognizable.
The poem
evolves a
definite
theme that is
conflicting
and
ambiguous.
Richness of
imagery
The words
used in the
poem are
elaborate and
descriptive,
they highly
appeal to
five(5) or
more senses
of the reader.
The words
used in the
poem are
elaborate and
descriptive,
they highly
appeal to
three(3) or
more senses
of the reader.
The words
used in the
poem are
elaborate
and
descriptive,
they highly
appeal to
two(2) or
more senses
of the
reader.
Development
of the theme
The poem
evolves a
definite
theme that is
clearly and
easily
recognizable.
The poem
evolves a
definite
theme but it
is not so
clearly and
easily
recognizable.
The poem
evolves a
definite
theme that is
Assessment 7
“Self-Assessment Checklist”
Name:________________________________________________ Date:_________________________________________________ Checklist for:__________________________________________I can...
organized my idea in a logical way.
use well-chosen, specific details, reasons, and/or examples to support my ideas.
use language that is appropriate for my reader and purpose.
use correct grammar and follow correct conventions in writing.
Students signature _____________________________________________________ Teacher's signature _____________________________________________________
Teacher's comments and suggestions
For the Teacher:
Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
