Intel® Teach Program

Essentials Course

Behind the Scenes

Unit Author

First and Last Name Mary Grace Suyat

Email Address mvsuyat1229@gmail.com
School Name Tiep National High School
School Address Tiep, Bani, Pangasinan
Division/ Region Pangasinan I/ Region I
Unit Overview

Unit Title
BEHIND THE SCENES

Unit Summary
This unit allows the learners to demonstrate understanding of the distinctive features, elements and
types of Philippine narratives. It requires the learners to make an output in the form of an anime
comic strip that addresses a social issue relevant to their community. It also provides them various
learning activities that enhance creativity, productivity, collaboration, self-direction, and social
responsibility. There are multiple and continuous learning assessments that are used throughout the
unit.
Subject Area
Basic Features and Elements of Narratives
Grade Level
First Year High School students

Approximate Time Needed

15 days / 60 minutes per day
Unit Foundation

Targeted BEC Learning Competencies

 The learner demonstrates understanding of the distinctive features, aesthetic elements and types of
Philippine narratives using the most appropriate language forms and functions.
 The learner understands that the interplay of the basic features and elements and objectives of a
narrative leads to a better appreciation of a narrative.
 The learner speaks in clear English appropriate to the situation and adjusts rate, volume, and choice of
register to suit the audience.
 The learner integrates lessons learned in Social studies and Values Education and the technical and

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aesthetic skills in technology and arts.

Student Objectives/Learning Outcomes

Learners will be able to:
 explain the distinctive features and elements and types of narratives;
 trace the development of action in a story;
 actualize the importance of communication and collaboration among classmates and group
mates;
 analyze social problems relevant to their community that they can present in class through
the use multimedia and other high-tech tools;
 use the English language with no error in grammar and punctuation and with richness in
vocabulary and sentence structures;
 relate conflicts in narratives to real life experiences;
 assess other’s performance, behaviors, and dispositions as well as theirs.
Curriculum-Framing Questions
Essential
Why do people love stories?
Question
Unit
Why do we study Philippine narratives?
Question
What are the basic features and elements of a narrative?
Content
What are the characteristics of narratives?
Questions
What are the different types of Philippine narratives?
Assessment Plan
Assessment Timeline

Before project work begins Students work on projects After project work is
and complete tasks completed

 questio  self-  anecdo  group  peer  questioni

ning reflection tal notes observation evaluation ng
 graphic  self-  rubric checklist  anecdo  quiz
organizer reflection  questio  self- tal notes
 anecdot checklist ning assessment
al notes rating scale

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Essentials Course

Assessment Summary
K-W-L-Plus. The strategy requires students to think about what they (K) Know about a topic, what
they (W) Want to learn about it, and after studying the topic, report what they have (L) Learned.
Then they engage in a selected writing activity to summarize what they have learned (Plus). This will
be used in the unit to check the learners’ prior knowledge on Philippine narratives.
Questioning. Careful questioning is an important way to cue students to display their understanding.
This form of assessment is used most of the time throughout the unit and is mostly evident when
asking the class about the CFQs.
Graphic Organizer. These are visual representations of knowledge, concepts, and ideas. In this unit,
students will be asked to work on a story structure for them to showcase understanding of the stories
The Tortoise and the Monkey, My Brother’s Peculiar Chicken, and How My Brother Leon Brought
Home a Wife.
Anecdotal Notes. These are a quick, open-ended way to record observations, describing what
happened in the teacher’s own words. They are intended to record factual descriptions of meaningful
incidents that the teacher has personally observed. Anecdotal notes will be used by the teacher for
assessing learners in all classroom activities throughout the unit.
Self-reflection. It is one of the best ways to provide learners opportunities for self-assessment. It
requires students to support their understandings with evidence, thus, teaching them how to describe
their thinking with clarity and elaboration. In this unit, learners will be asked to make a reflective
essay which they will be posting on the online group site.
Group Observation Checklists. These are checklists designed for observing an individual student’s
behaviors. Observing one individual at a time is time-consuming for the teacher but it can offer
specific information about a student’s work and study habits. Furthermore, these checklists could also
be used by the learners to rate group members’ behavior and participation. In this unit, since
majority of the learning activities are group work, this checklist will be used most of the time.
Rating Scale. It is another tool used to observe student skills and behaviors. It consists of a list of
qualities that are judged according to a scale that indicates the degree to which each quality is
present. In this unit, the rating scale will be used for the learner’ assessment of his/her behaviors and
dispositions which will be done at the end of the unit.
Rubric. This is a set of rules specifying the criteria used to find out what students know and are able
to do. It is framed by some type of a scale but the degrees of scale are clearly described or defined to
demonstrate different levels of quality. An analytic rubric will be used to evaluate the anime comic
strip that will be presented through a multimedia.
Quiz. This type of assessment is done to sum up what the students have learned for the entire unit
and to check if there is a need to review or relearn some topics.

Unit Details
Prerequisite Skills
The learners must have prior knowledge on basic grammar rules in English and literary skills.
The learners must also have basic skills on MS Word, MS PowerPoint, and net surfing and blogging.
Instructional Procedures
Week 1

EXPLORE

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

1. Let the learners be aware of the desired result which is for him/her to demonstrate understanding of the distinctive
features, elements, and types of Philippine narratives.

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Intel® Teach Program
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2. Introduce the essential question “Why do people love stories?” Have them answer the question based on their
experiences. (Assessment tool: Questioning)
3. Let the students work on the K-W-L chart to check their prior knowledge on Philippine narratives.
4. Ask them to answer the unit question “Why do we study Philippine narratives?” (Assessment Tool: Questioning)

5. Let the learners know about the competencies that you want them to develop throughout and after the unit.
6. Inform the learners of their output i.e. anime comic strip based on a social issue relevant to their community and discuss
the criteria for assessment.
7. Make the learners share what they know about the basic features/ elements of Philippine narrative.
8. Briefly have a lecture on the basic features and elements of Philippine narrative using a creative and appropriate
PowerPoint presentation. Explain to them how this lesson can help them in
Web Link:
working on with their PBL output and also in answering the Essential question.
Want a music
video about
the elements
of narratives?
Visit:
FIRM UP
http://flocabulary.com/fi
vethings/
At this stage, the teacher should be able to do the following:

1. Make the learners articulate and illustrate their knowledge on the basic features and elements, and types of Philippine
literature in the varied activities you will provide them.
2. Engage in the following meaningful and challenging activities to analyze, generate, and test their understanding.

Activity 1. SET (Scenery En Time)

 Group the learners by six (6) and instruct them to read the story,”The Tortoise and the Monkey” by Dr. Jose
Rizal.
 Present to class the video clip.
 Distribute a copy of the SET chart per group.

Scenery Time Implication in the Story

 Give the group members 15 minutes to complete the chart.

 Walk around to see learners who need assistance.
 Use anecdotal notes to record observations.
 Have the group members present their answers.
 Give comments and feedback.

Activity 2. The Drive to Survive

 Ask the learners to form groups of seven (7) and work cooperatively on the Drive to Survive activity.
 Advise them to read the story “How My Brother Leon Brought Home a Wife” by Manuel Arguilla.
 Walk around to see learners who need assistance.
 Provide each group with a worksheet like the one below, and let them supply the needed information.

Characters Main Reaction to Survival Tactic Result What we have What we

Problem the Problem realized would do if we
were the
character

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 Give them a copy of the guide questions:

 Who among the characters are faced with a grave problem?
 How did he / she react to the existing problem?
 What “survival tactics” are used by the characters to solve the problem?
 Was the solution applied effective? Why? Why not?
 What realizations about life have you learned from the experiences of the characters?
 If you were the character, would you use the same strategy in addressing the problem? Why? Why
not?
 Use anecdotal notes to record observations.
 Call the learners to present the complete worksheet to the other members of the class.
 Give comments and feedback.

Activity 3. Pentagon Charts

 Prompt the learners to the question “What are the differences between a rooster and a hen?” (Assessment Tool:
Questioning).
 Write the responses of the learners on the board.
 Group the learners by ten (10).
 Ask them to read the short story My Brother’s Peculiar Chicken.
 Present to class the video clip.
 Let them do the pentagon data activity by supplying the assumption, textual information, and lessons gained
from the myth.

Assumptions Textual Information Lessons Learned

1. 1. 1.
2. 2. 2.
3. 3. 3.

 Allow the group members to brainstorm and finalize their work.

 Use anecdotal notes to record observations. Web Link:
 Encourage them to compare ideas. Want more of
 Call the groups for the presentation of the pentagon data activity. Philippine
Folklore?
 Give comments and suggestions.
Visit:
http://www.philsites.net/f
olklore/
ASSESSMENT: Story Structure
Week 2
Briefly discuss about the types of Philippine narratives through a PowerPoint Presentation.
Activity 4. Hype and Type

 Group the learners by five (5).

 Conduct a group game on the types of narratives.
 Let each group choose a representative. Assign a specific type of narratives for each representative.
 Remind the group members that they are allowed only to ask yes-no questions to their representative, which
the latter will confirm or deny.
 Tell the class that the group who earns the most guessed correct narrative type wins the game.
 Allow the learners to summarize key concepts on the types of narratives.

What do you think make stories interesting? (Essential Question)

Activity 5. Show What You Know

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 Ask the learners to stay in their respective group.

 Distribute the blank information sheet on the type of narrative they have guessed in the previous activity.

myth short story

tale legend

fable anecdote

 Tell them they need to provide sufficient information on the type of narrative assigned to them.
 Allow the group members to work on the activity for five minutes.
 A representative from each group shall present their answers in class.
 Process the learners’ answers.

DEEPEN

 Activity 6. Reality Check

 Instruct the learners to enumerate the underlying reasons for studying Philippine narratives.
 Instruct them to rank the reasons from the most important to the least important.
 Have them explain the reason for the ranking they made.
 Challenge them to prove the benefits of studying Philippine narratives to the modern times.
 Evaluate the learners’ answers.

 Activity 7. Free Readers Association Activity Time (FRAT)

 Invite the learners to do free association.

 Let them choose any dialog or scene they like the most or character they can relate with.
 Have them explain their choice.
 Call on some learners to draw authentic experiences taken from the free association activity.
 Give comments and feedback.

Web Link: Log in to:

_____________
_____________
_____________
ASSESSMENTS: Self-reflection & Checklist
Log in to mvsuyat1229@blogspot.com

TRANSFER

Activity 9. Tall Tale

 Divide the class into groups of five (5).

 Let each groups agree on a film for the activity.
 Instruct the learners to narrate the plot of the film.
 Ask the class to write the theme and the lesson to be learned from the narration of the plot.
 Give comments and feedback.

 Activity 10. Real-life Connector

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 Divide the class by ten (10).

 Task the learners to identify anime characters who remind them of people they have met, heard or read about
in real life.
 Let each prepare a description of the anime character they have been reminded of.
 Have each group read the description of the anime character to the class.
 Prompt members of other groups to make a sketch of the character described. Also, tell them to write about the
person they associate the character with.
 Give comments and feedback.

Week 3
Before the activity: Show another PowerPoint presentation to remind learners about the basic story elements.

MAIN OUTPUT. Anime Comic Strips (with integration of Project-Based Learning)

 Group the learners by ten (10).

 Inform them about the rubric that you will use to assess their output. Tell them also about the group observation
checklist that (a) you will use to evaluate their behavior and participation and (b) they will use to evaluate the
behavior and participation of their group mates.
 Instruct them to –
brainstorm and develop a good story line that addresses a social problem or issue relevant to their
community and be able to include contributing factors and possible solutions to the issue;
assign each member of the group a specific element or part of the plot to work on;
take on the roles of scriptwriters, cartoonists, and lay-out artists;
use their chosen anime characters as the lead;
put the anime character into a new setting;
encourage free writing as guided by the questions below:
 Where will the story action take place? At what time?
 How will the main characters look, speak, move?
 Who will be the other characters?
 How will they speak, move, act, and look?
 What problem will arise?
 What will be the climax?
 How can the resolution be made realistic?
decide how many frames or sections to consider;
draw the picture on each frame and leave enough room for dialog bubbles;
apply color to each frame of the comic strip;
download anime pictures if it is more convenient and preferred by the group;
elicit comments from group mates on the content of the comic strip;
finalize the anime comic strip based on the comments of their group mates.
 Allow each group to present their anime comic strip through a multimedia presentation.
 Invite schoolmates, teachers, parents, barangay officials, and interested people from the community as
audience.
Tell each group to upload the multimedia presentation in the online group site. Web Link:
What to learn
about Digital
Storytelling?
Visit:
http://net.educause.edu/ir/libr
ary/pdf/ELI7021.pdf
ASSESSMENTS: Rubric, Group Observation Checklist, http://electronicportfolios.co
Self-assessment Rating Scale, Anecdotal Notes & Quiz m/digistory/howto.html

EQ: How did the making of the anime comic strip help you understand why many people love stories?

Accommodations for Differentiated Instruction

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Intel® Teach Program
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Resource The students need extra time to allow them read varied related materials and also to
Students allow them to work on their group output with less pressure. The groupings can be done
as per learners’ choice or by the teacher to make groupings fair. There is also a need for
extra time and a support specialist to orient and train the learners about the use of
computers (hardware and software) and also the effective and responsible use of the
web.

Gifted/Talented The learners may explore the curriculum content through independent study, extended
Students reading, research, and by linking to the websites provided in this unit plan.

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)

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Camera Laser Disk VCR

Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other      
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other      
Encyclopedia on CD-ROM
Textbooks, curriculum guides, reference materials, worksheets, and
Printed Materials
assessment tools
Computers, LCD projector, printer, and internet connection (broadband will
Supplies
do)
http://flocabulary.com/fivethings/
http://www.philsites.net/folklore/
http://net.educause.edu/ir/library/pdf/ELI7021.pdf
http://electronicportfolios.com/digistory/howto.html
http://www.youtube.com/watch?v=FC96ce2g3kY
http://classroom.jc-schools.net/waltkek/story_time.ppt
http://east.mesa.k12.co.us/library/documents/literary_elements.ppt
Internet Resources http://office.microsoft.com
http://www.unesco.or.id/reports/National_Competency_Based_Teachers_Standard.pdf
http://www.slideshare.net/Henyo/philippine-narratives/download
http://joserizal.info/kids/tortoise-n-monkey.htm
http://www.youtube.com/watch?v=iLs9ZhAnSHk&feature=fvwrel
http://www.seasite.niu.edu/Tagalog/Literature/Short%20Stories/How%20My%20Brother%20Leon
%20Brought%20Home%20A%20Wife.htm
http://zarna4.tripod.com/web1.html

Other Resources Teachers, schoolmates, parents, and community members

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