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Teachers Guide

Module 1

Lesson 1___________________________________________________________________

RECOGNIZING ROLES IN LIFE

YOUR JOURNEY

Introduce the lesson by asking the learners to read the entries in YOURJOURNEY phase. Let them reflect on the importance of recogniing andperforming roles in life. In!ite them to ask "uestions about it.

Emphasie to them the importance of the entries in the YOUR

O#JE$%I&E' phase like(

? share prior kno)ledge about the topic

? process information mentioned in the te*t listened to

? perform tasks by follo)ing instructions

? infer thoughts+ feelings and intentions in the material !ie)ed

? pro!ide )ords or e*pressions appropriate to a gi!en situation

? analyse literature as a means of disco!ering the self

? point out the distinguishing features of a poem

? determine the features of an informati!e )riting

? use the appropriate stress in deli!ering lines of poetry and prose

? use capitaliation and punctuations correctly

? present a )ell prepared $ommunity 'er!ices #rochure

%hey are to present+ at the end+ a Community er!ices "rochure asa ma,or e!idence of their understanding. Inform them of the criteria forassessment )ill be( -ocus+ $ontent+ Organiation+ 'upports+ &isuals+ $larityand Language echanics.

/a!e them perform the Three Minutes Letter Search Riddle Game as their

first task inYOUR #N#T#$L T$% phase. %hey are toread eachstatement closely and search for the missing letter as suggested by eachstatement.

1. I am the first letter of right.2. You0ll find me in boar but not in bear.3. I0m in the middle of ceiling.4. You0ll find me in ore but not in our.5. I ha!e the sound of sea.

? 1ut the letters together to come up )ith the ans)er to this riddle.

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2hat is it in life that I ha!e to perform3

444 444 444 444 444

? $onsider the first one to gi!e the correct ans)er as the )inner.

-or Task 2 All For the EST! instruct the learners to do the follo)ing(

? -orm small groups of fi!e+ and take turns in ans)ering these"uestions.

1. 2hat kind of role in life

a. interests you most3

b. helps put you into a happy mood3c. You prefer5 en,oy doing3 You

like best32. 2hat are your talents or things you can do )ell36i!e reasons for your choices.

? ake a list of all of them in the table as sho)n.

? 'hare and compare your lists )ith other groups.

? 7dd items from others0 lists to yours.

? 8eep your list for future use.6i!e comments.

forTask " INS#IRATIONS! reiterate to them that theycan find people)hom they admire primarily because of the roles they perform in making a

difference not only in their li!es+ but also in others0 li!es. %hey inspirepeople because they ha!e achie!ed something special in the field that

interest s them also&

ake them pair up+ and reflect on these "uestions(- 2ho do you consider as a person )ho inspires youbecause he5she is !ery effecti!e in performing his5her role inlife3

- 2hat do you think are his5her "ualities that leadhim5her to become successful in performing his5her role inlife3

/a!e the recall the name of the person 9 you kno) personally or throughreading or through )atching a mo!ie: )ho has been successful in performingan important role in his5her life.

o!e them to

List the "ualities this person share )ith them and others.

? 'hare their list )ith classmates.

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6i!e feedback.

In!ite them to do task $ EFFECTI%E& #ARTIALL'(INEFFECTI%E&2here they )ill

? Inter!ie) at least fi!e classmates + and find out ho) they perform their

roles in life.? Note their responses.

? $opy the chart + and plot it )ith entries called for.

? 'hare their findings )ith the class.6i!e feedback.

-or Task ) LOO*ING AC* ! they ha!e to

? look back at the roles they played before+ and ero in on the mostimportant one for them.

? think of ho) it differs from the role they are playing no).

? plot )hat )ere the roles they played before+ )hat role they are playingno) and )hat they hope to play in the future.

? specify ho) they feel about it and ho) they fare in performing it.? look back at the ideas they listed in $ll 'or The "ET phase. -indout )hich of them they0ll change or add to the ones in the chart.

? share and compare your ideas )ith a partner.

? report back to the class.6i!e feedback.

ake them doTask + FOC,S -,ESTIONS )here they )ill gi!e tentati!eanswes to the r the FOCUS (BIG ) Questions:

.hat roles can I /er0orm that 1ill make a di00erencein m li0e&.h is it im/ortant to reco3ni4e m roles in li0e&

5o1 can I /er0orm m roles in li0e e00ecti6el&

? Remind them about these "uestions as they )ork on the phases of thislesson. 7llo) them to set+ )rite and share their e*pectations on thislesson. %ell them that they can add 5 ans)er the "uestions and considerho) the tasks )ill not only help them understand the language and

literary concepts+ but also help them shape their li!es.

-orYOUR TE(T phase+ tell them that

This phase will crystallize their knowle!e an unerstanin! o" their tar!etconcepts an skills throu!h eeper e#ploration o" the poe$ in "ocus%

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&ou'tlessly ytheoknow that appreciatin! a poe$ is like appreciatin! apicture photo illustration or rawin!%

/a!e them do the Task 7 Ten minutes IMAGE Talk8 Emphasie to themthat

lthou!h it is ne*er state they as reaers+ *iewers can in"er thou!hts"eelin!s an intention 'ase on the etails o" in"or$ation presente

in the photo + picture or rawin!% & They can "ocus on the lines an!les colorse*en shapes o" the o',ects+ i$a!es presente an relate the$ to real li"ee#periences"or the$ to unerstan its $essa!e+ $eanin!%

ake them do the follo)ing(

? 1air up+ and look closely at the dra)ing of a teen;ager is lookingintently at the giant incoming ship full of people )earing different

costumes< these smiling people are )a!ing to the teen;ager as ifthey0re beckoning him5her to ,oin them

? %alk about 5 discuss )hat it communicates to you.

? Use the follo)ing guide "uestions..

? 2hat do you think the dra)ing )ants5 intends you to belie!e3? =oes it suggest5 ans)er the "uestion ( .hat roles can I

/er0orm that 1ill make a di00erence in m li0e&? /o) closely do you think5 belie!e do the dra)ing match your

mental image of recogniing and performing roles in life 3

1ro!e your point.? 2hat details of the dra)ing tell you about recogniing andperforming roles in life 3

? /o) )ell+ do you think5 belie!e the dra)ings5 illustrations fit the!alue of recogniing and performing roles in life 3? /o) does the picture make you feel about recogniing and

performing roles in life 3

? 7fter >? minutes+ con!ene and share your responses.

? -ind common grounds about your ideas.1rocess the learners0 responses and gi!e feedback.

In!ite them to doTask 9 For SIGNIFICANT 5,MAN E:#ERIENCES87sk them to mull on the follo)ing points.

-eain! a poe$ pa*es the way to $akin! $eanin! in li"e & It allowsyou to share certain e#periences% O"tenti$es you "in you shareso$ethin! in co$$on to that e#perience that $akes the poe$ $eanin!"ul%This is when you think 'ack an recall a ti$e when you ha*e $uch in

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co$$on with the sa$e e#perience than what you ori!inally thou!ht% Thepoe$ speaks to you as you e#plore hu$an conition%

oti!ate them to find out ho) the poem @ The E)EN $GE O' M$N A

from the comedy @ $ YOU L#%E #T A by 2illiam 'hakespeare pro!idescherished pieces of information about human condition. ake them listen

to you read the poem and do the follo)ing

? 7s you listen to your teacher reads the poem+ read it silently and )atchout for )ords )hich are difficult for you to understand. List them in

your !ocabulary notebook and ha!e them as entries in your )ordbank.

T*E E)EN $GE O' M$N

("ro$: .S /OU 0I12 IT3 ) 'y: 4illia$ Shakespeare

7ll the )orld0s a stage+

7nd all the men and )omen are merely players?

'ighing like furnace+ )ith a )oeful ballad ade to hismistress0 eyebro). %hen a soldier -ull of strange oaths+ and

bearded like a pard+ Jealous in honor+ sudden and "uick in

"uarrel+ 'eeking the bubble reputation

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>B E!en in the cannon0s mouth. 7nd then the,ustice+In fair round belly )ith good caper lined+2ith eyes se!ere and beard of formal cut+-ull of )hite sa)s and modern instances ALLITERATION! ASSONANCE

and CONSONANCE?!Emphasie to them that another interestin! "eatures o" a poe$ that $akes it$usical is the presence o" soun e*ices like alliteration assonance anconsonance%

ALLITERATION is the repetition o" consonant souns at the

'e!innin! o"

the wors like: dou'tin! drearin! drea$s no $ortal

enter dare to drea$ 'e"ore%

888 2!ar llan 9oe "ro$ .The -a*en3

whileASSONANCE calls "or the repetition o" *owel souns within

wors7

e.g. alon! the winow sill the lipstick sta's!littere in their steel shells. -ita &o*e "ro$ .olescence

III3

CONSONANCE is the repetition o" consonant souns within an at the

ens

o" the wors%

e%!% So$e late *isitor entreatin! entrance at

$y cha$'er oor 888 2%% 9oe "ro$ .The -a*en3/a!e them do the follo)ing(

? Read the poem again+ and look out for )ords or lines that sound

like they are e*amples of alliteration+ assonance and consonance.

? List all of them + and chart them on the space pro!ided belo).

? 'hare your findings )ith the other groups.

1rocess the learners0 responses and gi!e feedback.

For Grou/ $ IMAGERIES! reiterate to them that through the )ords usedby the poet+ as e*pressed by the @ personaA 5 speaker + the !i!id images+ clearsounds+ e*act feelings are clearly con!eyed . %he descriptions help in makingsense of the poem. ake them do the follo)ing(

? Read the poem silently+ and think of the images the )ords

created in your mind.? 1icture them in your mind+ and try to bring them in clear focus.

? List these )ords that create clear pictures in your mind.

? 'hare the feeling each image e!okes.? 1oint out the real life e*perience or obser!ation in life thateach image suggests.

? $opy the chart sho)n belo)+ and fill it out )ith entries called for.

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? 'hare your findings )ith the other groups.1rocess the learners0 responses and gi!e feedback.

'or Grou < /OR. "an,4 tell them that one )ay to enlarge your

!ocabulary is to build /ord "an,. 7 /ord "an,is a collection of )ords thatyou can use for special purpose5 appreciate for a gi!en situation. %hen+ makethem

? read the poem silently+ and look out for )ords in the poem that fits

each description belo).

1. 7 lyric poemthat tells a story. 444444444444 2. 7 fat

chicken 444444444444

3. crying

444444444444

4. promises or

pledges to accomplish 444444444444 5. display

unconsciousness or nothingness 444444444444

6. thro)ing upor !omiting due to sickness 444444444444

7. a school bag

444444444444 8. refers to

stem or branch 444444444444

9.

produce high sharp sound 44444444444410. unhappy or

sorro)ful sound 444444444444

? check if these )ords they ha!e unlocked are also found in in their listof loaded5 hea!y )ords they made earlier.

? add those )ords )hich are unlocked in their 2ord #ank.? copy the $hart and fill it out )ith their loaded 5 hea!y5difficult )ordsand their meanings.

? share their findings )ith the other groups.1rocess the learners0 responses and gi!e feedback.

'or Grou = > ? Meanin52ul Encounter4 remind them thata poem is ameaningful musical e*pression of significant human e*periences )herepo)erful )ords are used to signify the beauty and grandeur of life. %hesepo)erful )ords gi!e hue to important messages. /a!e them do the follo)ing(

? Read the poem silently to find its meaning.

? Reflect on and discuss the ans)er to each of the follo)ing "uestions.

2or Grou =1. 2hat comprise the se!en ages of man or stages in life of manaccording to the poem3

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2. 2hat describe the school boy attitude to)ard school3 /o) doyou feel about these pictures of childhood33. 2hat is compared to theA stageA in the first t)o lines3 /o) arethe t)o related34. In Line >F G >H+ )hat is compared to @ reputation03

5. 2hat other comparison are used in the poem3 2hich aree*amples of metaphor3 2hich are e*amples of simile3

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6. 7ccording to the speaker or @personaA in the poem+ )hatphysical and mental changes take place as a man reaches thesi*th and se!en ages37. =o you agree )ith the persona0s description of old age3 2hy3

8. 2hat other acceptable descriptions of old age can you thinkof39. In the last line of the poem+ the )ord '7N' is repeated. 2hatdo you think is the purpose of repeating it four times310. Re/etitionis a central part o" poetry that as to the

en,oy$ent o" a poe$% 4ors phrases or lines are repeate toser*e a purpose% 9oets o"ten $ake sure their wors stay in the

reaer5s $in%=oes it help in the understanding of this poem0s meaning3

-ind other e*amples of RE;ET#T#ONin the poem. List them.11. 2hat effect does itgi!e in the description of the last

stage ofman3

1rocess the learners0 responses and gi!e feedback.

'or Grou ?

12. /o) are the se!en ages of man described by the persona3

>F./o) do the roles of man differ based on the persona0sdescription3

14. =o you think the persona has a great understanding of the

uni!ersal e*perience of man performing a role in eachstage3 E*plain.

15. 2hich lines describe the roles in life that man performs316. Under )hat circumstances it may be better to be young ratherthan be old+ or !ice !ersa+ in performing roles in life317. /o) does the poem make you feel about the importance ofrecogniing and performing a role in life effecti!ely318. 2hy is it acceptable5 better to recognie and perform your rolein life319. /o) does the poem make you think of the importance ofrecogniing and performing a role in life effecti!ely3

20. 2hat are the ad!antages and disad!antages of not recogniingand performing your roles in life321. 2hat )ould be the most effecti!e )ay of performing your rolein life3

? 'hare your responses )ith the other groups.

1rocess the learners0 responses and gi!e feedback.

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For Group 8 Connect to Life

? 7ns)er the follo)ing guide "uestions? 2hich part makes 5 dri!es you to think of someone5 something

in real life3? 2hat kind of in life is con!eyed in the poem3? 2hat line5s gi!e hint suggestion on ho) one can be effecti!ein performing one0s role3? Is the message of the poem )orth)hile3 1ro!e your point.? /o) important is the poem0s message in your life3

? 'hare your responses )ith the other groups.1rocess the learners0 responses and gi!e feedback.

In!ite them to doTask @@8 On ,sin3 E/ressions A//ro/riate toSituations

A. )here they )ill? read the poem once more to ans)er this "uestion.

? =o you agree )ith the persona0s description of the last age ofman in the last t)o lines of the poem3 2hy3

? =o you agree )hen he says that the last stage is @secondchildhood )ithout e!erythingA 3 1ro!e your point.

-e$e$'er that there are $any ways you can e#press a!ree$ent orisa!ree$ent% There are special wors+ e#pressions that clearly inicate theintention an their appropriateness to the situation% These wors +e#pressions can 'e "or$al or in"or$al 'ut the situation ictates their speci"ic

"unctions%e%!% Consier your possi'le responses to the a"ore$entione !uieuestions%

O0 course! I a3reewith the persona5s escription o" the last a!e o"$an%

No seriously I 'elie*e otherwise%

? 2hich )ords e*press agreement3 =isagreement3? $an you gi!e other e*amples of agreement 3 disagreement3

? read these sample mini dialogs aloud+ and spot the presence of)ords5 e*pressions indicating agreement or disagreement.

1. 7ngelo( You0re the only person )ho kno)s )hat reallyhappened. alee( %hat0s not "uite true+ 'am )as there too.2. ay( /ey+ that0s right. I remember he sol!ed the problem forus. Joe( %hat0s good to kno). 2e00ll gi!e him a call.3. Erick( 2e can play the game no).

7ndrei( Okay+ but I0m not good at it.4. #am( %hat0s )hat they say

Rom( No+ seriously. I ha!en0t played !ery )ell at all.

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5. $onnie( =o come. $an you stay for lunch3&angie( I0m afraid not. )e ha!e to go some)here .

6. Rina( #ut you ha!e time for coffee+ don0t you3%ess( %hat )ould be nice.

7. ilette( %here0s something I ha!e to tell you

ila ( $an0t it )ait3ilette( Not really. It0s pretty important.8. Lucille( 'hould I forget itall3 7nnie( No+ ,ust listen carefully.9. 'onny( Okay+ I guess I0mready. Leif( 6ood. No)+concentrate.

For 8 #OSITI%E ROLES! they )ill

? e read the poem @%he 'e!en 7ges of anA and pair up.

? find lines that suggest man has to perform roles in life.? specify )hich lines clearly point out positi!e sign of performing rolesin life.

talk about )hich of them they agree or disagree. E*plain.

? use )ords5 e*pressions indicating their purpose.

? share their ideas )ith the class.

1rocess the learners0 responses and gi!e feedback.

For Task @2 On ,sin3 Ca/itali4ation and #unctuation Mark! clarify

that

4hen they rea poe$s they on5t pause or stop at the en o" the lines 'utyou watch out "or co$$a or perio to !uie the$% They use punctuation$arks to help you "in sensi'le $eanin! o" what theyre reain!% Clarity o"e#pressions in poetry or prose co$position e#ists i" the sentences areappropriately punctuate an the wors are properly capitalize%

-orConnect do the follo)ingB

? $onsider this sample informati!e article about punctuation.

? =iscuss your ans)er to the follo)ing "uestions.? 2hat ha!e you obser!ed as unusual in the informati!e article3? 2hat is it all about3? 2hat punctuation marks are described in the article3

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? 2hat problems in )riting and reading are caused by improperuse of capitaliation and punctuation marks3? 7re these problems applicable e!en in today0s )orld3? /o) do )e sol!e such problems3

1rocess the learners0 responses and gi!e feedback.

-or Sensi

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For Task @" Gi6e me Ei3ht+ they )ill

-orm ei5ht 0 3 small 5rous+ and choose one from the follo)ing tasksto )ork on.

'or Grou 1 Yes4 its imle Dut its Too Good To Miss4 they )ill

? -orm a tableau.? 1osition your body to form a tableau that depicts a scenefrom the poem.? -ind out if the other groups can identify the scene andeach person0s part in it.

1rocess the learners0 responses and gi!e feedback.

For Grou/ 2 Fan Letter to a Role Model! they must rememberthatthey look up to your parents+ grandparents+ teachers+ relati!es or

friends because you find them inspire you to perform roles in lifeeffecti!ely. %hey regard them as good role models )ho help youalong the )ay. %hey )ill

? choose an inspirational person+ and )rite a fan letter to him5her.? include a re"uest for some meaningful ob,ect or symbol andfor some tips for their success.? e*plain in your letter )hy you admire this person and )hyyou consider him5her as your role model.? mention also ho) he5she helps you and )hy you )antthe ob,ect.

? read your letter to your classmates.

1rocess the learners0 responses and gi!e feedback.

-or Grou/ " #ERSONAL 5EROES! emphasie to them that )e allha!e personal heroes or idols; people )ho represent e!erything )e0d like tobe. %hey can be people )hom )e kno) like a classmate+ player+ coach+mo!ie star+ musician+ singer+ politician+ reporter+ media man+ leader etc.ake them

? brainstorm and make a list of people )hom they admirebecause they ser!e as positi!e influences on your

generartion.

? choose the famous or popular ones.? list ob,ects you associate )ith each person.

? act out silently; pantomime; a famous role model and ask

other groups to guess )ho he5she is.

? use one or t)o ob,ects you can associate )ith each role

model.

1rocess the learners0 responses and gi!e feedback.

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? 'or Grou 8 Leadin5 Li5ht4 tell them that others say that somepeople are born )inners. %hey perform )ell in any role they ha!e.

%hey shine in school academics+ contests+ e*tra;curricular acti!itiesand e!en in sports. In real;)orld tasks+ they do )ell. aybe theyaren0t born )inners after all but they0!e learned ho) to become

)inners& .hat could

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1rocess the learners0 responses and gi!e feedback.

'or Grou < 8 ;oetic Music )ideo4 they )ill

? choose a song 9 rap+ pop+ rock+ ethnic+ classical+ country+ religious+

etc.: that e*presses ho) one !alue one0s role in life. ? match it to your fa!ourite poem.

? If possible+ try )riting5adding ne) )ords 9 e*pressing your ideas on

ho) : to go )ith the music .

? use the song as the musical background

? .assemble illustrations+ props to accompany your recording.

? If possible+ !ideotape your presentation.

? try singing it to class.

1rocess the learners0 responses and gi!e feedback.

For Grou/ + ance uo! the 1ill do the 0ollo1in3B

? Recall as many songs as you can about the importance of playingroles in life.

? $hoose some music that you think con!eys the feeling andthe meaning of or the one that represents the poem+ A %he 'e!en

7ges of anA .

? 'ing it and use appropriate mo!ement that suggest the meaningof the poem.

? Interpret your chosen lines from the poem through dance steps5mo!ements..

? Rehearse a performance of the poem and dance.

? 1resent it to class.

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1rocess the learners0 responses and gi!e feedback.

For Grou/ D Roles and Concerns! they )ill do the follo)ing(

? 2ith your groupmates+ discuss ho) you0ll s"uarely come up )ithany of the follo)ing.

? 2hat recent )orld issues5 problems can be sol!ed if people)ill recognie and perform their roles effecti!ely3? /o) )ill our li!es be different similar to people )ho ha!e beensuccessful3

? =iscuss ma,or change in your life.

? Use the follo)ing guide "uestions.? 2hat )as difficult in playing that role3? /o) did the situation impro!e3? /o) can you handle the role successfully3

? Remember to share your responses5 ideas )ith other groups.

1rocess the learners0 responses and gi!e feedback..

'or Grou *i5h F Lo: ;oints4 tell them that the roles they per"or$ in li"e

ri*es the$ to e#perience hi!h points an low points& $s, them these

uestions&? 2hat are these high points and lo) points you e*perience3 E*plain.ake them sure they0ll share these points they e*perience as theyperform their role in their past and present life.

1ost these high and lo) points in your -# or %)itter 2all or send it toyour friends through e mail.In!ite them to gi!e comments+ suggestions+ or reaction.

1rocess the learners0 responses and gi!e feedback.

7ckno)ledge them as they0re doing great 7sk them ho) they feel about it+and if they )ant to add more proofs of their understanding on the targetconcepts and to hone their communication skills

-or YOUR -IN7L %7'8 phase+ point out to them that as e!idence of theirunderstanding and learning the target concepts and enhancing the target

skills+ they ha!e totry your hand on their ma,or output for this lesson+ andthat is+ Community er!ices "rochureand the criteria for assessment )ill

be( -ocus5 $ontent+ Organiation+ 'upports+ &isuals+ $larity and Languageechanics. You )ill do this by groups. Ne*t+ they )ill do the follo)ing(

? -orm fi!e big groups+ and perform your assigned tasks.

;ere are so$e !ran ieas "or the preparation an presentation o" a

Community er!ices "rochure % 0ook the$ o*er 'e"ore you plun!e into it%

1eep these points in $in as you !o throu!h the process%

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/ou pro'a'ly know o" clu's or!anizations centers or e*en keypersons o""erin! ser*ices in your 'aran!ay + co$$unity% Consier the$ asones who per"or$e e#traorinary roles in li"e%

? 'cout for and present sample brochures.? #ear in mind that a Drochurelike a letter+ report+ speech+ re!ie)+

instruction pamphlet and any other form of informati!e )ritingpresents factual information and details.

? =iscuss the ans)er to the follo)ing "uestions.? 2hat is the brochure all about3? 2hat do you think is the purpose of this brochure3? 2ho do you think are the target audience of this brochure3? 2hat are the information or basic features contained in thebrochure3? 7re the information based on facts3? /o) are the basic information presented in the brochure3

? 2hich of the follo)ing methods 9description+ enumeration+

comparison5contrast or e*emplification: used in the presentationof the information3

? 2hat is the basic structure of a brochure3? 2hat makes the brochure interesting3? 2hat )ords capture your attention3? 2hat help5 support5ad!antages does the brochure offers3

#lannin3 Sta3e

? $onduct a meeting and plan for the preparation of the brochure

)here the follo)ing points should be co!ered.? 7ssigning specific role to each member.e.g. a leader+researcher5s+ illustrator+ compiler5s+ lay out artist5s+

)riter5s+ inter!ie)er+ editor+ concept artist+ presenter? $larifying the functions of each member%? $larifying the main re"uirements for the brochure are the

topic+ purpose and audience? Identifying the topic for the brochure.? $larify the purpose of the brochure. 7ns)er these"uestions( 2hy are )e )riting5composing this brochure3 2ho)ill be interested in reading it3 2ho need it3? Identifying the key persons5 clubs5 organiations+ centers

and the ser!ices they )ill highlight in the brochure.Gatherin3 In0ormation

? -ind out the key persons+ clubs+ centers+ organiations in thebarangay that offer ser!ices that make a difference.

? 1repare "uestions and put them in logical order

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? $all or !isit and inter!ie) at least three 9F: people )hom youconsider successful in performing their roles to learn more about their

ser!ices.? ake a list of their accomplishments5 achie!ements andspecialiation.

? -ind out )hat they consider important to their success.? $ollect photos+ dra)ings+ illustrations or !ideos 9 if possible:sho)ingordinary people making a difference by performing their roles in life )illinglyand graciously.

ra0tin3%

? $onsolidate the information you gather+ and choose the ones you )illuse in your brochure.

? Use fe)+ simple+ short+ catchy but meaningful sentences.

? %hink of the order you )ill use to organie the factual information.

? E*plain the significance of the ser!ices to the target readers.? Report orally and in )ritten form the ser!ices each offers plus theneeds.

? Use photos and charts in the presentation.

/ritin5 and ;resentin5

? 7sk other schoolmates to read and e!aluate your brochure.

? 7sk for comments and suggestions.

? Look o!er the first draft+ and re)rite it .

? 1olish your draft incorporating the suggestions made by your

e!aluators&

? =o the finishing touches and present yourCommunity er!ices"rochure&

1rocess the learners0 output+ and gi!e feedback.

9oint out the help+ support+ 'ene"its + specialization + ser*ices theor!anization clu' or key persons o""er+ are $ae a*aila'le%

$onsider and be guided by the follo)ing criteria (? -ocus5 $ontent? Organiation? 'upports? &isuals? $larity? Language echanics.

$heck their progress.

-orYOUR TRE$URE phase+ clarify to them that they0!e acti!elyengaged in !arious tasks that helped them impro!e their understanding of

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Teachers GuideModule 1

Lesson @

___________________________________________________________________

MA:IMIZING M' STRENGT5

B. Resources1. aterials

a. $= recording of listening inputs.

b. pictures5 photos of supernatural heroes

2. E"uipment

a. 7udio $= 1layer5 cellphone audio player

b. speakers

C. 7cti!ities

Your Journey

.Character can not 'e e*elope in ease an uiet%Only throu!h e#perience o" trial an su""erin!

can the soul 'e stren!thene

a$'ition inspire an success achie*e%3

- ;ellen 1eller

-

a*imiing means @making the best use ofA and this is )hat you must do )ithyour strength. %his happens )hen you focus on the areas you are most skilled+talented and strong )hile a!oiding your )eakness.

%his )eek0s lesson )ill unfold one0s greatness and heroic acts )hich )ill leadyou to disco!er your hidden potentials and de!elop skills for the realiation ofthe )orld0s ultimate goal ;;; positi!e transformation.

Your Goals

? 'hare thoughts+ feelings+ and intentions in the material !ie)ed.

? Restate the ideas con!eyed by the te*t listened to.? E*plain ho) )ords are deri!ed from names of persons andplaces.? E*plain ho) the )ords used in the poem )ork together andcontribute to the theme of the selection.

? 7nalye ho) literature helps in disco!ering oneself.? %ake note of se"uence signals or connectors to establish the

patterns of idea de!elopment in a te*t? Use appropriate punctuation marks+ capitaliation+ andinter,ections in )riting descripti!e paragraphs.

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? Use appropriate stress+ intonation+ pitch+ pronunciation+ andgestures in deli!ering a poem.

? $on!ey a message to an idolied hero through a rap. Your

Initial %asks

/I% the /IN%' 9C? minutes:

'ee %ask > @Your Initial %asksA

a. 'ho) the pictures of supernatural heroesb. Let the students infer about the strengths or po)ers of eachhero.

c. 1rocess the ans)ers5 output of the students.

'7Y that 767IN 9F? minutes:

'ee %ask C @Your Initial %asksA

a. Let the students )rite three lines from the listening te*t that theylike the most.b. /a!e them restate the lines using their o)n )ords andsentences.c. %ell them to read their )ork in front of the class.d. 7fter processing the abo!e task+ discuss the tips inparaphrasing.

Listening %e*t( /ero

2riter9s:(7-7N7'IE--+ 27L%ER 5 $7REY+ 7RI7/

7rtist( ariah $arey Lyrics1opularity( B>DB users ha!e !isited this page.7lbum( %rack C on usic #o*

/ereKs a heroIf you look inside your heartYou donKt ha!e to be afraidOf )hat you are%hereKs an ans)erIf you reach into your soul7nd the sorro) that you kno)

2ill melt a)ay

$horusM7nd then a hero comes along2ith the strength to carry on7nd you cast your fears aside7nd you kno) you can sur!i!e'o )hen you feel like hope is gone

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Look inside you and be strong7nd youKll finally see the truth%hat a hero lies in you

ItKs a long+ road2hen you face the )orld aloneNo one reaches out a hand-or you to holdYou can find lo!eIf you search )ithin yourself7nd the emptiness you felt2ill disappear

$horusM

Lord kno)s=reams are hard to follo)

#ut donKt let anyone%ear them a)ay/old on%here )ill be tomorro)In time youKll find the )ay

7nd then a hero comes along2ith the strength to carry on7nd you cast your fears aside7nd you kno) you can sur!i!e'o )hen you feel like hope is goneLook inside you and be strong7nd youKll finally see the truth%hat a hero lies in you%hat a hero lies in you%hat a hero lies in youhttp(55))).lyrics??.com5ariahC?$areyC?Lyrics5/eroC?Lyrics.html

Your %e*t

7%%7$8 those 2OR=' 9>? minutes:; =ay >

'ee %ask F @Your %e*tA

a. Instruct the students to classify the compound )ords based ontheir deri!ation indicated on the table.b. 1rocess the ans)ers. You may ask the follo)ing "uestions(

1. 2hat is your basis in classifying the )ords according totheir category32. 2hat is the modern e"ui!alent meaning of each )ord3

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Let the students read the poem aloud obser!ing appropriateintonation+ stress+

and pronunciation.

Your =isco!ery %asks

'7Y YE' or NO 9F? minutes:

'ee %ask HAYour %e*tAa. %ell the students to say yes if the statement is congruent tothe poem read and no if it is not.b. Let them cite lines from the poem to test if theirinterpretation is correct.c. /a!e them e*plain their ans)er to lead them to theunderstanding of the theme and message of the poem.

Illustrate the $reations 9>? minutes:; =ay C

'ee %ask B of @Your %e*tA

a. Instruct the students to describe the entities mentioned based

on the poem read.b. $all some !olunteers to discuss their ans)ers.c. 'tress the challenges faced by the people in a certain place+their rights and responsibilities that entail a person or citien in orderto ha!e peaceful life.

$O17RE and $ON%R7'% 9=yads: 9 >? minutes:

'ee %ask of @Your %e*tA

a. %ell the students to use the &enn diagram in comparingand contrasting #eo)ulf and 6rendel.

b. Lead them in realiing that sometimes )ealth cannot be a

solution to a problem. 7ssociate this to /rothgar0s status.c. Emphasie the importance of personal strengths inorder to o!ercome one0s problems.d. 7sk ho) the poem helps them in disco!ering their innerstrengths+ potentials+ and capabilities as an indi!idual.

IN%O %/E /EROP

'ee task AYour %e*tA

a. %ell the students to ans)er the "uestions pertaining to the te*t.

b. 1rocess the ans)ers.

E1I$ &'. LYRI$

'ee task DAYour %e*tA

a. /a!e the students take note of the similarities and differences of the t)opoetry.

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b. Let them ans)er the "uestions about the t)o poetry.

YOUR .#CO)ERY T$%

'1O% %/E 'I6N7L' 7N= 1UN$%U7%ION 7R8'

'ee task QAYour =isco!ery %asksA

a. Instruct the class to scan once again the poem @#eo)ulfA and list do)nse"uence signals they could spot.

b. /a!e them illustrate ho) these )ords are used in the selection by fillingout the grid.

c. Remind them about the use of se"uence markers.

'e"uence markerscan signal ho) to interpret the relationship bet)eensentences in a number of different )ays. -or e*ample(

1. %hey can indicate chronological order+ or order of importance 9e.g. "irst %%%seconly %%% thirly< to 'e!in with %%%% ne#t %%% to conclue:.

2. %hey can add to or reinforce )hat has already been said

9e.g. "urther$ore< in aition< what is $ore)%

3. %hey can indicate that t)o propositions ha!e e"ual status

( likewise< si$ilarly:.

4. %hey can indicate cause;result relationships 9e.g. conseuently< so< as aresult:.

5. %hey can indicate that a gi!en proposition contradicts an earlier one

9e.g. con*ersely< on the contrary7'y way o" contrast:.

6. %hey can indicate concession 9e.g. ne*ertheless< in any case< "or allthat< all the sa$e:.

7. 'ometimes a distinction is made bet)een internal and e*ternalse"uencers+ i.e. the use of these markers to indicate real )orld0 e!ents

9e*ternal:+ or rhetorical organiation0 9internal:. -or e*ample+ First o" all %%%%

then %%%% "inallycan indicate chronological se"uence 9e*ternal:+ or order ofimportance 9internal:.

http(55))).arts.gla.ac.uk5'%ELL75LIL%5se"mark.htm

? =iscuss the se"uence signals before letting the studentsans)er task Q. 9>? minutes:

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7R8 %/E 1UN$%U7%ION'

'ee task >?0Your =isco!ery %asksA

a. /a!e the students read the stanas from #eo)ulf and then letthem take note

of the punctuation marks.

b. Instruct them to ans)er the "uestions about the punctuation marks.c. 6i!e inputs as regards punctuation marks.

o

o

o

o

o

o

o

o

Uses of $olon and 'emi $olons( 9>? minutes:

1. Use a colon to introduce a list+ "uote or statement that you )ant todra) attention to in a complete sentence. E*ample( %his )eekend+ )e )illattend a !ariety of e!ents( a concert+ a fair+ a football game and church.

2. Use a colon to separate numbers in !arious instances+ such as time9>C(F?(?> a.m.:+ a ratio 9C(>: or a scripture 9John F(>:.

'ponsored Links

-ree n%rustS aster$ardS

7pply in 'econds ; 1/1 aster$ardS 'hop Online or in 'tores

))).n%rust.com

3. Use a colon to separate a title from a subtitle in a book+ lecture or otherbody of )ork.E*ample( T/ome( 7 No!el.T

4. Use a colon in memos or after a salutation in a formal5business letter.E*ample( T%o 2hom It ay $oncern(T andT%O( John 7dams-RO( E!e aybury =7%E(June CQ+ C??D

'U#JE$%( JuneKs meetingT5. Use a colon after a summariing )ord. E*ample( TE*ample( babiesTand T7ns)er( chicken.T

6. Use a colon in dialogue )riting+ such as in a script.E*ample( TJohn( I told you that I lo!ed you.T

'emicolon

7. Use a semicolon to separate t)o complete+ but related+ sentences.E*ample( TI asked ary to go to the game )ith me last )eek< she told me no.T

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o

o

8. Use a semicolon to separate t)o+ oftencontradictory+ complete sentences )ith a con,uncti!e ad!erb like Tho)e!erT orTtherefore.TE*ample( T'herry and I )ent to the mo!ies earlier today< ho)e!er+ )e missed the

film that )e )anted to see.T9. Use a semicolon in a series+ usually )hen the series calls for multiple commasthat could confuse the reader. E*ample( %he county high schoolKs homecoming courtinclude 'andy ay+ senior< %iffany #ills+ ,unior< Leslie addo*+ sophomore< and LisaJune+ freshman.

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'ponsored LinksRead more( http(55))).eho).com5ho)4HCB>D4use;colon;use;semicolon.htmli*Cguh8,-/s

IN%RO=U$E %/E $/7R7$%ER'

'ee task >>A=isco!ery %asksA

3. /a!e the class )rite a speech balloon to introduce#eo)ulf and 6rendel using the cartoon strips being pro!ided.4. Let them use se"uence signals and punctuation marks.5. Instruct them to suggest on ho) to effecti!ely speak anddeli!er their lines.6. Let them read or deli!er the lines by obser!ing appropriatestress+ intonation and ,uncture in reading @#eo)ulfA.7. Remind them that each group )ill take turns readingspecific stanas from #eo)ulf.

%Y1E %/E %EV%

'ee task >CAYour =isco!ery %asksA

a. 7sk the students to identify the te*t type of the follo)ing articlesas to

,ournalistic+ informati!e+ or literary.

b. 7fter doing the task abo!e+ ask them )rite their ideas about the features

of a literary te*t and ho) each should be read.#n2ormati!e teHtA'er!es to inform< pro!ides or discloses information. 9 -ilm !ie)ing: %he /.O..E.

a. Let students )atch the !ideo

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b. 1rior to the !ie)ing pose these "uestions( /o) )ould yourise to the challenges presented3 2hat do you think moti!ate them to do this!ideo3

c. 'et the goal of enhancing oneself through literature

9Note( If digital picture cannot be accessed through Yout %ubr+ you may use

the alternate acti!ity for !ie)ing:%ask C. Lend e an Ear

a. Instruct students to listen to !ery )ell to the !ideo5te*t for the secondtime.

b. /a!e them take note of the ideas they ha!e seen5)atched in the !ideoand encourage them to e*press )hether they agree or disagree )ith it.

%ask F. In a $apsule

a. /a!e the students summarie the contents of the !ideo )atched.

b. Instruct them to use the appropriate se"uence signals orconnectors

c. %he teacher must present some key points on the use of thesese"uence connectors 9e.g. first+ second+ finally+ lastlyP:

2. Your TeHt

%ask >. 2hat0s in a 2ord3

a. /a!e the students )rite the !ocabulary )ords on their notebookand do as instructed.

b. 7sk them to use the )ords in sentences

c. %he teacher should relate the !ocabulary )ords to thete*t5lesson for the day.

%ask C. 7 /ero in Youa. 1ose the moti!e "uestion+ @2hat does it take to be a greatman3A9Remember to ask it again and elicit the students responses after thediscussion of the te*t:.

b. ake sure you ha!e assigned the reading selection ahead of time.Encourage students to )rite at least fi!e "uestions they )ant to be ans)eredduring class discussion.

%ask F. %he irage

a. /a!e the students accomplish the chart on sensory images

b. &alidate their responses by checking the acti!ity after)ards

c. 7sk students ho) important sensory images are in poetry )riting

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%ask H. ull O!er in 6roups

a. /a!e the students form F groups

b. Instruct them to reflect and ans)er at least C of the "uestions about thete*t

c. 7sk them to present their responses before the class

d. Encourage students to ha!e their feedbacks after eachpresentation

e. %o process the lesson thoroughly+ you as the teacher should alsopro!ide your feedbacks.

3. Your .isco!ery Tas,s

%ask >. 6roup 7cti!ity

a. 6roup students into three 9F:

b. 1ro!ide them )ith the handouts

c. 7llo) them to read the assigned article for >? minutes

%ask C. 1lotting them all

a. Instruct students to e*amine the three articles that they ha!e read.

b. 7sk them to accomplish the chart by )riting do)n ho) these articles)ere )ritten gi!en the specified criteria.

%ask F. 2eigh Up

a. Let students e*amine the different reading te*ts

b. /a!e them point out the distinguishing marks of each type thenidentify )hat type of reading te*ts they are.

%ask H. #ite the =ashW

a. Introduce dash as one of the punctuation marksb. 1resent the sentences to the students

c. E*tract from them the rule for each sample statement

d. 2rite on the board the students formulated statement

e. Elicit from the students its general function.

f. Instruct them to ans)er %ask B.

%ask . %ype the /ype

a. 6uide students on the samples of hyphenated )ords

b. 1ro!ide them )ith guide "uestions to formulate the rule for eachsample

c. Instruct them to ans)er %ask .

%ask .

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a. Instruct the students to do as directed.

%ask D. e;etaphors5 One )ith the Others

a. 7sk students to share their insights on the article that they

ha!e read. Encourage students to )rite their !ie)s about the article.

%ask Q. y Legacies

a. /a!e the students accomplish the three charts. 1ro!ideclarifications if necessary.

b. 7sk them to )rite at least C to F sentence for each aspect.

4. Your 'inal Tas,s

%ask >. 'haring Other 1eople0s 1erspecti!es

a. 6uide the students to e*amine carefully the picture

b. Let them !oice out )hat they think about the picture

c. oti!ate them to be in the place of each gi!en sector

d. Encourage students to )rite do)n their opinion about it.

e. 7complish all the sectors gi!en

f. Use the attached rubrics for the assessment

%ask C. &i!a &oce

a. 7sk students to choose their fa!orite part in the te*t+ %he =ay of=estiny.

b. %ell them that they )ill be e!aluated by the gi!en rubrics

5. My Treasures

a. 7sk students to )rite their reflections on(

a.> part of the lesson )hich enables me to learn

a.C realiation

a.F commitment

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Teachers Guide

Module 1

Lesson

___________________________________________________________________

CO#ING .IT5 C5ALLENGES

In!ite your students to read theYOUR JOURNEY part. ake themmull on )hat it says (

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? 6i!e feedback.

? -or theConstant Recall part4 stress to them the challenge they needto face )hich is ho) to unfold and sho) appreciation for the meaning of apoem.

? ake them )ork in groups of fi!e+ and think back 5 refresh in theirmemory the salient points 5 aspects5 elements of poetry to be gi!enattention to in unfolding its meaning. Let them check their ans)ersagainst these ( sub,ect+ sounds+ imagery+ tone+ meaning5sense.

? $larify to them the 2/7%+ 2/Y and /O2 of these aspects.

? 'ub,ect is the ob,ect5 thing5idea5 person 5 situation the poempresents.? 'ounds call for the use of rhyme + rhythm+ repetition+

alliteration and other sound de!ices.? Imagery calls for the use of colourful and mo!ing )ords thatappeal to the senses and e!oke feelings.? %one is the poet0s attitude to)ard the sub,ect.? eaning is the intended comment about life 5 obser!ation aboutthe e*periences in life.

? 7llo) them to point out )hich of these elements 9 sub,ect+ theme+poetic de!ices+ sounds+ tone+ significant e*perience:+ they ha!en0t

? touched? e*plored yet 9 responses may !ary:? understood? mastered

? Let them emphasie )hich ones they need to gi!e more attention+then report their findings in class.

? 'park their interest in using 'YNONY' or )ords )ith the same oralmost the same meaning . 1oint out to them that it is another good )ay to gi!ea brief definition or restatement . this is one good strategy to arri!e at thenearest meaning of an unfamiliar )ord.

? Instruct them to Ma,e $ YNONYM Match Challen5e )here they0ll

fill each blank )ith a single letter to form the gi!en pairs of )ords into'YNONY'.

? 1ro!ide them an e*ample like 447$%U7L 44RUE )here they canbecome

-7$%U7L %RUE

? ake them check their ans)ers against the follo)ing entries.

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? In!ite them to share your findings )ith the rest of the class.

? 7ccept !aried responses and gi!e feedback.

? In!ite them to )ork on the"E T*E "ET YOU C$N "E task )here

they0ll

? )ork )ith a partner and look closely at the picture5 dra)ing ofa father5 mother carrying his5her son5 daughter at his5her back.#oth of them are laughing5 smiling contentedly seem to been,oying life .? talk about ho) the dra)ing5 picture illustrates the same meaningbeing con!eyed in the "uotations+ then relate them.

? e*plain ho) closely they think5 belie!e the dra)ing match theirmental image of coping )ith challenges.

? Let them share your findings )ith the rest of the class.

? 7ccept !aried responses+ then gi!e feedback.? In!ite them to reflect on these "uestions(

? To what can you co$pare li"e 6? &o wors ha*e the power to help a person !et throu!h har+

i""icult ti$es6? Encourage them to find out ho) a poem )ritten by Langston /ughes

)ill help them achie!e insights about them as they listen to you read

the poem MOT*ER TO ONA 'y: 0an!ston ;u!hes%

Mother to on

By:0an!ston ;u!hes

2ell+ son+ IKll tell you(

Life for me ainKt been no crystal stair.

ItKs had tacks in it+

7nd splinters+

7nd boards torn up+

7nd places )ith no carpet on the floorW

#are.

#ut all the time

IKse been a;climbinK on+

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7nd reachinK landinKs+

7nd turninK corners+

7nd sometimes goinK in the dark

2here there ainKt been no light.'o+ boy+ donKt you turn back.

=onKt you set do)n on the steps.

K$ause you finds itKs kinder hard.

=onKt you fall no)W

-or IKse still goinK+ honey+

IKse still climbinK+

7nd life for me ainKt been no crystal stair.

? 6uide them on to focus on the conte*t of the poem%? Engage them to take acti!e control in '6=2 9 mall Grou

.i22erentiated /or, 3 )here they )ill form small groups .

? ake them read the poem aloud+ and perform their assigned tasks.

? $larify to them their functions like

for Grou 1 /ords4 :ords4 :ords they )ill read the poem and lookfor )ords that they found difficult then make a list of all of them. %hen, they0ll use a dictionary to find the synonyms of each )ord.%hey0ll share their findings )ith the class.

? 7ccept !aried ans)ers and gi!e feedback.

for Grou @? Lead them to disco!er ho) the details in the poem tells a story and

ask group C to find the meanin5F meanin52ul si5ni2icant

eHerience. Impress upon them that )hen they read a poem + they

get to kno) the e*perience of other people through its theme or its

meanin5. %his is something that the poet re!eals about the sub,ect .

It0s the core of thought or the reactions5 !ie)s of the poet abouthumanity . %his gi!es insights about meaningful e*periences ofhuman beings. %his gi!es them a better handle on their relationship)ith others and ho) they0ll react to challenges in life.

? ake them ans)er the follo)ing guide "uestions + then check theirans)ers against the ones inside the parentheses.

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1. 2ho is the speaker 5 persona in the poem3 9 a mother:

2. %o )hat does the speaker compare her life3 9 stair)ay:3. 2hat is the speaker doing3 9 climbing the stairs:4. 2hat kind of stair)ay is it3 9 stairs )ith tacks+ splinters andboards+

)ithout carpet+ bare:

5. 2hat kind of stair)ay is the mother0s life not like3 9 crystal stair:6. 2hat does the mother tell her son3 9 life is full of challenges they

continually need to face 5 o!ercome+ so they must be strong :

? Let them copy the illustration of the stairs as sho)n in their learningmaterial and fill it up )ith entries called for. 7ccept !aried responses andgi!e feedback .

for Grou I they need to )ork on the alient ;oints of the poem .

? $larify to them that )hen they read the poem or listen to others reada poem+ they can come up )ith a broad statement that sums up the

poem0s central meaning. %his is the aDility to ma,e 5eneraliationabout life and human nature as con!eyed in the poem read or listenedto. %his can help you en,oy reading poem or listening to poems read.

? 7s they )ill read the poem they )ill disco!er the ans)er to these"uestions.

? 7s a )hole+ )hat does the poem talk about3 9 7 motherad!ices her son to be strong in facing and o!ercomingchallenges in life.:? %he poem is di!ided into F parts. 2hich part5 lines of the poem

talk about hardships3 responses to hardships3 other0s ad!ice tokeep3 Use the table for their r responses.

? ake them check their ans)ers against these.

*ardshis

the first lines( line >;:

Resonses tohardshis

the ne*t lines 9line D; >F :

Mothers ad!ice to ,ee

the last lines 9 >H ; C?:

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? 7ccept !aried responses and gi!e feedback.

-or Grou H Messa5e 2or you4 ask them todiscuss the ans)er to thefollo)ing

"uestions and share their findings )ith the class

? 2hat poetic de!ices are used in the poem3 9 imagery+ sounds+poetic contractions+ repetition+ tone:

? 2hich one helps clarify the message more3? 2hich part do you like best3 2hy3? 2hat do you think might ha!e moti!ated the mother to ad!iceher son3? Is the message of the poem )orth)hile3 1ro!e your point.? /o) important is the poem0s message in your life3? 2hat ha!e you learned from it3

? 7ccept !aried ans)ers to the "uestions 9e*cept the first one: and

gi!e feedback.

'or Grou < 8 >$ 0 ualities and $ttitudes dislayed3

? 7sk them to point out )hat approach to5 attitude in life the personaintended to sho)5 share in the poem. Let them list these attitudes and plotthem in the chart.

;ersonas

$TT#TU.E MiHtu

Good Not Good Good Not Good

? 2hat ne) and special )ay does the poem gi!e you3? /o) )ill it help you to become a better person3

? ake them share your findings )ith the class.

? 7ccept !aried ans)ers and gi!e feedback.? E*plain further to them that TONE tells the speaker0s attitudeto)ard

the sub,ect. %his can be one of these 9 serious+ light+ bored+ inspired+sarcastic+ happy+ sad+ )orried self;satisfied+ )ishful+ optimistic etc.: %hisre!eals the speaker0s feeling to)ard the sub,ect.

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-or Grou = More Challen5es are in store for them. %hey ha!e to

? talk about ho) the speaker 5 persona feel about the challenges in lifeand e*plain her reaction to these challenges. 9 %he persona has anoptimistic attitude to)ards facing and o!ercoming these challenges inlife.:

? 1oint out the lines 5 phrases that shed light on these.? Use a table like the one sho)n for your responses.

#ersonas 0eelin3 Reason Lines /hrases assu//orts

? ake them share their findings )ith the class and gi!e feedback.

-or Grou ? let them do the $ %ey toacti!ity.

? Impress to them that the speaker0s 5 persona0s attitude to)ards thesub,ect can be gleamed from the "uality of the language the poet

used. %his is called the tone )hich can either be formal or informal+

serious or light.in most cases+ toneis suggested by the "uality of thelanguage used by the poet. 2ords re!eal the speaker0s feeling andattitude in life.

? ake them choose fromthe list the tone used by the speaker 5persona.

7ppro!ing admiring critical fearing playful serious lightmimic calm

ocking polite angry persuasi!e en!ious an*ious afraidmysterious confused triumphant defeated cynical hopefuldefiant

/ostile sorro)ful happy doubtful forgi!ing inspiring

? /a!e them note )ords that reflect the poet0s 5 speaker0s attitudeto)ard the sub,ect and select a single )ord 9 ad,ecti!e: to identify the

sea,ers tone.PERSONA Word Choices

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? ake them e*plain ho) the tonechange in the poem0s last part+ the

effect of the change and the )ay the poet uses toneto emphasie theim/ortance o0 meetin3 co/in3

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? ake them share their ideas )ith the class and remember to gi!e

feedback.

-or the last group+ Grou 1- make them )ork on the Tyes o2 ;oetry&

? 7sk them to think back and recall the F types of poetry. %hen+ ask

them( /o) they differ+ )hich of them tells a story+ e*presses !i!id thoughtsand feelings+ and uses dramatic techni"ue like speaker+ conflict andstory.? ake them categorie@other to 'onA as to )hat typeof poetry it isand recall the other poems they 0!e e*plored in class+ then decide to )hattype each belongs.

? Lead them share their ideas )ith the class.

? 6i!e feedback by pointing out the features of the F types of poetry.

In!ite them On Usin5 CONTR$CT#ON& ake them find a partner and mullon ho) the follo)ing "uotation relates to the message of ;MOT5ER To

SON by Langston /ughes.

Our stru33les! e00orts to 0ace di00iculties in li0e!sacri0ices! charit and 0er6ent /raers are the seeds o0 oursuccess8 To

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? Let them ha!e aNOM#NEEtask. %hey )ill imagine that an

international agency is going to gi!e a Medal o2 *onor $:ard to

anyone )ho is able toinspire a lot of people through his5 her poem5)riting. %hey are to )rite a letter to the head of the agency andnominate your fa!ourite poet for the a)ard and remember to highlight

the reasons for your choice. 7sk them to read their letter in class .

? Encourage them to do theMusically Yourstask. 7sk them to scoutfor songs that e*press any or some of these e*periences. 9 1o!erty+pre,udice+ loss of lo!ed ones+ failures+ setbacks+ hope+

perse!erance+ sound decisions+ charity+ courage+ faith + anddetermination. In!ite them to play the tape of 5 render the song thentalk about its connection to the poem.

? In!ite them to add more proofs of their understanding on the targetconcepts and to hone their communication skills through acti!ating for

their'#N$L T$% since they are all set to try this ne*t phase of thelesson that )ill sho) them ho) they can present an #n2o8 $d!ocacy

Camai5n on Usin5 ;ositi!e /ays To Coe /ith Challen5es4and the criteria for assessment )ill be( focus5 content+ !isuals+ clarityof purpose+ and language con!ention.

? -or the initial stage they0ll try the M$G#C as they )ork in groups offi!e and find out ho) familiar they are )ith these MAGIC 7 )ays.

? 'ee hardships as challenges rather than insurmountableobstacles.

? -ocus on the positi!e rather than the negati!e effects.

? %ake comfort in the lo!e and support of the family.? Look for and take comfort in small pleasures.

? =e!elop a greater sense of pride or accomplishment from

the challenges5 decision made.

? Offer opportunities to all )ho can pro!ide solutions.

? Increase tolerance under e*treme condition.

? 7ct and think that )hat you do make a difference.

? ake them point out )hich of them ha!e you tried 5 e*periencedalready as you faced the challenges of e!eryday life and as basis for self;

impro!ement and,ot do)n their thoughts about ho) their e*periences ha!e gi!en themsecond5 best chance for self;enhancement.

? ake them share their thoughts )ith their peers+ group mates andothers.

? 7ccept !aried reactions and gi!e feedback.

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? Ne*t+let them do theT*E "ET #N'O8 $. C$M;$#GN )here

they0ll imagine that each of them is a famous 5 influential person )hois committed to promote ho) to cope )ith challenges through usingall forms of media and that he5 she is the go!ernment official )ho

)ill help in the promotion and information dri!e to educate and helpteenagers like you in coping )ith challenges.

? 7sk them to prepare a radio script highlighting your chosen magic)ays from agic D acti!ity and focus on the important concerns5issues5 problems confronting teen agers of today.? ake them choose the best ads that present the concerns of thema,ority among the groups and analye the structure+ format+contents+ style+ strategies used in the ads.

? ake them find and choose contemporary songs that re!eal some ofthe same emotions con!eyed in the radio script and share the songs

)ith your classmates. %hen+ talk about ho) it relates to the message

of the radio script.? $hoose members of the group )ho )ill form the cast+ including thenarrator and the leading character and make a tape of the

background music and sound effects that you might use.

? Let them put together+ relate and use the musical recordings and theradio script ready for the rehearsals.

? 1ushthem to rehearse+ polish+ record and share your radio script )iththe class.

? Gi*e feedback.

? Let them set up a special meeting for them to brainstorm+ discuss anddecide on the? Ob,ecti!es

? =ifferent $ommittees

? 1rograms they need to produce your ma,ortask

( an #n2o8$d F $d!ocacy Camai5n on usin5

ositi!e :ays to coe :ith

challen5es 3

? 7cti!ities

? 1lans.

? Let them inter!ie) groupmates on the specific topic5 sub,ect for theInfo;7d you )ant to )ork on and come to a group consensus then rankthem .

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? ake them decide on and choose the most preferredtopic bythe ma,ority.? Encourage them to research and gather information about the topicfor the 7d and use note cards for gathered information.

? In!ite them to

? share findings5 disco!eries )ith the group.? create a "uestionnaire designed to gather information theyneed about the "ualities and features of an ad campaign that)ould attract people.? ask and ans)er "uestions on ho) they )ill present the 7d..? plan the concept+ features and modes of presenting the Info 7d.? prepare the script+ technological aids + musical background andmaterials needed for the Info;ad.? rehearse and shoot for the Info;7d.? conduct peer checking.

? present+ re!ie)+ edit and polish the Info;7d based on thecomments and the suggestions made by your peers.

? ans)er the follo)ing "uestions.

? 7re there other changes they )ant to make on yourInfo;7d3? Is there anything included that you )ould like to takeout5 omit3? Is there any information5 idea that you missed toinclude5 need to add3? 7re there other changes they thought could ha!e been

made3? Is there anything included that they )ould ha!e takenout3? Is there any information that they )ould ha!e

elaborated on3

? make necessary changes and modifications? use appropriate technology aids in your oral presentation ofyour Info;7d.?

? Encourage them to present their#n2o8$dF $d!ocacy Camai5n on

Usin5 ;ositi!e /ays to Coe :ith Challen5es and post it in theirfacebook 5 t)itter )all 5 blog + email in!iting the public especiallytheir friends to share their comments and suggestions through -#5%)itter 2all or e;mail.

? Let them assess the #n2o8$dF $d!ocacy Camai5n on Usin5

;ositi!e /ays to Coe :ith Challen5es based on thefollo)ing

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criteria( focus5 content+ purpose+ organiation5 de!elopment+rele!ance+ clarity+ style+ impact and I$% integration.

-inally+ forYOUR TRE$URE 4 impress upon them that they0!elearned that in their life0s ,ourney+ simple or complicated changes keepgoing and going. %hese changes bring a lot of trials 5 roadblocks or

challenges. 'ometimes they bring happiness+ at times depression. Justthe same + you ha!e to cherishthese changes that bring challengesbecause they push you either up and do)n that is )hy you react

positi!ely by looking for )ays to make your life better if not the best%

? In!ite them to do the *o: are you doin5B phase )here they )illthink back on the acti!ities+ tasks they00!e finished+ concepts5 ideas they0!elearned and reflect on then ans)er the follo)ing "uestions.

1. 2hat is it that you found most en,oyable5 most difficult inthis lesson32. 2hat do you plan to do a)ay )ith these difficulties3

3. 2rite at least F possible )ays 5 steps you can adopt for you toget a)ay )ith these difficulties.4. 2hat skills do you hope5 e*pect to impro!e5 strengthen in thene*t lessons35.

? ake them plot their responses in their Learning Log.

My !"#$I$% &%

''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((

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Teachers Guide

Module 1

Lesson (?are punctuationmarks that are used to sho) that something has not been e*pressed. Itusually indicates any of the follo)ing(

c. 2ords that ha!e been left out of a "uotation.d. 7 series that continues beyond the items mentioned.e. %ime that passes or action that occurs in a narration.

f. ake them pay particular attention to the presence of gi!en sentences

)ith ellipsis points > (?? =iscuss )ith them the possible situations )hen and ho) they can useellipsis.

? ake them form generaliations on usin5 ellisis.

? In!ite your students to do theMar, #t Ri5ht e*ercise.? 7sk your students to read the gi!en sentences and choose the blankthat marks the most appropriate place to insert ellipsis points.

? ake them re)rite the sentences then check their ans)ers againstthe follo)ing(1. @ %he intellect+ seeker of absolute truth or the heart lo!er of

absolute good P )e a)ake. A 'y -alph 4alo 2$erson

2. @ %ime is a test of trouble but not a remedy P.A 'y 2$ily

&ickinson3. %ime ne!er P an actual suffering strengthens as sine)s do )ith

age.A by( Emily =ickinson4. If )e )ere things born not to

shed a tear A%3 'y: 9ercy Bysshe

'helley5. @ Rise in the spiritual rock + flo) through our deed Pand make

them pure. @ 'y: l"re 0or Tennyson

? In!ite them to share their#nsi5htsby )riting their reflection5 insights on their most memorable poem. 7skthem to illustrate at least t)o 9C:

of the ellipsis rules in their )ork.

? %ell them to find a partner+ and e*change papers.

? 7sk them gi!e comments or feedback on each others0 )ork.? 7sk them to do the"est o2

Round U task )here they can talk abouttheir family or friend or classmate or about their special abilities and )hythey feel great because of them. ake them present a )rite up of thissharing then remind them to use ellipsis )hene!er necessary.

? In!ite them to do the Ellisis ;atrol tas, )here they

)ill look for a

stack of old ne)spapers and magaines. %hey need to scout for andchoose articles of that interest them. %hen+ instruct them to look for

and encircle all the ellipsis used in the articles.

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? Note the )ords you read or hear+ images that you see andho) the persuade you? find out if humor is used in the ads? )atch out for )hat these ad!ices ha!e in common? report your findings to the other groups.

? 6i!e feedback.

'or Grou I 8 Loo, U to the *ero

? ake them choose their most remembered poet5 persona in theirfa!orite poem and use him5her as their role model in life.

? 7sk them to think and )rite about the outstanding trait5 "uality5attitude that is )orthy of an e!aluating.? Remind them to cite the lines con!eying such a trait and use them aspossible )ords of )isdom.

? 'hare their thoughts )ith the class.

? 6i!e feedback.

Grou 8 Musical "eat

? In!ite them to choose a song 9rap+ pop+ rock+ ethnic+ classical+

country+ religious+ etc.: that can be matched to their fa!ourite poem.

? 7sk them to try )riting ne) )ords 9e*pressing their ideas on ho) to

celebrate self;)orth: to go )ith the music.

? ake them use rhymes+ repetition+ imagery+ figures of speech+

rhythm.

? In!ite them to render the song in class.? 6i!e feedback.

? Impress upon them that they0!e finished the enabling acti!ities at thispoint. ake them think about+ look o!er+ then consolidate )hat they0!elearned on the ma,or and sub concepts+ literary and language communicationskills. Encourage them to ans)er these "uestions( /o) did you like3 =oesthey the acti!ities feel right to you3 2hat )ill you do ne*t3

? 6uide them on their -IN7L %7'8. 'tress to them that they are readyto try their hand on their ma,or task for the first "uarter( a speech choir

presentation. ake them ans)er this "uestion ( /a!e you e!er )anted tobe on stage )hile you0re )ith a group reciting a poem6? %ell them they are lucky to ha!e the chance to perform in a speech choir

presentation. Remind them that they ha!e e!erything they needto come up )ith a !ery impressi!e one. 'tress that they ha!e to make itas best as they can+ and they must undergo a process.

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? 6i!e them some tips or guidelines to follo) to come up)ith an impressi!e speech choir presentation. ake sure they re!ie)the guidelines before they plunge into the process. Remind them to keepthese points in mind as they go through the process.

? Let them do theCONNECT part)here they0ll form three big groups+and from the poems they ha!e e*plored in class+ choose one that(? interests the ma,ority of the group members

? is most liked? members feel a close connection to? members )ant to read and? members en,oy reading in public.

? /a!e them decide )hich poem is the best for speech choir

presentation.

? Ne*t+ let them prepare a /or,in5 crit& /a!e them recall the stepsto follo) in making a )orking script like(

? ha!e a copy of the poem and use it as a )orking script? underline the parts they find most dramatic 9)ords+ phrases+images+ sounds and rhythm:? mark the parts )here they0ll go slo)ly+ speak up or pause? not end )ith a line but )ith a punctuation mark? make notes describing the speaker or persona or charactersand consider his5 her

?age?feeling e*pressed in the poem 9 Is there a change inthis5her feeling as the poem goes on3:

? clarify the tone5 attitude 9 thoughtful+ tender+ serious+sarcastic+ sad+ happy: you need to con!ey.? decide

? )hether the poem should be read by(in alternating linesin se!eral !oices or single !oice

? ho) you )ill use your !oice to con!ey your tone and? )hat single impression you )ant your audience to

get from your reading? 'tress to them the importance of ha!ing The 'air ;lan phase )here

they )illA

? understand the te*t

throughly before they memorie it ? plan their mo!ements? specify the posture and )hat mo!ements )ill be used e!en inthe entrance and the e*it? act out some parts especially the key parts of the poem

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? decide on and be creati!e in their choice of props+ costumes+scenery sound effects or other forms of musical background

? Ne*t+ push them toRehearse4 rehearse4 rehearse )here they )ill? practice reading aloud? read according to punctuation? break do)n long sentences into sub,ect and its meaning? read groups of )ords for meaning rather than reading single)ords? not come to a full pause but read on to the ne*t line tocomplete the thought? read )ith e*pression 9 $hange the tone of your !oice to addmeaning to the )ord:

? use the tone of your !oice+ eye mo!ement+ facial e*pressionsand minimal gestures to emphasie key )ords and phrases

? read aloud into the tape recorder+ and listen to it to note

accuracy and e*pression? read aloud+ and share feedback )ith a partner first+ then )iththe rest of the group

? be open for comments and suggestions for impro!ing yourperformance.

? use eye contact )ith your audience? consider and be guided by the follo)ing criteria in your speechchoir presentation

=eli!ery 9 phrasing+ pausing+ intonation+ stress:&oice 9 "uality+ pro,ection+ !olume+ pitch or tone:-acial e*pression+ eye contact+ gestures

$horeography 9 mo!ement:$ostumes5 props5 background music+ sounds

? $heck their progress.

? 6i!e comments and suggestions.

? 6uide them to theYOURTRE$URE phase of the lesson. 'tress tothem that this is the first "uarter final appraisal )here it is safe to integrate andthe concepts they0!e learned as )ell as the skills they0!e de!eloped or enhancedduring the course. Remind them that they must think back+ reflect and focus on

the essential points that they en,oyedfound helpful)ould like to )ork on further

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? In!ite them to keep a record of all of these and add their ans)ers tothe follo)ing "uestions(

5. 2hat is it you found most difficult in this lesson36. 2hat )ill you do to sol!e these difficulties37. 2rite at least three 9F: possible steps you can adopt for you to

sol!e this difficulties.8. 2hat do you hope to strengthen in the ne*t lesson5s3

? oti!ate them to complete the chart as sho)n )ith entries

called for.

NameA _________________________GradeF ection ___________

uarter _______________Lesson __________________________ t

enKoyed hel2ul Most

di22icult

/ays to

5et a:ay:ith themostdi22icult

*oeF

eHect toimro!eFstren5thenin the neHtlesson

:oul

dli,eto:or,2urth

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Teachers Guide

Module @

Lesson 1

______________________________________________________________

FINING OT5ERS GREATNESS

A. O!er!ie: o2 Content and ODKecti!es

1. compare and contrast similar information presented in different te*ts

2. shift from one listening strategy to another based on topic+ purposeand le!el of difficulty of the persuasi!e te*t

3. establish connections of e!ents and ho) these lead to the ending of amaterial

4. gi!e the appropriate communicati!e style for an intimate situation

5. analye literature as a means of !aluing other people and their !arious

circumstances in life6. distinguish the features present in poetry and prose

7. employ !aried !erbal and non;!erbal strategies to create impact on theaudience )hile deli!ering lines in a Reader0s %heater or in a $hamber%heatre

8. use ad!erbs in narration

B. $ssessment ;lan

1. 1re;assessment( Tas, 1 Methin,s'ee page 444 of the

learningpackage.

2. 1ost;assessment( Your 'inal Tas,A earch 2orGreatnessRefer to

page 444.

C. $cti!ities

1. #ntroduction

Tas, @A Connectin5 Li!es

a. 7sk students to

consider this situation( 7 student recei*eacae$ic reco!nition "ro$ the school% ;ow o you think asupporti*e parent woul speak to the chil6 4ill others such as a"rien or teacher speak to her in the sa$e $anner6 Use the !ri'elow to create possi'le ialo!ues 'etween the "ollowin!: stuent8parent stuent8"rien stuent8teacher% Brainstor$ on

what each one woul say to the stuent%

b. 0et stuents acco$plish the task in !roups o" "our%

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c. 7sk them to present their dialogues to the class. Each memberhas to take on a role.

d. 'ynthesie the acti!ity by discussing that people ha!e differentlanguage registers depending on the audience+ situation and topic.Zoom in on the language register 9intimate: bet)een the

child5student and parent. #e guided by the follo)ing "uestions(1. 2hat is the degree of formality in each con!ersation3 1lace acheck mark on the column )hich corresponds )ith your ans)er.

.e5reeo2'ormality

LO/ *#G*

tudent8;arenttudent8'riend

tudent8Teacher

2. /o) does our relationship )ith others influence the )ay )ecommunicate )ith them3

RE$.#NG *OME/OR%

a. Instruct the students to read the selections at home.

b. 7sk students to think of friends that they are reminded of afterreading @7uld Lang 'yne.A

c. 1rompt students to list do)n names of people that they encounteron a daily basis and )ho e*emplify greatness in their o)n special )ay.

2. ;resentation

Readin5 TeHtsA

a. 7sk the moti!ational "uestion+ @2hat does greatness mean3A

b. Read the poem+ ul 0an! Syne. 1ose the follo)ing

"uestions(

1. 2hen is @7uld Lang 'yneA usually sung3

2. 2ho is being referred to in the song3

3. 2hat makes the persona0s friends unforgettable3

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5. $ompare

this paragraph )ith the t)o poems in YOUR

TE(T3 2hat makes it different from the t)o3

c. 7sk students to use a table to organie their ans)er to ItemB. Let them share their ans)ers to Xuestion B )ith the class.

Tas, A /ritesho

a. #efore allo)ing the students to go through the)riting process+ ask them to gather more informationabout narrati!e paragraphs through this link(

http(55classroom.synonym.com5)rite;one;)ellde!eloped;narrati!e;paragraph;HHB.html

b. 7llo) them to share )hat they ha!e learned through the )eblink.

c. 6uide them as they brainstorm+ draft+ re!ise andassess their narrati!e paragraphs. /a!e them use the

organierspro!ided on pages 44444.

d. Remind your students that they )ill continue to re!isetheir output in the succeeding lessons.

5. ynthesis

EVI% %I$8E%

a. 7sk students to accomplish the F;C;> e*it ticket.

b. 7sk them to share their ans)ers )ith their peers.

c. Resol!e "uestions that students may ha!e.

d. 'ynthesie the lesson.-IN7L %7'8

a. E*plain the mechanics of their final task+ %ask >>(%he 'earch for 6reatness.

b. 1ro!ide more e*amples of infographics.

c. /a!e students )ork in groups of B.

Y %RE7'URE

a. 7sk students to accomplish %ask >C( y -inal %houghts.

b. Encourage se!eral students to share their ans)ers )iththe class.

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Xuarter C+ Lesson C

A. O!er!ie: o2 Content and ODKecti!es

%heme( ODser!in5 Others Circumstances

1. get information from print media2. make inferences from )hat )as said

3. summarie the information contained in the !ie)ed material4. gi!e the appropriate communicati!e styles for a casual situation5. e*plain ho) the elements specific to a selection build the theme6. distinguish the features present in the selected te*t7. employ !aried !erbal and non;!erbal strategies to create impact on theaudience )hile deli!ering lines in a Readers %heatre8. use ad!erbs of manner in narration

B. $ssessment ;lan

1. 1re;assessment( Social Lens'ee page 444 of the learning

package.2. 1ost;assessment( Si .ords! @ Stor Refer to page 444.

C. $cti!ities

1. #ntroduction

Tas, 1A ocial Lens 0;icture $nalysis3

a. 7sk the students to

obser!e the pictures closely.

b. Instruct them to )rite an essay in one minute based on theirobser!ation.

c. Let them share their ans)ers in triads. $all representati!esto share their ans)er )ith the class

d. 1ose the moti!ational "uestion+ @/o) do you !ie) otherpeople0s circumstances3A

e. %ell them that they )ill continue to think of and rethink theirresponses to the said "uestion.

Tas, @A Casual Con!ersations

a. $s, students to share their oDser!ations :ith a artner&

b. $s, them to thin, aDout the di22erence Det:een tal,in5

:ith their 2riends and their arents& Let them Kot do:n theiroDser!ations usin5 the taDle ro!ided& $s, them to determine:hich o2 the re5isters4 intimate or casual4 is used

in their con!ersation :ith others&

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c. 'ynthesie by discussing the importance of recogniing theaudience and purpose in order to communicate effecti!ely )ithothers.

RE$.#NG *OME/OR%

7sk students to read the t)o poems and then ans)er thegraphic organiers that follo).

2. ;resentation

Readin5 TeHtsA

a. 1ose the moti!ational "uestion+ @/o) do you !ie) otherpeople0s circumstances3A

b. Engage the students in a discussion by processingthese "uestions(

Xuestions to ans)er for @an )ith the /oe

1. 2hat is the image of the man )ith the hoe32. /o) does the poet describe him3

3. 2hat does the line+ @2hat to him are 1lato and the s)ingof 1leaiades3A

4. 2hat does the bent body of the man )ith the hoe signify3

5. 7ccording to the poet+ )ho is responsible for thecondition or state of the man )ith the hoe3

uestions to ans:er 2or 6onnet @S

1. 2hat does the opening line of the poem mean32. 2ho is being addressed by

the poet3

3. 2hy

does the poet consider the faiths of old his daily bread3

4. 2hat makes the persona happy3

5. /o) do you !ie) the persona0s circumstance3

3. Enrichment

Tas, @A ot the .i22erence

a. 7sk the students to share their illustrations of the man)ith the hoe.

b. Let them e*plain their illustration.

c. 7sk them to share their o)n !ie)s concerning people)ho share the same situation.

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Tas, @A Music to my ears

a. /a!e students accomplish the graphic organier for this segment.

b. 7sk representati!es to share their ans)ers )ith the class.

c. =iscuss the structure of the sonnet.

OR7L 1R7$%I$E

a. odel the proper reading of the sonnet.

b. 6i!e a mini;lecture on the importance of using one0s !oicein rendering an oral interpretation of poems and other te*ts.

d. 7sk students to read the poem to e*emplify these pointsabout proper oral reading.

4. EHansion

Tas,

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5. ynthesis

-IN7L %7'8

a. E*plain the mechanics of

their final task+ = /ords4 1 tory&

b. 7sk students to summarie the main idea of Oprah0s

speech in si* )ords. 7sk them to share their ans)ers

Y %RE7'URE

c. 7sk students to ans)er the prompt found on page 444ofthe learning package.

d. Encourage se!eral students to share their ans)ers )iththe class.

Xuarter C+ Lesson F this is not included in the %6

A. O!er!ie: o2 Content and ODKecti!esThemeA Learnin5 2rom Others Challen5es

1. get information from a pamphlet2. listen and summarie information from persuasi!e te*ts3. summarie the information contained in the material !ie)ed4. gi!e the appropriate communicati!e style for !arious 9con!ersational:situation5. e*plain ho) the elements specific to a genre contribute to the theme ofa particular literary selection.6. distinguish the features present in poetry.7. use the correct production of English sound( !o)el sound+ consonantsounds+ diphthongs+ etc.< and8. use ad!erbs of fre"uency

B. $ssessment ;lan

1. 1re;assessment( Tas, 1 Lets Tal, aDout "ullyin5 'ee page 444of the learning package.

TO; "ULLY#NG&&&T$%E $ T$N.TRANSCRI#T

Open(icah( Right a)ay )hen I hear the )ord bullying+ IKm like+ I think maybesomebody )as physically hurt+ but really+ itKs not.

%ricia( %here )as a group of boys+ actually+ that started follo)ing me around.

=a!e( IK!e made fun of people+ )hen IKm )ith my friends+ you kno)+ IKm notgonna lie.

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Rebecca( %here )as one kid )ho I think I teased pretty relentlessly for a)hile+ you kno)+ ,ust to get a laugh.

icah( You could really hurt somebody. ore so emotionally than physically.1hysical )ounds heal+ but the emotional ones are the ones that youremember.

=a!e( %he reason )hy I did this is pretty much for laughs+ to make my grouplaugh.

%ricia( I felt )orthless+ I felt like )ho I )as+ I shouldnKt be.

#rittany( %hat hurts the most and girls )ill ,ust keep going at it and they )onKtstop.

#rendon( I think e!eryone bullies sometimes+ )hether they realie it or not.

http(55))).pbs.org5inthemi*5sho)s5transcript4bullying.html

2. 1ost;assessment( Your 'inal Tas,A #n a Nutshell Refer

to page444.

C. $cti!ities1. #ntroduction

Tas, @A # /itness

a. 7sk students if they ha!e )itnessed bullying in school or e!en at

home.

b. Let them read the pamphlet on bullying.

c. =iscuss the content of the material through the processing"uestions(

1. 2hat is bullying32. 2hat are the signs that a person is being bullied3

3. /o) can you reach out to these persons34. 2hat can you learn from this specific challengingsituation3 2rite a >;minute essay. 2rite your ans)er in yournotebook.

d. Let them )rite a One8inute 2ssaythereafter.

RE$.#NG *OME/OR%

a. Instruct the students to read the selections at home.

b. 7sk students to think of people )hose e*periences are similarto the persona in the poems.

c. Let students ans)er %ask F at home.

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2. ;resentation

Readin5 TeHtsA

a. Refer to Tas, IA Ta,in5 a tandto discuss the reading te*ts.

b. 7sk the moti!ational "uestion+ @2hat can you learn fromothers0 challenges3

c. Read the poem+ @If 2e ust =ie.A 1ose the follo)ing "uestions(

1. 2hat do the >st four lines establish3

2. 2hat message does the persona for)ard to his allies3

3. /o) does the persona describe his enemies3

4. 7ccording to the poet+ ho) can one die nobly3

d. 'egue to the discussion of the other poem by asking if theykno) the origin or meaning of the )ord+ In!ictus. 9Note( In!ictus is the

latin )ord for @uncon"uered.A

e. 7sk them+ @2hat does

it mean to be uncon"uered3A f. Read the poem. 7sk

these processing "uestions(

1. 2hat is the setting of the poem3

2. 2hat is the persona0s attitude to)ard the predicament that

he is in3

3. 2hat is his resolution3

3. Enrichment

T$% A ea, Easy

a. odel the proper reading of the poem. -ocus on articulation ofthe !o)el sounds.

b. Let the students differentiate the long and short !o)elsounds through the pro!ided )ords under this task.

4. EHansion

Tas,

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f. 7sk them to ans)er Tas, =A Controlled ;ractice. 1rocess

theirans)ers.

5. ynthesis

-IN7L %7'8

a. E*plain the mechanics of their final task.

b. Let them )atch the ad!ocacy !ideo on bullying.

c. 7sk them to summarie the message of !ideo.

Y %RE7'URE

a. 7sk students to ans)er the prompt found on page 444ofthe learning package.

b. Encourage se!eral students to share their ans)ers to the class.

Teachers Guide

Module @

Lesson @

______________________________________________________________

O

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1. $cti!ities

1. #ntroduction

Tas, 1A ocial Lens 0;icture $nalysis3

a. 7sk the students to

obser!e the pictures closely.

b. Instruct them to )rite an essay in one minute based on theirobser!ation.

c. Let them share their ans)ers in triads. $all representati!esto share their ans)er )ith the class

d. 1ose the moti!ational "uestion+ @/o) do you !ie) otherpeople0s circumstances3A

e. %ell them that they )ill continue to think of and rethink theirresponses to the said "uestion.

Tas, @A Casual Con!ersationsa. $s, students to share their oDser!ations :ith a artner&

b. $s, them to thin, aDout the di22erence Det:een tal,in5:ith their 2riends and their arents& Let them Kot do:n theiroDser!ations usin5 the taDle ro!ided& $s, them to determine:hich o2 the re5isters4 intimate or casual4 is used

in their con!ersation :ith others&

c. 'ynthesie by discussing the importance of recogniing theaudience and purpose in order to communicate effecti!ely )ithothers.

RE$.#NG *OME/OR%

7sk students to read the t)o poems and then ans)er thegraphic organiers that follo).

2. ;resentation

Readin5 TeHtsA

a. 1ose the moti!ational "uestion+ @/o) do you !ie)other people0s circumstances3A

b. Engage the students in a discussion by processingthese "uestions(

Xuestions to ans)er for @an )ith the /oe

1. 2hat is the image of the man )ith the hoe3

2. /o) does the poet describe him3

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3. 2hat does the line+ @2hat to him are 1lato andthe s)ing of 1leaiades3A

4. 2hat does the bent body of the man )ith thehoe signify3

5. 7ccording to the poet+ )ho is responsible for

the condition or state of the man )ith the hoe3

uestions to ans:er 2or 6onnet @S

1. 2hat does the opening line of the poem mean3

2. 2ho is being addressed

by the poet3

3. 2hy does the poet consider the faiths of old hisdaily bread3

4. 2hat makes the persona

happy3

5. /o) do you !ie) the persona0s circumstance3