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Format for teaching shs
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this document conveys the diff. kinds of philosophy that will help a student teacher to be guided along his journey in teaching profession
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21 st Cent C entury ury L iterature from fr om the Phi lipp li ppii nes and and the the World Guide
T6.1: Teaching T1: Acid Plan (3rd)
Essential Topic 6: Literary Adaptation
2018 SUMMER DepEd-PEAC INSET FOR SHS TEACHERS: “Improving SHS Teachers’ PCK on Articulated Competencies”
TEACHING GUIDE (TG) [GROUP VI] Submitted by: Clarice Bea M. Sibumpan Ira M. Alberca Janette G. Salcedo Maria Zarah B. Meneses Lyka Mae S. Garin
Father Urios Institute of Technology-Ampayon, Inc. Mindanao Institute St. Michael’s School Medrid, Surigao del Sur Surigao Education Center, Surigao del Norte Saint Joseph Institute of Technology Main Campus
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21 st Century L iterature from the Phi lippines and the World Guide
T6.1: Teaching T1: Acid Plan (3rd)
Essential Topic 6: Literary Adaptation
TOPIC / LESSON NAME CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
Applying critical approach to 21st Century Literary Texts from from the Philippines. The Learner will be able to understand and appreciate the elements and context of 21 st century Philippine Literatures from the regions. The learner will be able to demonstrate, understanding, and appreciation of 21 st Century Philippine Literature from the regions a written close analysis and critical interpretation of a literary text in terms of form and theme, with the description of its context derived from research. A. Writing a close analysis and critical interpretation of literary texts and doing an adaptation from these require from the learner the ability to (a.) value the contributions of local writer to the development of regional literary traditions; (b) situate the text in the context of the regions and the nation. B. Make a critical interpretation and analysis of plurality of texts. Use multimedia skills and strategieas a way to respond to 21 st Century socio-cultural concern.
SPECIFIC LEARNING OUTCOMES TIME ALLOTMENT
The learners will be able to : 1. Identify the theme of a text through the lens of a critical approach. 2. Value the connection of the text to their personal lives and society. 3. Create a critical response to the text using multimedia instruments. Per meeting
LESSON OUTLINE:
1. INTRODUCTION : Recalling and review of the preview topic. MOTIVATION : The students will be tasked to be group by pairs. Think-pair-share. 3. INSTRUCTION/DELIVERY : The text will be presented and the learners will be given time to read the poem individually. The teacher will Lead the close reading of the text and identify of the poem ’s theme and then relate it to the Marxism approach. 4. PRACTICE : Worsksheet 5. ENRICHMENT : Providing more materials to use in making more criticism. EVALUATION : Worksheet
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21 st Century L iterature from the Phi lippines and the World
T6.1: Teaching T1: Acid Plan (3rd)
Guide
Essential Topic 6: Literary Adaptation
MATERIALS
RESOURCES
hen I finish highschool by Maria Victoria Beltran
Pasumbingay Anthology Norton Anthology of Literary Criticism
MEETING
PROCEDURE
LEARNERS’ NEEDS
1. INTRODUCTION (10 MINUTES) Recalling and review of the preview topic. 2. MOTIVATION (10 minutes) The students will be tasked to be group by pairs and will be given a set guide questions to be used in the discussion of the text. GUIDE QUESTIONS 1. What were your plans when you graduate from highschool? 2. Suppose that you can ’t afford to go through college, what would you feel? 3. Is it moral for teens to be a breadwinner of the family? 3. INSTRUCTION/DELIVERY (40 minutes) The text will be presented and the learners will be given time to read the poem individually. The teacher will lead the close reading of the text and identify of the poem ’s theme and then relate it to the Marxism approach. GUIDE QUESTIONS: 1. Who is the persona? What social status does he have? 2. Where is the persona situated? 3. How does he perceive his life and ambition and his role in the community? 4. Identify the local colors in the text. 5. Evaluate the function of the persona in the poem in relation to his community.
MORE SPECIFIC PROCEDURES
TEACHER TIPS
TOPICS: Poem: When I finish highschool by Maria Victoria Beltran
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21 st Century L iterature from the Phi lippines and the World Guide
T6.1: Teaching T1: Acid Plan (3rd)
Essential Topic 6: Literary Adaptation
4. PRACTICE : The teachher will provide a worksheet that the students will fill out. (worksheet attached)
Persona in the poem
Me
1. Social influences 2. Dreams 3. Home environment
1. Social influences . 2. Dreams 3. Home environment
differences
similarities
differences
5. ENRICHMENT The teacher will provide sources of readings and materials for further research. 6. EVALUATION Identify the lines that are needed for each item. Explain.
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21 st Century L iterature from the Phi lippines and the World Guide
