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Del Monte Avenue Quezon City
Integrated Basic Education Department
Chapter Plan no:02
Topic: Respecting Others Parts of Speech: The Noun Kinds of Nouns Noun Gender Noun Signals Big Idea: Identity Respect for Others
Allocated Time: 8 Meetings
Year Level: GRADE 7 7-Excellence 7-Love of God 7-Unity 7-Love for the Eucharist 7-Faith (BHS) Designer/s: Mr. Jayson D. Zabala Ms. Mirasol L. Lastimoza
Interdisciplinary Integration: Social Studies – early Philippine Culture (Pre-Colonial Period) Filipino – Pangngalan Religion – Respect for Others Graduate Attributes: AD 1.1. Effective Communicator 1.1.1. Speaks and writes in English and Filipino proficiently. 1.1.4. Observes courtesy, tactfulness, and truthfulness when communicating with others. 1.1.9. Clearly articulates his/her stand concerning issues. AD 1.3. Creative Learner 1.3.2. Draws significant inferences from knowledge learned. AD 1.7. People Smart 1.7.1. Communicates and interacts effectively with others. 1.7.3. Respects the feelings and viewpoints of others. AD 1.8. Self-Smart 1.8.5. Means what he/she says. 1.8.6. Expresses his/her thoughts and ideas with confidence. AD 1.9. Life-long learner 1.9.1. Appreciates the value of independent learning/quest for knowledge. 1.9.2. Demonstrates skills in conducting research. SD 5. 5.1. 5.2. 5.14. The Proud Global “Pinoy” Speaks and Promotes Filipino History and Culture. Shows respect for different ethnic groups. Respect for different cultures, ideologies, and religious beliefs.
Stage 1.0 Desired Results Established Goals: OL 1f: OL 2d: OL 3a: VD 1c: WC 1e: WC 1f: GS 1d: AT 1: AT 2: SS1d: (K to 12 Basic Education Curriculum, DepEd) G
Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. Express agreement or disagreement with ideas presented in a selection. Express needs, opinions, feelings, and attitudes in explicit but polite ways. Determine words or expressions in a selection that have time (temporal) or place (locative) relations. Recognize the parts of a simple paragraph based on writing purpose. Follow steps in crafting a simple paragraph of five to seven sentences. Formulate correct simple sentences. Ask sensible questions on his or her own initiative. Express a different opinion without being difficult. Use the special collections in the library such as archives, vertical files, and electronic databases to locate information. Q Enduring Understanding:
Students will understand that…
Essential Questions: Why is there a need for us to communicate?
How do we communicate and express ideas? What defines the function of something? How do we give respect? Topical Questions: What are nouns? What are the kinds of nouns? How many gender of nouns are present in the English Language? • •
Humans communicate to bridge gaps and bring messages across; there should be a genuine intention on both parties to send and receive a particular message geared towards creating harmony within the community, hence, communication was maximized to delegate the functions of humans within a society; Communication is a means of survival; without communication humans would not have been able to survive; Respect is a human trait; respect should be given to where it is due. Everyone S Define what nouns are from a grammatical perspective; Identify nouns from other parts of speech; Distinguish the different kinds of nouns and their genders; Determine nouns through the noun signals.
Students will know…
Students will be able to do…
• • • •
Definition of Nouns Kinds of Nouns Noun Genders in the English Language Noun Signals a, an, the
• • • •
Stage 2.0 Assessment Evidence Performance Task/Transfer: (Carried over from Chapter 1) TEATRO PITO
The Repertoire Philippines, a famous theater company here in the country, is staging an adaptation of Philippine Folktales and legends for the current theater season. These folktales, are however, available only in a narrative format from their original sources. The company, then, must be able to make an appropriate script the essence of the narratives, but the senior scriptwriters added the twist of including social issues and social commentaries within the dialogues. Without sacrificing the important information such as the main events, the company must be able to deliver the message through actors who possess the proper emotions, gestures, and skills to be able to give conviction to these stories. The Department of Education has pledged full support for this undertaking and has sent a memorandum to all public and private schools to encourage Grade 7 students to watch the theatrical adaptation of the story: Why do Women Wash the Dishes? (Bakit ang mga babae ang naghuhugas ng mga Pinggan?), the folktale adopted for the play. It is expected that the members of Repertoire Philippines exhibit proper gestures, facial expressions and mastery of the dialogues between characters to be able to make this project a success. The presentation is also to be videoed and subtitled in English for future reference as well as for ease of viewing for Foreigners. Other Evidences: OE Critical Discussion: What’s in a name? Activity: Common or Proper? Students are called one by one to Students classify a list of nouns tell something about the history of their whether they are common or proper. They name. The teacher writes down every name also reason out why they think they are that the students will share. When all common or proper. students have shared the history of their name, a critical discussion can be made regarding the significance of names to persons. Students can share experiences they had regarding names or name-calling; they can also provide meaningful advice to other classmates. Activity: Concrete or Abstract? Activity: Collective or Compound? Students classify nouns whether Students classify nouns whether they are concrete or abstract nouns. They they are collective or compound nouns. also reason out why they think they are They also reason out why they think they concrete or abstract. are collective or compound. Group Task 1: Noun Bank Students are grouped according to their respective Responsible Teams and craft creative noun flash cards made from 5’x8’-sized cardboards. These will be used for the noun-lympics. Group Task 2: Noun-lympics Students have a group competition in the classification of nouns whether they are common, proper, concrete, abstract, collective or compound. The group with the most number of points collected after the game wins.
LEGEND: Facets of Understanding E – Explanation P - Perspective I – Interpretation S – Self-Knowledge A – Application Stage 3.0 Learning Plan Learning Activities: Learning Plan 1 LA
“The power of Names”
Motivation The History of my Name Students get a one half sheet of pad paper and coloring materials. They try to make graffiti of their complete names using the half-sheet of pad paper as medium and using whatever writing or coloring material they have as the design materials. They would then present their designs and paste them on the board for a later discussion. Presentation Students are presented with the definition of nouns through a powerpoint presentation. They are also oriented with the different kinds of nouns, with a special emphasis on common and proper nouns. WOTL (Word of the Lourd): Pangit na Pangalan Students are shown a video of the social commentator Lourd De Veyra, discussing about Filipino Names and the value of identity. Development/Formative Assessment Critical Discussion: What’s in a name? Students are called one by one to tell something about the history of their name. The teacher writes down every name that the students will share. When all students have shared the history of their name, a critical discussion can be made regarding the significance of names to persons. Students can share experiences they had regarding names or name-calling; they can also provide meaningful advice to other classmates.
“A name is to be respected; It should never be a source of mockery”
Students are led to the concept that respect starts with the name – a name is the epitome of a person’s identity; that while everything a person holds might be gone in a few days, months, or years, a name, a symbol of a person’s identity and over-all dignity, will last forever.
Learning Plan 2
“I sense, I don’t: Concrete Nouns and Abstract Nouns”
Recall The students reiterate the concepts learned from the previous discussion Common nouns refer to general names of people, places, ideas and events; Proper Nouns are used for specific persons, places, ideas and events; Names are the epitome of a person’s identity; it should be held in the highest respect as much as possible. Presentation Students are shown the Presentation Nouns. Development/Formative Assessment Students identify the concrete/abstract nouns from the examples provided. Learning Plan 3
“Perfect Combination: Collective and Compound Nouns; Noun Signals”
Recall The students reiterate the concepts learned from the previous discussion Concrete nouns are for things that can be perceived by the five senses; Abstract nouns are for ideas and concepts that cannot be perceived by the five senses. Presentation Students continue to view the presentation on Nouns. Development/ Formative Assessment Students identify the collective/compound nouns from the examples provided. Assignment Students answer page 111 from their ECAS book. They will also bring 5’x8’ cardboards and coloring materials for next meeting. Learning Plan 4
“Summing it all up”
Motivation/Recall Students recall all the concepts that they have learned from the previous discussions regarding nouns. Group Task 1: Noun Bank Students are grouped according to their respective Responsible Teams and craft creative noun flash cards made from 5’x8’-sized cardboards. These will be used for the noun-lympics.
Summative Test Group Task 2: Noun-lympics Students have a group competition in the classification of nouns whether they are common, proper, concrete, abstract, collective or compound. The group with the most number of points collected after the game wins.
Students would also answer a pen-and-paper test. Resources (Websites, Software, etc) Lapid, M. and Serrano, J. (2012). English Communication Arts and Skills through Filipino Literature. Quezon City: Phoenix Materials/Equipment needed: Blackboard/Whiteboard Chalk/Whiteboard marker Props as needed Teacher’s Reflection: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Prepared by: Mr. Jayson Donor Zabala Teacher Noted by: Mrs. Nida Cruz Coordinator for Academics
Checked by: Ms. Marilou O. Langao English – ATL Approved by: Sr. Angelita V. Codilla, O. P. IBED – Principal
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