Lesson plan for working together in the global community, Assignments of English Language

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Lesson Plan

in

English 7

Submitted by: Michaela E. Macan

Submitted to: Mr. Jeson Bustamante

EN7LT-IV-e-6: Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village EN7LT-IV-e2.2.3: Determine tone, mood, technique, and purpose of the author Learning Objectives At the end of the lesson students should be able to:

• Activate prior knowledge through sharing their experiences about the common reasons why siblings fight and how they resolve it.
• Give meaning of the unfamiliar words in the text.
• Determine the tone, mood, technique, and purpose of the author.
• Discover the importance of cooperating and being responsible using the literary piece entitled “A Shaw for Anita.”
• Create a roleplay about how they will show cooperation and responsibility in the family and why it is important to possess these values in the family. Starting-Up COMMON REASONS WHY SIBLINGS FIGHT and HOW WE RESOLVE IT The teacher will ask six ( 6 ) volunteer and fill out one (1) reason on the graphic organizer found on the board. Each student who volunteer will share their experiences as to what they have written on the board and students will also share how they resolve that issue/fight. Common Reasons Why Siblings Fight

8. Observe how her deft hands can knit this hat in just one hour. ______ H. to bother or annoy
9. I envy her for getting easily what she wants. _______ I. to confine in a restricted area
10. I need to go out to the garden, for I’m coofed up here inside the house. ______ J. not feeling or showing any concern about the problems of others K. to enjoy each other’s company Introducing the Lens Using Formalist Approach in Analyzing Texts This literary lens involves a close reading of the literary piece. The ideas and the essential information in interpreting a text must be found within the text itself. It focuses on analyzing the form, organization, language and multiple meanings such as imageries, ironies and metaphors. It is also interested in the work's setting, characters, symbols, and point of views of the literary piece. As this approach focuses on the text, it disregards the author’s intent, background and context. In addition, there is no need to bring in outside information such as history, politics, and society of the time, about the author's life and the reader. Taking the Piece

About the Author

Lolita M. Andrada

She is the famous writer of the narrative, A Shawl for Anita. She is a former Director IV of the Bureau of Secondary Education, Department of Education. She immigrated from the Philippines in 1997 and has lived in Los Angeles for almost 20 years.

Concurrently, she served as the Project Manager of the Secondary Education Development and Improvement Project (SEDIP) She initiated the adoption of standards in basic education curriculum and initiated the focus on teaching and assessing for understanding and transfer as key features of the secondary curriculum. She has published various articles in education journals and other publications. She is one of the Phoenix Publishing House Educational Foundation consultants.

"A Shawl for Anita"

By: Lolita M. Andrada

My mother brought us up single-handedly. It was a Herculean task for a woman so frail, dealing with three adolescent children. But she managed. She never finished high school, but her deft hands had skillfully eked out a living for the four of us. She was good at knitting. That tided us over until the eldest got a diploma of teaching. Then she put up a sari-sari store to send the other children to college. Mother wanted us all to start a college degree and she had sacrificed much to see us through. Mother had a soft heart - especially for Anita. Anita was the youngest, and I, being the middle child, had always envied her. She was sickly and Mother willingly indulged her. My sister's whimpers never irked her. She was ever so gentle with her when I impatient and jealous. I never understood my mother. My mother who had always been a frail woman was much thinner now. Anita who was married by now had never stopped being pampered. Her lack of concern for our mother's failing health was getting on my nerves. I felt like shouting at her, calling her names when I heard her ask Mother to knit a shawl for her. Mother could hardly refuse, but I knew that the task was just too much for her. Her fingers had lost their flexibility; rheumatic pain told on her knuckles that felt a million pins pricking. My heart went out to her every time I saw her painfully the knitting needles into the yarn. The rest of us did not want to see Mother lift a finger. She was too old to work, and we wanted to save her the burden of doing even the lightest household chores. Mother said she felt useless being cooped up in the house all day, doing nothing. That was before Anita sweet talked her into knitting her shawl. I was beginning to hate Anita for being so callous.

Working it More ROLE PLAYING The class will be divided into 5 groups. Each group are tasked to have a role play about how they will show cooperation and responsibility in the family and why it is important to possess these values. Students must be creative in presenting their ideas. Rubrics : Presentation 20% Story 20% Creativity 5% Teamwork 5% 50 points Hitting the Test Direction: Choose the letter of the correct answer.

1. Who is the author of the story “A Shawl for Anita”. a. Amador Daguio c. Lolita Andrada b. Manuel Argilla d. Anita Marquez
2. Who is the narrator in the story? a. Anita c. Eldest Child b. Lolita d. Mother
3. Who cared much for their mother? a. Anita c. Eldest Child b. Middle Child d. Father
4. The author's attitude or feelings towards the writing is the ________. a. Mood c. Emotion b. Tone d. Sentiment
5. _______ is the feeling the reader gets as he/she reads the text. a. Mood c. Emotion b. Tone d. Sentiment

6. What is the reason why Anita asked their mother to knit a shawl for her? a. She wanted to make her sisters jealous. b. She wanted a new shawl to wear. c. She wanted to test how much their mother loved her. d. She wanted to give her mother a reason to live.
7. “Anita who was married by now had never stopped being pampered by mother.” What is the tone of the text? a. Angry c. Pleased b. Happy d. Envy
8. “Her lack of concern for our mother's failing health was getting on my nerves.” what is the tone of the text? a. Angry c. Pleased b. Happy d. Envy
9. Why does mother display a soft heart for Anita? a. She is her favorite child among the siblings. b. Because Anita was the youngest. c. Because Anita was sickly. d. Because Anita was the sweetest among the siblings.
10. Which of the following show the elements of plot in order? a. climax, rising action, exposition, falling action, resolution b. expositions, climax, rising action, falling action, resolution c. exposition, rising action, climax, falling action, resolution d. resolution, rising action, climax, falling action, exposition
11. Who are the characters in the story? a. Anita, Lolita, and their brother b. Anita, Lolita, and their father c. Anita, Lolita, and their mother d. Anita, Lolita, and their grandmother
12. What action did the mother does? a. Knitting a shawl for Anita b. Washing a shawl for Anita c. Cutting a shawl for Anita d. Buying a new shawl for Anita

Reference Chelleevan. "A Shawl for Anita" by:Lolita Andrada , 18 Feb. 2011, chelleevan- myliteratures.blogspot.com/2011/02/shawl-for-anita-bylolita-andrada.html. gratefuljarette. “Who Narrates the Story of the A Shawl for Anita.” Brainly , 2 May 2020, brainly.in/question/15135666. ANSWER KEY

1. C
2. B
3. A
4. B
5. A
6. D
7. D
8. A
9. C
10. C
11. C
12. A
13. D
14. C
15. C

Name: Michaela E. Macan Subject: Teaching and Assessment of Literature Class Schedule: TTh 3:00 – 4:30 pm ACTIVITY # 1 Directions: Fill in the table below with sample classroom discussion questions or classroom tasks belonging to the different student processes in the context of a Grade 7 Philippine Literature class. Each item is worth two (2) points. Literary Piece: Footnote to Youth Student Processes in a Literature Class Sample Question Description Students can talk or write about what they read in their own words. 1.How would you describe the setting of the story? Discrimination Students can discriminate among different literary types. They can identify them by type, author or theme.

2. What types of characters present in the story? Relation Students can relate several elements of a literary text to each other or to other texts.
3. What do you think is the similarity of the movie entitled Angelito ang Batang Ama to the literary piece entitled Footnote to Youth? Interpretation Students can figure out what they think the author is saying and defend their interpretations.
4. How did Teang and Dodong find married life? Are they happy? Support your answer using the passage. Generalization Students can draw out the main idea of a piece of literary work or an author’s style.
5. What factors should we consider before marrying someone? Evaluation Students can evaluate the worth of a piece of literature using a set of criteria.
6. For you, why is it important to read literature like this? Valuing Students can indicate the importance of literature to their own lives or to the world outside of the text.
7. What is the significance of this story to you? What values do the story give to you as a youth? Creation Students can respond creatively by making art projects, composing a musical, producing an MTV, writing another stanza for a poem or another chapter.
8. In a group of 5, write a poem with a message to the youth in our generation.