Unit Plan Template

Unit Overview Unit Plan Title:

Philippine Narratives Why do we study Philippine narratives? How deep is the understanding of the different genres of Philippine Literature? How much is the appreciation of the types of Philippine culture? What are the basic features and elements of narrative? What are the types of narratives? What are the underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions?

Curriculum-Framing Questions

Essential Question Unit Questions

Content Questions

Unit Summary:

Students will be able to explain the distinctive features and elements of narratives and clarify the objectives of narratives. By that, they will be able to classify the different samples of folk narratives and focus on the structure, features and elements of a short story. They will also be able to explain on how narrative features work together to help one understand and appreciate narratives and relate conflicts in narratives to real life experiences. Students will also formulate clear questions and appropriate responses.
Subject Area(s): Click box(es) of the subject(s) that your Unit targets

Business Education Engineering Home Economics Language Arts Music School to Career Social Studies K-2 6-8 ESL Gifted and Talented

Drama Foreign Language Industrial Technology Math Physical Education Science Technology

Other: Other: Other:

Grade Level: Click box(es) of the grade level(s) that your Unit targets

3-5 9-12 Resource Other: first year high school students

INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved

INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Teaching/learning Sequence

INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved

First Year Students: 1.EXPLORE At this stage, the teacher should be able to do the following: -make the learners aware of the desired result that is, for him/her to demonstrate understanding of the distinctive features, elements and types of the Philippine narratives. -introduce the essential questions Why do we study Philippine narratives? have them answer based on their experiences. -use non-formative assessment procedures to check the learners readiness and competence on the prerequisite skills to the tasks at hand. - inform learners of their output i.e.anime comic strips based on the folk narrative and the criteria for assessment. -make the learners share what they know about the basic features/elements of Philippine narratives. ACTIVITY 1 Ask the students to work cooperatively in groups of ten (10) and fill out the entries of the following work sheet. How much do you know? Directions: Read each of the following descriptions and determine which narrative element/feature from the word pool is being described. Write the most appropriate answer in the blank before each number. ____1. Sequence of events in narrative ____2. The most suspenseful part of a narrative ____3. Describes the time and pace of action in a narrative ____4.etc.(please supply the rest of the items based on the pool of options given below.) action dialog end initial characters resolution incident climax plot conflict falling action

Instruct them to match each narrative feature/element with its appropriate description. Allow them (by group) to present and match their answers with the correct ones. 2.FIRM-UP At this stage, the teacher should be able to do the following: -make the learners illustrate and crystallize their knowledge of the basic features, elements and types of the Philippine narratives in the varied activities you will provide them. -engage them in the following meaningful and challenging activities to analyze, generate and test their understanding. -provide feedback to check their understanding. ACTIVITY 2 Instruct the students to work in pairs and answer the following questions: 1. What does the title A Creation Story from Luzon suggest? 2. What kind of a narrative is this (based on the title)? 3. What message does it communicate? Give them five minutes to share their thoughts. Allow them to share and compare their ideas with the rest of the class. Process the learners responses.
INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Technology Hardware: (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other: Zip Drive and Disks, Floppy Disks Internet Connection Television Technology Software: (Click boxes of all software needed.) Database/Spreadsheet Image Processing Desktop Publishing Internet Web Browser E-mail Software Multimedia Encyclopedia on CD-ROM

Web Page Development Word Processing Other:

Printed Materials:

The Monkey and The turtle, by Jose P. Rizal The Creation, An Igorot Folktale Malakas and Mganda, a creation myth List of Helpful Web Addresses Storyboards, Graphic Organizers Pictures Drawings Students may work in pairs and groups. Teacher-designed PowerPoint, Web site, or newsletter templates may be used. Additional check-in dates and check-off forms may be required to monitor progress. Students may choose to read from the given folk narratives/stories of Philippine Narratives. Students may go more in depth into a topic, comparing and contrasting two or more narratives. Students will peer-evaluate and self evalute projects using a rubric Teacher will evaluate projects using a rubric (final grade is averaged score)

Accommodations for Differentiated Instruction

Resource Student: Non-Native English Speaker: Gifted Student:

Student Assessment:

INTEL TEACH TO THE FUTURE with support from Microsoft 2000 Intel Corporation. All Rights Reserved