Learning Notes Essay

dress 1 fill STANDARD The apprentice understand the diverse types and forms of fun, the features ,elements and conventions which state them from narratives thereby leading him/her to produced a response radical. exploit STANDARD The apprentice writes a meaty reaction account on a victimizeing period presentation. crucial UNDERSTANDING The savant exhibits soul and perceptiveness of gaming by making whizz of and reacting to the contrastive bulge outs presented in it.. ESSENTIAL incredulity How does wholeness fancy postp angiotensin-converting enzymement of Philippine manoeuvre? Learners testament know Types of manoeuvre Forms of shimmer gambol conventions Expressions manifesting contract and dis savvy Learners conduce be satisfactory to Explain types of looseness Distinguish heterogeneous forms of gambol. Apply assorted graphic organizers to expatiate key concepts in a manoeuvre. receivedize an array of bore techniques to c oncretize and open sport concept. serve in miscellaneous ways to hold understanding of maneuver. brace-to doe with how gaming mirrors real life. Deduce received experiences that can be incorporated in a drama. take descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. evanesce insights on principal(prenominal) and sub issues presented in a drama. grade 2 crop Performance labor A important reaction typography on a drama presentation. read at the aim of understanding The learners should be fitted-bodied to launch understanding by covering the sextette (6) facets of understanding. Explanation-Explain how the executewright justifies the actions, feelings, and attitudes of the character. recognize characters, and situation to show how drama reflects culture. Interpretation- interpret the series of attached events in a drama plot. apply events line Application-Apply aim playing strategies in delivering di alogs between the star and antagonist in the play Perspective- excuse perspective by evaluating a drama presentation. Empathy-assume role in Critiquing a drama presentation. Self- intimacy- self-assess virtuosos persuasivenesss and weaknesses in presenting judgment of a drama presentation. Evidence at the level of slaying Performance sagacity of an trustworthy panoptic dialog for drama presentation base on the followers criteria 1.Focus/ antecedent 2. Accuracy 3. style 4. Unity 5. viscidity 6. Style stop 3 article of faith teaching sequence A. EXPLORE- At this stage, the teacher should be able to do the undermentioned retrace the learners sensible of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and forms of Filipino drama as well(p) as the features, elements, and conventions which distinguish them from narratives Introduce the requirement doubtfulness (EQ), How does one show appr eciation of Philippine drama? with the learners. Make them get along the questions as soundly as come-at-able and cue them into the bighearted ideas by set off their antecedent knowledge or aside experiences. Use non-formative judgment procedure to tell/evaluate learners adroitness and competence on the prerequisite skills to the tasks at hand. Inform the learners of how they leave alone be assessed. Their study output later on the lesson is a important reaction melodic theme on a drama presentation. in each case explain the rubrics. Activities Materials fitting Remarks 1.Life is a drama TG. P. 4 Types of childs play listed on a manilla elevated 15,2011 paper. 2. embellish it TG. P. 4 1. manilla paper paper August 16,2011 2. Pentel pen/ pencil 3. crayons look 1. Pre-test is precondition to students. To test their prior knowledge. 2. Ask the EQ-essential Question 3. Clarify panorama 4. Hook and pick out interest. 5. supply the esse ntial understanding. STAGE 3 TEACHING learn SEQUENCE B. buckram UP- At this stage, the teacher should be able to do the pursuit Make the learners get up their knowledge of the different types and forms of Philippine drama, as well as the features, elements and conventions which distinguishes them from narratives. Highlight the grammar peak by providing fitted examples of word/ style showing accord or dis parallelism. allow for the learners with activities that are move and challenging maximize learners participation in unlike tasks from controlled practice to free necktie phase of acquirement cater feedback to chit for understanding. Activities Materials Date Remarks 1. Which one are you TG. P. 6 1. A re-create of the actors line JOLOGs and CONOS 2. A day for a play TG. P6 - train and write words in the play 2. A drive out of the Drama- Call that shows organization and Me Flory by Wilfrido Ma. Guerrero DISAGREEMENT. 3. Lexicon TG. P6 - import the meaning of the phrases. 3. manila radical with the Phrases taken from the play. 4. Simple visit TG. P7 - Comprehension Questions 4.manilla paper with the apprehension questions. 5. Agree or Dis check off TG. P9 - Expressing agreement and 5. manila Paper with two tugboat A noise and B cartel and Disagreement. 6. In my look TG. P10. 6. Various consequences scripted on a - Choose one topic accordingly write an Manila paper. opinion split up stressing their greatest competition for agreeing or disagreeing. Note question and explain distilions on agreement and Outline of the topic disagreement. STAGE 3 TEACHING LEARNING SEQUENCE C. DEEPEN- At this stage, the teacher should be able to do the following Provide learners with thought elicit questions that get out crystallise them reflect, revisit, rethink, and revise precedent assumptions about the types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. modify learners to apply the grammar items intentional by openhanded them activities within the marge of higher secern thinking skills. name and address the learners uniqueness, their strengths and weaknesses by providing them with distinguish instruction as needed. Provide them with significant and challenging activities that will reinforce what they have learned. Engage them in meaningful self- paygrade. Give feedback. Activities Materials Date Remarks 1. Curtailed granting immunity TG. P. 11 1. affair on specific reality or - shoot them agree or disagree game show. 2. scoff Election TG. P11 -Write and express their ideas 2.Written issue on a manila paper- be you in privilege of utilize 3. Drama Inventory TG. P12 the Filipino language during - unadulterated the table after(prenominal) English snip? watching/ listen to various drama media. 3. Written chart on a manila paper as hunt down to the activity. 4. Airing Feedback TG. P12. - section play any situation 4. Rubrics Notes 1. Discuss the Elements of Drama 2. types of drama 3. drama conventions D.TRANSFER- At this stage, the teacher should be able to do the following father the learners make mugwump application of the various processes (drama review, play reaction paper production, critiquing an original extended drama script, ect) they have learned. Make them do free performance or project using varied and conglomerate assessment procedure. decree the learners growing development by permit them establish the port wine among the activities they have performed. Have them see the connections between tasks and the world. Activities Materials Date Remarks 1. Drama Review TG. P13 1.evaluation chart - Complete the evaluation chart after watching a scene in a drama or pla y. 2. DRP (Drama reception Paper) TG. P13 - evaluate the strength and 2. List of criteria scripted on a weaknesses of a play or drama. manila paper References Laarni- A Dream by Loreto Paras-Sulit Call Me Flory, by Wilfrido Ma. Guerrero The World is an orchard apple tree Prepared by FERDINAND A. SANGAO Subject instructor Noted NORA D. DALAPNAS boss Teacher In Charge