Learning Notes Essay

symbolize 1 CONTENT STANDARD The student understand the different types and forms of manoeuvre, the features ,elements and conventions which constitute them from narratives thereby leading him/her to produced a reaction typography. PERFORMANCE STANDARD The learner writes a pregnant reaction authorship on a childs persist presentation. ESSENTIAL UNDERSTANDING The learner exhibits understanding and appreciation of looseness by making sense of and reacting to the different issues presented in it.. ESSENTIAL QUESTION How does unrivaled install appreciation of Filipino frolic? Learners will know Types of Drama Forms of drama Drama conventions Expressions exhibit agreement and disagreement Learners will be sufficient to Explain types of drama Distinguish respective(a) forms of drama. Apply versatile graphic organizers to illustrate key concepts in a drama. Perform an roll of reading techniques to concretize and unlock drama concept. Respond in various ways to exhibit understanding of drama. Relate how drama mirrors real life. understand authentic experiences that can be incorporated in a drama. psychoanalyze descriptions, duologues and actions to discover, articulate, and justify characters in a drama. Draw insights on main and gun for hire issues presented in a drama. STAGE 2 Product Performance line A meaningful reaction subject on a drama presentation. Evidence at the level of understanding The learners should be able to display understanding by covering the six (6) facets of understanding. Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. Describe characters, and touch to show how drama reflects culture. Interpretation- interpret the series of connected events in a drama plot. Using events line Application-Apply role playing strategies in delivering dialogs amid the protagonist and antagonist in the play Perspective- Develop perspective by evaluating a drama presentation. Empathy-assume role in Critiquing a drama presentation. Self-knowledge- self-assess whizzs strengths and weaknesses in presenting assessment of a drama presentation. Evidence at the level of performance Performance assessment of an original extended dialog for drama presentation based on the following criteria 1.Focus/ approximation 2. Accuracy 3. Language 4. Unity 5. Coherence 6. Style STAGE 3 TEACHING LEARNING SEQUENCE A. EXPLORE- At this stage, the teacher should be able to do the following betray the learners aware of the desired result that is, for him/her to confront understanding of understanding of the different types and forms of Philippine drama as come up as the features, elements, and conventions which distinguish them from narratives Introduce the Essential Question (EQ), How does one show appreciation of Philippine drama? with the learners. Make them answer the questions as thoroughly as possible and cue them into the big id eas by activating their front knowledge or past experiences. Use non-formative assessment procedure to bring out/evaluate learners readiness and competence on the prerequisite skills to the tasks at hand. tell the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. Likewise pardon the rubrics. Activities Materials Date Remarks 1.Life is a drama TG. P. 4 Types of Drama listed on a manila August 15,2011 paper. 2. Illustrate it TG. P. 4 1. Manila paper August 16,2011 2. Pentel pen/ pencil 3. crayons Note 1. Pre-test is given to students. To test their preceding knowledge. 2. Ask the EQ-essential Question 3. Clarify expectation 4. Hook and engage interest. 5. restrain the essential understanding. STAGE 3 TEACHING LEARNING SEQUENCE B. wet UP- At this stage, the teacher should be able to do the following Make the learners enhance their knowledge of the diffe rent types and forms of Philippine drama, as well as the features, elements and conventions which distinguishes them from narratives. Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. Provide the learners with activities that are motivating and challenging maximise learners participation in various tasks from controlled practice to free association sort of learning Provide feedback to check for understanding. Activities Materials Date Remarks 1. Which one are you TG. P. 6 1. A copy of the words JOLOGs and CONOS 2. A day for a play TG. P6 - Read and write words in the play 2. A beetle off of the Drama- Call that shows AGREEMENT and Me Flory by Wilfrido Ma. Guerrero DISAGREEMENT. 3. Lexicon TG. P6 - Write the meaning of the phrases. 3. Manila theme with the Phrases taken from the play. 4. Simple Recall TG. P7 - Comprehension Questions 4.Manila paper with the intuition question s. 5. Agree or Disagree TG. P9 - Expressing agreement and 5. Manila Paper with deuce column A Disagreement and B Agreement and Disagreement. 6. In my flavor TG. P10. 6. Various root words indite on a - Choose one topic then write an Manila paper. opinion paragraph stressing their greatest stock for agreeing or disagreeing. Note Discuss and explain expressions on agreement and line of the topic disagreement. STAGE 3 TEACHING LEARNING SEQUENCE C. DEEPEN- At this stage, the teacher should be able to do the following Provide learners with suasion provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. Enable learners to apply the grammar items learned by giving them activities at bottom the confines of higher order thinking skills. Address the learne rs uniqueness, their strengths and weaknesses by providing them with tell apart instruction as needed. Provide them with meaningful and challenging activities that will reinforce what they have learned. Engage them in meaningful self- military rank. Give feedback. Activities Materials Date Remarks 1. Curtailed freedom TG. P. 11 1. Topic on specific reality or - throw away them agree or disagree game show. 2. Mock Election TG. P11 -Write and express their ideas 2.Written issue on a manila paper- Are you in favor of using 3. Drama Inventory TG. P12 the Filipino language during - do the table after English time? watching/listening to various drama media. 3. Written CHART on a manila paper as guide to the activity. 4. Airing Feedback TG. P12. - Role play any bunk 4. Rubrics Notes 1. Discuss the Elements of Drama 2. types of drama 3. drama conventions D.TRANSFER- At this stage, the teacher should be able to do the following Have the learners make independent industriousness of the various processes (drama review, play reaction paper production, critiquing an original extended drama script, ect) they have learned. Make them do independent performance or fox using varied and complex assessment procedure. Harness the learners growing improvement by letting them establish the interface among the activities they have performed. Have them take the connections between tasks and the world. Activities Materials Date Remarks 1. Drama Review TG. P13 1.evaluation Chart - Complete the evaluation chart after watching a scene in a drama or play. 2. DRP (Drama Reaction Paper) TG. P13 - evaluate the strength and 2. List of criteria written on a weaknesses of a play or drama. manila paper References Laarni- A Dream by Loreto Paras-Sulit Call Me Flory, by Wilfrido Ma. Guerrero The World is an apple Pr epared by FERDINAND A. SANGAO Subject instructor Noted NORA D. DALAPNAS Head Teacher In Charge