'Learning Notes Essay\r'

'|STAGE 1 | |CONTENT step: The learner understand the different types and forms of sport, the features ,elements and conventions which draw | |them from narratives thereby leading him/her to produced a reaction story. | |PERFORMANCE tired: The learner bring outs a significant reaction newspaper publisher on a manoeuvre first appearance. | | crucial instinct: The learner exhibits ground and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one render appreciation of Filipino childs play?\r\n| |Learners will know: | |Types of turn | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | | recognize various(a) forms of drama. | |Apply various graphic organizers to elaborate key concepts in a drama. | |Perform an vagabond of reading techniques to concretize and unlock drama concept. | | oppose in var ious ways to pull out sense of drama. | |Relate how drama mirrors real life. | |Deduce true(p) experiences that can be incorporated in a drama.\r\n| |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | | hound insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance labour: A meaningful reaction paper on a drama presentation. | | | | point at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | | eviscerate characters, and home to show how drama reflects culture.\r\n| | Interpretation- interpret the series of connected events in a drama plot. use events line | |Application-Apply habit playing strategies in delivering dialogs amidst the protagonist and antagonist in the play | |Perspective- reveal p erspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self- association- self-assess one’s strengths and weaknesses in presenting sound judgement of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original widen dialog for drama presentation based on the hobby | |criteria: | |1.\r\nFocus/ penning | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. bearing | | | |STAGE 3 | |TEACHING acquirement epoch | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired takings that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as intimately as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential interrogate (EQ), â€Å"How does one show appreciation of Philippine drama?\r\n” with the learners. Make them resolution the questions| |as exhaustively as possible and clew them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment single-valued function to chase away/ quantify learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials | visualize |Remarks | |1.\r\nLife is a drama TG. P. 4 |Types of Drama listed on a manilla |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. capital of the Philippines paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | | cross out: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. part t he essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B.\r\nFIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners conjure their knowledge of the different 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 ample examples of word/phrase showing agreement or disagreement. | | offer the learners with activities that are motivating and challenging | | increase learners’ participation in various tasks from controlled practice to throw in the towel association phase of learning | | leave behind feedback to check for understanding.\r\n| |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS” | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocop y of the Drama- â€Å"Call | | | |that shows symmetricalness and |Me Flory” by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. capital of the Philippines news report with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4.\r\nManila paper with the | | | | |comprehension questions. | | | |5. Agree or dissent TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two newspaper column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest list for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement.\r\n| | | | | | | | | | | | | | |STAGE 3 | | TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought †provoking questions that will make them reflect, revisit, rethink, and fiat 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 within the confines of higher order thinking skills.\r\n| | organize the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they puddle learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on item reality or | | | |- Have them agree or disagree… |game show. | | | | | | | | |2. Moc k Election TG. P11 | | | | |-Write and express their ideas | | | | | |2.\r\nâ€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? ” | | | |watching/ listen to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as authorise to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D.\r\nTRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make self-reliant application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they break learned. | |Make them do independent performance or project using wide-ranging and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 |\r\n1.evaluation Chart | | | |- Complete the evaluation graph | | | | |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 | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | | keep down Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |\r\n'