Unit Plan Information Project Title Name/Grade Subject/Topics Unit Plan in English I- Narrative First Year Narrative: Techniques

and Guideposts for Effective and Meaningful Storytelling

Establish learning objectives Content Standard: The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied types of Philippine narratives using the most appropriate language forms and functions. Essential Understanding(s): Narratives are the interesting accounts of peoples ideas, feelings, and values pertinent to the development of their culture and society. Learners will know: Techniques and guideposts for effective and meaningful storytelling Correct word order, punctuation marks to be used and changes to e applied in reporting actions and observations by using indirect speech

Determine acceptable evidence of understanding Learners will be able to: express themselves freely and creatively in an authentic and real way develop oral communication skills through storytelling activities develop writing skills through personal narrative writing produce a class quilt that portrays a personal story from each class member publish a storytelling journal for each class member that includes intergenerational stories use multimedia and technology in oral presentation of short story critique oral presentation using agreed upon criteria (rubrics) quote characters words using direct speech report thoughts and actions using indirect speech

Plan instructional procedures Teaching/ Learning Sequence: 1. EXPLORE (through Storytelling games) Activity1- Story Circle Teacher begins a story starting with a sentence. Learners take turns adding a sentence to continue the story.

Activity2- Finish the Story

Teacher tells part of a story, stopping at the climax. Learners working in pairs or groups come up with an appropriate ending for the story.

Activity3- My Story Learners bring an object to class which they can associate with a life experience. Learners take turns selecting an object other than their own. Learners whose objects are selected tell their stories about the object they have selected.

2. FIRM UP Activity4- A Pocketful of Stories Ask learners to work in pairs and answer the question, Why do we tell stories?

(to engage our imaginations, to promote language development, to encourage reading, to teach us about our culture, to help us understand ourselves and others) Provide them three-five minutes to share their ideas. Let them share their ideas with the rest of the class. Give comments and suggestions.]

3. DEEPEN Activity5- Dialog in Focus Motivate the students to imagine two characters (from the literary selections explored in class) meet and have a meal together. Ask them to imagine what would happen and what could they be saying to each other. Tell them to write few lines of their dialog. Ask them to transform the dialog using direct discourse from observing appropriate punctuation marks. Require them to compare the dialog in direct discourse to reported discourse form. Tell them to consider the changes in punctuation marks, pronouns, verbs and adverbs when transforming statements from direct to reported speech. Process the learners answers.

Activity6- A Humorous Object Ask the students to imagine their favorite object could take the place of your favorite TV sitcom (situation comedy) character whos sharing a funny experience. Tell them to write out the objects punch line via using direct discourse then reported discourse.

4. TRANSFER Activity7- Its Video Time Ask the students to view and listen to taped story telling to consider varied styles Instruct them to note how the story telling goes focusing on the good points to emulate and the pitfalls to avoid.

Tell them to remember how the storytelling starts and how it ends. Process the learners answers.

Plan for technology Materials/Equipment Needed: Multimedia materials These proved helpful in advancing students learning and measured in how and why individuals behave. Through these materials, students can attentively listen all throughout the period.

Develop curriculum-framing questions Essential question Why do we study narratives? Unit questions Are there really techniques and guideposts for storytelling? What are they? Why do we need to know about them? What are the effects of narrative in human life? Content questions How do we know a story is told correctly? How are direct and reported speech used? Plan assessment Evidence at the Level of Understanding The learner should be able to demonstrate understanding by covering the six (6) facets of understanding. Explanation Explain the development of events and progress of ideas in a story. Criteria: Accurate Coherent Use of appropriate language forms and functions: o Simple Past Tense o Time markers o WH Questions o S-V Agreement o Direct Discourse o Reported Speech

Express actions that happened at a definite past time. Prove that the interesting accounts of peoples ideas, feelings and values in Philippine folk narratives are pertinent to the development of their culture and society.

Application Use the simple past tense, time markers and WH questions to effectively narrate events Make verbs agree with their subjects Exhibit clear reporting of ideas, thoughts and actions using direct and reported speech to avoid ambiguities Use reported and direct speech to give accurate accounts of important details Interpretation Share a story showing ones understanding and appreciation of an effective and meaningful literary piece. Criteria: significance with insights with emotional response

Interpretation Gather, analyze, and present folk narratives with ease Criteria: significance with insights with meaning

Application Use appropriate sources of information, multimedia and technology to create a story Criteria: adaptation variation receptivity

Perspective Analyze interdependence of plot characters, theme and other narrative elements Criteria: Critical in an analytical sense With insights With usefulness

Empathy Relate ideas discovered from the narrative to real life experiences Criteria: With insights Openness

Self-knowledge Self assess ones strengths and weaknesses in telling a story effectively Criteria: Meta-cognition Reflection Self-adjustment

Evidence at the Level of Performance Performance assessment of storytelling based on the following criteria: Focus/ Theme Audience Contact Sequence/ Development of Action Dialogue Language Delivery Voice Gestures/Bodily Movement Props

Evaluate the unit plan Use the Intel Innovation in Education unit plan evaluation guide to assess and improve your plan.