Eng Narrative Q4 Topic 1

8/3/2019 Eng Narrative Q4 Topic 1

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Quarter 4 ESSAY Topic 1 Description of an object Time frame : 5 daysStage 1

Content Standard:

The learner demonstrates understanding of a straightforward

description which aids to see the object through using sensory and

specific words plus clear descriptive details that create a dominant

impression about its nature.

Performance Standard:

The learner writes and presents a clear description of an objec

Essential Understanding :

Creating sensory image that makes one not only see the object but

smell, hear, taste, and feel it by using sensory and specific words truly

makes a description interesting.

Essential Question/s :

How can a description of an object become interesting?

How can the use of descriptive words help in bringing to life a

The learners will know : the basic principles of paragraph development

kinds of descriptive details

sensory and picture making words

adjectives in a series

The learners will be able to : demonstrate knowledge on the two kinds of descriptive

discuss how the use of descriptive words can help bring

subject

make meaning of a descriptive paragraph through the u

sensory words

produce an interesting description of an object

use clear sensory details that create vivid images

exhibit competence in following the order of adjectives

compare and contrast objects using description as bas

explain visual verbal relationship illustrated in tables,

information maps

transcode information from linear to non linear texts

ask and respond to question raised


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consider others suggestion in the use of descriptive wo

reflect on the accuracy of descriptive details presented collect and organize details in a description of an objec

use covert placement of adjective in a series

follow guideposts in describing an object

integrate multimedia and technology in the presentation

Stage 2

Product/Performance

A clear description of an object

Evidence at the level of understanding

The learners should be able to demonstrate understanding covering

the six (6) facets of understanding

Explanation

Explain the basic principles of paragraph development

Describe an object concretely and vividly by using exact and

colorful words

InterpretationMake sense of an object through the use of vivid description details

Application

Write a well constructed descriptive paragraph focusing on an

object

Expand ideas in writing a description of an object by using

exact and vivid wordsPerspective

Analyze the quality of the object presented based on descriptive

details

Empathy

Give and respond to feedback on ones paper in the revision process

Evidence at the level of

The learner writes a parag

an object based on the fo

Focus/Ideas

Structure

Organization

Style

Language Conven

Mechanics


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Stage 3

TEACHING/LEARNING SEQUENCE

1. EXPLORE

Suggested Activities

Invite the learners to try the WHAT AM I?guessing game where theyll

form two big groups and choose at least five (5) representatives from each group.

toss coin to determine which group will be the first to be given the chance to guess the correct term. read the description (written on a slip of paper) and guess which basic part of a paragraph is being described.

take turns in pointing out clearly each of the terms being described.

have the group that gives the correct answer gets the corresponding points and the group with the highest score wins.

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

Check/Diagnose the learners prior knowledge of the prerequisite skills in terms of their knowledge of basic parts of a p

well as the use of descriptive words and specific details Make the learners aware of the desired result, that is for him/her to demonstrate understanding of using sensory and s

descriptive details and dominant impression in describing an object

Introduce the Essential Question, How can a description of an object become interesting? and take it up with the lea

them answer the question and cue them into the big idea by activating their background knowledge or prior experienc

principles of paragraph development, kinds of descriptive details and the importance of using sensory and picture ma

Have them express their understanding of how to write an interesting description of an object.

Inform the learners of their major output, that is an interesting description of an object, and that they will be assessed criteria focus/ideas, structures, organization, style, language convention, and mechanics.


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Have them try THE TARGETgame where they will retain their groupings.

assign three (3) representatives (for each group) to take turns in targeting the requirements for a description of an object.

consider the group that hits each correct term/concept gets corresponding points and the group with the highest score wins

Impress upon them the desired result/s.

Provide the learners with at least five (5) questions, and let them-

reflect on the essence of each given question.

choose one which is closely related to the big idea as highlighted in THE TARGET game.

check their chosen question against these : How can description of an object become interesting? and How can the

descriptive words help in bringing to life a specific subject?

answer the essential questions or give temporary assumption.

Have them try the CAPTURING HUMAN IMAGINATIONactivity where they will write down two (2) thoughts that come to mind after seeing the picture/illustration of objects.

write about one of their thoughts via answering this question : Does anything puzzle/interest them about the picture/illustra

share their reasons why they are puzzled or interested about it.

point out by describing the details of the picture / illustration that puzzled / interested them (objects, place, person)

Give feedback.

Impress upon them their major output for the topic, that is, an interesting description of an object, and clarify to them that their outp

assessed based on the given set of criteria.


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2. FIRM UP

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

Make the learners illustrate or capitalize, their knowledge of how sensory and specific words, descriptive details, pict

making words, kinds of descriptive details, basic principles of paragraph development, adjective create a dominant im

in an interesting description of an object

Engage them in meaningful and challenging activities that promote cooperative learning, and that will reinforce wha

have learned

Engage them in varied/differentiated group activities that will make them reflect, revise or rethink on their understand

how a straight forward description create a dominant impression of its nature

Provide feedback to check for understanding


Encourage the learners to have a DESCRIPTION SURVEYwhere they will

work in groups of ten (10).

interview group mates on what subject can best be used for description.

have the consensus of the group, and rank them based on their order of preferences.

share their findings/discoveries with the class.

Give feedback.

Discuss with them the importance of presenting interesting description of an object, person or place.

Provide a sample paragraph describing an object, Here is one sample-The Working Robot

Hitachis EMIEW which stands for Excellent Mobility and Interactive as Workmate is stocky robot called Pal on two wheels that

orders from human voices and lend a hand with daily chores. This short-legged and long armed robot can work as fast as six kilo

miles) per hour and respond to human voices within a radius of one meter (3.3 feet). This white and grey robot is 13 centimet

inches) tall and weighs 70 kilograms (150 pounds). It is equipped with flexible arms and hands

and censor to avoid obstacles, analyze sounds and recognize human faces.


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TM : Japanese Robot Takes Orders. Tempo (March 16,2005)

Ask the learners to read the sample paragraph and to answer these questions:

1. What does the paragraph present?

2. The paragraph focuses on, how many topics/images/pictures?

3. Are the details closely related to one another?

4. Do all the details support the same topic? Are they logically arranged?

5. Does it present a clear over all impression of the subject ?

6. Which of the following principles of paragraph development is followed (UNITY, COHORENCE, EMPHASIS) in answering ques

Process the learners answer, and give feedback.

Draw the learners attention more on the features of a descriptive paragraph focusing on an object where they will zero in on

how the object is introduced.

what kind of details are used/what specific details make the description work.

which details focus on the physical aspect of the object (Objective Description). what details highlight/state the attitude/impression/feeling of the observer (Subjective Description).

what words/which part states the over- all impression of the object.

what kinds of words help in presenting clear, lively and moving description of the object in focus.

how to see the object concretely and vividly via using the chart as shown.

Subject/Object of Description :

Sight Hearing/sound Touch Smell Taste Over-all imp


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how to organize the details in a logical way (either spatial or order of importance).

Discuss with them the important/salient points to consider in describing an object via involving them actively in I BELIEVE/AGREE

they will

take turns in sending, analyzing and reacting to ideas expressed in the sentences (on slips of papers).

agree/disagree on the ideas presented.

prove their contentions by giving examples of clear descriptions.

Here are some sample ideas:

1. We need to use exact words to create bright, clear pictures in description.

2. Include details to contribute to the main/one-all impression of the object being described.

3. Focus on one subject/object to be described.

4. Use sensory details/words that appeal to scenes.

5. Choose a subject/object that you can describe objectively or subjectively.

6. etc.

Impress on the learners the importance of following the CONCERNS/GUIDELINES in writing a DESCRIPTION OFAN OBJECT.

1. Choose a familiar object thing to describe and one that you can observe directly.

2. Focus and limit your subject to one (1) so you can have enough spare to cover all important details, thus it follows the principle

3. Think about your purpose (create a mood or feeling) and your audience.

4. Use sensory details (words phrases that appeal to the senses).

5. Organize the details in a logical way (either spatialor order of importance). This follows the principles of COHORENCE.

6. Remember to leave an effective and lasting impression/mark on the minds of the reader by emphasizing your one-all impression

This follows the principles of EMPHAHSIS

LANGUAGE IN FOCUS

Instruct the learners to listen to you as you read a descriptive poem, and complete the entries of the text (youll provide them) by s

missing words/expressions:


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______, ______, ______ rock is everywhere (black ,brown, white)

Of ______ sizes, ______ like gold ______, ______ (different, hard, shining, searching)

The ______ soul and ______ beauty (simple, existing)

As is moves, follows, observes and stays

The source of inspiration, strength, willpower ________ to reach its sanctity it rejoices (determine)

Tell them to focus their attention on the words they have supplied, study them carefully and

pair up and ask each other the following questions:

1. What kind of expressions are supplied to complete the descriptive poem?

2. What do they have in common?

3. Where are they positioned/located in sentences?

4. How do they function in sentences?

Allow them to form concepts on the WHAT, WHEN and HOW TO use adjectives in a series.

Have them, complete sentence stems with examples from their experiences or their imagination via using correct positions of adje

e.g. I have seen a ______, ______, ______, ______ and ______ object.

Ask them to expand the given headwords by adding adjectives in a series

e.g. pedicab

clouds

beach

scene

creek

Instruct them to make mini dialogues about what objects inspire them and let them use descriptive words, adjectives in a series.

Drive them to revisit the Essential Question/s, and check their tentative answers.


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Impress upon them what entail a clear description of an object, and how to use adjectives in a series.

3. DEEPEN

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

Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier

about the basic principles of paragraph development, kinds of descriptive details, sensory impressions and picture

words in describing and object and adjectives in a series.

Address the learners uniqueness, strength, and weakness by providing them with differentiated activities.

Engage them in meaningful and challenging activities that will enrich what they have learned.

Engage them in meaningful self evaluation.

Provide them with feedback for understanding.


Ask the learners to

have a flashback of a memorable scene from a TV program or a movie that highlights a special object.

think of one you like most

orally describe how it looks

emphasize its function

give their one-all impression of the object

Give feedback.

Encourage the learners to imagine each of them as a roving reporter who is looking for an object to a group of youngsters who ar

him/her.

Tell the learners to do the FINE COLLECTIONexercise where they will

work in groups of ten.

assign one member to pose as a furniture dealer.


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have the rest of the members to pose as buyers.

make the furniture dealer describe his top of the line furniture.

make the buyer ask questions about the furniture.

Have the learners do THE RIGHT STUFFactivity where they will

each of them will pose as an interior designer whose attention is focused on a special/selected antique ornament inside a d

they will choose and indentify what that antique ornament is.

they will describe it vividly and explain its function.

they will give their over-all impression of the ornament.

Invite them to try the WISH LISTexercise where they will

pretend each of them is an editor of an interior design magazine and he/she has to give an advice to someone who is look

gift for a special someone.

make a wish list of what possible gifts (objects) they can give.

describe each item/object to be given as a gift.

give most convincing description to make it desirable.

use their imagination to devise reasons why it might be needed.

Make the learners do the 60 SECONDSexercise where they will

be given pieces of paper where names of objects are written.

take turns in describing to the class the object

be given no more than 5 minutes to prepare a description for each turn.

be given 1 minute to describe the object.

be given corresponding points for every correct identification of the object described.

be declared the winner if he/she earns the highest points after 30 minutes.

Impress upon the learners that a jingle is a short song or poem that describes a product.

Invite them to make A JINGLE FOR ADS where they will

make up/think/invent a new product.

talk about what the product does and how it looks like.


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describe what the new product does and how it looks like.

write a jingle that describes it.

try to make people smile and buy the product because of your jingle.

Invite the learners to

brainstorm ideas for vivid description.

choose something familiar.

imagine that each of them is going to describe the object for someone who has never seen it (say to a Martian).

brainstorm a list of words, phrases and comparisons to describe their objects on focus.

Check the learners mastery of the content standard and the essential understanding.

4. TRANSFER

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

Have learners make independent applications of their knowledge of the principles of paragraph development, kinds

descriptive detail, as well as using sensory and exact words in describing an object.

Make learners present a concrete and vivid description of an object based on a given set of criteria.

Have them see the connection between the task and the world. Evaluate the presentation and check it against the criteria set in rubrics.

Provide feedback to check for understanding.


Invite the learners to list five (5) objects that they find most useful in their lives.

Have them write at least three (3) precise sensory details for each item, and to use five senses to think for the detailse.g. sandwich ear of a corn carpet

Impress upon them that when they describe an object, they must use colorful, moving and lovely words to paint a vivid picture of h

life.

Make them remember the ROAD TO BETTER DESCRIPTIONwhere they will

understand their purpose and audience.

ask what is their goal in writing the description? (purpose), and who should read?(audience).


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choose the big picture/over-all impression of what theyre describing.

use vivid details and words that appeal to the senses.

think about the order of details to make their writing easy to follow.

Have the learners write a paragraph about a POSSESSIONthey have had since their early childhood and

describe the objects most unusual features.

read them aloud.

let others guess what the object is.

discuss which specific details have helped identify the object.

Invite them to do THE FAMILIARexercise where they will-

think of a familiar object to describe.

list at least 6 details about its appearance.

make sure each detail supports the main impression / idea that is stated in the first sentence.

choose a spatial organization that will present the details as clearly as possible.

use a specific topic sentence.

Have them do the BREAKING INactivity where they will

copy a word bank grid and fill it in with appropriate

use the words inside the box as bases for the

sensory details.

SENSORY WORDS BANK


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Process the learners answers.

Have the class try THE UNUSUAL game where they will

be divided into two big groups.

listen to the name of an object whispered by a classmate.

describe the object and let others ask questions and identify it.

continue taking turns in whispering, describing and identifying the objects.

consider the group with the most number of identified objects wins.

Give feedback.

Invite the learners to do the FIRST IMPRESSIONexercise. Have them do the following :

write three (3) familiar objects they can see inside their classroom.

write down their first impression of them.

have at least the first three (3) or five (5) details they noticed.

choose one from the three familiar objects they have listed down, and describe it in a surprisingly new way.

use objective and subjective description.

share their work with the class.

Give feedback.

Taste bumpy mutter scratchy

bitter perfumy screech

broad rotten smoky

coal rumble snob

copper rosy sour

damp round silvery

faded roar slippery

fresh shiny stale

spotted spicy sweet

whisper warm hot


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Ask learners to do the ZOOM INactivity where they will

choose one object from the previous list they have.

consider the sensory details they wrote in their previous activity.

recall the Road to Better Description.

Write the first draft of their description of an object.

use objective and subjective description.

Tell them to share their description of an object and -

talk about the corrections as needed.

listen for comments and suggestions.

discuss why each correction is needed. proofread and rewrite their descriptions.

make a clear copy to be presented to the class.

Assess the learners major output based on a given set of criteria.

Reference :

1. Blau, Sheridan. et.al The Writers Craft. (Illinois : McDougal Little, Inc., 1998).

2. Brown, Ann Cole et.al. Houghton Mifflin ENGLISH. (Boston : Houghton Mifflin, Co.,1990 ).3. Strong, William et.al Writers Choice. (New York : Glencoe McGraw Hill,1996).

4. West, William. Developing Writing Skills (Newton : Massachusetts : Allyn and Bacon, Inc, 1988).

5. Winterowd, W, Ross and Patricia Y. Murray . ENGLISH Writing and Skills Coronado Edition.

(Florida, USA : Holt, Rinehart and Winston, Inc, 1998 ).

Materials:

1. Instructional/Informational Aids

Samples of descriptive paragraphs

Schematic diagrams/grids/tables/charts/pictures

Rubrics

2. Technology Aids

CD


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Computer

LCD

Documents

Eng Narrative Q4 Topic 1