Unit Plan Template



Unit Plan Template

|Unit Author |

|First and Last Name |Rose Mae B. Nazareno |

| |Jonna Mae C. Sabater |

|School District |Davao City |

|School Name |Davao City National High School (DCNHS) |

|School Address |Torres Street, Davao del Sur |

|Unit Overview |

|Unit Title |

|“African Literature: Courage in Rising Above Challenges”. |

|Unit Summary |

|African Literature: Courage In Rising Above Challenges, the students will discover that critical understanding and appreciation of Afro-Asian literary |

|pieces can help them identify the temperaments and psyche of the Afro-Asian brothers in response to the challenges of modernity. At the end of this unit, |

|the learners would come up or create an AVP as literary selections in which they can publish a work that can show an incident or stories in African |

|Literature. |

|Subject Area |

|English |

|Grade Level |

|3rd Year-level |

|Approximate Time Needed |

|60 minutes per day, 3 weeks. |

|Unit Foundation |

|Targeted Content Standards and Benchmarks |

|Express critical understanding of and appreciation of the diversity of temperaments and psyche among the peoples of these countries. |

|Demonstrate communicative competence through his/her understanding of Afro-Asian Literature, including Philippine Literature, and other text types for a |

|deeper appreciation of Philippine culture and those of other countries. |

|Student Objectives/Learning Outcomes |

|At the end of the unit, the students will be able to; |

|Use syntactic, lexical, or context clues to supply items not listened to |

|Infer the functions of utterances and respond accordingly taking into account the context of the situation and the tone used. |

|Identify derivation of words |

|Express emotional reactions to what was asserted or expressed in a text |

|Determine the validity and adequacy of proof statements to support assertions |

|Organize an independent and systematic approach in critiquing various reading or viewing selections |

|Express appreciation for worthwhile Asian and African traditions and the values they represent |

|Assess the Asian ad African identity as reflected in their literature and oneself I the light of what makes one an Asian or African |

|Give and respond to feedback on one’s paper in revision process |

|Use grammatical structures and vocabulary needed to effectively emphasize particular points. |

|Formulate meaningful expanded sentences following balance, parallelism, and modification |

|Formulate appropriate parenthetical expressions. |

|Get vital information from various texts and sources using websites in the internet |

|Give credence to well thought-out ideas |

|Curriculum-Framing Questions |

| |Essential Question |Have you ever felt so discouraged that you almost wanted to give up and quit? |

| |Unit Questions |What does literature reveal about Africans and Asians character? |

| | |How do Africans and Asians respond to the challenges of modernity as reflected in their literary pieces? |

| |Content Questions |What are the African’s views on nature and man? |

| | |Why discrimination exist in African society? |

| | |What are the characteristics of the African people? |

|Assessment Plan |

|Assessment Timeline |

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|Before project work begins |

|Students work on projects and complete tasks |

|After project work is completed |

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|Discussion |

|Questioning |

|Interactive Quiz |

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|Graphic Organizer (Story Map) |

|Checklist for PowerPoint |

|Interview feedback form |

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|Rubric for PowerPoint |

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|Rubric for AVP |

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|Reflections |

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|Assessment Summary |

|Before the project begins, discussion will be use to give students an idea about African literature. Show the PowerPoint rubric before the group reporting |

|to help prepare students for the presentation and look for the criteria and standards for the reporting. Show students specific references (books and |

|websites) to encourage further researches. At the end of topic discussion, teacher conducts questioning to check students understanding of each topic. |

|After discussion we will have a quiz (interactive quiz). As it goes over with the African Literature, students use the story map to study the different |

|stories and respond to different questions. Teacher also encourages brainstorming to generate their ideas and thoughts related to the different stories. |

|Entail students to make a story map to show their understanding of the stories and interpretations. Use questioning throughout the beginning of the unit to|

|elicit exchanging of ideas and induce students to obtain varied views on a given issues. |

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|Ask students to find a pair for a role –play interviewing in front of a small group of peers who fill out the interview feedback form to give them feedback|

|about their interviewing techniques. This is to assess students understanding, critical thinking, collaboration, and the research process. Conferences |

|allow time for feedback, clarifying misunderstandings, or providing additional lessons as necessary. As they go over with their project, teacher shows the |

|PowerPoint checklist to remind students of what they need to include in their articles while they are writing. |

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|In groups, students use the AVP rubric to help them create an AVP that meets high standards of quality. When the presentation of AVP is completed and |

|shared, students write a metacognitive reflection in which they describe what they learned upon interviewing and writing. Teacher induces students to |

|reflect on how their making of the project helps them understand the society. |

|Unit Details |

|Prerequisite Skills |

|Before students go over with the entire unit, they must possess all the following skills; |

|Basic research |

|Internet searching proficiency (computer skills) |

|Critical thinking |

|interpersonal skills |

|Instructional Procedures |

|Introduction of the unit |

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|Prepare for a PowerPoint Presentation that will give an overview about African Literature. Encourage them to share their ideas about what they’ve learn |

|from the presentation. Introduced the essential questions, unit questions and content questions. Let the students share their ideas regarding the questions|

|and later on the teacher will do further elaboration as well. Lastly, inform the students that at the end of the chapter they’ll be making an audio visual |

|presentation that will serve as their final requirement/project. |

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|Week 1 |

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|Day 1 |

|The teacher will show a picture of Nelson Mandela with a quotation. |

|Right after presenting the picture ask the students if they know who is in the picture and say something about the quotation. |

|After sharing of ideas it’s now the teacher’s time to talk and provide some inputs. |

|Before dismissing the class, tell them to read in advanced regarding the African World View. |

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|Day 2 |

|You will group the class into 5. |

|Group 1 will read paragraphs 1-3 |

|Group 2 will read paragraphs 4-5 |

|Group 3 will read paragraph 6 |

|Group 4 will read paragraph 7 |

|Group 5 will read paragraph 8 |

|Tell the students that they’ll be having an activity which is paint me a picture and explain why they come up with such |

|They’ll be given 10 minutes to read each paragraph assigned to them. |

|Additional 10 minutes to brainstorm and plan on what they are going to do with their presentations. |

|After the presentations the students can now show what they’ve prepared. |

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|Day 3 |

|Oral recitation about the previous topic. |

|Ask the students if they do have questions or difficulties regarding the story. |

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|Day 4 |

|Provide another activity regarding the story by completing the table shown in the photocopy. |

|Discuss the correct answer right after for them to know what are their mistakes. |

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|Day 5 |

|The teacher will discuss about “Parenthetical Expressions”. |

|Go over the selection; try to identify the expressions used in paragraphs 2, 4 and 7. |

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|Week 2 |

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|Day 1 |

|Provide difficult words used in the selection. |

|Let the students to read in advance about the story “How the drums talk” by Bryan Donaldson. |

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|Day 2 |

|Give the students 15 minutes to read again the selection. |

|Let them answer comprehension questions provided in the book. |

|Provide a poem written by Ronald Tombekai Dempster. Let them read it and accomplish the character analysis by group base on the questions provided. |

|Afterwards, let them post their output on the board for the critiquing and feedback giving and go the work of other groups. |

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|Day 3 |

|The students will read another story about “Open House” by Musa Nagenda. |

|The teacher will group the class into 6. |

|Groups 1 and 2 will come up with an illustrated story depicting the core message of the selection. Present the outputs before the big group. |

|Groups 3 and 4 will role play in class the situations which show the main characters attempts/struggles to escape from the shackles of slavery. |

|Groups 5 and 6 will present a talk show on the topic “How to Eradicate Modern Day Slavery”. |

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|Day 4 |

|Review and discuss all the stories for tomorrow’s long quiz. |

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|Day 5 |

|Long quiz |

|Checking of papers |

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|Week 3 |

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|Day 1 |

|Students will listen to a statement (to be read by the teacher) of Nelson Mandela during his inauguration as President of the Democratic Republic of South |

|Africa. |

|As they listen ask them to take note of parallel words, phrases, and clauses (if any). |

|Discuss the key points with the students. |

|Have the students answer Exercise 1 in the book. |

|Ask the students to write a paragraph summarizing the main points of the speech they have listened to. |

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|Day 2 |

|The teacher will introduce an activity about BLACK AND WHITE - An Evaluation Paper. |

|Ask the students to go over the selection Open House by Musa Nagenda. |

|Inform them that they are expected to write an evaluation paper of the literary selection House Open. As they evaluate the selection they should extract |

|what the selection show about the diversity of temperaments and psyche of the Africans. |

|After the writing activity, ask the students to work in pairs and they should take turns in giving and responding to feed back on each others paper in the |

|revision process. |

|Remind them to apply the language skill learned that is using meaningful expanded sentences following balance, parallelism, and modification. |

|And as homework, let the students to read in advance about the “Escape from Slavery”. |

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|Day 3 |

|The teacher will introduce another topic which is “Escape from Slavery” by Francis Bok with Edward Tivman. |

|You will divide the class into 6. |

|Each group will be given at least 15 minutes to brainstorm and make a story map. |

|Each group will be given 7 minutes to present it to the class. |

|Each group will have 1-2 representatives to explain their works. |

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|Day 4 |

|The teacher will review and discuss about “Escape from Slavery.” |

|Have an oral recitation. |

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|Day 5 |

|Long quiz |

|Checking of papers |

|Accommodations for Differentiated Instruction |

| |Special Needs Students |List specific resources for the students to know where to find information about the topic. |

| | |Explore the learners in adoptive technology then give the specific site where to wire information. |

| | |Reduce assignments and tasks or allow more time as needed. |

| | |Allow group work and recognize their strengths and correct their weaknesses. |

| |Nonnative Speakers |Coordinate with the assigned ESL teachers to make dictionary terms in native and English language to aid the vocabulary and|

| | |translation development. |

| | |The students present the magazine entries to the assigned ESL teacher. The teacher may help assess the students learning |

| | |well. |

| | |During the class, the students must speak in English so that they will practice their speaking skills in preparation for |

| | |the presentation. |

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| |Gifted/Talented Students |Encourage the gifted student to research topics and make a report to the class. Examples might include; the life history of|

| | |Geoffrey Chaucer and the story of Canterbury Tales. |

| | |If the student has difficulties in reporting, encourage to do their task. |

| | |Enhance their skills to be a good researcher. |

|Materials and Resources Required For Unit |

|Technology – Hardware (Click boxes of all equipment needed) |

| Camera | Laser Disk | VCR |

|Computer(s) |Printer |Video Camera |

|Digital Camera |Projection System |Video Conferencing Equip. |

|DVD Player |Scanner |Other       |

|Internet Connection |Television | |

|Technology – Software (Click boxes of all software needed.) |

| Database/Spreadsheet | Image Processing | Web Page Development |

|Desktop Publishing |Internet Web Browser |Word Processing |

|E-mail Software |Multimedia |Other       |

|Encyclopedia on CD-ROM | | |

|Printed Materials |Elements of Literature (Sixth Course), topic handouts, and rubrics, checklists, and templates. |

|Internet Resources | |

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|Other Resources |Library, community members and teachers. |

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