Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 4
Literature Study : (Excerpts from) The House on Mango Street
: Novella
Language and Grammar : The Language of Campaign
Learning Strategy : Reading Techniques
Worktext Pages : 391–396; 439–441; 456–457
Suggested No. of Days : Week 4 (4 meetings)
: Novella
Language and Grammar : The Language of Campaign
Learning Strategy : Reading Techniques
Worktext Pages : 391–396; 439–441; 456–457
Suggested No. of Days : Week 4 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• How does the novella reflect the valuing of the author’s roots after living in another place for a long time? How is the novella different from other literary forms—novel and short story?
• How would you value your roots even if you have moved to another place with different cultures from your own?
• How can your knowledge in language of campaign help you to communicate effectively?
• How can reading techniques help you in understanding texts more efficiently?
RESOURCES
Technology-based resources
• interview with Sandra Cisneros on YouTube.com (https://www.youtube.com/watch?v=kXPXxxCWEW8)
Materials
• English in Perspective 10 worktext
• dictionary
• bond paper
• art materials
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
As students read, remind them to take note of the marginal notes and to answer mentally the guide questions in the text.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Language and Grammar
Presentation
Practice
Day 4
Learning Strategy
Skill Building
• How does the novella reflect the valuing of the author’s roots after living in another place for a long time? How is the novella different from other literary forms—novel and short story?
• How would you value your roots even if you have moved to another place with different cultures from your own?
• How can your knowledge in language of campaign help you to communicate effectively?
• How can reading techniques help you in understanding texts more efficiently?
RESOURCES
Technology-based resources
• interview with Sandra Cisneros on YouTube.com (https://www.youtube.com/watch?v=kXPXxxCWEW8)
Materials
• English in Perspective 10 worktext
• dictionary
• bond paper
• art materials
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Prereading
- Perceive Ideas. Engage students in a prereading activity about their ideal house. Tell them to draw on their ideal house in the space provided on page 391 of the worktext or on a piece of bond paper, and then let them share their drawing with a partner. Ask for volunteers to share their ideal house to the class.
- Say: “Today, we are going to read excerpts from the novella The House on Mango Street by Sandra Cisneros. Sandra Cisneros is regarded as one of the key figures in Chicana literature.”
- Ask: “Does anyone know what Chicana means?” Explain to them that Chicana is the feminist term for Mexican- Americans in the United States. Then call on student to read the text in Peruse and Read on pages 391 and 392 prior to reading.
During Reading
As students read, remind them to take note of the marginal notes and to answer mentally the guide questions in the text.
Post Reading
- After reading, ask students to answer the vocabulary activity in Probe Word Meanings on page 394. Tell them to write their answers on their notebooks. You may also consider doing the activity orally.
- Test students’ comprehension on the selection they read by asking them questions. Use the questions in Literature Activity 1 on page 394. Make the activity more interactive by encourage students to ask some questions regarding the selection.
- Assign Literature Activity 2 and 3 as homework.
Day 2
Literature Study
Post Reading
- Review the excerpts from The House on Mango Street. Ask students to summarize the excerpts of the novella they have read. Then have them present their answers on Literature Activity 2 and 3. Briefly discuss their answers to the activities.
- Lead students in reading and studying the discussion text in Literary Point on page 395. Discuss and explain to them the key features of a novella.
- Refer to Point Out Connections on page 396. Have the students listen to an interview with Sandra Cisneros on YouTube. Ask them to write ten key concepts that they have learned about Cisneros’s life. Discuss the key concepts afterward.
- Ask students to write a three-paragraph essay about their home. Tell them to use vivid descriptions on their work. Then call on volunteers to share their work to the class. Refer to Perform Expressions on page 396 for this activity.
- Find out what they learned from the lessons by asking the essential question: How would you value your roots even if you have moved to another place with different cultures from your own?
Day 3
Language and Grammar
Presentation
- Write some of the expressions given in Grammar Point on page 439 for students to study: Join! Be counted!
Please be with us. You will be our strength. Please lead us.
We need you very badly. - Ask them what they think of these expressions.
- Refer to the notes in Grammar Point on pages 439 and 440. Discuss and explain to them the first three steps in developing a campaign and some terms used in persuading, convincing, and motivating target audience.
- Let students read the sample terms, phrases, and expressions on pages 439 and 440.
Practice
- Ask students to work in groups for the Grammar Practice, Participate in Interactions, and Publish Work exercises on pages 440 and 441.
- Grammar Practice 1. As a group, tell students to analyze the editorial and the implication rising sea levels to the world.
- Grammar Practice 2. Based on their analysis of the editorial in Grammar Practice 1, let the groups determine the need to have a campaign relative to climate change. Have them identify the target audience of their campaign.
- Grammar Practice 3. Ask the groups to brainstorm their campaign message. Remind them that their message should be concise, clean and straight to the point, catchy, and persuasive to entice their target audience.
- Participate in Interactions. Let the groups discuss among themselves how they will prepare leaflets and its distribution to target audience.
- Publish Works. Have the groups review their campaign message and see if they can still improve it. Let them rewrite, improve, and finalize their message. When done, have each group present their work to the class.
- Conclude the lesson by asking the essential question: How can your knowledge in the language of campaign help you to communicate more efficiently?
Day 4
Learning Strategy
Skill Building
- Ask the students what they remember about the Preview-Read-Recall technique in reading textbooks. Elicit responses from students.
- After the review, refer them to Strategy Point on page 456 and explain to the class each reading technique— skimming, scanning, and detailed reading. Encourage students to ask questions regarding these techniques.
- Test students’ understanding of the skill-building lesson by asking them to do the Strategy Application exercise on pages 456 and 457.
- Conclude the lesson by asking the essential question: How can reading techniques help them in understanding texts more effectively?