Intergration of Cultural and Multicultural Literacy in English Lesson Plan

Literature Tongues on Fire by Conrado de Quiros

Topic Figures of Speech

Gerundial, Participal and Infinitive Phrases

Values and/or beliefs  Respect individual differences and social status

Integration

Language Skills

 Vocabulary  Apocryphal

 Intelligentsia

 Sauntering

 Subversive

 Reading Comprehension
1. What is the story all about?

2. Who is the main character in the story?

3. Why language is so important?

4. What are the Pros and Cons of knowing and using

dominant foreign language only?

5. As a Filipino, do you believe Rizal has done an act to

cause prejudice?

 Writing paragraph of
Direction: Write a reflection about the story with a
narration
minimum of 500 words.

Cultural knowledge and skills  To apply cultural sensitivity approach to foreign and
that learners should know local cultural aspects of life
and be able to do
 To learn the importance of inferior language and it
effectiveness

 In able to fully understand and apply different types of

figures of speech that has been used in the story
  Identify the different kinds of phrases such as gerund,
Participial and Infinitive

Cultural based resources and  Different model of flags of foreign country and symbol
materials of indigenous tribe of the Philippines.

Learning Activities

 Motivation Guess the Right Language 1, 2, 3, GO!-The teacher will

tell a sentence which is constituted into different language.
The student will fall in line into local and foreign section to
bet their answer. The last man standing will be the winner
of the game.
 Vocabulary
enhancement
Frindle Vocabulary – After reading the story,
students will explain new words in context to write
coherent and logical responses to fiction using newly
acquired vocabulary that was given by the teacher at the
first part of the discussion.

 Reading Comprehension
The students will be given 10 minutes to read the story.
After that, they will answer the following questions
provided by the teacher. They must also underline the
sentence which uses verbals and figurative language in the
story. Use red for underlining verbals and green for
figurative language to avoid confusion.
 Practice
SEATWORK!

Identify what type of figurative language and verbals

that you underline to your handouts. The students will be
given 15 minutes to finish the task.

 Performance

 Presentation

Teaching and Learning  Listening

methods
 Observing
  Learning cultural knowledge

Evaluation Methods (Reflection Paper)

Neatness- 20%

Originality-30%

Grammar-10%

Cohesiveness- 40%

Total of 100%