Florentino Torres High School

Instructional Plan in English – Grade 10

Final Demonstration

Date: March 8, 2016

Section: Aguinaldo (9:40-10:20 AM)

I. Objectives
A. Deduce the purpose and implication of a purely visual yet insightful clip
B. Convey one’s insights and feelings about a viewed material and its maker
C. Practice speaking in front of an audience through reporting
D. Commend or contradict statements and arguments from a video
E. Perform differentiated tasks that will showcase one’s understanding and opinion of the topic
and assignment at hand
F. Evaluate others’ presentations by using a performance rubrics
G. Express one’s honest critique of a presented performance
H. Reflect upon the topic at hand through writing a paper about it

II. Subject Matter

Lesson: Reconciling with Nature
Viewing: MAN by Steve Cutts (4:37 minutes)
MAN vs EARTH by Price Ea (4:00 minutes)
Reference: Celebrating Diversity through World Literature Grade 10 - Module 3 (pp. 263-272)
Materials: Laptop, LCD projector, speakers, wire extensions and connections, softcopies of
the videos, PowerPoint presentation, cartolina for reporting, feedback forms
and score sheets for evaluation, etc.

III. Procedure
A. Before the Lesson

 Task 1: Reel Time

The teacher plays an animated video by Steve Cutts titled MAN. The students watch the video,
and simultaneously, they write notes about the things that they gathered from it or write
questions which rose in their minds as they immersed themselves in the video clip.

Source: YouTube | https://www.youtube.com/watch?v=WfGMYdalClU

 * Screenshots of MAN *

 Task 2: Spontaneous Discussion

The teacher asks the students if they understood the video or not. From their reactions, the
teacher sustains the discussion by formulating questions from the students’ responses.

Below is a list of possible questions to initiate or continue a discussion:

 Did the video interest you?
 Was it entertaining? Informative? Bothering?
 Was it weird or uncomfortable for you to watch a video like this?
 In your opinion, is the video a depiction of reality? How so?
 Do you perhaps find it a bit exaggerated? Why or why not?

 Task 3: Reality Check (group activity)

The class is divided into four groups. Each group is asked a question which the members
answer in a collective tone. The following are the questions for each group:
 Group 1: What was emphasized in the video?
 Group 2: What do you think is the purpose of the video?
 Group 3: What did you feel after watching the video?
 Group 4: What would you like to say to the maker of the video

The groups are only given three (3) minutes to discuss among themselves and write their
answers in a piece of cartolina.

 Task 4: Sharing of One’s Realizations

After preparing their answers, each group is represented by two members who share their
answer to the whole class. They insert their written answers to the graphic organizer on the
board (a sample photo is shown below).Each pair of reporters has two (2) minutes to explain
their thoughts and responses to their question.
B. During the Lesson

 Task 5: Reel Feels

The teacher shares another video to the class. This time, it is a spoken word material titled
MAN vs EARTH by Prince Ea. The students stay quiet as they absorb what is being conveyed by
the video.

Source: YouTube | https://www.youtube.com/watch?v=VrzbRZn5Ed4

* Screenshots of MAN vs EARTH *

 Task 6: Getting Deeper
After watching the full clip, the students are encouraged to ask any questions that they have
for the video. After satisfying those who raised their queries (or if there are none), the teacher
now throws a couple of questions to make the students think more profoundly about the
video’s message.

Below is a list of possible questions to initiate or continue a discussion:

 Do you believe Prince Ea, the speaker? Do you think he made up all his arguments?
 Are you proud of what is humankind doing to our only home, Earth?
 If you were to choose, would you rather experience economic progress with
environmental regress (which will positively affect you financially) or economic regress
with environmental progress?

 Task 7: Differentiated Tasks

The class is divided into four groups. Each group is tasked to do a group performance that
showcases the learnings, realizations, and values that they acquired from the videos they
watched. The following are the group’s assignment:

 Group 1: Live Field Report

- Create a news program which features a live field report done by a reporter
during a catastrophic natural disaster in one of the country’s provinces (this could
be a typhoon, tsunami, earthquake, etc.). There should be a good coverage of the
scenario and the affected residents are to be interviewed for their pleas to the
government and to the future generation of citizens.

 Group 2: Political Campaign

- Set up a miting de avance for a Presidential or Party List Representative Candidate
who advocates environmental causes. The candidate, alongside his/her
supporters, should lay out his/her platform on how they plan to help their
constituents reconcile with nature. There could be a short speech and campaign
jingle incorporated here.

 Group 3: Live Interview

- Dramatize a live newscast being done inside F. Torres High School. There should
be a news team (news anchor, interviewer, camera man, etc.) and a set of FTHS
administrators being interviewed. Their discussion should cover what is being
done inside FTHS to help the students reconcile with nature and their
environment.
  Group 4: Lip Sync Battle
- Have four members of the group do a lip sync battle using songs that
(a) emphasizes the dependency of humans to nature and/or those that
(b) promote the idea of reconciling with nature. The remaining members will
serve as the back-up singers and dancers of the four main performers. The
production should be able to entertain and convince the audience of the
importance of nature in our lives.

A panel of evaluators is also assembled by getting two representatives from each group (an
evaluator and a critic) to appraise another group: Representatives from Group 1 evaluate
Group 2; representatives from Group 2 evaluate Group 3; representatives from Group 3
evaluate Group 4; and representatives from Group 4 evaluate Group 1.

 Task 8: Perform to Inform

Each group is given four (4) minutes to perform their assigned task.

While the performances are on-going, the evaluator for each group writes his or her comment
in a yellow paper—the ‘what went well’ form (shown below)—and the critic writes his or her
suggestions and pointers for improvement in a red paper—the ‘even better if…’ form (also
shown below).

 Task 9: Evaluation
The contents of the yellow and red forms are read at the end of all the presentations for the
performers to ponder upon. Also, the panel of evaluators rate their assigned groups using the
performance rubrics below (the lowest possible score is 10 and highest possible score is 20).
 GRAND
Criteria 2 points 3 points 4 points
TOTAL
Shade the area that best describes the group’s performance.
Creativity Their idea is a Their idea is Their idea is an
cliché inspired original
Preparedness/Planning They need more They evidently They did everything
time to practice planned well but in an orderly fashion
were still was a bit without any major
distraught blunders
Cooperation/Coordination Their members Their members Their members
don’t seem to display cooperate effectively
know how to work harmonious and act as an
with one another coordination with extension of one
one another another
Execution They seem to have They performed They performed as if
had no time to well, but a little they have prepared
practice more practice and rehearsed for
wouldn’t hurt days!
Purpose/Message I did not get the I had a fair idea of I realized their
point of their what they wanted purpose and
performance to say understood their
message clearly

C. After the Lesson

 Task 10: Letters to Nature and Humankind

The class is divided into two groups. The first half is assigned to assume the role of a lawyer to
Mother Nature, and the other half assumes the role of a lawyer to humankind. Using the
perspective of the characters assigned to them, they should make a very short letter addressed
to the other group (Mother Nature’s lawyer will appeal to humankind about his/her client, and
humankind’s lawyer will appeal to Mother Nature in behalf of his/her client).

At the end of their writing period (90 seconds), the students drop their letters in a special
mailbox for each team. Then, some volunteers are called to pick from either mailboxes and
read a letter aloud for the class to hear some of the sentiments of their classmates.
 IV. Agreement
In a short bond paper, write a reflection about the statement “Nature can live without man but man
cannot live without nature”. Follow the format below and be mindful of adhering to the proper way
of writing essays (capitalizations, margins, indentions, etc.).

Name: Date:
Grade and Section: Teacher:

Writing Activity (Reflection Paper)

Objective/s: To express one’s insights about the statement Nature can live without
man but man cannot live without nature

(Own Title)

Prepared (and executed) by: Checked by:

__________________________ __________________________
CHRISTELLE JOY S. ROJANO MRS. EUFEMIA M. TEMPROSA
Student Teacher Cooperating Teacher

Approved by:

__________________________

MRS. MARICHU J. HERNANDEZ

Head, English Department