Professional Documents
Culture Documents
CONTENT STANDARD:
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies;; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences
B. Performance Standard The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting
details from texts to write a prcis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses,
and sentences meaningfully and appropriately.
C. Learning Competency/Objectives RC1a: Use predictive and RC1b: Use information GS2a: Use correct determiners. RC1e: Respond to ideas,
Write the LC code for each. anticipatory devices/tasks to presented in a reading or viewing issues, and concerns presented
activate prior knowledge about selection to infer, to evaluate, in a reading or viewing selection
the topic of reading/viewing and to express critical ideas. in creative forms.
selection. RC1e: Respond to ideas, WC2b: Distinguish between and
LC2b: Determine the order of issues, and concerns presented among a journal entry, an
significant events in the text in a reading or viewing selection anecdote, a travelogue, a
listened to. in creative forms. personal letter, and a blog entry.
RC1a: Use predictive and VD2b: Identify figures of speech SS2a: Identify the features of
anticipatory devices/tasks to that show comparison: simile. primary information sources.
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activate prior knowledge about
the topic of reading/viewing
RC1b: Use information
presented in a reading or viewing
selection to infer, to evaluate,
and to express critical ideas.
II. CONTENT Theme: Building Relationships Primary Selection/s: The Mats by Francisco Arcellana
Sub-theme: Valuing My Family Parallel Selection/s: MISCELLANEOUS PAPERS ON MAT WEAVING IN THE PHILIPPINES:
Mat Industry in Apalit, Province of Pampanga, Luzon
Patricio C. Gozum
F. Developing mastery Check Point (20 minutes) Presentation (20 minutes) Certainly Certain: Grammar
(leads to Formative Assessment a. Process what the students a. Have the students reread Lesson
3) have listened to by the text The Mats silently in a. Ask the students to read
discussing the following: preparation for further aloud the phrases.
i. Structure of the discussion. b. Make them focus on
jigsaw reading vis- b. Have them consider the following words: the, a, an,
-vis the structure discussion on Total Recall our, whose, that
of the narrative and Check Point. c. Draw out from them the
ii. Importance of cues functions of these words.
like transition d. Have them look for phrases
devices, repetitions, with determiners in The
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pronouns and their Mats.
antecedents.
b. Ask students comprehension
questions regarding the
listening text.
G. Finding practical application of Enrichment d. Assign the class to make a Making It Whole: Unguided
concepts and skills in daily living We Are Family: In depth research on Filipinos and Practice
discussion of the text (25 other cultures burial beliefs a. Ask the class to read the
minutes) and practices. To facilitate whole passage.
a. Explain the concept of a the research, you can assign b. Throw some comprehension
sociogram. specific regions and nations questions about it.
b. Cite example for better to work on per student c. Have them answer the
understanding of it. and/or group. exercise.
c. Guide them as they make e. Ask them to share their d. Process their answers by
the sociogram for the research with their asking them why they use
Angeles family. groupmates and have them such determiners.
d. Suggested criteria for summarize by writing
evaluation: comparison-contrast
i. Correctness of sentences/paragraphs using
information- 5 points similes.
ii. Clarity of relationships
between and among the
characters- 5 points
iii. Correctness of ideas- 5
points
iv. Creativity of
presentation- 5 points
TOTAL- 20 points
H. Making generalizations and Spoken For: Comparison and f. Have them prepare an oral Synthesis
abstractions about the lesson Contrast Details (15 minutes) report for their output. a. Ask the class to describe the
a. Recall specific details about Angeles family.
the mats given by Mr. b. Have them cite
Angeles by completing the events/situations in the story
table as a class. that support their
descriptions.
c. Make the class see the
social dynamics of a Filipino
family.
d. Highlight the importance of
the members of the family
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even the dead ones.
I. Evaluating learning b. Lead them into constructing g. Suggested Criteria for Sourcing Information: Writing
comparison-contrast Evaluation: Task
sentences using words like Content (complexity and a. Present samples of journal
both, and, but etc. originality of ideas)- 10 entry, travelogue, anecdote,
points personal letter, and blog
Organization (logical entry.
sequence of ideas)- 10 b. Have them discover their
points similarities and differences in
Language (use of terms of formats and
similes)- 10 points functions.
Mechanics (indention, c. Explain the task and
capitalization, and encourage them to choose
punctuation)- 10 points what interests them.
TOTAL- 40 points. d. Suggested criteria for
evaluation:
Content (complexity
and originality of
ideas)- 10 points
Organization (logical
sequence of ideas)-
10 points
Language (correct
grammar and
sentence structure
and vocabulary)- 10
points
Mechanics
(indention,
capitalization, and
punctuation)- 10
points
TOTAL- 40 points
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