Quarter 1 : NARRATIVE

Topic 1 : ELEMENTS OF SHORT STORY

2010 Secondary Education Curriculum English II Time Frame : 20 days

Stage 1
Content Standard : The learner demonstrates understanding of the close relationships among the elements of short story that bring out its meaning. Essential understanding/s : The presentation of believable characters and situations that shape ones life complimented by the interplay of other story features and elements lead to understanding of a story. A personal narrative reflects significant human experience. What is a personal narrative without human experience? Learners will know : the elements of short story forms and functions of simple past tense time transition words Learners will be able to : show how the features of a story work together to help one understand and appreciate the narrative demonstrate imagination in writing personal narratives discover Philippine and Afro-Asian narratives as means of expanding experiences and outlook; thus, enhancing worthwhile universal human values make meaning of worthwhile experiences underscored in AfroAsian and Philippine narratives write a well-developed, organized, coherent and insightful narrative use appropriate language structures in writing personal narratives write in expressive and imaginative modes discriminate between positive and negative values used in narratives emphasize how narratives serve as transmitter of culture and values, infer how universal themes in narratives are still prevalent in AfroAsian culture 1 Performance Standard : The learner writes an insightful personal narrative. Essential Question/s: How does the interplay of the elements of short story create a meaningful whole?

 Stage 2 Product or Performance Task An insightful personal narrative

discover through narratives the links between ones life and the lives of Afro-Asians recognize the effect of a literary piece in ones value system accept ones strengths and values as underscored in narratives Evidence at the level of performance The learner writes an insightful personal narrative based on the following criteria: Focus / theme Characters Problem / conflict Development of action Language Mechanics

Evidence at the level of understanding The learner should be able to demonstrate understanding covering the six (6) facets of understanding : Explanation Explain how the theme of a narrative is still important to people of today. Express appreciation for worthwhile Afro-Asian traditions, culture and the values they represent. Interpretation Transcode ideas from texts to concept maps, grids, tables and other schematic diagrams or vice versa. Make sense of Asian identity as presented in Afro-Asian narratives in the light of what makes one an Asian. Application Write a personal narrative highlighting a significant experience. Exhibit the correct forms and functions of the simple past tense, time transition words and personal pronouns in expressing understanding and appreciation of narratives.

Perspective Retell a story from different points of view. Analyze how universal themes are effectively presented in narratives. Empathy Be open to value and respect for diversity which are evident in narratives. Self-Knowledge Relate reading to ones experience to clarify meaning. Stage 3 Teaching / Learning Sequence : 1. EXPLORE At this stage, the teacher should be able to do the following: Use non-formative assessment procedures to diagnose /check / evaluate the learners readiness and competence on the prerequisite knowledge and skills to the tasks at hand. Introduce the essential questions, How does the interplay of the elements of short story create a meaningful whole? and What is a personal narrative without human experience? Invite the learners to answer the essential questions and share what they know about the elements of short story that can bring out its meaning. Make learners aware of the desired results, that is, for him / her to demonstrate understanding of the close relationships among the elements of a short story that bring out its meaning. Inform the learners of their output i.e. an insightful personal narrative based on the criteria for assessment.

Suggested Activities Invite the learners to do the Quickie Class Survey where they will do the following: Form small groups of ten (10) and do a QUICKIE SURVEY where they will interview the group members on what they know, what else they want to learn about and what questions they still have to ask / answer about short story elements. Instruct them to ask the following questions, and list possible discoveries they have about short story elements. 1. What do I know about the elements of short story? 2. What else do I want to learn about the elements of short story? 3. What are the questions about short story elements that I still have to ask / answer? Instruct them to plot their answers on the Discovery Report form as shown. DISCOVERY REPORT for ELEMENTS of SHORT STORY Name : ___________________ Year and Section: _____________ Date: ________ What I know: _________________________________________________________________ What I want to learn: __________________________________________________________ ___________________________________________________________ Questions I still have to ask : ____________________________________________________ ____________________________________________________

Encourage the learners to have the QUESTION HOUR highlighting the Essential Question, that is, How does the interplay of the elements of short story create a meaningful whole? where they will listen to the words / phrases(shown below), and they will form sensible question out of the dictated words/ words inside the box.

the interplay of short story

how whole

a meaningful

does

of the elements create

give tentative answers to the EQ based on their experiences and observations. Ask the learners to work on PALINDROME ( back-to-front writing) where they ll make sense out of the following letters to form sensible words. 1. TOLP 2. SRETCARAHC 3. GNITTES 4, GNIDNE 5. EMEHT 6. TCILFNOC 7. EVITARRAN LANNOSREP

Process the learners answers, and make them aware where theyre headed for plus inform them of the expected output, that is, for them to write an insightful personal narrative based on the following set of criteria: Focus / theme Characters Problem / Conflict Development of action Language Mechanics Hook the learners interest and challenge them by asking, How good are you in visualizing and predicting events? Ask them to share their experiences. 2. FIRM UP At this stage, the teacher should be able to do the following: Make the learners illustrate or crystallize their knowledge of the close relationships among the elements of short story , how they bring out its meaning, how to narrate events via using simple past tense, correct time markers and personal pronoun

in the varied activities youll provide them. Concretize the learners knowledge on how to write a personal narrative anchored on true to life experiences and observations. Engage them in meaningful and challenging activities that will make them reflect, revise or rethink their understanding. Provide feedback to check for understanding.

Suggested Activities Invite the learners to the MUSIC and ME activity where theyl llisten to the song entitled , Ugoy ng Duyan by Levi Celerio and have them answer the following questions: What things come to mind as you listen to the song? What is the song all about? What characteristics of a mother are highlighted in the song? A present day problem (in line with the relationship between a mother and her son / daughter) can be solved if the songs message can be lived meaningfully Let them discuss this in groups. Lead them to do the GEMS in QUOTES activity where they ll read and mull on the essence of the quotation, With the crown of the aged, there cometh wisdom react as to its truth or falsity. cite true-to-life experiences based on the essence of the quotation. Guide them to work on the TITLE TALK activity where theyll read the title, The Story of the Aged Mother, a Japanese folktale, and predict what they think the story is about or answer the question: What does the title suggest? formulate questions that can be answered in the selection as hinted by the title. Have the learners do the WHAT AM I ? vocabulary game. Here, they have to read The Story of The Aged Mother, and look for difficult/ loaded words use a dictionary to find the meaning of these words. take turns in sharing each difficult word theyve discovered/ read from the story by means of miming or acting out the meaning of the word in focus for the other to guess. 6

The game continues until all the difficult / loaded words discovered by the learners will have been described and clarified. Guide the learners as to the most appropriate words/ meanings to be highlighted. Encourage the learners to re read The Story of the Aged Mother and try the Story Discovery Game where theyll use elements of short story as points of discovery. remember to draw their attention to the paper doors / windows; remind them that each window /door they will choose to open will reveal a question that will clarify how each of the elements of short story is presented/ highlighted in The Story of the Aged Mother. Paper Doors / Windows A F K

B G L

C H M

D I The

E J End

choose a window / door to open and answer the question behind it. discover at the end that all the answers to the questions shed light on the general truth in life presented clearly through the close interrelationship among the story elements. Let the learners discuss the answers among themselves. Process the learners answers, and give feedback. Emphasize to them the importance/ essence of close relationships among the story elements to bring out its message. Have them do the PREDICT, RELATE, CONNECT AND ARRANGE activity (VIDEO LESSON Segment 1) where they will have a closer look at the frames of the video and visualize what is happening. predict, relate, connect and arrange the events as to the order they are presented in the story. fill out a story chain. compare answers and check if they conform to the ones on the screen. Invite the learners to try THINK-PAIR-SHARE exercise where theyll take a closer look and copy the schematic diagram displayed on the screen. read, match and pair each description with a corresponding diagram and accompanying scene. compare their answers against the ones on the screen.

Invite the learners to read The Cricket Boy, a Chinese tale, and do the SPIDER WEB STORY BUZZ WORDS /LINES activity where theyll work in small groups of ten (10) and discuss answers to the questions hinted by question words in straight lines of the Spider Web copy the spider web (as shown below) , and fill out the lines loops continuously around with buzz words/lines that will answer the question words in straight lines : WHAT? WHO? WHEN? WHERE? WHAT PROBLEM? WHY? HOW? Share their discoveries with the rest of the class. Process the learners answers, and point out to them how the author employs the interconnection of storys elements to bring out the general truth in life. Ask the learners to try The FUN BEGINS... activity where theyll retain their groupings, and re read The Cricket Boy and The Story of the Aged Mother. analyze each story by using the SETTING as the focus first. consider and talk about its significance. share the groups consensus with the rest of the group. Process the learners answers, and give feedback. Explain to the learners that authors always give readers a complete picture of their characters though sometimes they give only clues and we need to fill in the rest of the picture or make inferences by combining our experiences with the clues from the text plus using our common sense. Invite the learners to do the COMPLETING THE PICTURE activity where theyll re read The Story of the Aged Mother and The Cricket Boy and copy then fill out the chart as shown CHARACTER S CHART Question Evidence from the story Own Experiences What I can Infer How does the a. aged mother b. poor farmer c. Kiti d. Mr. Cheng feel? How does each of them feel before the problem exists? How does each of them feel when the problem exists? 8

How does each of them solve the problem? How does each one feel afterwards? Let the learners share their entries in the chart and process their answers. Ask the learners to do the GET-A-FEEL exercise where theyll find a dialogue in the stories explored to get a feel of how any of the characters feels/speaks about the conflict/ problem/ challenge met. Guide them to share their findings with the rest of the class. Lead the learners to do the JUST SHOW ME HOW Game where theyll form groups of ten (10) and focus on the conflict/ problem/challenge highlighted in any of the stories read/ discussed. take turns in sharing with the whole class what it is all about , then clarify its effects on the characters. emphasize how the problem is solved. link them to the elements of short story. talk about how each contributes in making meaning of the story. Instruct the learners to copy and fill out the TWO-COLUMN NOTES : STORY MAP (as shown below) with appropriate entries TWO-COLUMN NOTES : STORY MAP SETTING CHARACTERS MAIN PROBLEM GOAL EVENTS (listed in order) RESOLUTION

Lead the learners to try the ATTENTION! Game where theyll zero in on the TURNING POINT of any of the stories theyve explored in class and verbalize where in the story it is found and what the character/s have realized. take turns in sharing the turning point with the rest of the class. Discuss with the learners the essence of turning point in finding meaning from the story.

Have them do the MAGIC BOND game where theyll work in two big groups, and take turns in sharing an element which they find important or most effectively used to emphasize the most important detail / idea / person / action / incident in any of the stories explored in class. evaluate the element if it really adds clarity and effectiveness to the message. prove its essence in bringing out the message of the story. Process the learners answers , and give corresponding points to the group wholl perform the task well Tell them that the group with the most number of points wins. Encourage the learners to try the PROBE ROUTE activity. Theyll probe, trace and map the route / path of the elements that contribute to the actual forwarding of action in any of the stories read and explored in /out of the class. share how it looks and discuss it with the rest of the class. Process the learners answers, and give feedback. Encourage the learners to answer the EQ and express their ESSENTIAL UNDERSTANDING of the concepts discussed / covered.

LANGUAGE IN FOCUS Draw the learners attention back to the MOST REMEMBERED PART/SECTION and state how each happened. Have them focus their attention on how the past actions are expressed by zeroing in on the form, position and function of each verb used. Lead them to abstract and clarify important details on the when, what, why and how of using the simple past tense of the verb. Point out to them that there are other words/ expressions which help in clarifying past action. Let them discover and identify what words specify the time of the action. Ask them to point out how they help clarify the time of the action. Encourage the learners to form concepts on the correct use of the simple past tense and time markers. Instruct them to complete excerpts from short stories with appropriate forms of verbs and time markers. Invite them to do the DO YOU EVER WONDER WHAT /HOW ... activity where theyll choose a person/ place/ object/happening and wonder what / how it looked many years ago research for its history considering how old it is who the first settlers/ handlers/users were 10

why he/she/it was left there what happened describe what was there 200 years ago in what ways has he/she/it changed since how people / place / object live/exist what have been the changes since then Process the learners answers , and give feedback. Ask the learners to work on the MOST CHALLENGING SITUATION activity where theyll recall and point out the most challenging situation they found from any of the selections read. express it and use the simple past tense plus the appropriate time markers/signal. explain the reasons for choosing the situation and plot them on the chart. share their ideas with the rest of the class. Give feedback. Have them do the PROBLEM PROFILE where theyll create a profile of a problem highlighted in any of the stories explored. answer the following questions: Who was affected by the problem? What caused the problem to occur? Was there more than one cause of the problem? What were some of the possible solutions to the problem? share their ideas with the rest of the class Give feedback. Invite them to do the FINDING CONNECTIONS activity where they will share what other stories they know of, who the characters are and how different or similar that story is to that of the stories explored in class. Allow them to share their ideas with the rest of the class. Give feedback. Impress on the learners the need to use the close interconnection and interrelationship among the story elements to highlight and expand the meaning of the story and its impact. 11

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 close relationships among the elements of a short story. Address the learners uniqueness, needs, strengths and weaknesses by providing them with differentiated instruction as needed. Engage them in meaningful, challenging and differentiated activities that will reinforce what they learned. Engage them in meaningful self-evaluation and give feedback.

Suggested Activities Invite the learners to scout for / find a song which highlights the same theme of your chosen story explored in class. Relate the message of the story and the song to real life experiences. Have them tell and show how they are similar. Give feedback. Encourage the learners to try the CAPTURING LIFE AROUND US activity where theyll take a neighbourly walk and identify elements in the community / school which have the same features with the most remembered parts of the story. photograph the current situations/ actions. relate the two and express their observations and findings. use simple past tense of the verb and appropriate time markers. Give feedback. Have the learners try the SPEAK UP activity by doing the following: recall a time in your life when you were misunderstood by someone/others. talk about your experience highlighting what happened why it happened 12

how it happened why you wanted to be understood Give feedback.

Get the learners involved in VERBALIZING THOUGHTS activity where theyll point out two places /parts of their chosen story where they can add a dialogue to tell/ improve. imagine what the words the characters might have used/ said make up a dialogue between the characters and a real life friend or invent two imaginary characters of your own plan the topic/ problem they are facing. think about the action and where it will take place. try to use humor in your dialogue. Invite them to present their work orally, and give feedback. Encourage them to do the A CLOSER LOOK A TIME TO GET DEEPER activity where theyll pair up and role play an interview with a chosen character from any of the stories read / discussed in class. formulate questions to be asked and answered. focus on the important lessons learned /realizations from the story and how a character has influenced you. speak up with poise and confidence. give each other feedback. Ask the learners to prepare a SCENE FOR A MOVIE where they ll imagine that they have been hired by Star Cinema or Regal Films or Paramount pictures to create a movie on the theme highlighted in The Story of An Aged Mother, The Cricket Boy or any story of your choice. write a detailed description of the scene. provide detailed instructions about the mood, setting, characters, problem/conflict and events. think about how the scene can be expanded into a movie. plan the opening scene , the mid -part and the ending. write the detailed description of the plot, characters, setting, conflict, resolution and ending.

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Encourage the learners to do the FLAVORS OF LIVES activity where learners share folktales from their home cultures. pantomime the events while the others can tell the story aloud. explain why it could be important for a culture to be handed down from one generation to another. use specifics from the story to prove your contention. Invite them to try the STORY ELEMENTS WHEELS activity where theyll connect elements of short story. discuss the importance of each part and their connection. trace and discuss the flow of action. Tell them that the first to present the clearest, most accurate and coherent connection wins. Process the learners answers, and give feedback.

4. TRANSFER +++ At this phase, the teacher should be able to do the following: Have learners do the independent applications of the interconnection of the story elements. Make learners present a personal narrative based on a 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 Invite the learners to do the CONVICTION exercise. Tell them that like in stories they read and explore, many times they make decisions that result in planned or unplanned consequences. Here the learners will write a story about a character who makes decision or takes an action that affects the character or another character in the story. describe the consequences of the action. react as to the importance of making a particular decision. Process the learners output, and give feedback. 14

Have them try the TIMED NARRATION where theyll write a brief narrative about their experiences when they had refused to give up but eventually gave up , then finally succeeded in spite of difficult odds. base their story on actual events. identify the challenges they face. do this in 20 minutes, then, share their work orally. Give feedback. Invite the learners to share ACCIDENT ANECDOTES where theyll recall the time they met accident or witness an accident. tell what happened. Provide learners with a sample personal narrative, and guide learners in analyzing its structure and content . Have them draw insights on how to generate ideas for writing personal narrative. Invite the learners to work on MSL / ESL thru FB activity where they will form small groups of five ( 5) , and make a list of events that aroused their curiosity / rage or increased their understanding of something. list the facts of the most important / interesting event theyve experienced. plot their answers on the illustrations as shown

How do I WHERE Consequences of the WHO WHAT feel Action ? ? share their most significant learning about the events that aroused their curiosity / rage or increased their understanding of something. quickwrite on this most significant learning in paragraph form. 15

WHEN

share this ( with illustrations) with their friends through posting them in their facebook / twitter invite others to react / to share ideas.

Provide them with other samples of personal narratives, and invite them to consider how the scenes are organized and ended and do the SHOW DONT TELL exercise where theyllrevise/ modify the ending of their chosen narrative to SHOW more than TELL the action. work on concrete descriptions and use sensory impressions. Encourage them to do the SMOOTH CONNECTION where close connection of ideas in personal narrative is shown. Ask them to share their personal narratives with the rest of the class , and do peer checking. Allow them to polish their work by incorporating changes based on the comments and suggestions made by peers. Have them publish their work. Materials 1. Instructional / Informational Aids samples of personal narratives schematic diagrams / charts/ maps / grids 2. Technology Aids CD / DVD Computer LCD TV / radio Required Literary Selections 1. The Spiders Thread by : Akutagawa Ryunosuke 2. The Gold Harvest 3. The Two Brothers 4. The Story of the Aged Mother 16

5. The Cricket Boy Suggested Literary Selections 1. The Lady Chang (Chinese tale ) by : Marjorie Clark 2. The Chinese Cinderella 3. Big Kihou and Little Kihuo 4. The Story of Ruth 5. The Men and The Monkeys 6. Creating The Earth ( A Yoruba Tale) 7. The Forbidden Fruit (An Efe Tale) 8. God Leaves the World 9. The Gentleman of the Jungle (a Gikuyu tale) told by Jomo Kenyatta Sources: 1. Myrna M. Torres and Diosdado Montalba. English For Secondary Schools SEDP based. (Quezon City: FNb,1990). 2. Josephine B. Serrano and Milagros G. Lapid . English For Communication Arts and Skills Second Year. ( Quezon City : Alemar Phoenix Publishing House, Inc., 1976 ). 3. Tayao, Lourdes M. et.al. English In Use. ( Manila : Rex Book Store, 1991). 4. Ladera, Helen P. et.al. Dimensions in Learning English . ( Manila ; Rex Book Store , 1999)

As of January 26, 2011 BSE- DepEd

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