BADIAN NATIONAL HIGH SCHOOL

BADIAN CEBU

LOG PLAN/LEARNING PLAN

QUARTER 4: ESSAY Topic : Basic Features and Elements of An Essay Time Frame: 20 days

Stage I
Content Standard: Performance Standard:
The learner demonstrates understanding of the basic features, parts, structures, pattern of The learner produces meaningful journal entries.
development that make the tone and style of Philippine essays effective.
Essential Understanding: Essential Question:
Free and effective communication of reflections and insights about personal views, How can journal entries be meaningful?
thoughts, feelings, attitudes, judgments and observations can lead to meaningful journal
entries.
Learners will know: Learners will be able to:
·Basic features of Phil. essays  Process concepts about interesting observation, idea, feeling or
·Parts of an essay  thought.
·Structure of an essay  Use clues to clarify the purpose and the audience of an essay.
·Principles of paragraph development  Describe and evaluate personal preferences and observations.
·Specific characteristics of Philippine essays  Make appropriate and meaningful comments.
·Forms and functions of modals  Apply various graphic organizers to illustrate key concepts in an essay.
 Respond in various ways to express understanding of an Essay.
 Present an array of essay topics related to human experiences.
 Draw insights on main and sub issues presented in an essay.
 Write reflections highlighting comments and insights on personal preferences, observations.
 Use modals to express clear intention and action.
Stage 2
Product or Performance Task: Learners should be able to demonstrate Evidence at the level of performance:
Meaningful Journal Entries understanding by covering the six (6) Performance assessment of journal entries that
facets of understanding: fully communicate feelings, thoughts, views and
Explanation: reflections using the following criteria:
Explain the basic parts, structure, • Focus/Content
elements and features of Philippines • Unity
essays. • Coherence
Interpretation: • Clarity
Illustrate the different patterns of • Mechanics
paragraph development. • Language
Application:
 Use personal reflections, experiences and
observations in writing journal entries.
Establish the smooth flow of ideas by
using modals.
Perspective:
Argue that reflective journals and personal
essays serve as significant learning
experiences.
Empathy:
Consider other writers’ intention style,
views in abstracting a reflective journal
and a personal essay.
Self-knowledge:
Self assess strategies/ corrections used to
improve one’s work.
Stage 3
Teaching/Learning Sequence: Time Frame: 5 days(January 31- February 4,2011)
EXPLORE
At this stage, the teacher should be able to do the following:
• Make the learners aware of the desired result, that is, for him/her to demonstrate understanding of the basic features, parts, structures, pattern of development that make the tone and style
of Philippine essays effective.
• Introduce/Decode the Essential Question (EQ),”How can journal entries be meaningful?” with the students. Make them answer the question as exhaustively as possible and cue them into the
big ideas by activating their prior knowledge or
past experiences.
• Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand.
• Inform the students of how they will be assessed. Their major output after the lesson is a meaningful set of journal entries.

Activities:
(Presenting the Essential Question)
DECODE THE QUERY!
• Group the learners into ten.
• Use this activity as a modification of the shuffled lyrics in “The Singing Bee”.
• Ask the learners to read fast by following the pasted words on the board.
How journal meaningful
Entries can be
• Let them read correctly the blinking words otherwise, a drum beat will be heard that means an error has occurred.
• Remind students that a word in the entry will be used twice.
• Advise non-participants to participate by writing the query in their notebooks.
• Invite learners to give tentative response to the question as guide for further exploration.

1. ETHOS – LOGOS- PATHOS

• Let learners to reflect on the meaning of ETHOS, LOGOS, PATHOS
• Invite the learner to write random thoughts about each word.
• Encourage them to do webbing or mapping to extract concepts about the word.
• Call some learners to read their answers.
• Encourage reactions from the class.
• Enthuse the learners by presenting the following drawings.
(Present drawings related to Ethos, Logos, and Pathos.)
• Let the learners match the drawings with the terms presented at the beginning of the activity.
• Ask them about their bases for having matched the items.

(Note: Emphasize that the literary genre, “Essay,” introduced in the essential question must affect the Logos (Reason),
Ethos (Character) and Pathos (Emotion) of both the readers and the essayist.

2. LEAVE A MARK……

• Present this activity that incorporates concepts of an essay.

• Let the learners do the following:

Think of what an essay is, how it looks, what it contains.

Explain how an essay differs from a narrative or a drama.

Write all the things you know about the essay.

Let the students present their ideas in a composition form.

FIRM UP : Time Frame: 5 days(February 7- 11,2011)

At this stage, the teacher should be able to do the following:

• Make the learners illustrate or crystallize their knowledge of the basic features, parts, structures, pattern of development that make the tone and style of Philippine essays effective.
• Concretize the knowledge of the learners on the distinctive features used by the authors to present lessons lifted from real life experiences and personal observations.
• Instruct the learners to use the forms and structures of modals.
• Have all these things contained in the varied activities you will provide them.
• Engage them in meaningful and challenging activities that will make them reflect, revise, rethink their understanding.
• Provide feedback to check for understanding.

ACTIVITY #1. AEY – SAY!

• Distribute a copy of the poem.
• Instruct the learners to read the inverted poem about the essay.
• Distribute the questionnaire to be filled out as the learners read the poem.
• Allocate time for students to answer the activity.
(Note: Teachers may compose poems about what an essay is. Different styles in writing poems may be used like the example below
which is inspired by the style of E.E. Cummings.)

“YASSE”
Topic a no gnitirw
It presents the author’s point of view
Saedi fo noitcelloc dezinagro na si ti
Writer’s pay attention to structure and organization.

ACTIVITY #2. : THE STRONGEST AND WEAKEST LINK!

• Give the learners eight statements about the elements and features of an essay.
• Ask them to draw the happy emoticon if they agree with the statement. If they disagree, draw the sad emoticon.
Whoever gets the highest score after the last question is the winner:

Statements:
1. A Topic sentence specifies the main subject of the essay. (thesis)
2. A good introductory paragraph provides a clear thesis that engages the reader.
3. A paragraph that summarizes the essay’s point and brings it to a logical and appropriate end is called a clincher. (Conclusion)
4. A bridge that connects thoughts and ideas and holds the essay together is called logical link. (transition)
5. The series of paragraphs that provide support and illustration comprise the body of an essay.
6. Useful transition words like, besides, consequently, however, likewise, nevertheless, then, later, and, but, or, also, therefore, meanwhile, thus, in addition, finally, in general ensure a coherent
essay. (transitional)
7. Literary criticism is the study, discussion, evaluation, and interpretation of literature like an essay.
8. A good essay must have unity and coherence of ideas plus emphasis.
• Let the learners present their answers to the class.
• Process the students’ answers.

ACTIVITY #3. : PHOTO FLASH!

• Present to the learners photos of two internationally recognized Filipinos.
• Encourage them to write a paragraph expressing why these Filipinos gained international recognitions.
• Let learners read their paragraphs in class.
• Give comments and suggestions.
 After completing their paragraphs have the learners complete the PDF Form below:
Complete Name Geographical Origin Greatest Achievement Other Interest Future Plans
1. Emmanuel Dapidran
Pacquiao
2. Charice Pempengco
 Let students copy or reproduce the PDF form.
 Collect students outputs afterwards.
• Process the students’ answers.

ACTIVITY #4. PINOY AKO!

• Group learners into five for a table completion game.
• Let them reflect on the characteristics that make one very Filipino as they fill out the form below:
TRULY PINOY!

• Remind them that the first group to finish wins the game.
• Have them present and compare their list with the rest of the class.
• Process the learners’ answers.

Time Frame: February 14-18,2010

ACTIVITY 9 : SYKES
• Ask the learners to retain their groupings and distribute copies of the essay, “I am A Filipino” (Carlos P. Romulo). The copy of the essay can also be obtained from the reference book,
“VENTURES IN COMMUNICATION I”, page 191.
• Let them read the essay and spot the values, reasons, and emotions presented.
• Instruct the learners to answer questions that lead to the central theme of the essay.

Present the following questions after the students finish reading the essay.
1. According to the essayist, who is the real Filipino?
2. Why should we feel proud of our Malayan race?
3. How can we maintain our integrity as the pride of the East?
• Instruct learners to share their answers with the rest of the class.
• Guide the students as they discuss the soundness of their answers.

ACTIVITY 10: EASYTHON (Outline Completion)

Questionnaire
o This essay is about:_________________________________________________________________________________________
o The essay is introduced by the following interesting statement:_________________________________________________________
o This essay is introduced with the following idea:____________________________________________________________________
o The essay will illustrate the above idea by showing that:______________________________________________________________
o (main point of paragraph 1)____________________________________________________________________________________
o This is shown by:
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o (main point of paragraph 2)____________________________________________________________________________________
o This is shown by:
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o (main point of paragraph 3)____________________________________________________________________________________
o This is shown by:
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o ____________________________________________________________________________________________________
o To summarize, this essay has shown
that:___________________________________________________________________________
o The lessons that can be learned
are:________________________________________________________________________________
o 1._________________________________________________________________________________________________
_________
o 2._________________________________________________________________________________________________
 Time Frame: February 21-24,2011

ACTIVITY 11: BRIDGING HIATUS!

• Guide the learners in filling out the questionnaire below based on what they have learned about the essay read.
• Tell them to feel free in using any of the information they have learned in the previous activities.
1. I think that ____________________ (title of the essay) shows us that
_______________________________________________________________________________. (main idea of your essay)
2. I _________________ (liked / didn't like) _____________________ this essay
because___________________________________________________________________________________________________
3. Overall, I feel that _______________________ (title of the essay ) is worth / not worth reading because
.______________________________________________________
4. ___________________ (reason #1) _______________________ Another reason is that______________ (reason #2)
.______________________________________________________________________
5. The most essential reason for (liking/not liking) the essay is _______________________ (state the sound reason ) because
.______________________________________________________________________
6. _____________________ (state the theme) is important to this essay because ___________________
.____________________________________________________________________________
7. _____________________ and also because ___________________
.____________________________________________________________________________
8. The most important part in _______________________ (title of the essay) happens when
_______________________________________________ (explain the event).
9. I found it interesting that ____________________________________________________________________________ (state what you found interesting).
10. The part of _______________________ (title of the essay ) I liked best was__________ ______________________________________ (write what you liked best about the essay)
because_____________________________ (write why).
11. The part of _______________________ (title of the essay ) I liked least was________________________________________________ (write what you liked best about the essay) because
_____________________________ (write why).
12. I would / would not recommend _______________________ (title of the essay) to my friends because_____________________________ (write why).

• Process the learners’ answers.

N.B.
At this point in the time frame schedule, the teacher is tasked to conduct a succession of review quizzes for the upcoming REGIONAL ACHIEVEMENT TEST. Thus students are required to do some
review quizzes to augment their preparation for the aforementioned major examination.
 Time Frame: February 28- March 4, 2011
ACTIVITY 12: MOOD DOLLS

• Tell students that the doll holds a group of modals and remind them that each modal has a meaning indicated in columns.
• Instruct the learners to plot each modal in the proper column.

Can should may have to must

Will could shall might
What do they express?
MEANING SIGNALED
ABILITY POSSIBILITY OBLIGATION

• Ask the learners to present and compare their answers with the rest of the class.
• Process the learners’ answers.

ACTIVITY 13: MIX N MATCH

• Invite the learners to refer to the model essays provided.
• Let them write the lines in the essay where the modals appear.
• Have them write the meaning of each modal used.
 Allow as many modals the students can cite on the prepared grid.
ESSAY ( I AM A FILIPINO )
LINE MODAL MEANING

ACTIVITY 14: SYN-TAX!

• Ask learners (in pairs) to arrange words in order to form sentence by inserting a modal verb from the board.
• Make enough copies of the activity for the number of pairs in your class.
• Cut up the sentences into individual words.
• Instruct them to do the following:
A. Put the cut up sentences shown in the table below and arrange them to form sentences.

You
pay
your
electricity
bill
or
the
lights
won't
work

I
remember
to
get
some
milk
on
the
way
home

you
go
to
the
conference
if
you
don't
want
to

he
go
to
court
tomorrow
to
pay
his
parking
tickets
B. Write the missing modal verbs on the board: have to, must, don't have to.
C. Present the sentences to the rest of the class.
D. Process the learners’ answers.
ACTIVITY 15: COM – PAIR Time Frame: March 7-11, 2011
• Pair up students for this activity.
• Copy the sentences on a colored cartolina or colored paper and cut them up accordingly.
• Let learners walk around the room and find the missing half of a sentence.
• Remind them that the combinations must be grammatically correct and logical.

1. She hasn't called me back.

She must not have checked her
messages yet.
2. Their plane might be delayed. It's becoming cold in Manila.
3. His jacket's here, so he must be here too.
4. It must be a good restaurant; the lines are really long.
5. His phone's been busy all night. He must be on-line.
6. Why didn't you call?
For all I knew you could have
been in an accident.
7. Let's just go over to his house. He should be home by now.
8. That can't really be Elvis. He's been dead for years.
9. This restaurant can't be that
expensive.
Just look at the people going in.
10. That couldn't be the real price. They must have made a mistake.

• Let the learners present and compare their answers to the rest of the class.
• Process the learners’ answers.

ACTIVITY 16: BLANK PATCH

Let students fill in the blanks with the correct modals.
1.You ________ leave the table once you have finished your meal and politely excuse yourself.
2.Do you always have to say the first thing that pops to your head? ________you think once in a while before you speak?
3.Terry and Fralin said that they would come over right after class, so they ____________be here by 6:00 p.m.
4.You ________take along some cash. The restaurant may not accept credit cards.
5.The television isn’t working. It _________damaged during the typhoon.
DEEPEN Time Frame: March 14-18,2011
At this stage, the teacher should be able to do the following:
• Provide learners with thought-provoking questions that will make them reflect, revisit, rethink, and revise their earlier
assumptions about Philippine essays.
• Challenge the learners’ logical and creative abilities by providing activities that encourage decision making,
discerning options, evaluating consequences, production, polishing and editing of compositions.
• Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction
as needed.
• Provide them with meaningful and challenging activities that will reinforce what they have learned.
• Engage them in meaningful self –evaluation.
• Give feedback.

ACTIVITY 1: EUREKA!
• Assign students to research different kinds of autobiographical writing and to share good examples of published diaries,
journals, letters, travel logs, oral histories, interviews, and autobiographies.
• Let the learners present and compare their work in class.
• Give feedbacks on the things they appreciate the most about the report.

ACTIVITY 2: THE MORE THE MERRIER

• Have students work in pairs or small groups to write dialog journals where they carry on written conversations about a
common interest or a mutual problem they're trying to solve.
• Instruct them to share their dialog journals with the rest of the class.
• Give comments and suggestions.

ACTIVITY 3: HI PROMPTS!
• Present the following writing prompts and tell learners, they will have 5 to 10 minutes to write.
• Direct them to try to write nonstop and avoid erasures.
• Remind students to use modals in their composition.
• Ask them to use some good prompts/journal starters:
o What I did last weekend (or hope to do this weekend)
o My experiences in the school cafeteria this week, for better or worse.
o What really makes me frustrated or mad, and why
o What really makes me laugh
 o How I spend my spare time
o My best memory ever
o Inside my head today
o A typical day in my life at school
o What I aspire to become in the future

• Allow them to read their journals to the class.

• Give comments and suggestions.

TRANSFER +++ Suggested Time Frame: March 21-25,2011

At this stage, the teacher should be able to do the following:

• Let the learners make independent applications of the various processes (autobiographical collections, portfolio
production, writing of dialog journals, making a specialized journal which focuses on a specific activity) they
have learned.
• Make the learners write meaningful journal entries.
• Have them see the connections between tasks and the world where the learners instill the enduring significance
of concepts learned that can be applied in various real life situations.

ACTIVITY 1: WRITE A THON!

• Encourage the learners to produce a series of meaningful journals that focus on a particular activity, such as participating in
basketball or any athletic endeavor. The journal entries may also include a learning log, which is a personal learning tool that
focuses on the learners’ coursework and their thoughts and feelings about what they are learning.
• Give comments and suggestions.
Activity 2: ENGRAVED THOUGHTS
• Tell students they will be writing their own journals as a week-long project. (You might provide class time for journal writing
or assign it as homework.)
• Ask students to think of these journals as a way to freely explore their thoughts and feelings while also creating a source of
ideas for their writing.
• Remind them that their journals should contain the details that may seem unimportant at first, but which add to the reader's
appreciation and understanding of the writer.
• Allow the students to check for content and creativity. This enables them to ensure that the set of journals they will pass is
really meaningful.
• Give comments and suggestions.
Required Texts: I Am A Filipino, by Carlos P. Romulo

On Discovering Myself, by J.B. Serrano and M.G. Lapid

Siestas, by Leoplodo R. Serrano

Man in Dapitan, by Loreto Paras Sulit

The World in A Train, by Francisco Icasiano

Suggested Texts:My Home, by Dr. Jose Rizal

Tarlac Dike, by Kerima Polotan

A Letter to His parents, by Dr. Jose Rizal

Resources: Pictures, concept maps, model journal entries, e portfolios, list of journal starters, blog entries