COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

June 24-25, 2019

Lesson Plan in English 9
I Objective:
a. Distinguish between and among informative, journalistic, and literary writing.

II Subject Matter:
a. Context/Topic: Informative, journalistic, and literary writing.
b. References: Rona, C. (2019). Grade 9 Informative writing, journalistic Writing and
Literary Writing. Retrieved from http://www.slideshare.com
c. Materials: Laptop and projector
d. Integration/Value Focus: Giving importance to these types of writing for a better life and
better future.

III Procedure:

Teacher’s Activity Students’ Activity

a. Prayer
Let us all stand and let us pray. Let us all pray.
Please, lead the prayer (calls out one ( Prays 1 Our Father, 1 Hail Mary, 1 Holy
student). Mary and 1 Glory be)

b. Greeting
Good morning students! Good morning Ma’am Jezza!
Please, be seated Thank you, Ma’am!

c. Checking Attendance
Let me check your attendance. Say Present, Ma’am!
present if your around.

d. Motivation
Before we start in proper discussion,
let us have a motivational activity.

Directions: The class will be divided (Students seat according to their group and
into 3 groups. Each group will be work together.)
given an excerpt text in which they
are going to describe or to critic the
structure of the given excerpt text.
For 5-minute, they will enumerate
their answers and write it in a Manila
paper. Lastly, the presenter will share
their works in the class.
B. Lesson Proper:
Teacher’s Activity Students’ Activity
a. Presentation
Today, we are going to distinguish Copy Ma’am.
between and among informative,
journalistic, and literary writing.

b. Discussion
Now, I will tackle to you the informative,
journalistic, and literary writing.

1. Informative Writing

Goals:
 to inform or present information
 to do so in an unbiased manner
 to use resource that are reliable and
scholarly
 to be clear and organized

Golden Rule
Omit giving opinion

Purpose:
o To inform
o To raise awareness
o To educate

Structure
 Introduction
 Body
 Conclusion

Social Media: Good or Bad

Social media has not been just
platform for easy and simple advanced
online marketing but it has become a
revolution of our century

Many people using different social

networking site and some have tried to
capitalize on its importance but they do
not know about its advantages and
disadvantages.

The following are list of positive and

negative effects of social media to users
 that need to consider.

Through social media you can keep in

touch with your friends and love ones.
It can help you to connect with lost
love ones and you can keep in touch
with military family, overseas and out
of town family. Enable to follow news
pages and twitter. Gives opportunity to
widen business. Find out what
companies are hiring.

But along with its advantages come its

disadvantages and one of these is
security hacking. Someone can hack
into your personal information. Fake
facebook accounts are created scam.
Another one is Cyber Bullying.

Take responsibility for your own safety

and integrity. Evaluating the
advantages and disadvantages, it is best
to be cautious

2. Journalistic Writing

Goals
 to write clear and concise and colorful
writing.
 To do so write simply but not dull, and
 To use descriptive words only when
they have impact
 To maintain balance in each issue (pro
and con views)
 To strive for a thorough representation
of all sides

Purpose
o to quickly inform
o to entertain
o to persuade

LEAD

ADDITIONAL
INFORMATION

LESS ESSENSIAL
INFORMATI
ON
e.g.
Pakistani brothers sentenced to 12 years
in jail for cannibalism

Lahore: Two Pakistan brothers, who spent

two years in jail for cannibalism in
2012, were on Wednesday sentenced to
12 years rigorous imprisonment by an
anti-terrorism court in a fresh human
flesh eating case that shocked the
nation.

According to police, the brothers had dug

up more than 100 corpses from the
local graveyard and eaten them before
they were arrested following tip off
from neighbours in 2011.

Since there is no law I Pakistan related to

cannibalism, the police arrested the duo
under Anti- Terrorism Act declaring
that their action created fear and
insecurity among people.

3.Literary Writing

Goals
 to create an emotional appeal among
readers
 to create experiences that are shared to
the readers
 to caption the readers’ attention.

Purpose
o to express
o to entertain
o to communicate

c. Application

Are you still with me?

With the same group as in previous. Yes, Ma’am!

Again I will you 3 texts and you need
 to distinguish what types of writing is
it. Justification in your answer is
needed.

d. Generalization

Let us test if you have understood the

topic.

What are the different types of Writing?

What are the goals of Informative writing? Informative, Journalistic, and Literary Writing.

1. to inform or present information

2. to do so in an unbiased manner
3. to use resource that are reliable and
What are the goals of Jounalistic writing? scholarly
4. to be clear and organized

1. to write clear and concise and colorful

What are the goals of Literary writing?
writing.
2. To do so write simply but not dull, and
3. To use descriptive words only when
they have impact
4. To maintain balance in each issue (pro
and con views)
5. To strive for a thorough representation
of all sides

1. to create an emotional appeal among

readers
2. to create experiences that are shared to
the readers
3. to caption the readers’ attention.

IV Evaluation

Teacher’s Activity Students’ Activity

Directions: Choose letter with the correct

answer.

1. What is the purpose of Informative

writing?
a. to tell a story
b. to entertain the readers
c. to persuade the reader
 d. to provide information, or explain
steps in a process

2. In informational writing, the next thing

you will write after introduction is
a. the conclusion
b. one sentence about the topic
c. the body which has details about
the subject
3. Journalistic writing is generally
expected to be objective, relying on
a. Facts and evidence
b. Emotional appeals
c. Propaganda
d. None of the answers are correct

4. Stories that are popular because they

are meaningful to readers focus on
which of the following aspects of
journalistic writing?
a. Relevance
b. Timeless
c. Editorial
d. Simplfiction

5. What do you need to consider when

writing a story?
a. Teacher
b. Audience
c. Classmates
d. Yourself

6. This writing’s goal is to entertain

audience/readers.
a. Journalistic writing
b. Literary writing
c. Informative writing

V Agreement

Research 1 example text from informative writing, journalistic writing and literary writing.
Teachers Voices About OBTL
Traditionally, teachers used to plan their teaching by asking such questions as: What topics or
content do I teach? What teaching methods do I use? How do I assess to see if the students have
taken on board what I have taught them? Teaching here is conceived as a process of transmitting
content to the students, so the methods tend to be expository, and assessment focused on
checking how well the message has been received—hence the common use of lectures and
demonstrations, with tutorials for clarification, and exams that rely on reporting back. OBTL, on
the other hand, is based on such questions as: What do I intend my students to be able to do
after my teaching that they couldn’t do before, and to what standard? How do I supply learning
activities that will help them achieve those outcomes? How do I assess them to see how well
they have achieved them? As its name suggests, OBTL starts with clearly stating, not what the
teacher is going to teach, but what the outcome of that teaching is intended to be in the form of
a statement of what the learner is supposed to be able to do and at what standard: the Intended
Learning Outcome (ILO). When students attend lectures, however, their main activity is
receiving, not doing. Hence we need to devise Teaching Learning Activities (TLAs) that require
students to apply, invent, generate new ideas, diagnose and solve problems—or whatever other
things they are expected to be able to do after they graduate. Similarly we need Assessment
 Tasks (ATs) that tell us, not to how well students have received knowledge, but how they can use
it in academically and professionally appropriate ways, such as solving problems, designing
experiments, or communicating with clients. It is often difficult to assess these applied and
higher order outcomes in the examination room context.

But isn’t OBTL more resource intensive?

At first, yes it is. The intended topics in the curriculum need to be reworked into the form of
Intended Learning Outcomes, which does require time and good cooperation between course
leaders and programme coordinators. The TLAs need to be thought over, and practicable
changes made in the current teaching method so that students’ learning activities are more
likely to lead them to achieve the ILOs. Obviously, what is practicable in a class of 40 students
may not be practicable in a class of 200 – but there are better ways of handling the latter than
unalleviated lecturing. Assessment tasks need then to be redefined and grading criteria (rubrics)
worked out by colleagues. The main difficulty here is a change in mindset, rather than resource-
demanding activities. Initially, setting up OBTL takes time, but once OBTL is up and running there
should be little difference in teacher time between this and “the old way”. Doesn’t OBTL atomise
the curriculum into independent low-level competencies, making higher level outcomes
unattainable? Definitely not. Competency-based assessment as used in vocational courses may
look similar superficially, but OBTL is quite different. Competency-based assessment is skill-
based, whereas the outcomes in OBTL are what you decide them to be, as high level as you can
reasonably expect. Outcomes with verbs such as “apply to unfamiliar contexts”, “invent”,
“generate”, “create” and so on are obviously not trivial.
International Journal of Pedagogical Development and Lifelong Learning
2020, 1(1), ep2001
ISSN 2732-4699 (Online)
https://www.ijpdll.com/

The COVID-19 Pandemic through the Lens of Education in the Philippines:

The New Normal

Jose Z. Tria

1
Faculty, College of Education, Catanduanes State University,
PHILIPPINES *Corresponding Author: jose.tria@bicol-u.edu.ph

Citation: Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New
Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001.
https://doi.org/10.30935/ijpdll/8311

ABSTRACT
The present COVID-19 pandemic has brought extraordinary challenges and has affected the
educational sectors, and no one knows when it will end. Every country is presently
implementing plans and procedures on how to contain the virus, and the infections are still
continually rising. In the educational context, to sustain and provide quality education despite
lockdown and community quarantine, the new normal should be taken into consideration in
the planning and implementation of the “new normal educational policy”. This article presents
opportunities for responding issues, problems and trends that are currently arising and will
arise in the future due to COVID-19 pandemic through the lens of education in the Philippines -
the new educational norm.
Keywords: new normal, education, COVID-19, global pandemic
Received: 22 Apr. 2020  Accepted: 25 May 2020

INTRODUCTION of face masks, improved health care systems, hand-

washing and surface cleaning is recommended by the
One of the most recent public health emergencies of World Health Organization (WHO, 2020b).
global concern is the recent COVID-19 pandemic, which
The fight against the threats to COVID-19 pandemic
started in China and almost infected every country in
suffered profound effects and impacts on almost all
the whole world. This disease is caused by a novel
sectors in the human race. These have resulted in the
coronavirus (SARS-CoV-2, previously known as 2019-
widespread disruption such as travel restrictions
nCoV) and has received global attention from growing
(Chinazzi et al., 2020), closure of schools (Viner et al.,
infections and on how to eradicate the disease and
2020), global economic recession (Fernandes, 2020),
flatten the curve of infections (Guo et al., 2020).
political conflicts (Barrios & Hochberg, 2020), racism
Symptoms include cough, fever and shortness of breath
(Habibi et al., 2020), and misinformation and
which can be transferred through close contact with an
controversies (Enitan et al., 2020), to name a few. One
infected person by coughing, sneezing, respiratory
of the most affected is the educational sectors. The
droplets or aerosols (Shereen et al., 2020). Though it
COVID-19 pandemic is still existent today, and there are
affects people of all ages, it is most vulnerable to
no specific vaccines or medicines to eradicate this
adults, children and people with underlying medical
disease. We need to live to the new normal; if not
conditions (WHO, 2020b). As of this time, the number
contained, we need to live with the disease as viruses
of infections and deaths is still increasing worldwide. In
are constantly evolving (Denworth, 2020). However,
order to avoid the infection, containment, mitigation,
contact tracing, self-isolation, social distancing, wearing This lesson plan is about oral
 Tria / International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001

ONLINE CLASS RULES

TURN OFF YOUR MIC
AND CAMERA IF
CLASSROOM RULES SOMEONE IS
 KEEP THE ROOM SPEAKING YOU MAY
CLEAN TURN IT ON IF
 THROW THE NECESSARY
GARBAGE AT THE IF YOU CAN’T UTILIZE
TRASH CAN TO USE YOUR MIC
 KEEP QUITE AS YOU CAN USE THE
ENTERING THE CHAT BOX
CLASSROOM AVOID DISTRACTION
 WEAR THE PROPER FROM THE INTERNET
DRESS CODE DON’T LAY ON BED
 KEEP YOUR THINGS DURING ONLINE
ON YOUR SIGHT CLASS