Sanctuario of St. Maria Theresa School, Inc.

226 GVS Tambubong, San Rafael, Bulacan

Subject _________________ Grade Level: ________

Unit Topic: _______________ Quarter: ___________

UNIT STANDARDS AND COMPETENCIES DIAGRAM

LEARNING PLAN

EXPLORE

Essential Question: This unit is about African Literature

How do Africans Consider this question How do Africans respond to the challenges of modernity as
respond to the revealed in their literary pieces?
challenges of
modernity as revealed
in their literary pieces? Provide Hook activity

Introduce the EQ

Elicit prior knowledge through a specific map of conceptual change .

Activity 1 Now, click to this link then think of what the video shows about Africa
and its people.

http://www.youtube.com/watch?v=n2s5ev0i8tM

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 Video shows images of Africa and its people. It was published on Aug. 4, 2012.

As you watch the video, think about the kind of character the Africans possess.
Think what each scene reveal about their attitudes. Express your thoughts by
doing the next activity.

Activity 2 Anticipation or Reaction Guide

Instructions: How did you find the short trip? Was it fun? How much have you
learned from it? Now, read the given statements in the table and write AGREE or
DISAGREE in the column before the statements. Defend your answer.

Clickable Links : https://peac.org.ph/download/2017_engg8q1/

Screenshot of Online Resource:

Activity 3 Beliefs Inventory

Instructions: You have surely discovered a lot about what others think too. Now,
make an inventory of beliefs based from what you have shared as you discussed
the answers to activity 2.

Clickable Links : https://peac.org.ph/download/2017_engg8q1/

Screenshot of Online Resource:

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 LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
Provide activities and assessment related to acquiring knowledge and process
skills and competencies
Follow-up on EQ

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 LC1 ENV8V-If-6 Activity 4 Vocabulary Game
Determine the
Instructions: Before we read about Africans, let us learn how to unlock meanings
meaning of words and
of unfamiliar words by doing an online game.
expressions that
reflect the local culture
by noting context
Clickable Links : http://www.vocabulary.co.il/context-and-definitions/middle-
clues.
school/call-of-the-wild context-match/

Learning Target:
The site contains a game where you match the correct word to use in the
On my own I can
determine the
meaning of words and sentence. http://www.vocabulary.co.il/root-words/middle-school/dividing-the-
expressions that root-words!
reflect the local culture
by noting context
clues. The site co..tains a game where you divide the word into different parts to get the
root word

http://www.vocabulary.co.il/root-words/intermediate/root-word-meaning-
match/

The site has a game where you match the root word with its meaning.

Screenshot of Online Resource:

LC2 ENG8SS-IIIg-1.6.4 Activity 3 Let’s Summarize

Use Modals verbs, Instructions: Summarize what you have learned in the previous activity by
nouns and adverbs supplying the missing details.
appropriently.

Learning Target:
Clickable Links : https://peac.org.ph/download/2017_engg8q1/
On my own I can use
Screenshot of Online Resource:
modals, verbs, nouns,
and appropriately.

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 Scaffold for TRANSFER 1
Activity 4 Beliefs Inventory
Instructions: Here is a text about African Literature. There is also a link that will
lead you to additional information about African Literature. Remember to apply
the skill you learned from the previous activity. Read and reflect so that you can
answer the questions that follow.

Clickable Links : https://peac.org.ph/download/2017_engg8q1/

Screenshot of Online Resource:

Activity 5 Wise Mapping

Instructions: Go to www.wisemapping.com and make a map of what you have
understood of the readings you have done. Then, post it in the discussion board
and invite peers to give comments to your map. Give the link by email. You may
also comment on your peer's work. When you give your comments, think of these
questions...

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 Clickable Links : https://peac.org.ph/download/2017_engg8q1/
Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6 Attitude Analysis
Instructions: You are ready to travel farther into African Literature. Study this
poem and analyze what it wants to convey. Then, complete the attitude analysis
chart based form the literary piece.

Clickable Links : https://peac.org.ph/download/2017_engg8q1/

Screenshot of Online Resource:

Self-assessment: Story Wheel

Instructions:

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 Interactive Quiz1
Instructions: Apply what you have learned about analyzing a writer’s device. Make
a comic version of the selection. Click to the link and start creating.
Link : https://www.readwritethink.org/classroom-resources/student-interactives/
comic-creator

The website will allow you to create comic strips online.

Check out your peer’s work and give comments be guided by these questions
when you comment.

Questions:
1. Why did they create the comic that way? Explain by citing words used by
writer to reveal this.
2. What were the writers’ devices applied? Discuss at least three.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
Have students analyze different texts or problems with C-E-R and close
reading
Follow up on EQ and have students develop EU in a Guided Generalization
LC 3: ________ Instructions:

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 _____________ GUIDED GENERALIZATION TABLE

Essential Text 1 Text 2 Text 3

Question
Answer: Answer: Answer:

LC 4: ________
_____________
Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insert learning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

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 Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

Learning Competency TRANSFER

Provide GRASPS Performance Task, scaffolds to accomplish it and rubric
Show again map of conceptual change and ask students to answer next parts
Do values integration in line with school mission/vision and core values.
Provide closure and self-evaluation
of learning.
PERFORMANCE Transfer Goal:
STANDARD:
___________________
Performance Task
___________________
1. One Product

2. Differentiated Products

3. Modality-based Products

4. Integrated Subjects

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

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 Self-Assessment:

Value Integration:

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

WEEK 2

MON TUE WED THU FRI

WEEK 3

MON TUE WED THU FRI

WEEK 4

MON TUE WED THU FRI

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