This document contains a daily lesson log for an English teacher covering lessons from November 7-11 for grades 7 and 8. The log details the objectives, content, learning resources, procedures, and reflections for lessons on Anglo-American and world literature. Key topics included analyzing literature to understand values, chamber theatre presentations, persuasive texts, and defining greatness through poems and the works of Martin Luther King Jr. Formative assessments and additional activities like creating infographics were used to evaluate student learning.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
Mediante el presente test se pretende evaluar los logros de los estudiantes frente a las competencias comunicativas descritas por el marco común europeo para el nivel A1.
Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
reading and writing skills subject. Text development- intertext. this is my ppt during my demo. the content is good for face-to-face classes and online classes. this material is good for the public school teacher in senior high school.
Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
Mediante el presente test se pretende evaluar los logros de los estudiantes frente a las competencias comunicativas descritas por el marco común europeo para el nivel A1.
Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
reading and writing skills subject. Text development- intertext. this is my ppt during my demo. the content is good for face-to-face classes and online classes. this material is good for the public school teacher in senior high school.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Home assignment II on Spectroscopy 2024 Answers.pdf
ENGLISH 7 AND 8 1ST WEEK.docx
1. GRADES 7 to 10
DAILY LESSON LOG
School: BIANGAN INTEGRATED SCHOOL Grade Level: 7 & 8
Teacher: Learning Area: ENGLISH
Teaching Dates and
Time:
NOVEMBER 7-11, 2022 (WEEK 1)
Quarter: 2nd QUARTER
TUESDAY
(ENGLISH 7)
TUESDAY
(ENGLISH 8)
THURSDAY
(ENGLISH 7)
THURSDAY
(ENGLISH 8)
FRIDAY
I OBJECTIVES
A. Content Standard The learner demonstrates
understanding of how Anglo-
American literature and other
text types serve as means of
valuing other people; also how
to use processing information
strategies, different forms of
adverbs and conditionals for
him/her to play an active part
in a Chamber Theatre
presentation.
The learner
demonstrates
understanding of how
world literature and
other text types serve
as ways of expressing
and resolving personal
conflicts, also how to
use strategies in linking
textual information,
repairing, enhancing
communication public
speaking, emphasis
markers in persuasive
texts, different forms of
modals, reflexive and
intensive pronouns.
The learner demonstrates
understanding of how
Anglo-Americanliterature
and other text types serve
as means of valuing other
people; also how to use
processing information
strategies, different forms
of adverbs and
conditionals for him/her
to play an active part in a
Chamber Theatre
presentation.
The learner
demonstrates
understanding of how
world literature and
other text types serve
as ways of expressing
and resolving personal
conflicts, also how to
use strategies in linking
textual information,
repairing, enhancing
communication public
speaking, emphasis
markers in persuasive
texts, different forms of
modals, reflexive and
intensive pronouns.
- Students will answer the
Learning Activity Sheets given to
them by their teachers.
- Give summative test.
B. Performance Standard The learner proficiently plays
an active part in a Chamber
Theatre presentation through
employing effective verbal
and non- verbal strategies
based on the following
criteria: Focus, Voice,
Delivery, Facial Expressions,
Style and Body Movements or
Gestures.
The learner composes a
short but powerful
persuasive text using a
variety of persuasive
techniques and
devices.
The learner proficiently
plays an active part in a
Chamber Theatre
presentation through
employing effective
verbal and non-verbal
strategies based on the
following criteria: Focus,
Voice, Delivery, Facial
Expressions, Style and
Body Movements and
Gestures.
The learner composes a
short but powerful
persuasive text using a
variety of persuasive
techniques and devices.
C. Learning Competency/s: Analyze literature as a means a. Observe the language Make connections
2. of understanding unchanging
values in the VUCA (volatile,
uncertain,complex,ambiguous)
world.
of research, campaigns,
and advocacies
b. Take note of the
important details in the
poem.
c. Discover the theme
of the poem through its
elements.
d. Show understanding
of the theme through a
poster.
between texts to
particular social issues,
concerns, or dispositions
in real life.
II CONTENT “Auld Lang Syne” (English
Version)
“I Think Continually of Those
Who Were Truly Great” by
Stephen Spender
Inferno by Dante
Alieghiere
Martin Luther King Jr.
on Greatness
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 76 37-42 77
2. Learner’s Materials pages 101 123-128 105-107
3. Text book pages
4. Additional Materials from
Learning Resources
Auld Lang Syne Lyrics
English Version,Copy of the
poem, Tarpapel
Copy of the reading
text, Paper and Pen
Pictures, Pen and Paper,
Laptop,Speaker,Projector
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Ask students “How do we
celebrate the ―greatness‖ of
the people we know?
Who do we consider truly
great?”
For if you suffer your
people to be ill
educated, and their
manners to be
corrupted from their
infancy, and then
Ask students “How do
you define greatness?
Let‘s get to know
someone who might
change your views on
greatness.”
3. punish them for those
crimes to which their
first education disposed
them, what else is to be
concluded from this,
but that you first make
thieves and then punish
them.”
― Thomas More,
Utopia
C. Presenting
Examples/instances of new
lesson
1. Students will form a group
of 5.
2. Form an acronym of
GREATNESS by giving an
equivalent to each letter in the
word. The word equivalent in
each letter should be a trait
that you believe makes a
person great e.g. G for
generous.
Do you believe that
there is hell? What is
your understanding of
hell?
The class will be divided
into five groups. Pick one
of the pictures below then
cite information about
this person and share
them to the class without
revealing yet who the
person is until your
classmates are able to
guess correctly.
D. Discussing new concepts
and practicing new skills #1
Students will hold their copies
of the song Auld Lang Syne
and the poem I Think
Continually of Those Who
Were Truly Great. Read while
listening to an audio of each
piece that will be played.
Read the poem
“Inferno’ by Dante
Alighiere on pages
123-128
Learn more about
greatness through the life
of Martin Luther
King Jr. While listening,
watch out for signposts
that signal the
main idea of the speaker
in any of the links below.
Fill out the
table then answer the
questions that follow. Do
this in your
notebook.
E. Discussing new concepts
and practicing new skills #2
Guide Questions:
1. Who is speaking in
the poem?
2. Why was Dante
disallowed to cross the
4. river?
3. Who are the souls
tortured in this canto?
4. Describe the
punishment given to
the “tormented souls”.
F. Developing mastery
(Leads to Formative
Assessment)
A. Reading Text 1:
1. When ―Auld Lang Syne‖ is
usually sung?
2. Who is being referred to in
the song?
3. What makes the persona‘s
friends unforgettable?
4. What experiences have they
gone through?
5. Do Filipinos love to sing
this song during a New Year‘s
celebration?
In Canto III, Dante
begins his description
of Hell, which becomes
an
assault on the senses of
the readers. As we read
his harrowing
descriptions of
the sounds, sights and
even smells of Hell, we
come to share in
Dante’s
repugnance of the
horrible experience the
poet encounters.
List the details from the
Canto for each sense in
its proper column.
Questions to Answer:
1. Who was Martin
Luther King Jr.?
2. According to him, who
has the potential to be
great?
3. How does Oprah
Winfrey pay tribute to the
greatness of Martin
Luther King Jr.?
4. How does she persuade
her audience to take the
path towards greatness?
5. How do the signposts
and keywords aid you in
determining the main
idea of the speaker?
6. How do these details
aid you in
comprehending the
speech better?
G. Finding Practical
applications of concepts and
skills
B. Reading Text 2:
1. What distinct quality of
those who are great does the
persona mention in
the first stanza?
2. Based on the 2nd stanza,
what should not be forgotten?
3. What is the legacy of those
who are great?
Form 4 groups.
Perform the task
assigned to your group.
H. Making generalizations
and abstractions about the
Copy and study the statements
below. Check the statement
Explain how hell looks
like based on your
Read this infographic
excerpt and pay attention
5. lesson that refers to both poems. If
the statement refers to the first
poem, write 1. Otherwise,
write 2.
1. Nature pays tribute to
persons of valor.
2. The persona recounts old
memories of friendship.
3. The text is marked with
vivid imagery.
4. Personification is utilized
by the author.
5. The text talks about what
endures through time.
understanding of its
description.
to the highlighted words.
Questions to Answer:
1. What elements are
used in the infographic?
2. Is knowledge easily
understood when
represented in an
infographic? Why?
3. Take note of the word
―later‖. What does it
signify as used in the
sentence?
4. Observe how the
phrase, in the White
House, is used in the
inforgraphic. How does
the phrase signify?
I. Evaluating Learning Students will read the poems
again to note the similarities
and differences between the
two in terms of the use of
figurative language and its
content. Copy and use the
Venn diagram to note their
answer.
Answer the following
questions.
1. Compare and
contrast the author’s
background and the
theme of
the text. Use a Venn
Diagram for your
answer.
2. Who are the
opportunists? Describe
them.
3. What is the role of
Charon in the poem?
4. Explain the
following lines:
a. abandon all hope ye
who enter here
b. no hope of death
In this facebook template,
write your own definition
of greatness in two (2) to
three (3) sentences.
J. Additional activities for
application or remediation
Students will rap the poem of
their choice between Auld
Give a brief description
of the following
Go back to the poem I
Think Continually of
6. Lang Syne and I Think
Continually of Those Who
Were Truly Great with the
corresponding rubrics.
a. Dante
b. Virgil
c. Pope Celestine
d. Charon
Those Who Were Truly
Great and MLK‘s
definition of greatness.
What are traits of those
who were truly great
according to the author?
Look for a person who
exemplifies these
qualities. Create a simple
infographic. Your
infographic must be
accurate, attractive, and
well-written. Read the
steps and rubrics below to
guide you on how your
teacher will grade your
work.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
7. did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Approved:
CRISTY G. SUMPAY JOHN JERSON P. CONSTANTINO RUDILLA N. BANDALA
Teacher I Academic Head School Principal