LESSON PLAN IN 21st CENTURY 11.docx
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The lesson plan aims to teach students about representative texts and authors from Europe. Students will learn to recognize texts and authors, compare and contrast 21st century genres from Europe in terms of their elements, structures and traditions. They will also value the importance of knowing European authors and their works. The lesson will involve an activity where students identify countries and continents on a map, followed by a discussion and an assessment where students read and summarize a selection.
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This document contains the daily lesson log for a Grade 11 class on 21st Century Literature from the Philippines and the World. The teacher, May Ann P. Macaraeg, outlines the objectives, content, learning resources, procedures, and reflection for the week-long session. The objectives are for students to understand and appreciate elements and contexts of 21st century Philippine literature from different regions through written analysis and creative adaptations. Students will analyze texts from their own region in relation to literature from other parts of the Philippines. The procedures include reviewing concepts, examples, discussions, formative assessments, and applications. The reflection will evaluate student learning and the teacher's strategies to identify ways to improve lessons.
21st Century Lit.-DLP Q2-Representative Texts and Authors from Asia.docx
This lesson plan discusses literature from Asia for a 12th grade class. The objectives are for students to identify representative texts and authors from Asia, value their contributions, and write a close analysis of a poem. The lesson introduces several famous 21st century authors from Asia, including from the Philippines, China, South Korea, India, and Japan. It discusses their works and impact and has students analyze and comment on a poem. The lesson aims to help students understand and appreciate Asian literature and cultures.
Famous 20th century artists presentation eng
This document provides an overview of a 3-month course on famous 20th century artists involved in surrealism and early modernism. The course will focus on the Spanish artists Pablo Picasso, Salvador Dali, and Joan Miro, examining how their Spanish culture and training periods abroad influenced their works. Students will analyze artworks in their historical and cultural contexts, learn about key art movements and ideas, and complete a final project, midterm exam, and final exam assessing their knowledge.
This Land Is Whose Land?
This unit plan outlines a 31-hour interdisciplinary unit focused on exploring indigenous perspectives from pre-colonization to present day. Students will analyze short stories, artifacts, and historical documents from multiple perspectives to challenge dominant social narratives. The unit aims to develop skills in literary analysis, historical thinking, and perspective taking. Formative assessments include story summaries and analysis of artifacts. The summative assessment tasks students with creating a museum exhibit proposal from the perspective of a curator to showcase indigenous narratives and histories.
contemporary-week-1-dll.docx
This daily lesson plan outlines a grade 12 contemporary arts class that focuses on different art forms found in the various regions of the Philippines. The objectives are for students to understand the elements and principles of contemporary art forms in each region and to present an integrated art form of their chosen region. Activities include identifying art pictures by region, group presentations on specific regional art forms, and developing a final performance piece. Formative assessments include group rubrics and a diagnostic test. The plan aims to help students appreciate regional contemporary arts and understand their relevance to daily life.
21st-Century-Lit-SHS_Q1_Mod3_-Colonial-period_VerFinal.pdf
The module discusses Philippine literature during the three colonial periods of Spanish, American, and Japanese rule. During the early Spanish period, literature had a religious focus and was used to teach morality. The revolutionary period saw the rise of nationalist literature and underground newspapers. Under American colonialism, English was introduced through public education and literature became more imitative of Western styles at first. The Japanese period saw a flourishing of Tagalog stories and dramas, though creative works had to be secretive. Overall, the different colonizers introduced diverse linguistic and cultural influences that shaped Philippine literature over time.
1.docx
9. Identity Politics are political arguments that focus upon the interest and perspectives of groups with which people identify. Identity Politics includes the way in which people may be shaped by aspects of their identity through loosely correlated social organization. Examples include social organization based on race, class, religion, gender, identity, ethnicity, ideology, rationality, sexual orientation, culture and language.
Lesson Plans
The lesson plans that you can see here have been developed according to the theory discussed in class and some lessons observed during the program
Presentation july
This document provides an overview of a 3-month course on famous 20th century artists involved in surrealism and early modernism. The course will focus on the Spanish artists Pablo Picasso, Salvador Dali, and Joan Miro, examining how their Spanish culture and periods abroad influenced their works. Students will analyze artworks in their historical contexts and learn to identify artistic movements and philosophical ideas. Assessment will include exams, class participation, and a final project on a topic related to the artists and movements covered.
European countries CLIL project
This document outlines a 3-lesson CLIL project for 6th grade students to learn about European countries. In the project, students will research different European countries, learn about their locations, capital cities, and other facts. In Lesson 1, students will identify European countries on a map and game. In Lesson 2, they will listen to a story, complete a worksheet, and be introduced to a project where they research and present on one country. In Lesson 3, students will present their country projects to peers and provide feedback. The goal is for students to learn both geography content and English language skills through the project.
BOL-21st Century.docx
This document outlines a budget of lessons for a 21st Century Literature course in the senior high school. It includes 10 most essential learning competencies to be covered in the first semester. The competencies will be taught over a period of 6 weeks and address topics such as Philippine literary history, representative texts and authors from different regions, comparing literary genres from different periods, analyzing how context enhances meaning, adapting literary texts using multimedia, and self-assessment of adaptations. Learning activities will include discussions, worksheets, readings, and essays. Assessments will utilize multiple choice tests, fill in the blank, and performance tasks to evaluate students' understanding of the concepts.
Popcom demo
This document contains a semi-detailed lesson plan for an English lesson on three Korean poems - "Tree of Happiness", "Pomegranates", and "Girl in the Rain". The lesson plan outlines objectives, subject matter, materials, procedures, enrichment activities, and assignments. The procedures section describes pre-reading, while-reading, and post-reading activities where students will analyze and discuss the poems in literary circles and present their analyses. The goal is for students to understand the mood, purpose, and significance of the poems, and to express how authors convey thoughts and feelings through writing.
21st-Century-Lit-SHS_Q1_Mod4_Post-Colonial-Period_VerFinal.pdf
Here is the completed table with the necessary information:
Contemporary
Historical
Period
Language or
Medium
Used
Dominant
Literary
Forms or
Genres
Theme/
Subject
Some
Representative
Authors
Post-War
Period
(1945-1965)
English,
Filipino
Short stories,
Novels
War experiences,
Survival, Social
realism
Stevan Javellana,
Edilberto Tiempo,
Lazaro Francisco
Martial Law
Period
(1965-1986)
English,
Filipino
Short stories,
Novels, Poetry
Political oppression,
UbD stage 3
This document outlines a 3-week unit plan for teaching 3rd grade students map skills. The unit is aligned to state standards on using maps to retrieve social studies information. Week 1 activities introduce map vocabulary and teach skills like using a compass rose and map key. Students practice skills and create their own classroom map. Week 2 focuses on map grids and differentiating between political and physical maps. Students compare map features and begin a map project. Week 3 reviews map types and has students complete their map project. Formative and summative assessments are used to check understanding throughout the unit. Differentiation strategies support varied student needs.
Eng.ed. 422 expanding horizons in english
This summary outlines an English course for B.Ed. students that aims to broaden their knowledge through interdisciplinary readings. The 100-mark, year-long course is divided into 12 units covering topics like humanities, society, human rights, education, globalization, art, poetry, science, and environment. Students will read texts and engage in activities like discussions, presentations, and projects. Evaluation includes multiple choice, short answer, and long answer questions in a written exam administered by the university's examination office. The prescribed textbook is "Reading for the New Horizons" and "The Cambridge Introduction to Creative Writing" is listed as a reference.
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LESSON PLAN IN 21st CENTURY 11.docx
- 1. LESSON PLAN IN 21st CENTURY 11 Date: I- OBJECTIVES At the end of the lesson the students will be able to: ๏ท Recognize representative texts and authors from Europe; ๏ท Compare and contrast the various 21st century genre, their elements, structures and traditions; and (ENLit12-IIa-25) ๏ท Value the importance of knowing the authors from Europe and their respective works. II- SUBJECT MATTER ๏ท Topic: Representative Texts and Authors from Europe ๏ท Materials: T.V, Tablet, Connector ๏ท References: ADM Negros III- PROCEDURE ๏ท Prayer ๏ท Greetings ๏ท Checking of Attendance ๏ท Review of the lesson ๏ Who can still remember what was our last topic? ๏ท Motivation ๏ Process Questions; 1.What can see in the picture? 2. What countries did you see in the map? 3. What continent does it belong?
- 2. A. ACTIVITY B. ANALYSIS ๏ 1. What did you do to come-up with the right choice of answer? ๏ 2. What did you feel as you do the activity? C. ABSTRACTION ๏ Discussion D. APPLICATION ๏ Directions: Read and understand the selection given. Fill-in the table provided below with the corresponding details that would be taken from the selection. Write your answer on the space provided in each item.
- 3. IV- ASSESSMENT ๏ V- AGREEMENT ๏ Always study VI- REMARKS