Blank UbD Planning Template - DOC 1

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					             UbD Template with Design Questions for Teachers

 Name of Teacher: Loida Fe Estorion                   Time Frame: 8 meetings

 Title: Unit Plan                                     Subject/Course: English I

 Topic: Basic features and         Year Level: First year           Designer(s):
 elements of narrative
                                       Stage 1- Desired Results
Established Goals:
 The learner demonstrates understanding of the distinctive features, aesthetic elements and
underlying objectives of varied types of Philippine narratives using the most appropriate language
forms and functions.
Understandings:                                      Essential Questions:
    Narratives are the interesting accounts of          Why do we study Philippine narratives?
       people’s ideas, feelings, and values              How do folk narratives reflect Filipino
       pertinent to the development of their                culture?
       culture and society.                              How do folk heroes show Filipino identity?
    Folk narratives preserve the culture of a           In what we do folktales link up to our
       nation or people.                                    present society?
    Folk narratives reaffirm national identity.         Why should the study of oral lore still
    Philippine oral lore links the past with the           important today?
       present society.

Students   will know…                                  Students will be able to …
          the characteristics of folk narratives.         summarize the distinctive features and
          the types of Philippine folk narratives.          elements of narratives
          the Filipino epic heroes and                    classify samples of folk narratives
           characters.                                     single out events that form the plot in
          plot of Filipino epics.                           Filipino epics
           the word stress                                use the techniques of character portrayal
          the sentence                                    compare and contrast epic heroes using s
          the interview                                     double bubble map
          comparison and contrast essay                   sketch or draw folk heroes and stock
                                                           mount an exhibit display of sketches of folk
                                                           use correct word stress
                                                           differentiate sentences and fragments use
                                                             the interview to construct a family tree
                                 Stage 2- Assessment Evidence
Performance Tasks:                             Other Evidence:
 Sketch / drawing of folk heroes               Story grammar
Comic strips                                   Explanation/ discussion
                                               Written quizzes
                                               Story map interpretation
                                               Exhibit or sketch display

Assessment Timeline
      Before Unit Begins                     During the Unit               After the Unit

 Story grammar                     Discussion/ explanation         Written quiz
                                   Story map interpretation        Exhibit or sketch display
                                   Comic strips
                                   Sketch/drawing of folk heroes
                                   Scanning and skimming

List of Attachment
story grammar
Think- pair-share
Comic strips
scanning and skimming activity
regional epics
Epic heroes and characters
Family tree worksheets
The epic plot functions
Double bubble map
Finger plays
 getting into the groove
Culmination activity (display of sketches)
                                          Stage 3- Learning Plan
1 meeting

Understanding and appreciating Fiction

    Introduction of goals and desired results
    Presentation of essential questions
    Sharing of what they know about the topic
    Review on the concept of story grammar
Story grammar
              Conflict:_______________________________________________
              Complication:___________________________________________
              Climax:________________________________________________
              Resolution:_____________________________________________

The class will be assigned to study “Literary appreciation skills: the short story” on page 292 of the

2nd meeting

         Explanation of the concept of emotional attitude
         Have them select on the activities to work on. Let the class work in pairs.

Activity 2

   How do the stories show Filipino emotional attitude of the following characters? Fill in the grid
with your answers:

          Type of story                Name of character     Filipino emotional attitude

          Myth                         Sun
          Fable                        Monkey
          Folktale                     Juan Tamad

Activity 3
Comic strip

          Select any fable, myth or folktale.
          Illustrate the story using comic strips.
          Be sure your illustrations reflect the emotional attitude of characters.
                                           Rubric on comic strips

    Element        outstanding        Very         satisfactory fair         Needs                   score
                                  satisfactory                           improvement
 Focus/Theme             He drawing focuses on a certain idea about the subject.
      10              9-10             7-8              5-6     3-4            1-2
  Characters        The drawing succeeds in creating a character that is clearly unique
      10                                     and identifiable.
                      9-10             7-8              5-6     3-4            1-2
 Development                    The sketch shows an emotion or action.
    of action
                       9-10              7-8               5-6        3-4           1-2
   Creativity            The comic strip shows a high level of individual creativity.
       10              9-10             7-8            5-6        3-4           1-2
 Craftsmanship         The comic strip observes neatness and appropriate shades or
       10                                         colors.
                       9-10             7-8            5-6        3-4           1-2

3rd meeting

Regional epics

      From the previous activity on characters from myths, fables, and folktales, the students will be
       asked to name the epic heroes they know. Have them scan and skim Aliguyon and Bantugan
       to answer the following activity.

Activity 4
        Epic Heroes and Characters

                 Epic hero/character                                         Description




 Princess Datimbang

 Princess Urduja


      Explanation on the importance of lineage and family roots on epics and folk narratives.
      Have them conduct their family tree by filling in the worksheet on page 57 of the textbook.
      Allow them to make generalization on the significance of knowing one’s roots.
4th meeting

The epic plot functions:
    Let the class compare and contrast the epics of Aliguyon and Bantugan
       using Dr. Cruz’s functions.

Epic function
    The class will be divided into groups of five to work on this activity.
    Fill in the grid by writing the event in the epic that corresponds or is equivalent of the
       function. Remember that not all functions are found in the same epic.
             Functions                Aliguyon                           Bantugan


      Call on each group to take turns in presenting their answers to the class.
      Encourage the class to make generalizations on the two epics.
      Assign the students to bring any water based paint for the following meeting.

Activity 7

Double bubble
    Show a way of comparing and contrasting two ideas through the graphic organization on page
      67 of the textbook.
    Using the double bubble map, compare and contrast the monkey and the turtle in the famous
      fable (see pages 69-71 of the textbook).
    Make them illustrate and crystallize their knowledge of basic features, elements, and types of
      Philippine narratives. Ask them to answer the following questions:
              What are the basic features of folk narratives?
              What are the elements of folk narratives?
              What are the types of Philippine narratives?

5th meeting

Activity 8: Finger plays

    Direct the students to paint their thumbs to present characters from the folktales they have
     read or heard.
    Have the class present a finger play by providing speaking lines or dialogues to the characters
     their fingers represent.
6th meeting

Activity 9
Name games
A.1. The class will be divided into three groups.
  2. Organize a charade game of names and characters from fables, myths, legends, folktales and
fantastic stories.
B.1. Retain the same group.
  2. Let the competing teams name the character whose dialog or lines will be recited by selected
C. 1. This is a variation of the charade. But instead of words the students sketch or draw something
on the board to represent the character or a story. The rest of the teammates will guess the word.
   2. Have the class share what they understood.

7th meeting

Activity 10
Back to the Future

   A. Let the students image a situation wherein the characters in folk narratives are transported to
      the present time. Describe who would they be or what they be doing now, If they were living
      in the country now.
          - Pumbakhayon
          - Bugan
          - Prince Madali
          - Bantugan
          - Pilandok
          - Lam-ang
   B. Reverse the situation. If you were given the chance to live in the society described in the
      folktales and become one of the folk narrative characters. Who would you be and why?

8th meeting

Culmination activity:

Activity 11: Don’t tell, Show!
Sketch or draw your favorite epic or folk hero or character.

                               Sketching/Drawing rubric
    Element          Outstanding         Very         Satisfactory         Fair            Needs
                                     satisfactory                                       improvement
                          5                4                3               2                1
 Focus/ theme                     The sketch focuses on a certain idea about the topic.
   Characters      The sketch succeeds in creating a character that is clearly unique an identifiable.

   Problem                     The sketch reflects a problem or conflict in a folk narrative.
 Development                             The sketch shows an emotion or action.
   of action
  Creativity                       The sketch shows a high level of individual creativity.

 Craftsmanship              The sketch uses skillful strokes, appropriate shades, and neatness.

Activity 12: Sketches on Display

     Students’ sketches and drawings of epic heroes and folk narrative characters are to be

Accommodation for Differentiated Instruction
 Fast learner                               Students will explain their sketches in front of
                                            the class.
 Slow learner                               Students will just follow the sketch display.

Integration of Technology

Materials and Resources
English communication arts and skills 6th ed.

      Water colors
      Illustration board
      Drawing materials

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