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ADAPTIVE TEACHING GUIDE LITERATURE

MET # Definition of Literature

Lesson # Concepts of Literature

Prerequisite Content-knowledge:

1. Define Literature
2. Explain the elements of Literature
3. Differentiate fiction and nonfiction

Prerequisite Skill:

1. Develop appreciation of history and literature

2. Distinguish fiction from nonfiction
3. Develop understanding of history

Prerequisites Assessment:

Reflection and Review Questions:

1. What is the meaning and definition of literature?

2. What is the primary differenced between fiction and nonfiction
3. What makes the literature go down to history

Pre-lesson Remediation Activity:

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Define the eaning an definition of literature
Identify the elements of literature
Identify the types of literature

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
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Share understanding how the literature is passed down generation to generation

Give examples of a Fiction and nonfiction literature

Introduction:
This part must articulate the following:
1. The learner is expected to finish learning the lesson in a week (5 Hours). The students may contact their teachers through messenger for questions and concerns
2. The student are expected to learn the following:
Remembering - The student recalls the meaning of Literature
Understanding - The student explains the elements of literaturee. Fiction and nonfiction
3. The student can apply his knowledge about deducing the materials around us
4. Literature - is a collection of body of written works from the past up to the present
5. Fiction - it describe imaginary events and people. It is based from fantasy
6. Nonfiction - this are recorded real life events, people, and anything that is based from facts

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.
Day 1: Definitions and Elements of Literature

Formative question: What is the meaning of literature. What are the types of literature? What is the difference between fiction and nonfiction
Flexible learning strategy: Make a dvenn diagram about fiction and nonfiction

Day 2: Prose

Formative question: Define what is prose. Identify the elements of prose. Enumerate examples of prose
Flexible learning strategy. Create a diagram showing the relationships of each elements

Day 3: Elements of Prose

Formative question: Explain each elements of prose. Identify the elements of prose. Enumerate the elements of prose
Flexible learning strategy: Understand the elements of prose and construct a short story

RUA of a Student’s Learning:

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The learner shall exaplain the types of prose. And be able to understand the literary piece. Create a literary piece whether fiction or nonfiction

Post-lesson Remediation Activity:

Explain theelements of prose and why they are important to literature.

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ADAPTIVE TEACHING GUIDE PROSE AND POETRY

MET # Prose and Poetry

Lesson # Prose

Prerequisite Content-knowledge:

1. Define Literature
2. Differentiate Fiction and Nonfiction
3. Describe the key elements of prose

Prerequisite Skill:

1. Develop appreciation of Literature

2. Distinguish fiction from nonfiction
3. Develop understanding of how history works

Prerequisites Assessment:

Reflection and Review Questions:

1. What is definition of literature?

2. What is the difference between fiction and nonfiction?
3. What is prose?

Pre-lesson Remediation Activity:

3. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Differentiate Prose and Poetry

4. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Share understanding of the primary difference of prose and poetry
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Introduction:
This part must articulate the following:
1. The learner is expected to finish learning the lesson in a week (5 Hours). The students may contact their teachers through messenger for questions and concerns
2. The student are expected to learn the following:
Remembering - The student recalls the meaning of prose
Understanding - The student explains the elements of prose
Applying - The learner demonstrates understanding of the difference between prose and poetry
3. The student can apply his knowledge prose and poetry
4. Prose - it is a written or spoken language without metrical structure
5. Poetry - literature that evokes a concentrated imaginative awareness of experience or a specific emotional response

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Day 1: Prose

Formative question: What is the meaning and elements of prose

Flexible learning strategy: Make a listing of elements of prose

Day 2: Elements of Prose

Formative question: What is the meaning of eeach lements of nonverbal prose

Flexible learning strategy: Explain each elements of prose

Day 3: Poetry

Formative question: What is the meaning and structure of poetry

Flexible learning strategy: Identify the numbers of structure of a poetry in a stanza

Day 4: Elements of Poetry

Formative question: What are the structures, sound patterns, and rhythm in a poetry
Flexible learning strategy: label the peoms accordingly based on sound and rhythmic patterns

RUA of a Student’s Learning:

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The learner shall define prose and poetry. And be able to understand the elements of prose and poetry

Post-lesson Remediation Activity:

Analyze and label the poem accordingly

ADAPTIVE TEACHING GUIDE FIGURATIVE LANGUAGE

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MET # Figurative Language

Lesson # Figures of Speech

Prerequisite Content-knowledge:

1. Define what is Figurative Language

2. Enumerate the types of Figurative Language
3. Analyze the types of Figurative Language

Prerequisite Skill:

1. Apply the figures of speech in real life conversation

2. Recognizethe Figurative Language in conversation
3. Apply creativity to dialogue and speech

Prerequisites Assessment:

Reflection and Review Questions:

1. Write a cinquain poem

2. Label the poems by rythm
3. Enumerate the elements of poetry

Pre-lesson Remediation Activity:

5. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Provide a examples of figurative language

6. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Share understanding how appopriately use figurative language in conversation

Introduction:
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This part must articulate the following:

1. The learner is expected to finish learning the lesson in a week (5 Hours). The students may contact their teachers through messenger for questions and concerns
2. The student are expected to learn the following:
Remembering - The student recalls the meaning and examples of figurative language
Understanding - Distinguish the figurative elements in a literary piece
Applying - Create a literary piece applying the figurative language
3. The student can apply his knowledge about the functions of communication by roleplaying for performance task. The student can also apply it in real life setting
4. Euphemisms - The figure of speech substitutes negative description for a milder and less harsh way of stating.
5. Hyperbole - A gross exaggeration to achieve an effect , usually for humor or emphasim
6. Idiomatic Expressions - Idioms are group of words whose meaning cannot be deduced from its individual parts.
7. Irony – employs contradictory statements or situations to show reality dissimilar from truth
8. Metaphor – deletes the word “like” or “as” and uses direct comparison among objects or circumstance
9. Metonymy – the idea takes the place of another with which it has a close association.
10. Paradox – uses contradictory statements but in a closer examination turns out to make sens
11. Personification - An animal, or object, or abstract idea is given human attributes or characteristics
12. Simile – uses “like” or “as” in associating a subject to another
13. Synecdoche – a literary device in which a part of something represents the whole or it may use a whole to represent a part

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.
Day 1: FIGURATIVE LANGUAGES

Formative question: Define what is Figuarative Language

Flexible learning strategy: Create examples each figurative language

RUA of a Student’s Learning:

The learner shall define Figurative Language. And be able to understand the appropriate and proper phrases or words with utilization of Figurative Lnguage. Lastly, be able to create figurativespspeech
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Post-lesson Remediation Activity:

Use the knowledge and skills acquired in Figurative Language and use it in daily conversations

ADAPTIVE TEACHING GUIDE

MET # CREATIVE NONFICTION

Lesson # Creative Nonfiction

Prerequisite Content-knowledge:

1. Define Figurative Language

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2. Identify the elements of Figurative Lnguage

3. Create examples of figurative language

Prerequisite Skill:

4. Applyand utilize figurative languages on selected context

5. Recognize figurative language from dialogue

Prerequisites Assessment:

Reflection and Review Questions:

4. Identify what figurative language is used

5. How do you communicate using figurative language
6. Which is the commonly used figurative language?

Pre-lesson Remediation Activity:

7. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Provide a communicative situation where the figurative language is applied

8. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Share understanding how figurative language affects the communication

Introduction:
This part must articulate the following:
1. The learner is expected to finish learning the lesson in a week (5 Hours). The students may contact their teachers through messenger for questions and concerns
2. The student are expected to learn the following:
Remembering - The student recalls the meaning of creative nonfiction
Understanding - The student explains each forms of creative nonfiction
Applying - The learner creates creative nonfiction
3. The student can apply his knowledge about the creative nonfiction
4. Autobiography – an account of person’s life written by that person
Biography – an account of someone’s life written by someone else
Blog – is an online journal, a discussion or informational website published in the internet
Collecting – gathering data, terms, and concepts
Creative – involving the imagination or original ideas, especially in the production of an artistic work.
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Creative Nonfiction – is a genre of writing that uses literary styles and techniques to create factually accurate narratives.
Drafting – writing words in a separate paper
Food Writing – a type of writing focuses on food.
Literary Journalism – is a factual reporting with narrative techniques
Memoir – is a collection of important memories
Nonfiction – prose writing that is based on facts, real events, real people, and real life situation
Personal Narratives – is a prose narrative relating to personal experience
Reflection Essays – written experiences exploring how someone changed and developed
Revising – re-examine and make alterations
Shaping – formation of the collected data
Short Story – a brief fictional prose narrative
Testimonial – a formal statement testifying to someone’s character and qualifications
Travelogue – a illustrated lecture about the places visited and experiences encountered by a traveler

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.
Day 1: Forms of Creative Nonfiction

Formative question: What is Creative Nonfiction. Differentiate Creative Nonfiction and Nonfiction
Flexible learning strategy: Create a respective type of Creative Nonfiction

RUA of a Student’s Learning:

The learner shall define Creative Nonfiction. And be able to understand the Steps and procedures in creative nonfiction. Lastly, be able to create types of creative nonfiction

Post-lesson Remediation Activity:

Use the knowledge and skills acquired in creative nonfiction to write types of creative nonfiction
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