Unit 1
Personal Issues and Challenges
Lesson 1
Literature Study : The Story of the Flood (from the Epic Of Gilgamesh)
: Flashback and Foreshadowing
Language and Grammar : Reflexive Pronouns
Learning Strategy : Reading and Looking for Key Words
Worktext Pages : 3–12, 87–90, 120–121
Suggested No. of Days : Week 1 (4 meetings)
: Flashback and Foreshadowing
Language and Grammar : Reflexive Pronouns
Learning Strategy : Reading and Looking for Key Words
Worktext Pages : 3–12, 87–90, 120–121
Suggested No. of Days : Week 1 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
- How do ancient epics provide guidance on how to live our lives? How does the story give us a glimpse of what might happen in the future?
- How can one anticipate the organization of the ideas of a speaker or writer?
- How can the knowledge of persuasive language help one become a better consumer of goods and services?
RESOURCES
Technology-based resources
- website: www.youtube.com
- videos and online news clippings of typhoons Ondoy and Yolanda
Materials
- English in Perspective 10 worktext
- computer with Internet connection
- sample of print ads
- realia of household products
LEARNING PLAN
Day 1
Literature Study
Prereading
- Introduce unit 1 by asking the students, "How do you think our forefathers dealt with their personal and social issues? How is this knowledge going to help us solve our own issues?"
- Refer to Pursue Literature section on page 2 of the worktext. Ask: How did ancient literature shape the world we now live in?
- Refer to Perceive Ideas on page 3 of the worktext. Say: Today we are going to read one of the oldest stories written in 2700 BC and see if it sounds familiar to you. But before we do so, let’s discover the origins of some of the words we now use. Turn to page 3 of your worktext and fill in the missing letters to discover where the word barko was derived from.
- Say: Let’s continue to discover other word derivations by working on the exercise on page 9. Refer to Probe Word Meanings. Ask one of the students to read aloud the directions. You may allow students to work in pairs.
- Introduce the selection by asking, "What famous story involving a boat or ship can you recall?" When someone says “The great flood” or “Noah’s Ark,” ask him/her to give a summary of that story. Tell the class that the story they will read is taken from the Epic of Gilgamesh. Refer to Peruse and Read on page 4 and ask one student to read aloud the background information about this epic as the rest of the class follows by reading silently.
- Ask the motive question: What would it be like to have a life that never ends?
During Reading
Ask the students to read the selection quietly and direct them to refer to the guide questions in the text.
Post-reading
Discuss the selection by answering the comprehension questions in Literature Activity 1 on page 10.
Day 2
Literature Study
Learning Strategy
Learning Strategy
Post-reading
- Review the selection by asking volunteer students to identify the following details: setting, characters, and plot.
- Refer to Literary Point on page 10 and discuss how the literary devices, flashback and foreshadowing, help enhance or build the plot of the story.
- Ask the students to work on Literature Activity 2 and 3 on page 11. Lead the class in discussing their answers to the activities.
- Tell the students, "At this point and before you work on the next activity, let’s discover how writers organize or develop their ideas." Refer to Strategy Point on page 120 and further discuss the ways of paragraph development. Ask students to do the activity in Strategy Application on page 121.
- Have students do the activity in Point Out Connections on page 12. Ask them to log on to www.youtube.com and watch some narratives from families or individuals who were saved from serious calamities or disasters. You may also ask them to share what they heard or read from news reports about these experiences. After listening to or watching some video clips, invite them to reflect on these real-life experiences and write what insights they gained from these. Ask the essential question for listening or reading: How can one anticipate the organization of the ideas of a speaker or writer?
- Ask the class to form groups of six and each member to take on any one of the following roles: director, narrator, Gilgamesh, Utnapishtim, his wife, and a villager. Refer to Perform Expressions on page 12 for additional instructions. Let them present their role-play before the class.
- Conclude the literature lesson by asking students to reflect on the essential questions: How do ancient epics provide guidance on how to live our lives? How does the story give us a glimpse of what might happen in the future?
Day 3
Language and Grammar
Presentation
- Write the pronouns herself, himself, yourself, and myself on the board and say, "These are examples of reflexive and intensive pronouns. Can someone tell me what each pronoun means?"
- Write the following sentences on the board and ask the students to try to explain the meaning of each sentence: (a) The store owner decided one day to bake herself a cake. (b) While working on the electric mixer, she cut herself. (c) She bravely administered first aid to herself.
- Refer to Grammar Point on page 87 and discuss the different functions of the reflexive pronoun herself as used in each sentence. Discuss further how the meaning of each sentence changes when the pronoun her is used instead of herself. Ask the students to give examples of sentences using her and herself before moving on to the various grammar exercises.
Practice
- Have the students answer the Grammar Practice 1, 2, and 3 on pages 88 and 89.
- Ask the students to form groups of five and work on the activity in Participate in Interactions on page 89.
Day 4
Language and Grammar
Production
- To introduce the focus of the activity in Publish Works on page 89, ask the students to explain their answer to these questions: What influenced you to choose the brand of shampoo that you now use? How and why were you influenced by this?
- Ask the students to study in pairs the sample print ads on page 90 and to answer the questions that follow.
- Briefly discuss about persuasive texts. Then, in groups of three, ask the students to think of two different household products ands write an advertisement for each using reflexive pronouns and persuasive text.
- Conclude the lesson by posing this question: How can the knowledge of persuasive language help one become a better consumer of goods and services?