Eng narrative q4_topic_1

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Eng narrative q4_topic_1

  1. 1. Quarter 4 ESSAY Topic 1 Description of an object Time frame : 5 days Stage 1Content Standard : Performance Standard :The learner demonstrates understanding of a straightforward The learner writes and presents a clear description of an objectdescription which aids to “see” the object through using sensory andspecific words plus clear descriptive details that create a dominantimpression about its nature.Essential Understanding : Essential Question/s :Creating sensory image that makes one not only see the object but How can a description of an object become interesting?smell, hear, taste, and feel it by using sensory and specific words truly How can the use of descriptive words help in bringing to life a specific subject?makes a description interesting.The learners will know : The learners will be able to : • the basic principles of paragraph development • demonstrate knowledge on the two kinds of descriptive paragraph • kinds of descriptive details • discuss how the use of descriptive words can help bring to life a specific • sensory and picture making words subject • adjectives in a series • make meaning of a descriptive paragraph through the use of specific, sensory words • produce an interesting description of an object • use clear sensory details that create vivid images • exhibit competence in following the order of adjectives in a series • compare and contrast objects using description as basis • explain visual – verbal relationship illustrated in tables, and other information maps • transcode information from linear to non – linear texts and vice versa • ask and respond to question raised 1
  2. 2. • consider others’ suggestion in the use of descriptive words • reflect on the accuracy of descriptive details presented in one’s work • collect and organize details in a description of an object • use covert placement of adjective in a series • follow guideposts in describing an object • integrate multimedia and technology in the presentation Stage 2Product/Performance Evidence at the level of understanding Evidence at the level of performance The learners should be able to demonstrate understanding covering The learner writes a paragraph describingA clear description of an object the six (6) facets of understanding an object based on the following criteria • Focus/Ideas Explanation • Structure • Explain the basic principles of paragraph development • Organization • Describe an object concretely and vividly by using exact and • Style colorful words • Language Convention Interpretation • Mechanics Make sense of an object through the use of vivid description details Application • Write a well constructed descriptive paragraph focusing on an object • Expand ideas in writing a description of an object by using exact and vivid words Perspective Analyze the quality of the object presented based on descriptive details Empathy Give and respond to feedback on one’s paper in the revision process 2
  3. 3. Stage 3TEACHING/LEARNING SEQUENCE1. EXPLORE At this stage, the teacher should be able to do the following • Check/Diagnose the learners prior knowledge of the prerequisite skills in terms of their knowledge of basic parts of a paragraph as well as the use of descriptive words and specific details • Make the learners aware of the desired result, that is for him/her to demonstrate understanding of using sensory and specific words, descriptive details and dominant impression in describing an object • Introduce the Essential Question, “How can a description of an object become interesting?” and take it up with the learners. Make them answer the question and cue them into the big idea by activating their background knowledge or prior experiences on basic principles of paragraph development, kinds of descriptive details and the importance of using sensory and picture making words • Have them express their understanding of how to write an interesting description of an object. • Inform the learners of their major output, that is an interesting description of an object, and that they will be assessed based in these criteria focus/ideas, structures, organization, style, language convention, and mechanics.Suggested Activities • Invite the learners to try the WHAT AM I? guessing game where they’ll – form two big groups and choose at least five (5) representatives from each group. toss coin to determine which group will be the first to be given the chance to guess the correct term. read the description (written on a slip of paper) and guess which basic part of a paragraph is being described. take turns in pointing out clearly each of the terms being described. have the group that gives the correct answer gets the corresponding points and the group with the highest score wins. 3
  4. 4. • Have them try THE TARGET game where they will – retain their groupings. assign three (3) representatives (for each group) to take turns in targeting the requirements for a description of an object. consider the group that hits each correct term/concept gets corresponding points and the group with the highest score wins.• Impress upon them the desired result/s.• Provide the learners with at least five (5) questions, and let them- reflect on the essence of each given question. choose one which is closely related to the big idea as highlighted in THE TARGET game. check their chosen question against these : How can description of an object become interesting? and “How can the use of descriptive words help in bringing to life a specific subject?” answer the essential questions or give temporary assumption.• Have them try the CAPTURING HUMAN IMAGINATION activity where they will – write down two (2) thoughts that come to mind after seeing the picture/illustration of objects. write about one of their thoughts via answering this question : Does anything puzzle/interest them about the picture/illustration? share their reasons why they are puzzled or interested about it. point out by describing the details of the picture / illustration that puzzled / interested them (objects, place, person)• Give feedback.• Impress upon them their major output for the topic, that is, an interesting description of an object, and clarify to them that their output will be assessed based on the given set of criteria. 4
  5. 5. 2. FIRM UP At this stage, the teachers should be able to do the following : • Make the learners illustrate or capitalize, their knowledge of how sensory and specific words, descriptive details, picture making words, kinds of descriptive details, basic principles of paragraph development, adjective create a dominant impression in an interesting description of an object • Engage them in meaningful and challenging activities that promote cooperative learning, and that will reinforce what they have learned • Engage them in varied/differentiated group activities that will make them reflect, revise or rethink on their understanding of how a straight forward description create a dominant impression of its nature • Provide feedback to check for understandingSuggested Activities • Encourage the learners to have a DESCRIPTION SURVEY where they will – work in groups of ten (10). interview group mates on what subject can best be used for description. have the consensus of the group, and rank them based on their order of preferences. share their findings/discoveries with the class. • Give feedback. • Discuss with them the importance of presenting interesting description of an object, person or place. • Provide a sample paragraph describing an object, Here is one sample- The Working Robot Hitachi’s EMIEW which stands for Excellent Mobility and Interactive as Workmate is stocky robot called Pal on two wheels that can take orders from human voices and lend a hand with daily chores. This short-legged and long armed robot can work as fast as six kilometers (3.7 miles) per hour and respond to human voices within a radius of one meter (3.3 feet). This white – and – grey robot is 13 centimeters (52 inches) tall and weighs 70 kilograms (150 pounds). It is equipped with flexible arms and hands and censor to avoid obstacles, analyze sounds and recognize human faces. 5
  6. 6. TM : “Japanese Robot Takes Orders”. Tempo (March 16,2005)• Ask the learners to read the sample paragraph and to answer these questions: 1. What does the paragraph present? 2. The paragraph focuses on, how many topics/images/pictures? 3. Are the details closely related to one another? 4. Do all the details support the same topic? Are they logically arranged? 5. Does it present a clear over all impression of the subject ? 6. Which of the following principles of paragraph development is followed (UNITY, COHORENCE, EMPHASIS) in answering question 1, 2, 3, 4, 5?• Process the learners answer, and give feedback.• Draw the learners attention more on the features of a descriptive paragraph focusing on an object where they will zero in on – how the object is introduced. what kind of details are used/what specific details make the description work. which details focus on the physical aspect of the object (Objective Description). what details highlight/state the attitude/impression/feeling of the observer (Subjective Description). what words/which part states the over- all impression of the object. what kinds of words help in presenting clear, lively and moving description of the object in focus. how to see the object concretely and vividly via using the chart as shown.Subject/Object of Description : Sight Hearing/sound Touch Smell Taste Over-all impression 6
  7. 7. how to organize the details in a logical way (either spatial or order of importance). • Discuss with them the important/salient points to consider in describing an object via involving them actively in I BELIEVE/AGREE exercise where they will – take turns in sending, analyzing and reacting to ideas expressed in the sentences (on slips of papers). agree/disagree on the ideas presented. prove their contentions by giving examples of clear descriptions. Here are some sample ideas: 1. We need to use exact words to create bright, clear pictures in description. 2. Include details to contribute to the main/one-all impression of the object being described. 3. Focus on one subject/object to be described. 4. Use sensory details/words that appeal to scenes. 5. Choose a subject/object that you can describe objectively or subjectively. 6. etc. • Impress on the learners the importance of following the CONCERNS/GUIDELINES in writing a DESCRIPTION OF AN OBJECT. Here they are : 1. Choose a familiar object thing to describe and one that you can observe directly. 2. Focus and limit your subject to one (1) so you can have enough spare to cover all important details, thus it follows the principle of UNITY. 3. Think about your purpose (create a mood or feeling) and your audience. 4. Use sensory details (words phrases that appeal to the senses). 5. Organize the details in a logical way (either spatial or order of importance). This follows the principles of COHORENCE. 6. Remember to leave an effective and lasting impression/mark on the minds of the reader by emphasizing your one-all impression of the object. This follows the principles of EMPHAHSISLANGUAGE IN FOCUS • Instruct the learners to listen to you as you read a descriptive poem, and complete the entries of the text (you’ll provide them) by supplying the missing words/expressions: 7
  8. 8. ______, ______, ______ rock is everywhere (black ,brown, white) Of ______ sizes, ______ like gold ______, ______ (different, hard, shining, searching) The ______ soul and ______ beauty (simple, existing) As is moves, follows, observes and stays The source of inspiration, strength, willpower ________ to reach its sanctity – it rejoices (determine)• Tell them to focus their attention on the words they have supplied, study them carefully and pair up and ask each other the following questions: 1. What kind of expressions are supplied to complete the descriptive poem? 2. What do they have in common? 3. Where are they positioned/located in sentences? 4. How do they function in sentences?• Allow them to form concepts on the WHAT, WHEN and HOW TO use adjectives in a series.• Have them, complete sentence stems with examples from their experiences or their imagination via using correct positions of adjectives on a series e.g. I have seen a ______, ______, ______, ______ and ______ object.• Ask them to expand the given headwords by adding adjectives in a series e.g. pedicab clouds beach scene creek• Instruct them to make mini – dialogues about what objects inspire them and let them use descriptive words, adjectives in a series.• Drive them to revisit the Essential Question/s, and check their tentative answers. 8
  9. 9. • Impress upon them what entail a clear description of an object, and how to use adjectives in a series.3. DEEPEN At this stage, the teachers 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 basic principles of paragraph development, kinds of descriptive details, sensory impressions and picture making words in describing and object and adjectives in a series. • Address the learners’ uniqueness, strength, and weakness by providing them with differentiated activities. • Engage them in meaningful and challenging activities that will enrich what they have learned. • Engage them in meaningful self – evaluation. • Provide them with feedback for understanding.Suggested Activities • Ask the learners to – have a flashback of a memorable scene from a TV program or a movie that highlights a special object. think of one you like most orally describe how it looks emphasize its function give their one-all impression of the object • Give feedback. • Encourage the learners to imagine each of them as a roving reporter who is looking for an object to a group of youngsters who are ready to help him/her. • Tell the learners to do the FINE COLLECTION exercise where they will – work in groups of ten. assign one member to pose as a furniture dealer. 9
  10. 10. have the rest of the members to pose as buyers. make the furniture dealer describe his top of the line furniture. make the buyer ask questions about the furniture.• Have the learners do THE RIGHT STUFF activity where they will – each of them will pose as an interior designer whose attention is focused on a special/selected antique ornament inside a dream home. they will choose and indentify what that antique ornament is. they will describe it vividly and explain its function. they will give their over-all impression of the ornament.• Invite them to try the WISH LIST exercise where they will – pretend each of them is an editor of an interior design magazine and he/she has to give an advice to someone who is looking for an exclusive gift for a special someone. make a wish list of what possible gifts (objects) they can give. describe each item/object to be given as a gift. give most convincing description to make it desirable. use their imagination to devise reasons why it might be needed.• Make the learners do the 60 SECONDS exercise where they will – be given pieces of paper where names of objects are written. take turns in describing to the class the object be given no more than 5 minutes to prepare a description for each turn. be given 1 minute to describe the object. be given corresponding points for every correct identification of the object described. be declared the winner if he/she earns the highest points after 30 minutes.• Impress upon the learners that a jingle is a short song or poem that describes a product.• Invite them to make A JINGLE FOR ADS where they will – make up/think/invent a new product. talk about what the product does and how it looks like. 10
  11. 11. describe what the new product does and how it looks like. write a jingle that describes it. try to make people smile and buy the product because of your jingle. • Invite the learners to – brainstorm ideas for vivid description. choose something familiar. imagine that each of them is going to describe the object for someone who has never seen it (say to a Martian). brainstorm a list of words, phrases and comparisons to describe their objects on focus. • Check the learners’ mastery of the content standard and the essential understanding.4. TRANSFER At this phase, the teacher should be able to do the following : • Have learners make independent applications of their knowledge of the principles of paragraph development, kinds of descriptive detail, as well as using sensory and exact words in describing an object. • Make learners present a concrete and vivid description of an object based on a given set of criteria. • Have them see the connection between the task 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 list five (5) objects that they find most useful in their lives. • Have them write at least three (3) precise sensory details for each item, and to use five senses to think for the details e.g. sandwich ear of a corn carpet • Impress upon them that when they describe an object, they must use colorful, moving and lovely words to paint a vivid picture of how it looks in real life. • Make them remember the ROAD TO BETTER DESCRIPTION where they will – understand their purpose and audience. ask “what is their goal in writing the description?” (purpose), and “who should read?” (audience). 11
  12. 12. choose the big picture/over-all impression of what they’re describing. use vivid details and words that appeal to the senses. think about the order of details to make their writing easy to follow.• Have the learners write a paragraph about a POSSESSION they have had since their early childhood and – describe the object’s most unusual features. read them aloud. let others guess what the object is. discuss which specific details have helped identify the object.• Invite them to do THE FAMILIAR exercise where they will- think of a familiar object to describe. list at least 6 details about its appearance. make sure each detail supports the main impression / idea that is stated in the first sentence. choose a spatial organization that will present the details as clearly as possible. use a specific topic sentence. SENSORY WORDS BANK • Have them do the BREAKING IN activity where they will – copy a word bank grid and fill it in with appropriate entries. use the words inside the box as bases for their entries as sensory details. 12
  13. 13. Taste bumpy mutter scratchy bitter perfumy screech broad rotten smoky coal rumble snob copper rosy sour damp round silvery faded roar slippery fresh shiny stale spotted spicy sweet whisper warm hot• Process the learners’ answers.• Have the class try THE UNUSUAL game where they will – be divided into two big groups. listen to the name of an object whispered by a classmate. describe the object and let others ask questions and identify it. continue taking turns in whispering, describing and identifying the objects. consider the group with the most number of identified objects wins.• Give feedback.• Invite the learners to do the FIRST IMPRESSION exercise. Have them do the following : write three (3) familiar objects they can see inside their classroom. write down their first impression of them. have at least the first three (3) or five (5) details they noticed. choose one from the three familiar objects they have listed down, and describe it in a surprisingly new way. use objective and subjective description. share their work with the class.• Give feedback. 13
  14. 14. • Ask learners to do the ZOOM IN activity where they will – choose one object from the previous list they have. consider the sensory details they wrote in their previous activity. recall the Road to Better Description. Write the first draft of their description of an object. use objective and subjective description. • Tell them to share their description of an object and - talk about the corrections as needed. listen for comments and suggestions. discuss why each correction is needed. proofread and rewrite their descriptions. make a clear copy to be presented to the class. • Assess the learners’ major output based on a given set of criteria.Reference :1. Blau, Sheridan. et.al The Writer’s Craft. (Illinois : McDougal – Little, Inc., 1998).2. Brown, Ann Cole et.al. Houghton – Mifflin ENGLISH. (Boston : Houghton – Mifflin, Co.,1990 ).3. Strong, William et.al Writer’s Choice. (New York : Glencoe McGraw Hill,1996).4. West, William. Developing Writing Skills (Newton : Massachusetts : Allyn and Bacon, Inc, 1988).5. Winterowd, W, Ross and Patricia Y. Murray . ENGLISH Writing and Skills Coronado Edition.(Florida, USA : Holt, Rinehart and Winston, Inc, 1998 ).Materials:1. Instructional/Informational Aids • Samples of descriptive paragraphs • Schematic diagrams/grids/tables/charts/pictures • Rubrics2. Technology Aids • CD 14
  15. 15. • Computer• LCD 15

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