Unit 1
Connecting with Africa
Lesson 1
Literature Study :“Lion”
:“Work Song”
:African Chants and Poems
Language and Grammar : Conjunctions
Learning Strategy : Types of Texts
Worktext Pages : 5-10, 103-108, 143-149
Suggested No. of Days : Week 1 (4 meetings)
:“Work Song”
:African Chants and Poems
Language and Grammar : Conjunctions
Learning Strategy : Types of Texts
Worktext Pages : 5-10, 103-108, 143-149
Suggested No. of Days : Week 1 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
- Why are songs and chants indispensable in the daily lives of the African people?
- How do chants become a vehicle for propagating the culture of a group of people?
- How do conjunctions aid in creating logically cohesive sentences?
- What vital role do skimming and scanning represent in learning?
RESOURCES
Technology-based resources
Materials
- English in Perspective 8 worktext
- radio audio recorder
- computer with Internet connection
- music player/speaker
- pictures of African griots, African sceneries, and indigenous ethnic groups in Africa
LEARNING PLAN
Day 1
Literature Study
Prereading
- Start the session by giving students an activity intended to test their background knowledge on African literature and to prepare them for the concept to be taught. Introduce unit 1 by offering a brief discussion on African literature. Draw responses from students about what they know about Africa. Refer to the unit introduction on page 3 of the worktext. You may show pictures of African griots, some of the great African sceneries, and indigenous ethnic groups in Africa depicting their rich culture to reinforce the discussion.
- Introduce the lesson briefly by stating that they will be learning about African literature, which includes myths, fables, poems, chants, epics, etc. State that the lesson will focus on the literary works of distinguished African writers.
- Ask the students to read the poem/song in Perceive Ideas on page 5 and then answer the questions that follow.
- Read the brief introduction in Peruse and Read on page 5 and ask the motive question: Why are songs and chants indispensable in the daily lives of the African people?
During Reading
As the students read the songs/chants, remind them to note key words and to read and reflect on the guide questions provided within the text.
Post Reading
- Discuss the selections by answering the comprehension questions in Literature Activity 1 on pages 7 and 8. Discuss their answers.
- Let the students unlock unfamiliar words in the chants/poems they read by doing the activity in Probe Word Meanings on page 6.
- Refer to Literary Point on page 7. Discuss African chants and poems as presented in the text.
- You may assign Literature Activity 2 and 3 on pages 8 and 9 as homework. In addition, assign students to write a brief interpretation of the chants "Lion" and "Work Song."
Day 2
Literature Study
Post Reading
- Review the chants "Lion" and "Work Song." Call on one or two students to read aloud before the class their interpretation of the chants read.
- Refer to Point Out Connections on page 9. Ask students to log on to www.omniglot.com/songs/african/zulu.php or have the class listen to the African work song "Limpopo River" or to any chant or song featured in the website. As they listen, let them take note of the predominant theme of the African chant or song. Allow them to compare the theme with those of the selections they read. Ask: How do chants become a vehicle for propagating the culture of a group of people?
- Group the students and let them do the task in Perform Expressions on page 10. As a culmination to the lesson on African chants, let the students create their own chant and then perform it before the class.
Day 3
Language and Grammar
Learning Strategy
Learning Strategy
Presentation
- Introduce the lesson on conjunctions by having students examine the sentences given in Grammar Point on page 103.
- Ask the students to study the uses and types of conjunctions as presented in the text. Discuss further the given grammar concept. You may present more examples to elucidate the concept being discussed.
- Present the lesson in Learning Strategy by showing paragraphs featuring a specific text type. Discuss and explain to the students that as readers they are exposed to various text types; these are the narrative, expository, instructional, and persuasive text. Explain each text type and cite examples.
- Tell the students that there are ways to speed up their reading without losing grasp or understanding of the text they are reading, these are: scanning, skimming, and speed reading. Lead the students in to reading the text about these reading strategies in Strategy Point on pages 143 to 145. You may share some additional tips to reinforce the discussion.
Practice
- Give a variety of grammar activities to reinforce and deepen the students’ knowledge of the lesson about conjunctions. Ask the students to answer Grammar Activity 1 and 2 on pages 106 and 107. Check their answers.
- You may assign Grammar Activity 3 as homework. Answers may vary for this activity.
- Direct the students to work on the activities in Strategy Application 1, 2, and 3 on pages 145 to 149. You may select an activity which you can use for oral interaction.
Day 4
Language and Grammar
Production
- Review the uses, types, and examples of conjunctions learned the previous day.
- Refer to Participate in Interactions on page 108. Allow students, in pairs, to complete the dialogue with the appropriate conjunctions. Let them role-play the dialogue. You may call on students to present the dialogue in class.
- Lead students to do the task in Publish Works on page 108. Ask the students to compose a group chant about a particular school activity. Remind them to use conjunctions in creating their chants. Let them present their chants before the class.
- Provide an activity that will reinforce and enrich the students’ knowledge of the proper use of logical connectors in the different text types.
- Conclude the lesson by reviewing how important conjunctions are as a part of speech.