Claire Finale Plan

8/3/2019 Claire Finale Plan

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A UbD- BASED LESSON PLAN

IN

ENGLISH II

Prepared by:

Claire B. Catubag

Mentee

Presented to:

Mrs. Emma S. Dumayag

Mentor

Approved by:

Mrs. Josephine I. Gammad

Department Head- English

Cagayan National High School

February 27, 2012


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Understanding by Design (UbD)- Based Lesson Plan in English

Quarter:Fourth Quarter

FocusPersonality/ Character Portrait

Lesson Topic:Subjective and Objective Description

Granpa, My Favorite Relative

Length of Lesson:One hour

Year/Section: II-Agate

Time:

3:30-4:30

Date:February 27, 2012

Bldg/Room:Academic Bldg.4/ Room 1

Materials:Concept map, cross-word puzzle, copy of the essay

References:y Teaching Guide on the 2010 Secondary

Education Curriculum(pp. 206-215)


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Stage 1- Desired Results

CONTENT STANDARD:

The learner demonstratesunderstanding of how to bring an

imaginary/ real character come into life

vividly and realistically by means of

accentuating descriptive details of

appearances, movement and personality

of a character in focus through precise,

vivid, colorful, sensory and picture

making and figurative yet specific

language.

PERFORMANCE STANDARD:

The learner produces and presentsa striking personality/ character portrait

in words.

ESSENTIAL UNDERSTANDING:

Picturing out a character as a

unique and distinct individual who

is vibrant and alive on page is bolstered

by descriptive details, picture making

and sensory words.

ESSENTIAL UNDERSTANDING:

How is a striking personality/

character portrait written?

How do descriptive details,

picture making and sensory words help

the learners present a strikingpersonality / character portrait.

Learners will know:

objective and subjective details indescription.

order of importance indescription.

Learners will be able to:

derived meaning of a realpersons/ characters description

by merit of descriptive details and

sensory images. recognize the use of colorful and

moving descriptive words in

describing a real person, literary/

imaginary character.

use precise language includingvivid words, figurative language

in writing essay.


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Stage 2- Assessment Evidence

Product Performance

Task(s):

yEssay Writing(Individual

Activity)

Using precise

language

including vivid

words and

figurative

language in

writing a strikingdescription of

their favorite

person.

Evidence at the level of

understanding:

1.

What is the essayall about?

2. How did thespeaker introduce

the character in

the essay?

3. What paragraphin the essay helpsyou discover how

the character

looks like?

4. Do these wordsfrom paragraph 1

really help you in

knowing him?

Why?

5. How can a personor a character be

described

subjectively or

objectively?

6. How important isit to describe one

physically or

emotionally?

7. What should wealways remember

when we describe

someone?

8.

How important isit to use figurative

language in

making/ giving

descriptions about

a person/

character?

Other Evidence:

yConcept Mapping(Group Activity)

Filling-out the map

with the words that

associate to the picture

in the middle.

y Word-Hunt(Group Activity)

Looking/ hunting for

the words/ descriptorsthat are examples of

subjective and

objective descriptions.

y Rubrics for essaywriting:

Indicators:

1. The output hasclear message.

2. The outputshows unity ofideas.

3. The ideas arerelevant to the

given topic.

4. Correct use offigurative

language is

observed.


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Stage 3- Learning Plan

Learning Activities:

I. Motivation:Concept- Mapping (Group Activity)

Task Instructions:

Work in pairs. Fill out the concept map with the words that associate

to the picture.

Write your output on a half sheet of paper. Do it for 10 minutes. Present the work after the given time. Process the answers.

II. Unlocking of difficultiesVocabulary development (see attachment)

III. Asking the motive question: How can a person/ character be describedsubjectively or objectively?

IV. Reading of the essay.V. Answering guide questions and motive question.

Questions:

a. What is the essay all about?Expected Answers:

It is all about a grandfather.

b. How did the speakerintroduce the character in

the essay?

The speaker gave/ introduced

things about him.

He described his grandfather.

c. What paragraph in the essayhelps you discover how thecharacter looks like?

Paragraph 1.

d. Do these words fromparagraph 1 really help you

in knowing him? Why?

Yes/No.

Yes, because of the descriptions

introduced in the paragraph.

(answers vary)

e. How can a person/ characterbe described subjectively or

objectively?

A person is described subjectively

when the emotions of the subject

are being seen in the description

process.

A person is objectively described

when only the physical aspects of

the subject are being considered.


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f. How important is it todescribe one physically or

objectively?

It is very important, for us to

know how to deal with people

whom we seldom met.

(answers vary)

g.

What should we alwaysremember whenever we

describe someone?

We should always describesomeone with respect.

Better for us if we use figurative

language to enhance the message

especially when we are writing an

essay.

(answers vary)

h. How important is it to usefigurative language in

making/ giving descriptions

about a person/ character?

In describing a person figurative

language is important because it

adds beauty to the subject it

describes whether that issubjectively or objectively

described.

(answers vary)

VI. Exercises:Word-Hunt (Group Activity) Maintain the same group. Look / loop the words that have something to do with the

description process. Label the looped words whether subjective or objective. Write your answers on the activity sheet. (see attachment) Do it for 15 minutes.

Processing of output.

VII. Enrichment Activity:Essay Writing ( see attachment)

VIII. Agreement:a. Follow up:

Task: Writing an essay using the objective description.Instructions:

Write an essay particularly using the objective description. Make your idol from the great personas that you knew as

your subject.

Enhance your output by using sensory words and figurativelanguage.

b. Advance: Do this activity on a sheet of paper. Work with a partner.

Interview each other about his/her best friend. Take turns in describing his/ her best friend. Answer the following questions:

a. What are your friends common characteristics?b. What does this reveal to you?c. Do they differ? In what aspects?d. What does this mean?


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ATTACHMENTS:

VOCABULARY DEVELOPMENT

Task: Inferring meaning through context.

Instruction: Before discussing the essay, let us first find the meaning of the

following underlined words used in the sentence.

1. He looks like a good-natured gnome mingling with his older and taller

classmates. --very small

2. The other day he was able to fix the muffler on my Dads car.-- device thatabsorbs noise

3. Her children loves her despite of her political shenanigans. --

deceitful confidence trick4. She has a bizarre behavior her friends could hardly enjoy her company.

odd

ESSAY WRITING (CONTROLLED)

Task Instructions: Construct an essay describing your favorite relative .

Introduction: at least 3-5 sentences.Body: at least 7-10 sentencesConclusion: at least 3-5 sentences

Use precise language including vivid words and figurative language inwriting a striking description.

Rubrics for essay writing:1. The output has clear message.

2. The output shows unity of ideas.

3. The ideas are relevant to the given topic.

4. Correct use of figurative language is observed.

5All indicators are present.

4Three indicators are present.

3Two indicators are present.

2Only one indicator is present.

1No indicator is present.


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Activity Sheet

Name/s:

Section:

WORD-HUNT: Loop the words that have something to do with the

description process.

L R I A F A M L D F

A O V R C B U O N E

P I V M V F N V I A

A L M I M M L T V R

L Y E R N C L O E F

E D A R K G A T K U

T H O U G H T F U L

N G N I R A C K I L

O M Y P P A H D A Y

P C L A I R E V E M

1. P __ __ __

2. L __ __ __ __ __

3. H __ __ __ __

4. H __ __ __ __ __ __

5. D __ __ __

6. C __ __ __ __ __

7. T __ __ __ __ __ __ __ __ __

8. F __ __ __ __ __ __

9. T __ __ __

10. F __ __ __


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Grandpa, My Favorite Relative

My favorite relative was a fighter pilot in World War II, and hes only 54

tall. But those 64 inches weigh a solid 185 pounds. Even though he is 79, youd

guess he couldnt be more than 65. May be he was blond when he was young, but

now his hair is silvery white. Theres usually a twinkle in his eye and a half-smile

on his face. He looks like a food-natured gnome. Grandpa cracks jokes all the time,

but sometimes they arent very funny. Thats all righthe tries.

When I visit my grandparents, Grandpa is usually busy at his workbench in

the garage. He can fix almost anything. Once, when I was young, he fixed my

train set when my Dad couldnt. The other day he was able to fix the muffler on

my Dads car. He just works away at hes doing, but when I ask him a question he

likes to explain how things work. Grandpa doesnt talk much about his experiences

in World War II or about being a high school principal, and he doesnt try to give

me advice. Hes great fisherman because hes patient. Maybe thats why he has

been married to Grandma for 51 years. During that time she went from being a

flaming liberal to a diehard conservative. When someone asked Grandpa why he

put up with Grandmas political shenanigans and occasionally bizarre behavior, hesaid: Maybe its because I love her.

Even though he doesnt tell me what to do, I like to talk with Grandpa when

I have a problem. He doesnt tell me I goofed or anything. Mostly he just listens. Iguess thats why hes my favorite relative and one of my very favorite people.

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