STA. CRUZ INSTITUTE, INC.

Sta. Cruz, Ilocos Sur

S.Y. 2019 – 2020

QUARTER I: Unit 1: Time Frame: 8 weeks

STAGE 1: DESIRED RESULTS
Content Standard Transfer Goal/s
The learner demonstrates understanding of how
Anglo-American literature and other text types At the long run, the students will be able to independently use their learning to…
serve as means of enhancing the self; also how to 1. Evaluate the ideas and images of heroism and true love that they encounter in
use processing, assessing, summarizing literature and media based on its historical and cultural context.
information, word derivation and formation 2. Devise entertaining ways to promote literature
strategies, appropriate word order, punctuation 3. Appreciate and value one’s opportunity to study
marks and interjections to enable him/her to
participate actively in a speech choir.
Meaning
Performance Standard Enduring Understanding (EU) Essential Questions (EQ)
The learner actively participates in a speech choir Students will understand that: The students will keep considering
through using effective verbal and non-verbal 1. One’s hero could be someone else’s villain, and the following questions:
strategies based on the following criteria: Focus, one’s villain could be someone else’s hero. 1. Are “heroic” qualities
Voice, Delivery, Facial Expressions, Body 2. Love is selfless and can triumph over tragedy. universal and timeless?
Movements/ Gestures and Audience Contact. 3. Our concepts of what is “true,” “noble,” “heroic,” 2. How is love manifested in
and good are influenced by national, cultural the stories and poems of the
(traditional and pop culture), religious, historical, old and early modern
and literary values that continually change as time English Literature?
progresses. 3. What influences our
4. Studying hones our natural abilities concepts of what is “true,”
“noble,” “heroic,” and
“good”?
4. Why do we have to value
studying?
Acquisition
Knowledge Skills
Students will know: Students will be skilled at:
1. The English epic and elegiac poetry 1.Sharing prior knowledge about a
2. Song adaptation of epic text topic
3. poetic imagery 2. Evaluating a song adaptation of
4. correct sounds of English an epic
5. idiomatic expressions
6. appropriate punctuation marks and capitalization
7. the ballad and its characteristics
8. types and features of poetry
9. features of notable Anglo-American lyric poetry,
songs, poems, sermons, and allegories
10. relevance and worth of ideas in texts
11. appropriate and effective speech conventions
12. interjections
13. literature of the English Middle Ages
14. Shakespearean songs, drama, and sonnets
15. other types of lyrical poetry from the English
Renaissance
16. reading with emphasis and correct stress
17. constructing definitions
18. informative, journalistic, and literary writing
a. Processing information
mentioned in the text listened to
b. Comparing and contrasting
information listened to
3. Visualizing poetic imagery.
4. 4. Inferring thoughts, feelings and
intentions in the material viewed.
5. 5. Producing the correct sound of
English.
6. 6. Determining the meanings of
idiomatic expressions by noting
context clues and collocations
7. 7. Constructing good sentences
a. Using appropriate
punctuation marks and
capitalization to convey
meaning
8. 8. Identifying types and features of
poetry
9. 9. Identifying the distinguishing
features of Anglo-American lyric
poetry, songs, poems, sermons and
allegories
10. 10. Explaining how the elements
specific to a selection build its
theme.
11. 11. Writing a simple ballad
a. composing forms of literary
writing
b. using literary devices and
techniques to craft poetic
forms
12. 12. Explaining how a selection may
be influence by culture, history,
environment and other factors
13. Assessing the relevance and
worth of ideas presented in the
material viewed
13. 14. Using the appropriate and
 effective speech conventions
expected in speech choir
presentations
15. Using interjections to convey
meaning
16. analyzing literature as a means
of discovering the self
17. Making decisions based on
what is listened to
18. reading with emphasis
19. constructing definitions
20. distinguishing among
informative, journalistic, and
literary writing
21. writing an informative,
journalistic, or literary writing

STAGE 2: ASSESSMENT EVIDENCE

At the level of Performance At the level of Understanding
EMPATHY: Show appreciation of Shakespeare by memorizing and
Goal: You are to use literature to advocate for heroism and love.
singing any song from his plays
SELF-KNOWLEDGE: Realize how their ideas about heroism have
changed over time, how it still might change, and what contributed and
Role: A group of young performers
might still contribute to those changes through writing a reflective essay
and doing a gallery walk.
Audience: Delegates of the United Nations Educational, Scientific and EXPLAIN: Explain in chart form the heroic characters and
Cultural Organization (UNESCO) characteristics in early English literature to the Renaissance
Situation: You are to represent the country at the opening ceremony of a INTERPRET: Interpret Shakespearean concepts of love by paraphrasing
conference—International Literacy Day. sonnets
Product: A composition of an original literary piece and delivering it APPLICATION: Write a literary piece about literature as an advocate of
through a speech choir. heroism and love
Standard: Your performance will be graded according to the focus of PERSPECTIVE: Express appreciation and creativity by presenting
your piece, your stage presence, voice articulation and overall one’s own ballad
performance.
Other Evidences
 Recitation
 Pair Work and Group Work
  Exercises
 Quizzes
 Performance Task
 Unit Test

CHARACTERISTICS FULLY MET MET SOME DID NOT MEET

EXPECTATIONS (5) EXPECTATIONS (3) EXPECTATIONS (1)
The piece has appropriate and
concrete details that support the
The piece is vague and lacks
Focus central idea. The piece lacks focus and direction. The
focus. Students have only
Students have a clear grasp of students do not have a grasp of the theme and
partial grasp of the theme and a
the theme and are able to do not create their piece by memory.
few errors are made.
deliver their piece without
error.
The students exhibit a
The students are confident
compelling stage presence;
during the recitation. Gestures The students are stiff, agitated, or
posture is confident and
and movements are uncomfortable during the recitation. Gestures
Stage Presence relaxed; gestures and
appropriate, but audience and movements are missing or inappropriate.
movements are appropriate;
contact is not sustained Audience contact is not established.
and eye contact is sustained
throughout the recitation.
throughout the recitation.
The recitation is clear and
Voice The recitation is clear and
audible, but appropriate pitch The recitation is too soft or too loud and
Articulation employs appropriate pitch and
and volume changes are delivery is monotonous.
volume changes.
employed inconsistently.

The performance is captivating The performance is enjoyable,

Overall
and enhances the audience’s and the meaning of the literary The performance is ineffective and does not
Performance
understanding and appreciation piece is successfully help the audience appreciate literature.
of literature. communicated to the audience.
TOTAL: