Overview of teaching and learning activities

Outcomes / Syllabus content Teaching and learning activities Resources

EN5-3B Lesson 1:
Understand and apply
knowledge of language forms Teacher Presentation/Discussion:
and features Have a revision of the definition and purpose of
 understand how creative and imaginative response to text into their
paragraphs and studies and life outside school. Explain that this is also
images can be known as ‘the art of making things up’. With this,
arranged for different students will go outside the bounds of normal
purposes purpose, professional, journalistic, academic, or technical forms
audiences, of literature. The goal is help students notice what
perspectives and makes the texts creative rather than a collection of
stylistic effects ordinary factual information, relating ordinary events
in an extraordinary way.

Students’ Collaboration/Practice:
In pairs, ask students to think of a list considered to be
creative and imaginative in response and share them
in class. Students should come up with the following:
novels, poems, short stories, screenplays, songs,
speeches, etc. Then ask the class to compare with
academic, textbook, journalism or otherwise
‘technical’ ways of writing and speaking.

As a stimulator, give students a simple start up activity

that encourages them to present a creative and
imaginative response. The teacher will write a
 sentence on the board. The students will then
continue on writing a sentence until they come up
with a short story. This can be done in pairs or in group
work. The teacher will then read their work and give
feedback while students are copying the short story in
their journal. Let students feel that what they have
just completed is creation from their imagination.

Ask the students to unpack their creativity and

imagination using the following story starters:
 Imagine that…
 Have you ever wondered…
 A funny thing happened…
 Once upon a time…
 It was a dark and stormy night…
This time, students will write individually and the
teacher will collect their work at the end of the lesson.
With this, the educator will be able to see the level of
creativity among the students. The teacher will give
feedback and support for those who need help.

Allow the students to reflect on their activities. What

challenges did they have to face? What did they want
to convey to their audience about what they have
written?

EN5-1A Lesson 13:

Respond to and compose
texts Teacher discussion:
• identify and explore the Teacher will discuss a book talk as a speech telling
purposes and effects about a book that the student has read. The following
of different text information are expected in a book talk:
structures and  Attention getter: read an exciting, interesting,
language features of or amusing passage from your book
spoken texts, and use  Name of the book and the author
this knowledge to  Setting
create purposeful  Main characters and brief description of each
texts that inform,  Problem or conflict – if it applies
persuade and engage  Brief description of the plot without giving
away the ending
 Questions to make the audience curious
enough to want them to read the book
themselves
 A recommendation to the audience

Teacher will model a book talk about the Go Set a

Watchman to scaffold the next activity of the students.

Class activity/practice:
In pair, students will do a book talk. As previously
learned about the themes in To Kill A Mockingbird,
students will collaborate which other text that they
have read, is connected or related with the themes
discussed in To Kill A Mockingbird text. Using the
lecture of the teacher, students will present a book
talk.

The rest of the class will respond to the presentation

by communicating their views through visual action
 This activity widens the students’ knowledge and focus
in responding creatively to a text.

Homework:
Students will research and read the summary of the
book – Go Set A Watchman.

Resources:
 Activity Lesson Example of a “Found Poem”
Interest – anything you found interesting (word, sentence, theme, idea, etc.)
Connect – make connections to your own experiences or readings
Investigate/Interrogate – write questions you have, or what you want to investigate further

Maya Angelou’s “Caged Bird”

Interest Connect Investigate/Interrogate

Harper Lee’s “To Kill A Mockingbird”

Interest Connect Investigate/Interrogate