MARY JOY S. GARMA SENIOR HIGH SCHOOL | GRADE 11 Submitted by: Mary Joy S. Garma Submitted to: Felma M. Manligoy, MST A. Grammar-Translation Method B. Direct Approach C. Reading Approach D. Audiolingualism E. Oral-Situational Approach F. Cognitive Approach G. Affective-Humanistic Approach H. Comprehension-Based Approach I. Communicative Approach
MARY JOY S. GARMA SENIOR HIGH SCHOOL | GRADE 11 Format: Learning Competencies Specific Objectives Learning Content Topic Materials Reference Time frame Learning Activities Essential Question A. Motivation B. Lesson Proper Springboard Review Presentation of Lesson Discussion Evaluation Drills/Analysis Values Integration Synthesis Synthesis Activity Possible Answer to the Essential Question Assignment
MARY JOY S. GARMA SENIOR HIGH SCHOOL | GRADE 11 GRAMMAR-TRANSLATION METHOD Philippine Mythology and Philippine Folk Lyric and Speech Learning Competencies The learner ● identifies the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary (EN12Lit-Ia-21); and ● explains the relationship of context with the text’s meaning (EN12Lit -Ie-30). Specific Objectives At the end of this lesson, the learner should be able to: ● define and describe forms of Philippine folk lyric and speech; and ● describe and analyze Philippine myths from pre-colonial times. Learning Content A. Topic Philippine Mythology and Folk Lyric and Speech B. Materials ● Presentation slides ● Copies of “Paruparong Bukid” ● Copies of Selection of Filipino Proverbs ● Copies of Selection of Filipino Riddles C. Reference Quipper Study Guide 21st Century Literature from the Philippines and the World Unit 5: Philippines Literature in the Precolonial Period D. Time frame: 120 minutes Learning Activities Essential Question 1. If using technology, refer to slide 4 of the presentation. 2. Write it on the E-board: What are examples of Philippine folk lyric and speech? 3. Give students a minute to reflect on the question; then call on a few to give responses. Make sure to elicit enough responses to enumerate the folk literature that students are already familiar with. A. Motivation 1. Call on five students. Have each of them select an envelope on the E-board. Enclosed are the titles of any of the following Filipino folk songs: ○ Leron Leron Sinta ○ Magtanim ay ‘Di Biro
MARY JOY S. GARMA SENIOR HIGH SCHOOL | GRADE 11 ○ Tong Tong Tong Pakitong Kitong ○ Bahay Kubo ○ Paru-parung Bukid 2. One by one, the five must sing the song whose title is written on the envelope they have picked out. Those in the audience should listen carefully to each of the songs and take note of the lyrics. 3. Afterwards, present the following questions and instruct each student to discuss them with a partner. ● What do you notice about the songs?
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- Spring '19
- Sir Steeve
- Literature, Secondary school, Mary Joy S. Garma