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2010 Secondary Education Curriculum English II

Quarter 1 : NARRATIVE

Topic 2: Literary / Narrative Devices and Techniques in Afro-Asian Narratives Stage 1

Time Frame : 15 days

Content Standard : The learner demonstrates understanding of the effectiveness of literary / narrative devices and styles used by the author in creating an illusion of reality to communicate meaning. Essential Understanding : Specific literary / narrative devices underscore, intensify and expand storys impact and meaning.

Performance Standard : The learner writes an insightful techniques essay.

Essential Question: How do literary / narrative devices contribute to overall meaning of the story?

Learners will know : literary / narrative devices and styles used by the author adjective phrases

Learners will be able to : show the importance of the subtleties of literary / narrative devices and techniques in the comprehension and creation of narratives support interpretation with facts and specific examples explain the recurring themes of narratives read gather facts that support illusion of reality or fantastic reality analyze the distinct qualities of Afro-Asian narratives recollect, talk and write about the narrative/ literary devices and styles used by the author write creative, original and analytical responses to a narrative demonstrate command of the language compare and contrast the narrative/ literary devices/ techniques used in a story read discover through the stories read the links between ones life and the lives of Afro-Asian people accept ones strength and weaknesses underscored in the stories read

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Stage 2 Product or Performance Task An insightful techniques essay Evidence at the level of understanding Evidence at the level of performance The learner should be able to demonstrate understanding covering the six (6) facets of understanding. The learner writes an insightful techniques Explanation essay based on the following criteria: Focus / Content Explain how meaning is enhanced in a short story. Organization Explain the appropriateness of literary/ narrative device and styles used by the author for specific purpose. Style Interpretation Language Evaluate the effectiveness of narrative/ literary devices Convention and styles used by the author. Application Write personal reflections about narrative / literary devices and styles used by the author. Use adjective phrases to clarify intentions / expressions. Perspective Generate important questions about the narrative techniques/ devices used. Empathy Relate character and events of short story read to real life. Self-Knowledge State the effect of a story on ones value system.

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Stage 3

TEACHING / LEARNING SEQUENCE 1. EXPLORE At this stage, the teacher should be able to do the following: Diagnose and find out where the learners are in terms of their knowledge of pre-requisite skills. Make the learners aware of the desired result, that is, for them to demonstrate understanding of the effectiveness of literary /narrative devices and styles used by the author in creating an illusion of reality to communicate meaning. Take up the Essential Question, How do the literary/ narrative devices and techniques contribute to the over-all meaning of the story? Make them answer the question, and cue them into the big ideas by activating their background knowledge or prior knowledge on the effectiveness of literary/ narrative devices and techniques. Inform the learners that their major output is an insightful personal narrative, and that they will be assessed based on the following criteria: focus/content, organization, style, language and mechanics. Suggested Activities Invite the learners to do the Verbalizing Thoughts activity where theyll think of and write at least five (5) situations which calls for the use of literary/narrative devices and techniques (focal point). examples of literary / narrative devices they are not sure of or they would like to know more about. formulate questions about literary/narrative devices and techniques. Have them try the Raise The Curtain exercise where theyll make sense out of the given set of words by arranging them to come up with a very sensible statement. literary styles create devices illusion narrative and plus of reality of the author share their findings with the whole class. react as to its truth or falsity. Give feedback. 21

Ask them to play the ALERT ! game where theyll form small groups of ten (10) , and discuss the answer to the essential question for ten minutes. take turns in sharing their tentative answers to the EQ. Tell them that the group with the most number of possible answers to the EQ wins. Have them try the GUESS WHAT? game where they will consider the output expected of them for this particular topic guess each letter which will be mimed or acted out by their classmates (PERSONAL NARRATIVE) put the letters together to come up with the secret output Process the learners answers. Inform them of the expected criteria for evaluation.

2. FIRM UP

At this stage, the teacher should be able to do the following: Make the learners illustrate or crystallize their knowledge the effectiveness of literary /narrative devices and styles used by the author in creating an illusion of reality to communicate meaning. Engage them in meaningful and challenging activities that promote cooperative learning, and that will reinforce what they have learned. Engage them in varied activities that will make them reflect, revise, or rethink their understanding of the effectiveness of literary / narrative devices and techniques in creating meaning. Provide feedback to check for understanding.

Suggested Activities Invite the learners to do the A Pictures Worth a Thousand Words activity and ask them tolook at the image in the picture ( a Japanese woman with the wooden bowl on her head) and guess what story it tells. work in small groups of five, and brainstorm about the possible events and character the image illustrates. share the characters thoughts and feelings.

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describe the possible events that lead up to whats depicted in the picture. Ask them to try JUMBLED VARIABLES exercise where they will pair up and listen attentively for the letters to be given through dictation. BELEFE LITO DECERUQAL TEJS CIDENGEIL LIPESTUF HORNAP arrange each set of letters to come up with a sensible word. guess and share the meaning of each word. predict which of them can be read in the selection The Woman With The Wooden Bowl . Provide the learners copies of The Maiden With The Wooden Bowl , and ask them to read the selection silently. Have them check if their predictions for key words are true, and process the learners answers. Encourage them to do the CARE for A LOT OF QUESTIONS? activity, and instruct them to pair up and brainstorm for a list of questions they have and to which they would like to know the answers. remind them that they should know first the answers to their own questions before they can pass them to another pair. turn in their questions plus their answers. Process the learners answers. Have them do the SPECIAL MENU activity where they will activate their background knowledge of the different kinds of ending and what they know about EPIPHANY. watch the images on the screen (Video Lesson) as they reflect and react by way of answering these questions: Do the images on the screen make you feel a something? Explain. Which aspects of the video make you feel that way? Have you ever read or seen something that has made you feel that way? What impression about life do these images convey? share their ideas / impressions with the rest of the class. Encourage them to do the PUZZLE STORY where they will do the following: watch a set of scenes (Video Lesson), and determine the order they are arranged or presented in the story , The Maiden With The Wooden Bowl , a Japanese folktale . put the story pieces together to make a meaningful whole. check their answers against the ones on the screen. focus on scenes 4 and 7. 23

Use the following questions as guide: What happened? Why were the guests surprised? What basic truth in life is revealed in the scenes? Discuss the answers to the questions, and check them against the ones on the screen Make sure the learners discuss among themselves the answers to the following questions Do you agree with what the quotation implies? How well does the video illustrate the truth in Hidden beauty lies behind a foolhardy mask. Which details in the video clearly capture the essence of this truth? Impress on the learners the importance of the following details of the story, Invite the learners to try the FROM TOP TO BOTTOM HELIX where they will Copy and fill out the triangle as shown below with appropriate entries such astitle of the story (topmost portion) characters ( below the title) problem / Conflict (below the characters ) climax (below the conflict/problem) solution to the problem (below climax) ending (bottom)

share their output with the rest of the class. Process the learners answers. Have the learners guess for the hidden word in WHATS THE WORD? exercise. Allow them to check their answer against the one on the screen (EPIPHANY). Emphasize to them the importance of epiphany in understanding and expanding the storys impact and meaning. Invite the learners to link epiphany to other literary / narrative techniques by letting them do the INSIDE, OUT exercise where theyll24

pay attention to these important terms to be flashed on the screen one after the other. CLIFF HANGER ANALEPSIS or FLASHBACK FORESHADOWING EPIPHANY SIDE STORY NARRATIVE HOOK

TWIST OR SURPRISE ENDING

DEUX EX MACHINA

DREAM SEQUENCE

POETIC JUSTICE

for fifteen minutes, guess what each of these words suggests. try the TAKE A CLOSER LOOK activity and find out which of the literary/ narrative devices/ techniques shown matches any of the following descriptions: unexpected finale that gives an entirely new vision on the entire plot; a powerful ending that leaves the readers dissatisfied and frustrated a series of dreams which allows a character to see events that occur or have occurred in another time a happy ending where a virtue is rewarded and the vice punished a premonition much like PROLEPSIS but only hints at the future story opening that hooks the readers attention so they will keep reading a plot device dating back to Ancient Greece where the conflict is resolved through a means ( by God, dues) that seem unrelated to the story; it allows the author to end the story as desired without following the logic and continuity of the story sudden revelation of truth at a certain point of the story background narrative that explains the world of the main story abrupt ending that leaves the plot incomplete without denouement; it often leaves characters in a precarious or difficult situation which hint the possibility of a sequel events previous to the current time frame are presented as characters memories and are used to explain their backgrounds and the back-story focus on the one that marks / presents the sudden revelation of truth at a certain point of the story( EPIPHANY ). Process the learners answers, and give feedback. Invite the learners to try the Ah-ha! EXPERIENCE and ask them to read The Crow Boy where they will abstract the story elements derive the meaning of the story through comprehension check 25

draw its message by figuring out the significant human experience of the character/s draw insights on what the narrative devices are and techniques used by the author by pointing out the parts /points of the story read which serve as proofs/evidences of a literary /narrative device or technique used jotting down and presenting ideas for further clarification Process the learners answers, and give feedback. Encourage the learners to focus on ITS ABOUT TIME ! game where they must recall the literary/narrative devices or techniques explored in class check and strengthen their knowledge of the effectiveness of each literary/ narrative device and technique used by the author take turns in sharing their favorite literary/ narrative device or technique describe it, and give an example based on a story read Discuss with them the features and importance of each literary/ narrative device and technique. Provide the learners with copies of different stories to read and to analyze. Encourage the learners to work on DISCOVERING / CAPTURING MORE GOLD MINE OF IDEAS activity where they willform small groups of eight (8) , and read an assigned story. reflect and zero in on theimportant elements of the story read significant human experiences expressed/ highlighted literary/narrative devices or technique used talk about/ discuss among themselves how each narrative device or technique is used. share their ideas with the rest of the class. Process the learners answers, and give feedback. LANGUAGE PATROL

Ask the learners to guess for the LONGEST WORD IN THE ENGLISH DICTIONARY WITH ONLY ONE VOWEL IN IT. Give them clues like: IT HAS ONLY ONE VOWEL IN IT, etc. until they guess the right word. Have them check their answer against this one : STRENGHTS Provide copies of sentences lifted from the Crow Boy and draw the learners attention to the underlined phrases. Ask them what these underlined words have in common. Let them discover the correct form, positions and functions of these phrase modifiers. 26

Impress on them the importance of using phrase modifiers. Let them form concepts on the what, when, and how of using phrase modifiers. Ask them to arrange the given ideas in sentences. Invite the learners to have a flashback of a controversial character who displayed a different course of action explain orally what made him/her controversial use phrase modifiers in their sentences Encourage the learners to try PROFOUND EFFECT activity and ask them to think about the connection between the story events in any of the stories theyve read and other situations they have observed or studied the events taking place today that remind them what they have read write about how they are connected , and underscore the phrase modifiers theyll use Emphasize to the learners that comic relief is a part presented to provide humor or temporary relief from tragic situation , and ask them to give a sample of a comic relief from any of the stories read explain why and how effective it is remember to express their ideas by using phrase modifiers Make them revisit the Essential Question, and check their tentative answers.

3. 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 revise their earlier assumptions about the effectiveness of literary / narrative devices and styles used by the author to create meaning. Address the learners uniqueness, strengths and weaknesses by providing them with differentiated activities. Engage them with meaningful and challenging activities that will enrich what they have learned. Engage them in meaningful self-evaluation. Provide them with feedback to check for understanding.

Suggested Activities Instruct the learners to do the WHAT IF activity where they will find a dialogue partner and talk about how they would feel and act if they were in the shoes of their favorite author 27

answer the following questions: What would you do if you were in the shoes of your favorite author? What would you say if you were asked about the literary/narrative device or technique you always use and why you always use it ? Share your findings with the rest of the class. Give feedback Invite them to try the THE CRITIQUES EYE where they must respond to one of the selections provided by your teacher to read by means ofpointing out clearly how the literary / narrative devices and techniques are employed by the author either accepting or rejecting each of them giving reasons for accepting or rejecting such citing examples from the text to illustrate their points share their ideas with the rest of the class. Process the learners output. Encourage the learners to do the MORE, MORE,MORE... activity where theyll do the following: Do a research on a chosen literary / narrative device or technique through using a variety of sources. Research on facts and theories about their chosen topic. Record the gathered information in a LEARNING LOG . Analyze the information by discussing it with classmates. Compare their findings. Give feedback. Lead them to do the GRAPHIC NOVEL exercise where they will present their appreciation for and learning of literary / narrative devices technique in a new way. use comics strips to present such. explain the significance of the narrative device or technique. use phrase modifiers whenever necessary. Encourage the learners to do the CLASSROOM CHAT where theyllwork in groups of five. take turns in asking and answering interesting questions about the effectiveness of each of the literary / narrative devices or techniques. 28

report their findings to the rest of the class. Encourage the learners to do the I Q A YOUR WAY (Interesting Questions and Answers ) activity. Here, they will retain their groupings. recall and brainstorm on the questions the class raised during the COMIC RELIEF activity. answer each question and rank them in their order of importance. have the groups consensus in choosing the most important / interesting question and answer. report back their findings to the class. share this with their friends and others through blogging in the net. Encourage their friends to give / share comments / suggestions / observations. Have them do the COCKTAIL PARTY activity where they willtalk to more than one person about their new learnings on literary/ narrative devices and techniques. explain how they will write a story and use appropriate literary/ narrative devices. Make them prepare for and present a MOCK INTERVIEW of their favorite author where they willwork with a partner and take turns in interviewing each other posing as famous author. prepare questions to ask in an interview of a famous author. introduce each others partner to the class. ask him/ her questions zeroing in on why and how he/she has employed a particular literary / narrative device/ technique. Have them do the COMIC SCENE activity where they willchoose a literary device or technique they find most appealing. write a script for the scene. cast the scene and rehearse. perform the scene. Give feedback. Invite the learners to try LIFE , STYLE /DEVICE AND MUSIC activity where they willwork in groups of ten (10) , and choose a particular point/ part of a chosen story read that highlights a literary/ narrative device or technique. scout for a song or a piece of music that complements with the storys part. 29

role play that part.. Give feedback. Check their mastery of content standard and essential understanding.

4. TRANSFER+++ A t this phase, the teacher should be able to do the following: Have learners make independent applications of their knowledge of the effectiveness of using literary / narrative devices and techniques in expanding storys meaning. Make learners write an insightful techniques essay based on the given set of criteria. Have them see the connection between the tasks and the world. Evaluate the presentation and check it against the criteria set in rubrics. Provide feedback to check for understanding.

Suggested Activities Draw the learners attention to the EXPLORING TOPICS activity where theyllrecall the most striking lesson they have learned from any of the stories they have read. the most impressive/striking part of the story. a story part/portion that made them change their opinion, attitude , or disposition. a story that can start a trend. a story part that they would like to change. point out the literary/narrative device or technique used by the author . remember to discuss how effective it is in highlighting the general truth in life . explain how it affects them as readers. share their ideas with the rest of the class. Give feedback Invite the learners to try the SPECIAL MEMORY activity where they mustwork in small groups of seven (7). reflect on30

what literary / narrative device or technique they have wondered about recently. what literary/ narrative device or technique puzzled them. literary / narrative device or style they would like to know more about. express and discuss their importance with their group mates. share their findings and discoveries with the rest of the class. Give feedback. Provide a sample of a TECHNIQUES ESSAY and let themread, explore , reflect , analyze, discuss and evaluate how it is written. have them focus their attention on the form , structure and contents of the techniques essay byasking and answering questions on o what it presents o why it is presented o how it is presented o its effect on the creation of storys impact and meaning Highlighting/ emphasizing the storys part/s that serve/s as evidence/s to prove their contention. clarify important points. respond to the text. Give feedback. Have them do the I WONDER... exercise where they willmake a list of literary / narrative devices or styles they wonder about as they go through the sample techniques essay. choose one which interests each of them most. freewrite onits significance in the creation of the storys meaning. its effect on the readers. focus on the important aspects of the selection. freewrite on the thesis statement to use. prepare evidences to support the thesis statement. Give feedback. 31

Invite them to try the A CRITIQUES RESPONSE CORNER activity where they willscout for, read and analyze a story of their choice. gather important details they need for a techniques essay focusing on the literary/ narrative techniques used by the author. Write the first draft of their techniques essay where they mustzero in on their reaction to their chosen story. analyze its content, related ideas and its effect on the reader. presents a thesis statement to identify the nature of the response. give a general overview of the work. support ideas/ claims with evidences for the work. find a partner and take turns in reading and editing each others work. Instruct them to polish/ modify their work incorporating changes based on the comments and suggestions of their peers. Give feedback. Invite them to rewrite their TECHNIQUES ESSAYS, Assess the learners major output based on a given set of criteria.

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Materials 1. Instructional /Informational Aids Sample Afro-Asian Narratives and Techniques Essay Graphic organizers and schematic diagrams/charts/grids/tables Art materials Pictures Rubrics

2. Technology aids CD/DVD Computer/Internet LCD

Suggested Literary Selections 1. The Woman With the Wooden Bowl 2. The Crow Boy 3. The Ramayana 4. The Donkey Cart 5. The Happy Mirror 6. The Return of Khokababu 7. The Man Who Became A Fish 8. The Case of Whiteheads

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