Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 7
Literature Study : The Woman Who Had Two Navels
: Characterization
Language and Grammar : The Language of Research: Population and Sampling Procedures
Worktext Pages : 414–423; 449–450
Suggested No. of Days : Week 7 (4 meetings)
: Characterization
Language and Grammar : The Language of Research: Population and Sampling Procedures
Worktext Pages : 414–423; 449–450
Suggested No. of Days : Week 7 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• How important is characterization in literary works?
• What is the importance of studying population and sampling procedures in the language of research?
RESOURCES
Technology-based resources
• DVD films/online movie clips of Shutter Island, The Wizard of Oz, or Black Swan
• www.youtube.com
Materials
• English in Perspective 10 worktext
• dictionary
• props and costumes for the role-playing
• PowerPoint
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
As the students read the summary of the novel, tell them to pause and answer the guide questions in the text.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Literature Study
Post Reading
Day 4
Language and Grammar
Presentation
Practice
Ask the students to form groups in doing Grammar Practice 1, 2, and 3 on pages 449 and 450. Remind them to relate their answers to exercises on previous lessons. Have them present their answers.
Production
• How important is characterization in literary works?
• What is the importance of studying population and sampling procedures in the language of research?
RESOURCES
Technology-based resources
• DVD films/online movie clips of Shutter Island, The Wizard of Oz, or Black Swan
• www.youtube.com
Materials
• English in Perspective 10 worktext
• dictionary
• props and costumes for the role-playing
• PowerPoint
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Prereading
- Perceive Ideas. Draw on the board the diagram found on page 414 of the worktext. Ask the students what they know about Philippine history, especially during the 1960s. Let students fill in the diagram. You may add some details or events in the diagram if students have little knowledge about the decade.
- Ask for a volunteer to read the brief introduction of the novel The Woman Who Had Two Navels in Peruse and Read on page 415.
- Prior to reading, ask students to reflect on the question: How the characters represent the spirit of the time it was written?
During Reading
As the students read the summary of the novel, tell them to pause and answer the guide questions in the text.
Post Reading
- Determine students’ comprehension of the novel summary by asking them the questions in Literature Activity 1 on page 421. Let students answer the questions orally to encourage interactions.
- Proceed to Probe Word Meanings on page 420 and ask a student to read the instructions aloud. Let the class answer the vocabulary activity and allot ample time to check their answers. Call on students to read aloud their sentences.
- Assign the activities in Literature Activity 2 and 3 on page 422. Tell them to prepare for an oral presentation of their answers on the next meeting.
Day 2
Literature Study
Post Reading
- Review the summary of The Woman Who Had Two Navels.
- Ask the students to present their answers to Literature Activity 3. Randomly call students to give their answers.
- Lead the class into reading and studying the notes in Literary Point on page 421. Discuss what characterization is. Differentiate and explain direct characterization and indirect characterization.
- Ask the students to bring out their assigned work in Literature Activity 2. Discuss with them their analysis of the character of Connie. Then ask them how Nick Joaquin revealed the personality of the character.
- Have a film showing of a movie excerpt which theme is similar to the novel. You may choose from the following films: Shutter Island, The Wizard of Oz, Black Swan.
- Ask the class to do the activity in Point Out Connections on page 423. Tell them to make a short written analysis of the film they viewed. Tell them to find out if there is unity of the plot, setting and characterization. Discuss their analyses.
- Ask students to form groups to do a role-play of the novel. Refer them to Perform Expressions on page 423.
Day 3
Literature Study
Post Reading
- Ask the groups to present their role-plays before the class.
- Prior to the presentations, discuss briefly the rubric (teacher-made or downloaded from the Internet) you will use in evaluating their presentations.
- During the presentation, invite the rest of the class to comment or ask questions on the strong and/or weak points of each group’s performance.
- Summarize literature discussion with the essential question: How important is characterization in literary works?
Day 4
Language and Grammar
Presentation
- Review with the students the lesson about hypotheses. You may let the class refer to the notes on page 446.
- Then lead the students in reading and studying the notes in Grammar Point on page 448. Explain the importance of determining the population and sampling procedures in their study. You may call for volunteers to read the explanations in the lesson discussion.
- Explain and discuss further the lesson’s concepts before proceeding to grammar exercises.
Practice
Ask the students to form groups in doing Grammar Practice 1, 2, and 3 on pages 449 and 450. Remind them to relate their answers to exercises on previous lessons. Have them present their answers.
Production
- In groups of three, let the students work on the activities in Participate in Interactions and Publish Works. Tell them to determine first the sampling procedure they think is best for the given research topics. Ask them to justify their answers and make a summary of the advantages and disadvantages of each of the sampling procedures discussed. Remind them to prepare a PowerPoint presentation of their work.
- When the groups are done, have them present their works before the class. Encourage students to comment on their classmates’ presentation.