Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 5
Literature Study : (Excerpts from) The House on Mango Street
: Feminist Literature
Language and Grammar : The Language of Research (Basic Terms)
Worktext Pages : 397–403; 442–445
Suggested No. of Days : Week 5 (4 meetings)
: Feminist Literature
Language and Grammar : The Language of Research (Basic Terms)
Worktext Pages : 397–403; 442–445
Suggested No. of Days : Week 5 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• What is the significance of studying feminist literature?
• What are the advantages of studying the language of research?
RESOURCES
Technology-based resources
• www.forbes.com/power-women
• http://content.time.com/time/specials/packages/0,28757,2029774,00.html
Materials
• English in Perspective 10 worktext
• dictionary
• newspapers
• magazines
• computer with Internet connection
• PowerPoint
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
As students read through the excerpts of the novella The House on Mango Street, tell them to pause and answer mentally the guide questions given throughout the text.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Language and Grammar
Presentation
Practice
Day 4
Language and Grammar
Production
• What is the significance of studying feminist literature?
• What are the advantages of studying the language of research?
RESOURCES
Technology-based resources
• www.forbes.com/power-women
• http://content.time.com/time/specials/packages/0,28757,2029774,00.html
Materials
• English in Perspective 10 worktext
• dictionary
• newspapers
• magazines
• computer with Internet connection
• PowerPoint
LEARNING PLAN
Day 1
Literature Study
Prereading
- Recall the excerpts of The House on Mango Street in the previous lesson. You may refer students to pages 392– 394 of the worktext. Then lead the discussion to the gender of the narrator.
- Refer students to Perceive Ideas on page 397. Discuss their views on the things society expects on a woman, and then let them fill in the chart given.
- Ask a student to read the brief notes about Sandra Cisneros in Peruse and Read on page 397.
- Prior to reading, ask students to work on the vocabulary activity in Probe Word Meanings on page 401. Allot ample time to check their answers.
During Reading
As students read through the excerpts of the novella The House on Mango Street, tell them to pause and answer mentally the guide questions given throughout the text.
Post Reading
- Q and A. Test students’ comprehension on the selection they read by asking them the questions in Literature Activity 1 on page 402. Encourage students to ask and answer some questions about the selection.
- Refer to the Literary Point on page 401. Discuss and explain further the role of feminism in literature. Say: “Before, literatures in different parts of the world had been dominated by men. Women had no voice in society then. There is no specific period when feminism literatures were recognized but women had been writing literary pieces in their own homes since.”
- Discuss the characteristics of feminist literature mentioned in Literary Point.
- Assign activities in Literature Activity 2 and 3 and Point Out Connections on pages 402 and 403 as homework. In Point Out Connections, ask students to work with a partner to search for public figures who demonstrate women empowerment. Have them create a slideshow of their research.
Day 2
Literature Study
Post Reading
- Recall the excerpts from The House on Mango Street students read in this lesson. Then have them present their answers on Literature Activity 2 and 3. Discuss their answers.
- Point Out Connections. Ask students to present their assigned slideshow to the class. Encourage students to comment or ask questions about their classmates’ works. Commend students for their work and participation.
- Challenge students’ skills in writing and delivering campaign speeches. Tell them to do the activity in Perform Expressions on page 403. Then call on students to deliver their speeches before the class.
- Conclude the lesson by asking the essential question: What is the significance of studying feminist literature?
Day 3
Language and Grammar
Presentation
- Ask the students about their previous knowledge in research paper writing. Call on volunteers to enumerate the steps in writing a research paper. Correct any misconceptions by students.
- Tell the class that it is important to know the basic terms in the language of research.
- Lead them in reading and studying the notes in Grammar Point on pages 442 and 443. Replace the line from the poem “Telephone Conversation,” referred to in the discussion, with a line or paragraph from the excerpt in the novella The House on Mango Street.
Practice
- Ask students to fill in the table in Grammar Practice 1 with a partner. Have them share their answers to the class.
- With their pairs in Grammar Practice 1, ask students to work on Grammar Practice 2 on page 443. Have them identify a relevant school issue which they would like to study. Then ask them to fill in the chart on page 444 with variables which they can use in the study. Tell them to compare their work with other pairs.
- Assign as homework the activities in Grammar Practice 3 and Publish Works on pages 444 and 445, respectively.
Day 4
Language and Grammar
Production
- Review the basic terms in in research writing. Then guide the students in checking their answers in Grammar Practice 3.
- With their respective pairs, ask the students to do the activity in Participate in Interactions on page 445. Ask them to relate or tell stories about bullying incidences they witnessed in school. Remind them to use the given diagram as their guide in telling the stories.
- Ask the class to bring out their assigned work on Publish Works, and then call for volunteers to share their petition letters to the class.
- Conclude the discussion by asking the essential question: What are the advantages of learning the basic terms in the language of research