Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 2
Literature Study : A Very Old Man with Enormous Wings
: Postcolonial Literature
Language and Grammar : More Techniques in Advertisements
Learning Strategy : Reading Textbooks More Efficiently
Worktext Pages : 372–386, 432–434, 454–455
Suggested No. of Days : Week 2 (5 meetings)
: Postcolonial Literature
Language and Grammar : More Techniques in Advertisements
Learning Strategy : Reading Textbooks More Efficiently
Worktext Pages : 372–386, 432–434, 454–455
Suggested No. of Days : Week 2 (5 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• What are the main features of a postcolonial text? How is it different to other genres?
• What are the other persuasive techniques used in advertising? How can these techniques be used effectively?
• How can reading textbooks more efficiently help in learning even in this era of multi technology?
RESOURCES
Technology-based resources
• online sources of literary works
Materials
• English in Perspective 10 worktext
• dictionary / thesaurus
• drawing materials
• PowerPoint
• computer with Internet connection
• sample print ads
• props for role-playing
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
As the students read the selections, ask them to refer to the guide questions in the text to help them in the reading.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Literature Study
Production
Day 4
Learning Strategy
Skill Building
Day 5
Language and Grammar
Presentation
Practice
Test students’ understanding of the grammar concept by asking them to do the exercises in Grammar
Practice 1, 2, and 3 on pages 433 and 434. Check their answers. Choose one exercise to serve as oral activity.
Production
After students have answered and checked the Grammar Practice exercises, ask them to work in pairs in doing Participate in Interactions and Publish Works activities on page 434. Prior to doing the Publish Works activity, explain to the class what a product brief is. Have them present their works to the class. Commend students for their work.
• What are the main features of a postcolonial text? How is it different to other genres?
• What are the other persuasive techniques used in advertising? How can these techniques be used effectively?
• How can reading textbooks more efficiently help in learning even in this era of multi technology?
RESOURCES
Technology-based resources
• online sources of literary works
Materials
• English in Perspective 10 worktext
• dictionary / thesaurus
• drawing materials
• PowerPoint
• computer with Internet connection
• sample print ads
• props for role-playing
LEARNING PLAN
Day 1
Literature Study
Prereading
- Ask the students what they know about Colombia. Ask them if they are familiar with the name Gabriel Garcia Marquez. Then ask them what their idea of an angel is.
- Lead the students to do the prereading activity in Perceive Ideas on page 372 of the worktext. Ask them to draw how they picture an angel. Call for volunteers to present their drawings in class.
- Introduce to students the selection they are about to read. Lead them into reading the short introduction about the short story “A Very Old Man with Enormous Wings” and its writer.
- Prior to reading, ask the motive question: What are the fantastical elements found in the story? Could the story happen in real life?
During Reading
As the students read the selections, ask them to refer to the guide questions in the text to help them in the reading.
Post Reading
- Say: “Words can also be defined through pictures. Let us practice your vocabulary.” Let them answer the vocabulary exercises in Probe Word Meanings on pages 380 and 381. Check their answers and call on volunteers to present their pictures to the class.
- After the vocabulary exercise, test students’ understanding of the short story they read by letting them answer orally the comprehension questions in Literature Activity 1 on page 382.
- Assign as group homework the activity in Point Out Connections on page 385. Divide the class into groups then instruct them to search for more literary works that tell something about the effects of the colonials to the psychology, culture, and beliefs of Colombia and the Philippines. Ask them to make a PowerPoint presentation of their output and be ready to present it before the class on next meeting.
Day 2
Literature Study
Post Reading
- Review the short story “A Very Old Man with Enormous Wings.” Ask the class their thoughts about the characters in the story. Then recall with them the events that took place in the story.
- Ask the students to continue analyzing the characters and the plot of the story by answering Literature Activity 2 and 3 on pages 383–385.
- Let the groups present their assigned task in Point Out Connections. Allot ample time for each group to present. Encourage students to comment on the presentations. Commend their work.
- Refer to Perform Expressions on page 386. With the same group in the Point Out Connections activity, have the students prepare their adaptation of the story through a short skit. Encourage them to choose a director, writer, and props and costume designers. One may have other tasks aside from acting. Give students ample time to prepare for the play. Then tell them to be ready to present their play on next meeting.
Day 3
Literature Study
Production
- Perform Expressions. Let the groups present their role play. Encourage the rest of the class to pay attention to presentations and to give comments on the performance. Commend students for their work.
- Point Out Connections. Let the groups present their PowerPoint presentation to the class. Encourage students to comment on the presentations.
- After their presentations, ask students the questions in Ponder Reflections on page 386.
Day 4
Learning Strategy
Skill Building
- Ask: “How well do you know your English worktext? Do you recall the different parts of a worktext or textbook? How can you read textbooks more efficiently?”
- Ask the class to observe their English worktext. Instruct them to identify the different parts of their book: the title page, table of contents, acknowledgments page, index, bibliography, glossary, about the authors, and copyright page. Then say: “Turn your worktext on page 326. What do you see? How about on page 373? What comes before the selection?”
- Refer to Strategy Point on page 454. Have them observe how the book is organized. Continue by explaining the Preview-Read-Recall technique. Then let the class practice the technique with their English book.
- Ascertain students’ understanding of the reading comprehension skill by asking them to do the activity in
Day 5
Language and Grammar
Presentation
- Review the previous lesson on techniques used in the language of persuasion. Say that there are more techniques utilized in advertisements to persuade or convince consumers to buy their products or avail their services.
- Then lead the class in reading and studying the notes in Grammar Point on page 432. Discuss and explain to them how association, bandwagon, bribery, fear, and scientific evidence are used by advertisers and public relation people to convince consumers.
Practice
Test students’ understanding of the grammar concept by asking them to do the exercises in Grammar
Practice 1, 2, and 3 on pages 433 and 434. Check their answers. Choose one exercise to serve as oral activity.
Production
After students have answered and checked the Grammar Practice exercises, ask them to work in pairs in doing Participate in Interactions and Publish Works activities on page 434. Prior to doing the Publish Works activity, explain to the class what a product brief is. Have them present their works to the class. Commend students for their work.