Professional Documents
Culture Documents
A. Content Standards: The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and
condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses,
and sentences.
B. Performance Standards: The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately.
C. Learning RC1a: Use predictive and anticipatory VD2c: Identify figures of speech that WD2e: Compose a travelogue. ICL
devices/tasks to activate prior show contrast (irony, oxymoron, SS2c: Follow protocols in electronic RC1e: Respond to ideas, issues,
Competencies/Objectives: knowledge about the topic of and paradox). search engines to limit the and concerns presented in a reading
Write the LC Code for each reading/ viewing selection. information search process. or viewing selection in creative
OL2e: Talk about why and how people RC1b: Use information presented in forms.
react differently to a text listened to, a reading or viewing selection to OL2e: Talk about why and how
read, or viewed based on one’s infer, to evaluate, and to express people react differently to a text RC1b: Use information presented in
background knowledge, purpose, and critical ideas. listened to, read, or viewed based on a reading or viewing selection to
point of view. one’s background knowledge, infer, to evaluate, and to express
RC1d: Determine the validity and unity RC1c: Determine the relevance and purpose, and point of view. critical ideas.
of the details of a parallel informative unity of the elements of a literary text
text vis-à-vis its intended purpose and vis-à-vis its intended purpose and GS2c: Use varied verb
production milieu. production milieu. complementation forms.
II. CONTENT Message or tone of the “The Wedding Dance” Verb Complementation Debate
poem/ song Irony forms
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 17-19 20 21 22
3. Textbook Pages
IV.PROCEDURES
A. Reviewing Previous Lesson YES, FILIPINOS CAN DANCE! (5-10
ACTIVE SCHEMA (5 minutes) minutes)
or Presenting the New a. The students will be shown with a See Task 4, ‘Your Discovery Tasks’.
Lesson picture of a couple who seem to be saying a. The students will see a video or
goodbye to each other. some more pictures of regional dances
b. They will be asked to determine the which are not mentioned in the text.
prevailing emotions in the picture and will b. They will discuss the cultural aspect
ponder upon these emotions. of the dances.
DIFFERING VIEWS
In preparation for the informal debate
which is set on Day 4, the students must
have grouped into 4 sets and have
chosen/ planned for the following:
1. Reasons why a person has to let go of
somebody he or she loves;
2. Side of the issue;
3. Narrowing down of the chosen issue;
3. Argument;
4. Support; and,
5. Questions for their opponent.
After the students have planned and
collaborated, they should:
1. Submit a report about their specific tasks
for the informal debate;
2. Include in their report the topic they are
going to argue about; and,
3. Gather materials for support.
D. Discussing New Concepts HOW IRONIC! (10 minutes)
and Practicing New Skills #1 See Task 1 ‘Your Discovery Tasks’
1. The students will be guided in
understanding and appreciating this
literary technique.
2. They will determine whether the
given statements are ironic or not, with
an explanation.
IV.PROCEDURES
E. Discussing New Concepts YOU CAN DANCE! (20 minutes)
and Practicing New Skills #2 See Task 4, ‘Your Discovery Tasks’.
1.The students will visualize creatively
the story
2. They will draw out inspiration from the
song they listened to, the poem they
read aloud, and the heartbreak of
Awiyao and Lumnay.
3. In groups of ten members, they need
to plan and prepare for the
activity:
a.They will choose a good song
according to how they have interpreted
Awiyao and Lumnay‘s separation
b. They have to prepare the set-up of
their presentation, in pairs or a group
divided, to represent respectively Awiyao
and Lumnay.
c. They will create a defining
conclusion in their dance to represent
their interpretation of the end of the story.
4. Running time for the presentation will
be set. Possibly a minimum of two to
a maximum of three minutes.
5.They have to be committed to their
rehearsal.
F. Developing Mastery WATCH OUT!
(Leads to Formative See Task 5, ‘Your Discovery Tasks’.
CONTROLLED GRAMMAR PRACTICE
Assessment 3) (10 minutes)
a. The students have to perform Task 3
in ‗Your Discovery Tasks‘.
b. Their answers will be processed
IT WASN’T MEANT TO BE
See Task 6, ‘Your Discovery Tasks’.
EXTENDED GRAMMAR PRACTICE (10
minutes)
a. They will perform another exercise
covering the four subject-verb
agreement rules discussed.
b. Their answers will be processed.
V. PROCEDURES
H. Making Generalizations and
Abstractions about the The learners will write a
summary of the selection. They
Lesson
will have it in their notebook.
They should highlight the
customary laws of marriage
among indigenous people in the
Cordillera.
VI.REMARKS
VII. REFLECTION
A. No. of learners who earned
80% in the evaluation