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Partido State University College of Education Goa, Camarines Sur

A/Y 2012-2013

1st Semester

(Preparation and Evaluation of Instructional Materials)

Prepared by: Quennie N. Quiobe BSED 3A

Prepared for: Mrs. Nora Bacares Professor

INSTRUCTIONAL PLANS IN ENGLISH GRADE 7 2nd Quarter “DRAMA” Week 2 CONTENTS
Day Topic Skill Focus

Objectives
At the end of the lessons students should be able to:

1 (Monday)

The Types of Drama  An Introduction

Viewing

2 (Tuesday)

The World is an Apple  Recall elements of a play.

Reading

3 (Wednesday)

Exclamatory Sentences The sounds of “b” and “c”

Listening and Speaking

4 (Thursday)

Writing a Reflection Paper Conjunction “BUT”

Writing

5 (Friday)

Integration of the 5 skills

Role Play

1. Identify the major types of drama. 2. Reveal which type of drama they like best and why. 3. Classify titles of movies and shows according to the type of drama they describe. 1. Identify the important elements (characters, setting, plot and theme) of the play. 2. Defend Mario’s decision in the play. 3. State the message of the play. 1. Find exclamatory sentences in the dialogs provided and state how it is used. 2. Detect words with “b” and “c” sounds. 3. Pronounce the sounds of “b” and “c” appropriately. 1. Choose the type of drama that best reflects their personalities. 2. Write a reflection paper about the type of drama they like the most 1. Present a role-play. 2. Assess performance of their peers.

Expected Outputs:  Accomplished worksheets (Day 2)  Reflection paper (Day 4)  Perform a role play (Day 5)
Target Presentation on Friday: Role Play: four groups; one type of drama each. Provided with the scripts, (they can be modified)

Partido State University College of Education Goa, Camarines Sur
A/Y 2012-2013

1st Semester INSTRUCTIONAL PLAN IN ENGLISH GRADE 7 2nd Quarter “DRAMA”
Week 2 Day 1 (Monday) Topic: The Types of Drama

Instructional Activities MOTIVATION

Description ACT ME OUT (Guessing Game) Students are divided into two groups and battle to win the game. At the end of the lesson, students are expected to: 1. Identify the major types of drama. 2. Reveal which type of drama they like best and why. 3. Classify titles of movies and shows according to the type of drama they describe. Let students recall past lesson about the nature of drama. What is drama? Drama is a story enacted onstage for a live audience. The story uses as representations the actors impersonating the characters and performing the dialogue and action. Discussion of the different types of dramas. 4 MAJOR TYPES OF DRAMA Comedy

Means of Presenting Students

OBJECTIVES

REVIEW OF PREREQUISITE

Students

INFORMATION AND EXAMPLE

Teacher And Students

When we talk about comedy, we usually refer to plays that are light in tone, and that typically have happy endings. The intent of a comedic play is to make the audience laugh. In modern theatre, there are many different styles of comedy,

ranging from realistic stories, where humor is derived from real-life situations, to outrageous slapstick humor. Tragedy Tragedy is one of the oldest forms of drama; however, its meaning has changed since the earliest days of staged plays. In ancient times, a tragedy was often an historical drama featuring the downfall of a great man. In modern theater, the definition is a bit looser. Tragedy usually involves serious subject matter and the death of one or more main characters. These plays rarely have a happy ending.

Melodrama Melodrama is another type of exaggerated drama. As in farce, the characters tend to be simplified and onedimensional. The formulaic storyline of the classic melodrama typically involves a villain, a heroine, and a hero who must rescue the heroine from the villain.

MUSICAL In musical theatre, the story is told not only through dialogue and acting but also through music and dance. Musicals are often comedic, although many do involve serious subject matter. Most involve a large cast and lavish sets and costumes. PRACTICE AND FEEDBACK SUMMARY Classify the titles of movies and shows from the motivation activity according to the type of drama they describe. Ask students to pick the type of drama they like best and why. Make a conclusion on why we must study the types of dramas. Students Students

Prepared by: Quennie N. Quiobe BSED 3A

Partido State University College of Education Goa, Camarines Sur A/Y 2012-2013 1st Semester INSTRUCTIONAL PLAN IN ENGLISH GRADE 7 2nd Quarter “DRAMA”
Week 2 Day 2 (Tuesday) Topic: THE WORLD IS AN APPLE Target Skill: Reading Instructional Activities MOTIVATION Word Link Game Show a picture of an apple. Have students enumerate words that they link with “apple.” Show students picture of a worm. Have students explain the relationship of the worm to the apple. At the end of the lesson, the students are expected to: 1. Identify the important elements (characters, setting, plot and theme) of the play. 2. Defend Mario’s decision in the play. 3. State the message of the play. Let students recall past lesson about the elements of drama. Characters, setting, plot, dialogue and theme. Give the students ample time to read the play. Before asking them to read distribute the worksheets “Story Prediction Guide” and “Story Map” (attached here), so that they may be guided in reading. In the story map, students must be able to identify the key points in the play (setting, characters, time, place, problem, goal and the important events in the plot). On the other hand, the story prediction worksheet would develop student’s predicting ability. This provides a scaffold Description Means of Presenting Students

OBJECTIVES

REVIEW OF PREREQUISITE INFORMATION AND EXAMPLE

Students Teacher And Students

PRACTICE AND FEEDBACK

or support to bridge the gap between guided reading under the direction of the teacher and independent reading. After reading the play, discuss the following questions with the students.  Compare the character of Mario and Pedro.  What words describe Gloria? Does she portray the typical housewife?  Which character can you closely compare to a worm spoiling an apple?  Do you agree that money is an essential possession these days?  If you were Mario, would you make the same decisions that he did in the play? Why?  Have you ever heard of a family that was broken due to financial problems?  What can you say about people who use financial instability as an excuse to commit a crime? What advice can you give them? Let the students express their understanding on what the worm in the apple symbolize. In the play, what is referred to as the apple? How about the worm?

Students

SUMMARY

Students

Prepared by: Quennie N. Quiobe BSED 3A

Partido State University College of Education Goa, Camarines Sur A/Y 2012-2013 1st Semester

INSTRUCTIONAL PLAN IN ENGLISH GRADE 7 2nd Quarter “DRAMA”
Week 2 Day 3 (Wednesday) Topic: Exclamatory sentences and the sounds of “b” and “c” Target Skill: Listening and Speaking Instructional Activities MOTIVATION Speaking with a Song Description Means of Presenting Students

Play a song that includes words with the “b” and “c” sounds. Have students list down the words with “b” and “c” sounds. Do a drill. Let students sing the song. OBJECTIVES At the end of the lesson, the students are expected to: 1. Find exclamatory sentences in the dialogs provided and state how it is used. 2. Detect words with “b” and “c” sounds. 3. Pronounce the sounds of “b” and “c” appropriately. REVIEW OF At this point the students already have the prior knowledge that PREthere are four types of sentences according the function; declarative, REQUISITE interrogative, imperative and exclamatory. Students should be able to recall past discussion on the first type of sentence: the declarative sentence. INFORMATION Post a dialog (dialogs) taken from the play “The World is an Apple.” AND EXAMPLE Call out student volunteers to read aloud the dialog (dialogs). Ask students to identify which sentences they think are exclamatory, let them state their reasons in saying so. PRACTICE Ask the students to pair up, let them practice on the proper usage of AND exclamatory sentences and the sounds of “b” and “c.” FEEDBACK SUMMARY Exclamatory sentences are used to express strong emotions such as anger, excitement, shock etc. Prepared by: Quennie N. Quiobe BSED 3A

Students

Teacher And Students Students

Students

Partido State University College of Education Goa, Camarines Sur A/Y 2012-2013 1st Semester
INSTRUCTIONAL PLAN IN ENGLISH GRADE 7 2nd Quarter “DRAMA”
Week 2 Day 4 (Thursday) Topic: Writing a Reflection Target Skill: Writing

Instructional Activities MOTIVATION

Description What “Mirror’s” me? (The following activities are done only with few student volunteers.) Bring a mirror to the class. Post on the board the pictures of the following:  A sad and crying woman/man  A clown  A pink heart  A singer Ask them the following questions;  When you look into a mirror what do you see? Expected response: Reflection Let student volunteer to complete this sentence by picking out one picture on the board. “When I look in the mirror, I see ________________. Because I like _____________.” Ex: When I look in the mirror, I see a clown. Because I like to make jokes. At the end of the lesson, the students are expected to: 1. Choose the type of drama that best reflects their personalities. 2. Write a reflection paper about the type of drama they like the most. At this point, students should already have the background knowledge on the four major types of dramas. Recall the lesson done in the first day. Ask them the following questions:  What are the four major types of dramas?  State the unique characteristics of each. Reveal the type of dramas symbolized by the pictures in the motivation activity. Students should now be able to decide on which type of drama they like most.

Means of Presenting Students

OBJECTIVES

REVIEW OF PRE-REQUISITE

Students

INFORMATION AND EXAMPLE

Teacher And

Students should complete the following stages: Students 1. Pre-writing Cubing. This involves a swift or quick consideration of a subject from six points of view. After the students have picked the type of drama they want to write about ask them to describe it, analyze it, compare it, apply it, associate it and argue for or against it Here are some tips on what students are expected to do when cubing general materials. Describe it. Examine the topic or object closely and tell what you think it is all about. Compare the topic or object to others you have come across before, i.e., “What is it similar to or different from?” Associate it with something you are familiar with already, i.e., “What does it remind you of?” 2. Writing It must be composed of three parts; introduction, body and conclusion. 3. Post Writing (can be done on next writing activity) Peer evaluation  In pairs or small groups, have students critique each other’s writing through peer evaluation, that is, evaluation by other members of the class. Student writers become aware of how their writing affects others. They also see differences in approach and style between writers, and as you guide them, they also learn to appreciate those differences. Consider the following criteria in evaluating student’s work. Ideas Organization Voice Word Choice Sentence Fluency Conventions Total Drama narrates true to life experiences.

PRACTICE AND FEEDBACK

Students

SUMMARY Prepared by:

Students

Quennie N. Quiobe BSED 3A

Partido State University College of Education Goa, Camarines Sur A/Y 2012-2013 1st Semester INSTRUCTIONAL PLAN IN ENGLISH GRADE 7 2nd Quarter “DRAMA”
Week 2 Day 5 (Friday) Performance Day Instructional Activities MOTIVATION Description Motivate the students through holding a mini-opening program before starting the presentations. The teacher should have pre-assigned the following:  Invocation  Opening Remarks  Presenter of the criteria for evaluation  Two emcees At the end of the lesson, the students are expected to: 1. Present a role-play. 2. Assess performance of their peers. Recall previous discussion about the four major types of drama. Give only the distinct characteristics of each. The fifth day is reserved for the role-play activity; the teacher should have announced this on the first day of the week. By now, the students have already acquired the knowledge to enhance their macro skills, as a closing activity, they will be presenting a role-play of the different types of drama, there will be 4 groups. Each group must present their reinvention of the dramas taken from the different types. The presentation places emphasis on where they would use exclamatory sentences and would recognize the production of the sounds of “b” and “c.” Students are grouped according to the type of drama that they like most. There will be a total of 4 groups to accommodate the 4 major types of drama namely, tragedy; comedy; melodrama and musical. The division of the class Means of Presenting Students

OBJECTIVES

REVIEW OF PREREQUISITE INFORMATION AND EXAMPLE

Students Teacher And Students

must be equal on each group. Let each group decide their leaders. Students will use the dialogue prompts provided by the teacher. (They can modify it.) Each member must have a role in the presentation. Emphasize that the presentation must consume only 2-3 minutes maximum. Memorizing of script is not mandatory but there would be a plus factor if it were. PRACTICE AND FEEDBACK Teacher should provide the students evaluation forms to rate the presentations. Rubrics: Mastery 25% Creativity 25% Coordination 25% Impact 15% Theme/Message 10% Total 100% Let students share constructive criticisms on the presentation. Allow them to vote on the group who they think is the best presenter. Teacher And Students

SUMMARY

Students

Prepared by: Quennie N. Quiobe BSED 3A