What else do we need to knowwhen we teach the Grade 7 LANGUAGE ARTS Program? Well, the Instructional Context.
Let’s look at the dynamism of the three Olympic rings. First, the three most important L’s. LIFE. It has to be life-likeLITERATURE. It is an enduring expression of significant human experiences captured in words that are well-chosen and well-arranged.After the training in PISAY, mas naging ma-eL ako... Joke. Their intersections/overlapsThe integrations will be truly/sincerely felt by the students.
True or false: Are the themes reflective of the development needs of the Grade 7 learners?
A basis of materials selection and development is the recognition of the need to ensure that the literary texts follow a coherent, chronological arrangement. The sequence shows how Philippine Literature and Philippine History are interlinked. What better way to begin than to study Folk Literature, where we will find pieces of who we are as Filipinos. You see, today’s students know foreign gods and heroes than they do in their local myths and legends.Apprenticeship is about Learning. This period corresponds to US colonization. Here, the American colonizers mentored our writers to write literature in English. You may noticed that we had a 333 year leap. The Spanish Period. We deliberately skipped Spanish period. Another feature of the K to 12 is that, where another subject can teach a competency in greater depth, we don’t have to repeat it to avoid overlap. We do not teach Philippine Historyu the way AP Teachers do it. One thing more, if we include Spanish Period, we will be devoting two quarters for translated literature knowing that there was no significant text produced in English at that time.Can we substitute? Yes, as long as it falls under the theme and period and you don’t sacrifice the historical value and content.
The five features of the Language Arts Program are rolled into one acronym. Light! We hope we see the light
Literature Literature for Language Arts, Language Arts through Literature. The teaching of reading and the other language arts must be done in the context of good literature. Not only does literature emphasize the connectedness of the various language arts, it also provides opportunities for greater personal involvement and thus develops the student’s lifelong interest in and ownership of learning
THEMES Appreciating Myself Building Relationships Asserting Myself Linking with the World
Literature Based. . . Not Genre Focused Philippine Literature in English in Four Periods The traditions and aspirations of the Filipino people7
The Use of Informative Texts as Parallel Texts To enrich/expand thematic focus To link students to current affairs, issues and concerns To teach media literacy8
CHRONOLOGY OF LITERARY TEXTS Philippine Folklore in Translation Period of Apprenticeship (1925-1945) Period of Emergence (1946-1972) Contemporary Period (1973-present)
Communicative Grammar 1. Elicitation 2. Generalization 3. Controlled Practice 4. Individual Practice 5. Expansion/Enrichment10
Focus on Common Areas of Diificulty in Grammar Non-sequential Common errors included in standard English proficiency11 tests
Use of Culminating Performance Typically weaves study strategies, especially for information management Balance between individual and cooperative learning12
CONTENT APPROACHE S1.Philippine 1.Literature- Literature in English in Four Based Periods/ 2.Historical Informative Text2.Language Approach to (Basic Grammar Literature Points based on 3.Communicati the competencies and Common ve Approach
L inking life, literature, and languageI ntegrating themes, texts, and tasksG aining mastery of language forms and rules of usageH oning independent study strategiesT hinking through a variety of texts and tasks