nit

Exploring the Works of

U Chinese and Japanese Writers

2 Stage 1 Desired Results

Content Standard
The students demonstrate understanding of East Asian literature as an art form
inspired and influenced by nature; relationships of visual, sensory, and verbal signs in
both literary and expository texts; strategies for listening to long descriptive and
narrative texts; value of literal and figurative language; and appropriate grammatical
signals or expressions suitable to patterns of idea development.
Performance Standard
The students transfer learning by composing and delivering a brief and creative
entertainment speech featuring a variety of effective paragraphs, appropriate
grammatical signals or expressions in topic development, and appropriate prosodic
features, stance, and behavior
TRANSFER
Students will be able to independently use their learning to:
T1 Appreciate and preserve history through literature
T2 Learn and apply the embedded moral values in Chinese and Japanese literature to
descry what is truly important in life
T3 Establish identity through acknowledging and fostering own’s language and culture
despite influences of the colonizers
T4 Respect intellectual property by proper citation
MEANING
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand the following: Students will keep
EU1 Literature molds the awareness of people considering the following:
especially of the past that allow them to EQ1 Is literature a reflection of
link it with the present and invigorate people especially of their
them to create ripples of change. desires?
EU2 Continuous effort to impart and to prac- EQ2 Is it plausible to achieve a
tice moral values will help a society morally upright society?
strive to live more humanely. EQ3 How does irony influence
the present society?

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 EU3 Irony enhances skills to delineate the EQ4 How does symbolism add meaning
ac- tual meaning of a message.
EU4 Symbolism enables people to develop a
more profound understanding of life
by going beyond the literal.
ACQUISITION OF KNOWLEDGE AND SKILL
Students will know:
1. the personal significance of a literary text
2. the importance of listening skills
3. tone and mood of the speaker or
charac- ters in the text listened to
4. topic sentence and the central idea
in writing
5. figures of speech
6. rising-falling and the rising intonations
7. logical connectors
8. entertainment speech
9. nonverbal cues in an entertaining speech
10. verbal, situational, and dramatic types
of irony
11. literal and symbolic language
12. intensive and extensive reading
13. the theme of a literary work
14. the gist of material viewed
15. conjunctions
16. unity and coherence in sentences
17. creative wring
18. tables, graphs, and maps
19. pronouns
20. different patterns of idea development
21. grammatical signals or expressions
for idea development
22. haiku
23. personal significance of a literary text
24. skimming and scanning
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to life?
Students will be skilled at:
1. evaluating the personal
significance of a literary text
2. developing listening skills
3. determining the tone and mood of
the speaker or characters in the
text listened to
4. composing an effective paragraph
5. identifying and developing the
topic sentence
6. identifying figures of speech
7. reacting to assertions made by
the author in the text
8. using the rising-falling and the
ris- ing intonations
9. scanning texts for logical connec-
tors to determine the text type
10. writing a composition
11. spotting interesting titles
12. turning broad topics to specific
13. delivering an entertainment speech
14. using nonverbal cues in an
enter- taining speech
15. relating content or theme to
previ- ous experiences and
background knowledge
16. distinguishing between and among
verbal, situational, and dramatic
types of irony
17. discriminating between literal
and symbolic language
18. reading extensively
19. appreciating literature as a form
of art
20. reading intensively
20. identifying the theme of a
literary work and drawing
similarities and differences of
featured selections
21. appreciating drama
22. predicting the gist of the material
viewed based on the title,
pictures, and excerpts
23. using conjunctions
24. observing unity and coherence
in sentences
25. writing creatively
26. expressing appreciation for
sensory images
27. developing paragraphs that il-
lustrate text types (narrative,
ex- pository, explanatory, factual,
and personal recount)
28. organizing information in
tables, graphs, and maps
29. making speech entertaining
30. identifying and using pronouns
31. understanding different patterns
of idea development
32. using appropriate grammatical
sig- nals or expressions for idea
devel- opment
33. writing a haiku
34. appreciating literature as a means
of understanding the human being
and the forces he/she needs to
contend with
35. evaluating the personal
significance of a literary text
36. using visual effectively
37. skimming texts

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 Stage 2 Assessment Evidence
Engaging Scenario
Your class has founded an association called Smile Organization. As the name
suggests, the aim is to bring happiness and warmth to people and develop resilience in
the face of adversities. As one of the founders, you continued to support the
organization even if you have already entered the corporate world.
One of the strengths of your association is giving entertainment speeches as a
tool for delivering smiles to everyone. Thus, your alma mater asks you a favor to
give an entertainment speech to their current students.
Your class will be divided into groups and each group will be assigned to any of the
scenarios below where you will present an entertainment speech.
a. A wedding toast (best man, maid of honor, parents of the newlyweds, and their
two godparents)
b. An acting award ceremony (Best Actor, Best Actress, Artist of the Year, and the like)
c. A charity event for people with disability
d. A book fair where authors are gathered
e. A gala celebrating the grand opening of a museum
f. A sport championship event
Your task is to compose and deliver a two- to-three-minute creative entertainment
speech that considers the audience, uses suitable language according to the context,
and displays effective paragraphs, appropriate grammatical signals in topic
development, and appropriate prosodic features, stance, and behavior.

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 Scoring Rubric

Criteria 4 3 2 1 Score
Content The speech is The speech is The speech The speech
appropriate to appropriate to somewhat deviates from
the assigned the assigned deviates from the context.
context. It context. It is the context. The humor
includes entertaining There is an and creativity
original punch and crea- attempt in the speech
lines, real-life tive. Real-life to make are faintly
examples, and examples are the speech evident. The
unexpected fused but the entertaining audience does
twists used punch lines and creative. not react most
efficaciously and twists are Few real-life of the time.
to make the generic. But examples are
speech highly it succeeds fused at times
entertain- to amuse the although
ing. It stirs audience. some of the
audience’s punch lines
emotions. and twists do
not fit and/
or are too
cliché. But the
audience still
smiled and/
or laughed at
times.
Language The student The student There is an at- Most of the
displays gives vivid tempt to give descriptions
excellent use descriptions vivid descrip- are vague and
of language most of the tions, but the the audi-
to give vivid time that audience had ence failed
descriptions make his/her difficulty un- to recognize
to make his/ speech still derstanding the humor in
her speech creative and the speech. the student’s
creative and entertaining, speech.
entertaining but the audi-
to enable the ence did not
audience un- understand a
derstand the few parts of
entire speech. the speech.

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 Organization The entertain- There are laps-
A few unnec- The grammat-
and ment speech es in gram-
essary gram- ical signals are
Grammatical is logically se- matical signals
matical signals used incor-
Signals quenced and and there are
are used. The rectly and the
grammatical jumps from
sequencing student fails
signals are one topic to
needs im- to sequence
used cleverly another dur-
provement, the informa-
to develop ing the pres-
but the audi- tion logically,
his/her topic. entation, so
ence was able which greatly
The speech the audience
to follow. impeded un-
is unified had difficulty derstanding.
and in under-
coherent. standing the
speech.
Presentation The student The student The student’s The student
consistently mostly dem- lack of en- is disengaged
displays a onstrates thusiasm is about his/
strong zest enthusiasm obvious. He/ her topic.
about the but is nervous she is not at He/ She is
topic, is con- at times. He ease most stiff, nervous,
fident, and makes direct of the time and tense.
at ease. He/ eye contact resulting from He/ She does
she holds the and executes unnecessary not
audience with gestures to movements make eye
direct eye enhance the like slouching con- tact, so
contact and presenta- and swaying overall he/she
appropriate tion. He/She of body. He/ did not
hand gestures, manages to She displays succeed in
magnificently portray his/ minimal eye embodying
embody- her assigned contact. His/ his/her as-
ing the role role. Her portrayal signed role.
assigned to of the as-
him/her. signed role is
weak.

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 Prosodic The student’s The student’s The student’s The student’s
features voice is voice is still voice some- voice is too
well-modu- well-modulat- times softens soft and
lated. He/she ed, but tends and tends to stammers
pronounces to speak fasterstutter. He/she frequently.
words clearly than the nor- speaks slower He/she speaks
and precisely, mal rate. He/ than the nor- too slowly
speaks in a she applies mal rate. and/or too
There
normal man- appropriate are lapses in fast. There is
ner, and ap- intonation his/her use a little effort
plies intona- most of of intonation to apply
tion effectively the time to that make the intonation.
to enhance enhance the entertainment The audience
the humor in humor in his/ speech dull was clueless
his/her en- her speech. at times. The during the
tertainment There are a audience had presentation
speech that few lapses in a hard time re- most of the
makes audi- pronunciation. acting to the time.
ence to clearly presentation.
grasp the
presentation.
Total Score

Assessment Activities

Formative Assessment
• Enhance listening skills by responding to the tone and mood of the speaker or
charac- ters in the text listened to
• Develop paragraphs that illustrate text types
• Read loudly and speak clearly with correct intonation
• Answer comprehension questions for understanding of the selections

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 Summative Assessment
• Establish writing skills by composing effective paragraphs with unified and
coherent sentences
• Develop the topic sentence and central idea in writing
• Write creatively by incorporating symbolism and imagery with the help of figures
of speech
• Make a speech entertaining with real-life experiences
• Use nonverbal cues to deliver an entertaining speech
• Present entertainment speech to delight and connect with the audience

Other Evidence of Learning

• Recitation
• Pair Work and Group Work
• Exercises and Quizzes
• Assignment
• Unit Test
• Performance Task

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