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Pamantasan ng Lungsod ng MuntinlupaNBP Reservation, Muntinlupa City
College of Teacher Education
K- 12 Lesson Plan
(Quarter 3)
Group 3
Leader: Avis, Ivy A.Lipata, Jorlyn G.
Lesson 1: Macalinao, Alain Opague, Joan
Lesson 2: Asuncion, Mary Grace M. Infante, Justine Vernadette S.
Lesson 3: Dulatre, Korena Mae B. Reazon, Cheene T.
Quarter 3 Lesson 1: Resilience in Times of Challenges
Day 1
Target: Show different costumes of Korea
Activity 1
The teacher will show different traditional costumes of different countries, and the students will identify which picture shows Korean traditional costumes.
Activity 2
Agree or Disagree
Write the word AGREE if you agree on the statement, and DISAGREE if not.
__________ 1. Koreans are also Asians.
__________ 2. Koreans are superior to Filipinos.
__________ 3. Koreans prioritize education before marriage.
__________ 4. Koreans are more obedient than Filipinos.
__________ 5. Koreans bow their heads as a sign of respect.
__________ 6. Koreans prefer Philippines to study English Language.
__________ 7. Koreans who have learned to overcome challenges of modernity are admirable.
__________ 8. Some Filipinos practice Korean culture.
__________ 9. Korea is a good friend of Philippines.
__________ 10. I like the respect that we Filipinos have for the Koreans.
Day 2
Activity 3
Story telling: Tale of Chun`yang (summary)
The teacher will ask the students to read each paragraph then the teacher will ask some questions in after each paragraph.
Activity 4
List all the words that describe Korea and Korean culture. Use the table below.
POSITIVE NEGATIVE
Day 3
Activity 5
Discussion
Using the words that the students list yesterday, the teacher will discuss ADJECTIVES.
Activity 6
Comparison and Contrast
Fill the chart with traits of Filipinos and Koreans, use appropriate adjectives to describe their differences.
FILIPINOS KOREANS
Day 4
Activity 7
Fashion design Method
Create clothes for each character using recycled art materials.
Day 1
Activity 8
Exhibit Method
The students will exhibit the clothes they`ve made and explain the significance of each.
Day 2
Activity 9
Review on Adjectives
Quarter 3 Lesson 2: Overcoming Challenges
Day 1
KNOWLEDGE
Target: Eliciting prior knowledge
Task:
Activity #1
The teacher will show pictures of famous people and heroes and ask the students to give the names of those whom they recognize.
The teacher will ask the students to tell the contributions of those people The students will explain why those people are considered heroes.
Procedure:
The students will read the story of Aung San Suu Kyi silently.
Day 2
PROCESS
Target: Understanding literature
Task:
Activity #1
Jumbled Words:
1. Eloquent
E L Q E U N O T
2. Epic
C I P E
3. Monk
K N M O
4. Piety
Y T I P E
5. Nationalistic
T I C N A T O IL N A S I
Procedure
Directions: Read the text about the literature of Myanmar
Activity #2
Think as a Butterfly (answer by partner)
Answer individually
1. What can you say about Burmese Literature?
2. What is considered as the first example of Burmese Literature?
3. Why is the founding of the University of Rangoon very significant in their Literature?
4. How does their literature reveal the Characters of the Burmese people?
Day 3
PROCESS
Target: Knowing a Country’s Culture
Task:
Activity #1
Myanmar Literature: “On the Three Evils”
The Student will read the speech
Activity #2
1. What lesson does the legend of the Padaythabin tree teach the Burmese?2. What does this excerpt reveal about the temperaments and psyche of the Burmese?3. Can you still lead a simple life today even amid the ongoing technological advances?
Elaborate.4. Explain the line, “Live simply so that others may simply live.”5. If you were a parent, what would you teach your children to make sure that they do not grow up to be greedy people?
Day 4
PROCESS
Target: Learning through music
Task:
Activity #1
Word Hunt
F O R A G I N G SD L O T U S B L PE V E H J F A O AS A L E V Z T O CP S E D I A T M IA T F H S N X I OI A S Q I A G N UR C D Q O Z K E SM M T R N A J S FC O N C E P T S A
Words:
1. Foraging2. Lotus3. Despair4. Concepts5. Vision6. Gloominess7. Spacious8. Vast9. Fleeing
Procedure
The students will read the poem.
Giving interpretation
Activity # 2
Grouping the students in 5 groups consisting of 5-6 members (members would vary depending on the class attendance) and let them give music to the lines of the poem.
Day 1
PROCESS
Target: Learning Idioms
Task:
Activity #1
= BREAK a LEG
= APPLE of my EYE
=Raining Cats & Dogs
Procedure
Activity #2 The students will answer ff. sentences with Idioms.Directions: Choose the Meaning of the underlined idioms.
1. Mike & Kate decided to tie the knota. To tie their shoesb. To get marriedc. To save money
Answer: B 2. He was caught red handed dipping into the till.
a. In the act of committing a crimeb. Red colored handsc. He is innocent
Answer: A3. Losing that job was a blessing in disguise because it meant I
a. got a much better jobb. lost my housec. was unemployed for years
Answer: A4. The school thought their new teacher's record was as clean as a whistle because he
hadn't told them abouta. his arrest for drunk drivingb. his dirty bathroomc. his cheating at cards
Answer: A5. If you read between the lines, you will
a. know what the writer really thinksb. be able to read a lot quickerc. make up the story for yourself
Answer: A
Day 2
PROCESS
Target: Learning adjectives and complements
Task:
Activity #1
The teacher will show different pictures of products or services and relate to the images and text below. The pictures, images and copy are considered as advertisements.
Procedure:
The Propaganda
The teacher would group the students to 5 groups having 6-7 members (depending on the attendance) and they would make their own Propaganda or advertisements.
Day 3
UNDERSTANDING
Target: Learning aspects of the topic on the temperaments and psyche of the Burmese people in their response to the challenges of modernity.
Task: The F’s (Faith and Fight for Freedom)
Activity #1
The Students will answer the ff. questions.
Students will be group into 2. One will deliver the poem in a simple speech choir or choral reading and the remaining group will have it in a rap presentation or creative jazz chant with choreography.
Day 4
UNDERSTANDING
Target: Understanding the story
Task:
Read the story
Activity #11. Which character do you like best? Why?
2. Which character experiences personal change from beginning to end? Explain.
3. How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Elaborate.
4. How do you think this situation could apply to Filipino soldiers? Give reasons.
Day 4
UNDERSTANDING
Target: Understanding the editorial
Task:
Read the selection
Activity #1Answer the TRAC organizer.
Quarter 3 Lesson 3: Literature of Arab and Israelis
Day 1: Knowledge
Target:
Getting the prior knowledge about Afro- Asian Literature
Task:
1. The teacher will show the pictures of Arab and Israelis countries.2. Students will familiarize pictures within 5 secs.3. The teacher will give the picture puzzle and students will arrange it according to images they
have seen.
4. The teacher will introduce the Arab and Israel
Day 2: Process
Target:
Distinguishing the fact from opinion
Task:
1. The teacher will provide handouts to his students.2. Students will answer the handouts given.
Statements Fact or Opinion1. Wolves are highly social animals with a pack structure based on dominance hierarchy.2. Wolves and wolf hybrids are not wise choice as family pets.3. Wolves are often portrayed as villains and savage predators in stories, myths and legends.4. Many tourists have reacted positively to the experience of seeing wolves in Yellowstone National Park.5. Wolves sometimes kill livestock.6. Wolves will return to their former habitats in northeastern states on their own if they are protected.
3. Students will write an Informative Paragraph of Facts and Opinions about wolves.
Day 3: Process
Target:
Reading Arab literature
Task:
1. The teacher will introduce The Arabian Nights.2. The teacher will give the handouts and the students will read the story, Alibaba and The Forty
Thieves. 3. After reading the students will answer the word list: Star Match
Synonyms AntonymsClumsy RichTo close GracefulBankrupt To openPharmacy To supportTo stop Cemetery
Day 4: Understanding
Target:
Diagramming of the plot of Alibaba and Forty Thieves Constructing the Alibaba Characters T-Chart
Seal
Awkward
Foil Apothecary
Impoverish
Task:
1. The teacher will show the plot diagram to the students.2. The students will fill the diagram.
Climax
Rising Actions Falling Actions Alibaba
Exposition Denouement
Conflict Resolution
3. The teacher will check the diagram while the students are doing the Alibaba T-Chart.4. After the activities the teacher will give an agreement/assignment to the students about their
reflection in the story.
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