Beruflich Dokumente
Kultur Dokumente
Department of Education
REGION V
DIVISION OF CITY SCHOOLS
Sorsogon City
MADAM:
May we respectfully present this project proposal in our school for comments and/or approval.
The following are the identifying information of the project proposal:
Thank you.
PRECY B. ENAJE
GIGI P. SALADINO
Proponents
Date Received:
________________________________
Received by:
________________________________
REPUBLIC OF THE PHILIPPINES
Department of Education
REGION V
DIVISION OF CITY SCHOOLS
Sorsogon City
Beneficiaries: Grade 8 teachers of English and Grade 8 students of varied learning styles and
abilities
I. Rationale:
For much of the five years, the content of English 8 under K to 12 Curriculum has been
dominated by the need to provide deep understanding and appreciation for Afro Asian
Literature to better understand the psyche and temperament of African and Asian people and
the identity of the Filipinos, accordingly. These literary pieces not only provide glimpse and
experiences of other races but also convey moral lessons worth emulating. However, literature
would mean reading them with understanding to appreciate their content and beauty. This fact
poses a problem.
Most grade 8 students are not readers despite the motivation. They found reading as tasking
due to limited vocabulary and lack of imagination. This circumstance is worsened by the long
reading literature required of them to comprehend. One of these is Ramayana, a Hindu epic
considered the longest in the world. Notwithstanding the effort of summarizing its plot,
compromising its content and aesthetic quality, the epic is still extensive.
DepEd boosts innovating strategies in teaching to expand and strengthen learning. The
proponents designed Innovating Ramayana: A Designed Instructional Material and
LessonGuide for 21st Century Teaching – coupled with the proponents-made Ramayana story
booklet, curriculum objectives, interactive activities, vocabulary enhancement and core values
to respond to the call of the 21 st century learning and to aid the need of the grade 8 students
who are generally visual learners but mostly slow readers.
II. Objectives:
Based from the aforementioned circumstances, the following objectives are then formulated;
a. Enhance creative teaching and learning Ramayana inside the classroom giving rise to
students reading and cognitive skills;
b. Help captive students’ interest and appreciation to Hindu epic, the Ramayana, through
understanding its story elements;
c. Provide useful experiences in sharpening students’ abilities to use context clues and the
power of imagery.
III. Expected Outcomes:
1. Attained comprehension and appreciation of the epic
2. Creative presentations and improved reading performance
3. Enhanced vocabulary and widened imagination
The project Innovating Ramayana: A Designed Instructional Material and Lesson Guide
for 21st Century Teaching which will be taken for 6 teaching days/6 teaching hours shall use the
following methods and/or strategies:
The following is the lesson guide on how to implement the activities inside the classroom.
PERIOD LEARNING ACTIVITY/DESCRIPTION LEARNING MATERIALS NOTES
COVER COMPETENCY
Week 1
Day 1 Get acquainted with the A Glimpse of South and https://www.youtube.
countries involved in the West Asian Cultures com/watch?
focused areas Psyche and Temperaments v=MYYeewe372o
of Indians
https://www.slideshar
e.net/Mr_Martian/sou
thwest-asia-culture
Car-Acter
Analyzing characters
through their dialogues
Week 2
Day 1 EN8LT-IVa-13: Gallery Walk
Identify notable literary Highlighting the major
genres scenes of the epic-
contributed by South including some brief
and West
descriptions.
Asian writers
EN8LT-IVa-13.1:
Identify the
distinguishing
features found in
religious texts,
epics, myths, drama,
and short
stories contributed by
South and
Day 2 EN8LT-IVa-13: Dream Theme http://home.wlu.edu/~lub
Identify notable literary Identifying the theme and int/texts/Ramayana.pdf
genres its relevance to the
contributed by South modern readers/audience
and West
Asian writers
EN8LT-IVa-13.1: 5 minutes of Fame
Identify the Presenting a playlet of
distinguishing the favourite scene
features found in
religious texts,
epics, myths, drama,
and short
stories contributed by
South and West Asian
writers
VIII. Evaluation:
To test the effectiveness of the instructional material and lesson guide, the following
evaluation form will be used:
RATING SCALE:
5 = Excellent 4 = Good 3 = Fair 2 = Poor
1 = Unsatisfactory N/A = Not Applicable
CRITERIA STATEMENTS:
PRECY B. ENAJE
GIGI P. SALADINO
Noted by:
MARILYN B. DIVINA
Principal IV