Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 1K views

    Hunger in Barok

    Uploaded by

    mabs baw
    This semi-detailed lesson plan aims to teach students about Philippine literature in the Period of Emergence and strategies for listening, viewing, and expressing ideas. The lesson focuses on the short story "Hunger in Barok" and involves students: 1. Predicting events in the story by supplying words to describe it. 2. Reading assigned parts of the story in groups and answering discussion questions. 3. Presenting their understanding of the part and predictions to the class. 4. Choosing the correct answers to sentences from the activity. 5. Searching for the meaning of direct and indirect speech.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Hunger in Barok

    Uploaded by

    mabs baw
    1K views4 pages
    This semi-detailed lesson plan aims to teach students about Philippine literature in the Period of Emergence and strategies for listening, viewing, and expressing ideas. The lesson focuses on the short story "Hunger in Barok" and involves students: 1. Predicting events in the story by supplying words to describe it. 2. Reading assigned parts of the story in groups and answering discussion questions. 3. Presenting their understanding of the part and predictions to the class. 4. Choosing the correct answers to sentences from the activity. 5. Searching for the meaning of direct and indirect speech.

    Original Description:

    Lesson Plan

    Original Title

    Hunger In Barok

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This semi-detailed lesson plan aims to teach students about Philippine literature in the Period of Emergence and strategies for listening, viewing, and expressing ideas. The lesson focuses on the short story "Hunger in Barok" and involves students: 1. Predicting events in the story by supplying words to describe it. 2. Reading assigned parts of the story in groups and answering discussion questions. 3. Presenting their understanding of the part and predictions to the class. 4. Choosing the correct answers to sentences from the activity. 5. Searching for the meaning of direct and indirect speech.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views4 pages

    Hunger in Barok

    Uploaded by

    mabs baw
    This semi-detailed lesson plan aims to teach students about Philippine literature in the Period of Emergence and strategies for listening, viewing, and expressing ideas. The lesson focuses on the short story "Hunger in Barok" and involves students: 1. Predicting events in the story by supplying words to describe it. 2. Reading assigned parts of the story in groups and answering discussion questions. 3. Presenting their understanding of the part and predictions to the class. 4. Choosing the correct answers to sentences from the activity. 5. Searching for the meaning of direct and indirect speech.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Republic of the Philippines

    Department of Education
    Region IV-A (CALABARZON)
    Division of Cavite
    ALFONSO NATIONAL HIGH SCHOOL
    Telefax: (046)8630796; Tel. No.: (046)8630942

    Semi-Detailed Lesson Plan in English 7

    December 9, 2019

    CONTENT STANDARD: The learner demonstrates understanding of: Philippine literature


    in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and
    viewing of informative and short narrative texts; word relationships and associations;
    informative speech forms; and use of direct/reported speech, passive/ active voice, simple
    past and past perfect tenses, and sentence connectors.

    PERFORMANCE STANDARD: The learner transfers learning by: showing ways of


    asserting one’s identity; comprehending informative and short narrative texts using
    schema and appropriate listening and viewing strategies; expressing ideas, opinions, and
    feelings through various formats; and enriching written and spoken communication using
    direct/reported speech, active/passive voice, simple past and past perfect tenses and
    connectors correctly and appropriately.

    Objectives:
    EN7RC-III-f-2.8: Make predictions about the text
    EN7VC-III-f-14: Make a stand on the material viewed

    1. Predict the events in a short story


    2. React on the picture shown
    3. Cooperate in group activities
    I. Subject Matter
    Topic: “Hunger in Barok”
    Reference: English Learner’s Manual, pp.354-361;
    Materials: Multimedia devices (Television, laptop), chart, reading materials
    Time Frame: 1 hour
    Approach: The Inquiry-Based Approach
    Strategy: Knowledge-Building community model
    Activity: The EIBU Activity
    Teacher’s Activity Student’s Activity
    Learning Procedure:
    A. Daily Routine (5 minutes)
    1. Prayer
    2. Greetings
    3. Classroom Management
    Please be seated according
    to your groupings. Group 1
    please occupy this side(so on
    and so forth…).

    4. Checking of Attendance
    5. Checking of Assignment
    6. Recall
    B. Priming Task (Experience)
    8 minutes
    1. Look at the picture and put
    yourselves on the person/persons you can
    see.

    Process question:
    a. What do see in the picture?
    b. Is the rice field is in good conditon or
    not?
    c. If you were the farmer would you
    become happy to harvest now?

    d. Would still have hope if this happen?


    C. Lesson Proper( 40 minutes)
    1. Pre- Reading (Inform)
    POSSIBLE!
    The teacher posts the chart.

    Directions: Supply the first word that


    comes into your mind to make a
    prediction about the content of our story
    which is entitled “ Hunger in Barok” by
    N.V.M. Gonzalez.
    2. Group Reading( Build Knowledge)
    I have here the copies of different parts
    of our story. The first, second, third, fourth
    and fifth part belongs to groups 1 to 3
    respectively.

    As you can see from the top of your copy


    are words that unlocks your difficulty in
    words. The second part is the content of
    the assigned part of the story. Followed
    by the questions that you need to answer
    after reading. Those questions encourage
    you to have your own predictions. Take
    note that you must have the same
    predictions as with your groupmates. You
    only have 10 minutes to do that.

    3. Post Reading (Understand)

    Follow the guide of presenting your


    understanding and predictions.

    a. Tell to the class how you


    understand the part of the story.
    b. Read the questions first and share
    your group predictions.
    c. The next group will agree or
    disagree with the predictions that
    the first group has. Then do the
    guide again.

    II. Evaluation(5 mins)


    Make It True!
    Choose the correct answers that fits on the sentences that you have in the activity
    POSSIBLE!
    A. Half-famine
    B. Loyal
    C. Land owner
    D. rice
    E. Generous
    F. Seed rice
    G. Friend
    III. Agreement: (2 minutes)
    Search for the meaning of direct and indirect speech.

    Prepared by:

    ROMELABEL C. BAWAR
    Student Teacher

    Reviewed by:

    MRS. VIVIAN C. AURE


    CT/ English Teacher

    You might also like