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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