Scribd Logo
Upload

Welcome to Scribd!

  • 52 views

    Topic Content Standards Performance Standards Learning Competencies

    Uploaded by

    Karla Bernadette LugtuHonrado Gonzales
    This document outlines a learning plan for a senior high school class on creative nonfiction and oral communication. The plan covers two weeks and includes standards, competencies, outcomes, strategies and assessments. Key points: - Students will learn about literary conventions of genres like fiction and nonfiction as well as elements of oral communication. - Activities include analyzing texts, writing drafts using genre conventions, peer editing, and oral presentations with cultural awareness. - Assessments include an oral performance task where students deliver memorized speeches in different accents and impersonate movie characters in groups.

    Copyright:

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

    Topic Content Standards Performance Standards Learning Competencies

    Uploaded by

    Karla Bernadette LugtuHonrado Gonzales
    52 views6 pages
    This document outlines a learning plan for a senior high school class on creative nonfiction and oral communication. The plan covers two weeks and includes standards, competencies, outcomes, strategies and assessments. Key points: - Students will learn about literary conventions of genres like fiction and nonfiction as well as elements of oral communication. - Activities include analyzing texts, writing drafts using genre conventions, peer editing, and oral presentations with cultural awareness. - Assessments include an oral performance task where students deliver memorized speeches in different accents and impersonate movie characters in groups.

    Original Description:

    Original Title

    CN_WEEK1_2_OLIVEROS.docx

    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 document outlines a learning plan for a senior high school class on creative nonfiction and oral communication. The plan covers two weeks and includes standards, competencies, outcomes, strategies and assessments. Key points: - Students will learn about literary conventions of genres like fiction and nonfiction as well as elements of oral communication. - Activities include analyzing texts, writing drafts using genre conventions, peer editing, and oral presentations with cultural awareness. - Assessments include an oral performance task where students deliver memorized speeches in different accents and impersonate movie characters in groups.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    52 views6 pages

    Topic Content Standards Performance Standards Learning Competencies

    Uploaded by

    Karla Bernadette LugtuHonrado Gonzales
    This document outlines a learning plan for a senior high school class on creative nonfiction and oral communication. The plan covers two weeks and includes standards, competencies, outcomes, strategies and assessments. Key points: - Students will learn about literary conventions of genres like fiction and nonfiction as well as elements of oral communication. - Activities include analyzing texts, writing drafts using genre conventions, peer editing, and oral presentations with cultural awareness. - Assessments include an oral performance task where students deliver memorized speeches in different accents and impersonate movie characters in groups.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Unisite Subdivision, Del Pilar, City of San Fernando, 2000 Pampanga, Philippines

    SENIOR HIGH SCHOOL


    Learning Plan in Creative Nonfiction
    Topic Introduction to Creative Nonfiction Week: 1-2

    Content The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
    Standards
    Performance The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output.
    Standards
    Learning The learner is able to:
    Competencies 1. Identify dominant literary conventions of a particular genre
    2. Compare and contrast how the elements are used in the different genres
    3. Analyze and interpret the theme ad techniques used in a particular text
    4. Create samples of different literary elements based on one’s experience
    5. Write a draft of a short piece using any of the literary conventions of genre following these pointers:
    a. Choosing a topic
    b. Formulating a thesis statement
    c. Organizing and developing ideas
    d. Using any literary conventions of a genre
    e. Ensuring that the theme and technique are effectively developed
    6. Peer-edit each other’s draft based on:
    a. clarity of idea
    b. appropriate choice of literary element
    c. appropriate use of the elements
    d. effective combination of the idea and the chosen literary element
    7. Revise the draft of a short piece using any of the literary conventions of a genre (e.g. plot for narrative piece)
    Specific At the end of the week, the learners/students will be able to:
    Learning 1. Distinguish what makes creative nonfiction different from the other forms of writing
    Outcomes 2.
    3.

    Strategies A. Preparation
    Daily routine: Opening prayer, checking of attendance, classroom management

    B. Presentation

    C. Activities

    D. Generalization (Closure)

    E. Values Integration/ Attributes Integration

    Materials Laptop, projector/ LED television, whiteboard


    Resources

    Assessment/
    Evaluation
    Assignment Enhancement activities
    Remarks

    Prepared by: Checked by:

    Janine Lei L. Oliveros, LPT Ms. Violy Fernanda Y. Santos, Ed. D


    Teacher Principal
    Unisite Subdivision, Del Pilar, City of San Fernando, 2000 Pampanga, Philippines

    SENIOR HIGH SCHOOL


    Learning Plan in Oral Communication in Context
    Topic Nature and Elements of Communication Week: 2
    Nov. 28- Dec. 2, 2016
    Content Standards The learner understands the nature and elements of oral communication in context.
    Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
    Standards
    Learning The learner:
    Competencies 1. explains why there is a breakdown of communication.
    2. uses various strategies in order to avoid communication breakdown.
    3. demonstrates sensitivity to the socio- cultural dimension of communication situation with focus on culture, gender,
    age, social status, and religion
    Specific Learning At the end of the week, the learners/students will be able to:
    Outcomes 1. recall knowledge on factors of successful communication.
    2. identify the diffence between the verbal and non- verbal communication
    3. discuss the different types of verbal and nonverbal communication.
    4. describe the key elements of effective communication
    5. develop effective communication skills
    6. discover the importance of learning culltural differences
    7. acquiring knowledge, skills, and attitudes that increase cultural competence.
    8. develop positive attitudes towards people from different cultural groups.
    Strategies A. Preparation
    Daily routine: Opening prayer, checking of attendance, classroom management

    B. Presentation
    Diagnostic:
     Get a partner and talk about any topic while observing keenly how one speaks. For example, His/Her facial
    expression, hand movements, etc. Be prepared to discuss your observation.
     Process the answer of the learners.

    Lesson Proper
     Discuss verbal and nonverbal communication.
     Discuss effective communication skills and intercultural communication.
     Learners will be given copies of drills for proper pronunciation of words. (See attachment 1)

    C. Activities

    I. Practice Selection
    Psalm 23
    The Lord is my shepherd; I shall not want.
    He maketh me to lie down in green pastures: he leadeth me beside the still waters.
    He restoreth my soul; he leadeth me in the paths of righteousness for his name’s sake.
    Yea, though I walk through the valley of the shadow of death, I will fear no evil; for thou art with me; thy rod and
    thy staff they comfort me.
    Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth
    over.
    Surely goodness and mercy shall follow me all the days of my life:and I will dwell in the house of the Lord for ever.

    II. Twist your Tongue!

    An economical young fellow named Beebee


    Wished to marry a lady named Phoebe
    But he said, I must see
    Bout teh minister’s fee
    Before Phoebe can be Phoebe Beebee.

    III. Charade
     The learners will be divided into two groups. Each group will be choosing a representative who will be acting the
    word that he/ she had picked. The remaining members will be the one to guess the word.
     The first group who will be getting the highset score will be declared as the winner.

    Happy Together Nobody is Perfect


    Love yourself No man is an island
    Pillow Talk Photograph
    Jumpshot We Don’t Talk Anymore
    IV. Let us Meet Them
     Think of a difference in the culture of the Filipinos from the Americans, Japanese, and Chinese. Explain how these
    differences can create a problem in cultural relations.

    V. Accent Time- Transfer Task (Scaffolding for the Oral Perfomance Task)
     The learners will be given a copy of the American Accent Training Text that they need to memorize. They will be
    given a chance to choose which accent to use when they deliver their memorized speech. The learner will be asked
    to grade their classmates using the rubric. (See attachment for the rubric)

    VI. What’s on your Mind? - Transfer Task (Scaffolding for the Oral Performance Task)
     The learners will be asked to get a piece of paper. Each paper has a quotation written on it. They will be given 5
    minutes to prepare for their speech and they will be given two minutes to deliver their speech. (See attachment for
    the rubric).

    C. Generalization (Closure)
    The worst assumption a speaker could have is that he will be able to send a message and be understood the way he
    wanted his listeners to understand it. So many things could go wrong during the communication process and the least
    that one would want to have is a misunderstanding with the person he is communicating with. Therefore, it is essential to
    know that every communicative act is based on something that conveys meaning, and that conveyance is the message.

    D. Values Integration/ Attributes Integration


    Critical Thinking, Communication Skills, Higher-order Thinking

    Materials Laptop, projector/ LED television, whiteboard


    Resources Antonio, Ma. Theresa.et.al.,Oral Communication in Context for Senior High School. 2016 (pp. 13- 71)
    Assessment/Evalua Oral Performance Task
    tion
    DUBSMASH/ IMPERSONATION
    1. Divide the class into 9 groups.
    2. The groups will choose if they would like to have dubsmash/ impersonation.
    3. They will be getting a clip from a movie and they will be imitating the characters in the movie clip that they will be
    choosing.
    4. They will be asked to bring their gadgets to do the task.
    5. The group will be assigning who will be the moderator, secretary, time keeper, english patroller and the representative.
    6. The learners will be given two periods to practice. They will be presenting the video in the class and the class will be
    grading the output of the group.
    Assignment No assignments

    Remarks

    Prepared by: Checked by:

    Ms. Princess Santos Viray Ms. Violy Fernanda Y. Santos, EdD


    Teacher Principal

    You might also like