Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 1
Literature Study : With One Wheel Gone Wrong
: Flash Fiction
Language and Grammar : The Language of Research (Data)
Worktext Pages : 424–427; 451–452
Suggested No. of Days : Week 8 (4 meetings)
: Flash Fiction
Language and Grammar : The Language of Research (Data)
Worktext Pages : 424–427; 451–452
Suggested No. of Days : Week 8 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• How is consumerism depicted in the story?
• What is the importance of analyzing data in the language of research?
RESOURCES
Technology-based resources
• www.youtube.com/watch?v=DoYpO0Mz2-4
• online dictionary/thesaurus
Materials
• English in Perspective 10 worktext
• dictionary, thesaurus
• computer with Internet connection
• PowerPoint
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
Tell the students to read the selection quietly and to be mindful of the guide question found on page 424.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Literature Study
Post Reading
Day 4
Language and Grammar
Presentation
Practice
Production
• How is consumerism depicted in the story?
• What is the importance of analyzing data in the language of research?
RESOURCES
Technology-based resources
• www.youtube.com/watch?v=DoYpO0Mz2-4
• online dictionary/thesaurus
Materials
• English in Perspective 10 worktext
• dictionary, thesaurus
• computer with Internet connection
• PowerPoint
LEARNING PLAN
Day 1
Literature Study
Prereading
- Test students’ knowledge on short story. Ask them what they know about the elements of a short story. Review to them how the beginning, middle, and end develop in a story. Cite a sample short story learned in past lessons and let the class point out the elements used by the writer in developing the story.
- After the brief discussion about short story, lead the class in doing the prereading activity in Perceive Ideas on page 424 of the worktext. Ask them to pair with a classmate and discuss their ideas on flash fiction. After discussing with his/her partner, call on pairs to share with the class what they have discussed.
- Let the students acquaint themselves with some unfamiliar words they may encounter in reading the selection “With One Wheel Gone Wrong.” Ask them to do the activity in Probe Word Meanings on pages 425 and 426. Let them consult their dictionary or thesaurus in looking for synonyms of the given vocabulary words. Call on students to share their answers.
- Introduce A. M. Homes to students. Lead them into reading the short introduction about the writer in Peruse and Read on page 424.
During Reading
Tell the students to read the selection quietly and to be mindful of the guide question found on page 424.
Post Reading
- Determine students’ comprehension of the selection they read by engaging them in answering and discussing the questions in Literature Activity 1 on page 426.
- Lead the class into reading the notes in Literary Point on page 426. Discuss and explain to them what flash fiction is.
- Relate flash fiction to today’s society. Say: “Because of the busy fast-paced environment, people do not have the leisure to read long stories. Flash fictions, micro fictions, micronarratives, sudden fictions, or short-short fictions re-emerged in the 21st century with the advent of digital technology. Think about the social networking sites like Facebook or Twitter where users post stories told in few words. What other works of flash fiction do you know?”
- Assign Point Out Connections on page 427 as homework. Tell the students to watch a video about flash fiction on YouTube (www.youtube.com/watch?v=DoYpO0Mz2-4), and then have them write their own flash fiction. Remind the class to limit their work to 100 words and not put a title on it yet.
Day 2
Literature Study
Post Reading
- Review the selection “With One Wheel Gone Wrong” by asking the students to retell the events in the story.
- Proceed to page 427 and let the students answer Literature Activity 2 and 3.
- Literature Activity 2. Ask the students to draft the narrative of the selection by visualizing the events in the beginning, middle, and end. Then call on volunteers to share their answers to the class.
- Literature Activity 3. Ask the class to bring out their assigned flash fiction in Point out Connections. Then have them think of five possible titles for their stories.
- Point out Connections. Ask the students to present their flash fictions before the class. Ask the rest of the class to listen attentively to the stories and encourage them to give comments on the works of their classmates.
- Refer to Perform Expressions on page 427. Ask the class to form groups of six and choose the best flash fiction presented. Then have them create a role-play script based on their chosen story. Give them time to discuss and rehearse their role-play to be presented the next meeting.
Day 3
Literature Study
Post Reading
- Review flash fiction. Write the following on the board: For sale: Baby shoes. Never worn.
- Say: “Here is a classic example of an effective flash fiction. This piece is attributed to Ernest Hemingway as the result of a wager between him and other writers. Arthur C. Clarke recounts: “While lunching with friends at a restaurant, Hemingway bets the table ten dollars each that he can craft an entire story in six words. After the pot is assembled, Hemingway writes “For sale: baby shoes, never worn” on a napkin, passes this around the table, and collects his winnings.”
What do you think of this story? Where is the beginning? the middle? the end? In some cases, the elements are not necessary to be included since they can be supposed to have happened as suggested by the text. The events are implied in the text. - Ask the students to present their role-play before the class. Encourage the rest of the class to pay attention to presentation. You may ask students to give comments about their classmates’ role-play.
- Conclude the lesson by asking: What valuable lesson have you learned from the selection?
Day 4
Language and Grammar
Presentation
- Review to students the basic terms used in the language of research on pages 442–443, 446, and 449. Let them share what they have learned about these concepts.
- Proceed to Grammar Point on page 451. Discuss and explain each type of data. You may call for volunteers to read the explanations in the lesson discussion. Cite additional samples of each before proceeding to answering the grammar exercises.
Practice
- Ask the students to form groups in doing Grammar Practice 1, 2, and 3 on pages 451 and 452. Then have them present their answers before the class.
- With a partner, ask the students to do the activities in Participate in Interactions and Publish Works on page 452. Remind them to prepare a PowerPoint presentation of their work.
Production
- Have the students present their PowerPoint presentations. Encourage students to pay attention to their classmates’ presentation and ask questions about the topic.
- At the end of the session, ask the essential question: What is the importance of analyzing data in the language of research? Solicit answers from students.