Page 1


2017 to Present

INTEGRATED MARKETING COMMUNICATIONS

2014 to Present

BACHELOR IN ENGLISH EDUCATION Philippine Normal University, City of Manila

JUNE 2010 to MARCH 2014

IE Business School of Madrid

HIGH SCHOOL DIPLOMA Corpus Christi School, Cagayan de Oro City, Misamis Oriental

JUNE 2004 to MARCH 2010

GRADE SCHOOL DIPLOMA Corpus Christi School, Cagayan de Oro City, Misamis Oriental

RELEVANT AWARDS & ENGAGEMENTS

SAMANTHA MAY GABRIELLE B. UGSOD PRACTICE TEACHER

❖ SEX: Female ❖ BIRTH DATE: May 26, 1997 ❖ NATIONALITY: Filipino ❖ LANGUAGES SPOKEN: English, Cebuano, Hiligaynon & Filipino ❖ RELIGION: Roman Catholic

o o o o o o o o o o o o o o o o o o o

2014 Top 50 of PNU Admission Test (PNUAT) 2014 PNU The Thespian Society (Resident Theater Actress) 2014 PNU The Torch Publications (Special Correspondent) 2014-2015 PNU Student Union & Leadership Onwards (Finance & Logistics Officer) 2014-present: Philippine Society of Youth Science Clubs (National Executive Council) 2014-2017: Member of the PNU International Volunteers & Leaders Body 2015 APEC Learning Community Builders Internet Volunteers Workshop (Delegate) 2015 International Youth Leaders Conference (Delegate) 2015 Honors Class of Bachelor in English Education (Member) 2015 National Youth Science, Technology & Environment Summer Camp (Facilitator, Iloilo City) 2015 National Science Club Month (Regional Summit Coordinator, Davao City) 2015 The Annual SEARCH Convention (Engineering Head) 2015 PNU-Manila Debate Society: Debate Match Deputy Leader of Opposition (Champion) 2016 PNU-Manila Interfaculty Debate Tournament (Best Speaker) 2016 PNU-Manila Interfaculty Storytelling Competition (Silver Medalist) 2016 admitted to the ASEAN Youth Exchange Program of ASEAN Studies Center in Chulalongkorn University (Thailand) 2016 I Teach Science Seminar (Regional Coordinator, Bacolod City) 2016 National Children Science Interactive Workshop (Facilitator, Bataan) 2016-2017: The Annual SEARCH for the Most Outstanding Science Club (National Directress)

LANGUAGE: Fluent in Cebuano, English, Hiligaynon and Filipino COMMUNICATIONS: Performs well in writing and public speaking; Can communicate effectively with tact TIME MANAGEMENT: Can maintain a balance in academics and extra-curricular activities CREATIVITY & ART: Well-versed in Adobe Creative Studio; can think outside the box; involved in the Performing Arts SOCIAL AND CROSS CULTURAL SKILLS: Can work effectively in diverse teams LEADERSHIP SKILLS: Can empower students and the youth to become more productive, be agents of change and touch the lives of others ORGANIZATIONAL SKILL: Headed and organized team buildings and national events such as CAMP RE-ECHO, NYSTESC, NSCM & SEARCH. DIPLOMATIC and LEGAL AFFAIRS: Good debater; Can establish lasting foreign relations; Good in making win-win negotiations; maintain connections with external linkages and corporate sponsors

o o o o o o o

LOOKING

o

HIGHLIGHTS AS THE NATIONAL DIRECTRESS OF SEARCH FOR THE MOST OUTSTANDING SCIENCE CLUB

FORWARD TO WORK WITH

YOU! ADDRESS

Ayala Boulevard, Manila

CONTACT No +63995

172

o

o o o o o o

CURRENT AFFILIATION o o

ugsod.smgb@pnu.edu.ph

The Philippine Society of Youth Science Clubs, Inc.

REFERENCES

8790

E-MAIL ADDRESS

2-Day National Event held in GT Toyota Asian Cultural Center Auditorium (UP Diliman) and National Institute of Science and Mathematics Education Auditorium (UP Diliman) 432 students & teacher delegates from all over the Philippines 9 prestigious External Organizations partnered in the convention 9 prestigious Media & Corporate Sponsors partnered in the convention 36 Guest Speakers & Judges guested in the convention National event was endorsed by the Department of Education (National Office) Rated with 4.7/5 by the guests and delegates during the post-event Evaluation

o

Prof. Maria Elvira A. Asuan | +639175721877 Former Director, PNU Linkages & International Office

o

Engr. Mark Ronald D. Eborde | +639358430373 President, The Philippine Society of Youth Science Clubs, Inc.


LESSON PLAN: English 9

DAY: 01 TOPIC: Recognizing Passive and Active Voices CONTENT STANDARDS: The learner demonstrates understanding of: the use of passive/ active voice PERFORMANCE STANDARDS: The learner transfers learning by: enriching written and spoken communication using active/passive voice LEARNING COMPETENCIES: •

EN7G-III-c-2: Use the passive and active voice meaningfully in varied contexts

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to: •

Identify the differences between active and passive voice

Convert sentences in active voice to passive voice as well as from passive voice to active voice

Construct their own sentences using grounds of active and passive voice

RECALL: •

The teacher will ask the question: a. Who could recall to me what you learned from our lessons last week?

MOTIVATION: •

The students are asked to gather in the middle of the classroom.

There will be three other students who are going to serve as posts A, B and C.

The teacher will flash questions on the screen about which set of verbs would best fit a sentence.

The question will be flashed and repeated twice.


As soon as the “GO” signal is said, the students are given 10 seconds to think of their answer and run towards their chosen posts.

As soon as the time is up, the correct answer will be flashed on the screen.

The student who are standing at the post with the correct answer will be given the chance to stay for the next round of questions.

The game continues until there is only one left to be declared as the winner or if there are no more questions to be asked.

DEVELOPMENTAL ACTIVITY: •

The class will be grouped in 4 teams.

For level 1, each group will be given a set of jumbled words for sentences.

All groups are simultaneously given only 10 minutes to decipher the following sentences on the piece of paper given to them by the teacher: a. Chair she on the sat (She sat on the chair.) b. Truth him he told the (He told him the truth.) c. Ladder climbed the she (She climbed the ladder.) d. Big cake a Sam baked (Sam baked a big cake.) e. Fred a lie told (Fred told a lie.)

Before proceeding to level 2, the teacher will flash on the screen the correct answers. The students must be able to take note the proper sequencing of the words based on the sentences.

The teacher will process the answers with the students by asking them which is the subject, the verb of each sentence, the direct object or the object of the preposition.

For level 2, the students must convert these sentences using the object of the preposition or direct object as the subject of the sentence.

All groups are simultaneously given only 10 minutes to convert the following sentences on the piece of paper given to them by the teacher: a. The chair was sat by him. b. The truth was told by him. c. The ladder was climbed by her. d. A big cake was baked by Sam.


e. A lie was told by Fred to Johnny. •

As soon as the time is up, the teacher will process the answers of the students.

Students will be guided to compare and contrast the difference between the sentences done in level 1 and level 2.

The teacher will discuss the difference between the active and passive voice.

ASSESSMENT: •

The teacher will flash various comic strips on the screen.

Each group will be assigned to one comic strip.

The teacher will demonstrate an example to the class.

For 15 minutes, each group must come up with one paragraph (at least 5 sentences) describing what they have seen or interpreted on their assigned comic strip. Their sentences must contain at least 1 active voice and 1 passive voice. The groups which used more uses of active and passive voice will earn merits.

The teacher highly encourages the students to be very creative when formulating their sentences.

After 15 minutes, each group must have one representative to show the output of their group. While presenting, the representative must also emphasize which sentences in their created paragraphs follow an active and passive voice.

Feedback will be given by the teacher and other groups.


APPENDIX: Comic strips to be used for the assessment activity:

EXAMPLE: One sunny day, there used to a very cute boy who was inquisitive. The boy asked the teacher what to do. The answers to his questions were answered by the teacher. But the student asked him again if the questions will be on the test.

COMIC STRIPS FOR THE CLASS:


LESSON PLAN: English 7

DAY: 01 TOPIC: Direct and Indirect Speech CONTENT STANDARDS: The learner demonstrates understanding of how literature and other text types serve as means of preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play. PERFORMANCE STANDARDS: The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions LEARNING COMPETENCIES: SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to: •

Identify the differences between direct and indirect speech

Convert sentences from direct to indirect and vice-versa

Construct their own sentences by taking note of the relevant formula when converting sentences

MOTIVATION: I Heard It Through the Grapevine •

Students will be asked to form 4 teams.

The leader for each team will be asked to whisper this to the person next to him: I am still not sure on what strand to take in Senior High School.

The student whispers this to the next person: *insert name of student* said that he is still not sure on what strand to take in Senior High School.


The whispering continues through the grapevine, until it reaches the last student who must then say the original statement in direct speech.

DEVELOPMENTAL ACTIVITY: •

Students must find a pair.

The pair must copy the sentences written on the board: a. “She’s a beautiful horse,” Father said b. Father said, “The horse followed me.” c. “Come quick, Marcos,” Victa said.

Each pair is given 5 minutes to convert them into reported sentences.

The teacher processes their answers and discusses the lessons.

ASSESSMENT: •

After the teacher discusses the lesson, the students are given time to complete the guided activity on changing sentences into indirect speech using the following introductory clauses:

a. Be honest. He told me (He told me to be honest) b.

I got your book. She admitted (She admitted that she got my book)

c. I’ll write you soon. Sammy promised (to write soon) d. That’s mine. Celia claimed (Celia claimed that it is hers) e. It’s too warm We complained (We complained that it was too warm)


f.

I speak three languages The girl boasted (The girl boasted that she can speak three languages)

EVALUATION: •

In the next activity, the students are given 10 minutes to quote people accurately.

Example: Mother adviced me to keep away from bad company. “You should keep away from bad company.”

The following are the questions: a. He suggested going to the library. b. They suggested inviting a guest speaker. c. She advised me to take swimming lessons. d. They advised us to buy on installment basis. e. The little boy suggested playing in the rain.


Daily Lesson Logs

School

DARSSTHS

Grade Level

7

Teacher

Ms. Jowayne Riego

Learning Areas

ENGLISH

Dates

February 7-8, 2018

Quarter Lesson

4

I. OBJECTIVES A. Content Standards

The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global village; various extended tex types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.

B.

Performances Standards

The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

C.

Use imperatives and prepositions when giving instructions.

Learning Competencies/ Objectives

Differentiate when to use imperatives and prepositions when giving instructions.

Perform a skit applying the use of imperatives and prepositions.

II. CONTENT

Imperatives & Prepositions When Making Instructions

III. Learning Resources

Grammar: English Plus

IV. Procedure A. Daily Routines

Opening Prayer, Checking of Attendance and Classroom Cleanliness

B. Pre- Activity •

PONDER ON IT: The teacher must ask the students to share the following insights to their classmates on this question:

generalized to be done by girls? By boys •

READING ACTIVITY: Afterwards, on a 1 whole sheet of paper, the students must answer the following questions: a. Who are the characters of the story? Describe their traits and attributes. b. Why do the couple always argue? c. Do you think that the generalization that women are the ones who usually wash the dishes are still widely practiced in society today? Why? Or why not?


POST READING ACTIVITY:Encircle the phrases or sentences from the tex that imply a request, command, demand, directions.

Guide Question: •

Based on the text provided, what words express commands?

C. Discussion

Language Focused: Sentences always generate meaning and have their ow purpose. Basically, there are four kinds of sentences: declarative, interrogative

imperative, and exclamatory. Since our topic is all about imperatives, we will focu on imperative sentences. ACTIVITY 1: Pera o bayong •

Students will be asked to gather in the middle as players.

There will be two posts (A and B).

Every time a question is flashed on the screen, the students are given 1 seconds to decide between post A or B.

The correct answer will be flashed on the screen.

The students on the correct post will remain as players while those at th wrong post will be eliminated from the game.

The following are the questions:

1. Which among the two is a command? (A) a. Invite friends to join the celebration. b. Kindly pick up the pieces of paper on the floor. PROCESSING (for ACTIVITY 1): A. Breakdown Questions: The teacher will ask the students the following questions: •

Class, take a look at the first two sentences flashed earlier during the game:


a. Invite friends to join the celebration. b. Kindly pick up the pieces of paper on the floor. •

What do you notice about these two different sentences?

How are these two sentences different from one another?

Which among these two sentences tells the listener to do something?

Which among these two sentences is appropriate to use around elders? To younger listeners?

What do you call the first sentence?

What do you call the second sentence?

B. Content: SINGIT SENTENCES (TYPES) herefore, an imperative sentence is a group of words which expresses a complete thought in a form of commands as well as requests. This sentence usually ends with a period. Now, what makes a command different from a request? A command is an imperative sentence which simply tells the listener to do a certain thing. Examples: Invite friends to join the celebration. Come to me and be my love. How can these sentences be different from requests? It is quite different from requests. Although they both tell the listener to do

something, a request possesses a factor of more respect to listeners. This imperative is commonly used in commanding elders but it is more appreciated if it is also used to command listener younger than the speaker. Examples: Please bring those books here. Kindly pick up the pieces of paper on the floor.


Since we are done talking about the difference between a command and a request, we now proceed tackling about relationships. Speaking of relationships, sentences always contain ideas which need to be related to other ideas to form a new and complete thought. In short, we can form a new complete idea by combining two or more ideas. *INSERT QUIZ ON COMMAND AND REQUEST* ACTIVITY 2: Quiz Show •

Students will be grouped into five teams.

Each team will be provided with pieces of paper where they coul write their answers.

As soon as the quiz master says go, that is the only time the students will write their answers.

All teams are given ten seconds to finalize their answers. As soon as time is up, they will have to rais their boards for the teacher to finally see and check their answers.

1.

Supply the correct answer: I want to travel ______ the world. a. In front of b. Around c. Between

2. What relationship is being denoted by the words: toward, into, by way o from, out of, to? a. Place b. Position c. Direction 3. What relationship is being denoted by this sentence: I can release my feelings through writing poems. a. Position b. Direction c. Manner 2. Which among the following prepositions will suit this sentence: Ophelia is hiding ___ her grandparents' house. (B)


a. Under b. In 3. Which among the following prepositions will suit this sentence: Andrew had walked for 30 minutes ___ their house. (B) a. Below b. From

4. Which among the following prepositions will suit this sentence: We will have our warm-up exercises ____ the discussion of the topic. (B) a. Since b. Before

5. Which among the following prepositions will suit this sentence: The ball was thrown ___ Antonio. (A) a. By b. Through

PROCESSING (Activity 2): What words as specific part of speech are used t combine ideas aside from conjunctions?

These words are called prepositions. They denote different relationships. The are commonly used to express relationships between nouns or pronouns an

another words in the sentence. In some cases, they can express more than on relationship. Prepositions are used to express these following relationships: 1. Place or position beneath, to, up, on, against, under, beside, between, inside, outside Examples:


I want to travel around the world.

Rico put his favorite shoes on top of the cabinet.

Ophelia is hiding in her grandparents' house.

* at = used for specific address * in = for name of towns, country, state, or continent 2. Direction

Examples: •

My mother and I went to the market.

Andrew had walked for 30 minutes from their house.

3. Manner

Example: •

I can release my feelings through writing poems.

4. Time

innin of, since, after, on Examples: •

I am a Boy Scout member since 1998.

We will have our warm-up exercises before the discussion of the topic.

You should finish your work at exactly 10:30 a.m.

* at = used for specific time * on = for days and date * in = for non-specific time 5. Agent (DEFINITION)

Example:


D.

Learning Activity

•

The ball was thrown by Antonio.

•

ANOTHER EXAMPLE

After the discussion, the students will be asked to get a piece of 1 whole sheet of paper and answer the following questions. I. Identify whether it is a command or a request. Write C if it is a command and R if it is a request. ___1. Close the door, please. ___2. Clean the backyard. ___3. May you please give this form to the principal? ___4. Kindly fetch me a gallon of water. ___5. Write a simple poem about bringing peace to earth. II. Fill in the blanks with the appropriate prepositions. (Some prepositions may be repeated.) 1. _____ bed (due to sickness) 2. _____ the table 3. _____ (penetrate) the thick clouds 4. _____ San Pedro Street 5. _____ the center 6. _____ (secret) two friends 7. _____ the bridge (pass through) 8. _____ March 8, 2011 9. _____ the rooftop 10. _____ March 11. _____ 3 Jade Street, 4 Ecoland 12. _____ (traveled) the hills and valleys 13. _____ the graduates (divided the tasks) 14. _____ Rizal Park 15. _____ the basement of the building

E.

Making generalizations about the lesson

Why is it important to effectively use imperatives and prepositions when making instructions?


F.

Assessment

The students are required to perform a skit performance using imperatives and prepositions when making instructions.

A. The class must come up with 4 groups. Each group should come up with a 10-minute skit. B. The following groups must come up with a skit from the following situations: 1.

Groups 1 and 2: From DARSSTHS, a grade 7 student was asking for directions going to a birthday party of his classmate.

2. Groups 3 and 4: A group of friends were taking orders and requests from one another to buy party supplies for the birthday of their friend. ***ADD MORE SITUATIONS C. The students are required to submit their skit before performing in class. D. They will be graded using the following criteria: (EXPOUND ON EACH CRITERION) a. Creativity (10 pts) b. Relevance to the provided situation (10pts) c. Theatricality (10 pts) d. Script: Use of at least 5 imperatives and 5 prepositions (10 pts)


School

Daily

ST Lesson Logs

V.

DARSSTHS

Grade Level

9

Samantha May Gabrielle B. Ugsod

Teacher

Ms. Jowayne Riego

Learning Areas

ENGLISH

Dates

February 13, 2019

Quarter Lesson

4

OBJECTIVES

C. Content Standards

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.

D.

Performances Standards

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. Learning Competencies/ Objectives VI.

CONTENT

VII. Learning Resources VIII.

EN9G-IIIi-21: Use verbals

Distinguish an informal and formal conversation through modals

Apply the use of modals in a formal setting

Modals of Polite Requests Communication Skills III

Procedure

G. Daily Routines

Opening Prayer, Checking of Attendance and Classroom Cleanliness

H. Pre- Activity •

The students will be asked to go to the middle.

Four boys will be handpicked by the teacher to reenact the following statements: a. Boy 1: Hey, wanna go to prom with me? b. Boy 2: Do you wanna go to prom with me? c. Boy 3: Come to prom with me? d. Boy 4: May I take you to the prom with me?

Each boy will have to stand separately as if they are serving as lamp posts.


The teacher will ask the class: Among these four boys who will ask

The teacher will give 10 seconds for the whole class to decide and choose their posts.

The teacher will then ask the students for each boy the following: a. Why did you choose him? b. Is there something with the way he asked you? c. Did he sound formal and polite?

After processing their answers, the students are asked to go back to their seats.

I. Discussion

The teacher explains to them this:

s tried t

swoon the females of this class. The reason why you chose *insert nam of student* is probably because of the formal or polite manner he aske

you. With that, I would like to introduce you to these set of auxiliary verb that will help you in coming up with conversations that will stir up formal setting, MODALS.

More importantly, MODALS are auxiliary verbs that denote permission request, ability and obligation.

Without further ado, the teacher will present a matrix for each student to fi and answer. They will have to choose their answers from the list provided: Possibility Polite request (informal) Permission Could Might Advice Deduction Polite request (formal) Formal permission Certainty (less than 50%) Must Would


The teacher will elicit answers from the students: •

How did you come up with your answers? What made you presume that such denotes *insert use of each modal auxiliary verb* ?

• here denote? (Answer: Ability) • request) •

In fact class, here are the correct answers:

*The teacher must not forget to remind the class to take down notes.


a.

Learning Activity

•

On a sheet of paper, the students will be asked to answer the following questions: a. My grandmother is eightywrite without glasses. (Ability) b. c. request) d. e. (Necessity) f. We g. h. i. j. k.

quest) (possibility)

l. possibility) Answers 1. My grandmother is eighty-five, but she can still read and write without glasses. 2. Can I come with you? 3. Could you help me with the housework, please? 4. There was a time when I could stay up very late. 5. You need not lose any more weight. You are already slim. 6. We must not make the first move. 7. It is snowing outside so I will stay at home. 8. I will get you a shawl from Kashmir. 9. Would you mind if I borrowed your car? 10. Will you take care of my dog for a day? 11. Our country may become a super power by 2025.


12. She might sell her home because she needs money. I.

Making generalizations Why is it essential to be able to determine the proper use of modals? When about the lesson

II.

Assessment

is it necessary to use them? •

The students will be tasked to be in 3 groups.

They will be asked to make a three-minute tutorial video blog on the following situations: a. Group 1: How to ask out and say yes for prom b. Group 2: How to treat people during prom c. Group 3: How to stay grateful to your date after prom

All entries will be viewed in class the next meeting.

The group collaborative work will be judged based on the following criteria: a. Use of modals (at least use of 5 modals in the video) 10pts b. Relevance of the content to the situation provided c. Theatricality (acting) 10pts d. Technicality (editing)

10pts

10pts


LESSON PLAN: English 9

DAY: 01 TOPIC: Participles and Participial Phrases CONTENT STANDARDS: The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification. PERFORMANCE STANDARDS: The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and nonverbal strategies and ICT resources LEARNING COMPETENCIES: EN10G-IIIg-30: Use structures of modification SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to: •

Identify the relevance of modifiers

Convert sentences into active and passive voices using participles and participial phrases

Construct their own sentences using participles and participial phrases

MOTIVATION: Make Sense out of Me •

Students will be asked to form 5 teams.

The teacher will be flashing jumbled sentences on the screen.

The students are given 10 minutes to reconstruct the given sentences.

The teacher processes their answers by asking the following sentences: a. What is the function of each underlined word or phrase in the sentence? b. What is the form of each word or group of words?


c. How are the underlined words called? DEVELOPMENTAL ACTIVITY: •

The teacher discusses the principles of forming Participle and Participial Phrases.

After the teacher discusses the lesson, the students are given time to complete the guided activity on changing sentences into indirect speech using the following introductory clauses:

a. When the students received the teacher’s instructions, they began the experiment. b. The contestants felt anxious as they waited for the announcement of the winners. c. While we were rowing across the lake, we heard the thunder roll. d. When the excursionists reached the ridge, they saw the beautiful lagoon below. e. The police left after they had apprehended the culprit. f.

The students who did not want to work left early for home.

ASSESSMENT: •

After the guided activity, the students are given time to answer the seatwork on changing present participle to into perfect participle. Example: The sun rising, we prepared to leave: (ongoing action) The sun, having risen, we prepared to leave, (completed action)

a. Seeing my teacher in English, I greeted her. b. Running the whole morning, the athlete grew tired. c. Listening to the funny tale, the girl laughed. d. Sensing his Father’s bad mood, the child stopped chattering. e. Studying for a lonswg time, my sister developed a headache.


School

Daily

ST Lesson Logs

IX.

DARSSTHS

Grade Level

9

Samantha May Gabrielle B. Ugsod

Teacher

Ms. Jowayne Riego

Learning Areas

ENGLISH

Dates

February 7-8, 2018

Quarter Lesson

4

OBJECTIVES

E. Content Standards

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; also how to use ways of analysing full-length play and different forms of verbals for him/her to skilfully perform in a full-length play

F.

Performances Standards

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C.

EN9G-IIIi-21: Use verbals

Learning Competencies/ Objectives

Identify participial phrases as misplaced and dangling modifiers.

Correct misplaced and dangling modifiers.

X. CONTENT

Misplaced and Dangling Modifiers

XI. Learning Resources

Communication Skills III

XII. Procedure J. Daily Routines

Opening Prayer, Checking of Attendance and Classroom Cleanliness

K. Pre- Activity •

On a piece of ¼ sheet of paper, the students must answer this question:

doe • •

On a piece of 1 whole sheet of paper, answer the process questions on page 358 of A Journey Through: a. Who met at the park? Describe how the characters reacted on their first meeting. b. What do you think are the intentions of the characters for not revealing their true status in life? c. Why or why not?


d. What does the last sentence of the story tell us about the young man? e. What do you think is the implication of the story to human lives? f. If you were the author, how would you end the play?

L. Discussion

Students will be asked to sit in pairs.

Each pair would have to identify among the pool of sentences given whic of the given sentences would sound best: 1. A. Drooling in anticipation of the treat, Gizmo waited for Sylvia t reward him with a dog cookie. B. Drooling in anticipation of the treat, Sylvia rewarded Gizmo with

dog cookie. C. Drooling in anticipation of the treat, a dog cookie was given t

Gizmo. 2. A. Digging fingernails into his palms, Jerry's speech caused sweatines

and nervousness. B. Digging fingernails into his palms, sweatiness and nervousnes

about the speech were what Jerry experienced. C. Digging fingernails into his palms, Jerry got sweaty and nervou during the speech. 3. The teacher will ask the following questions to the students: a. What is wrong with the sentences? b. Do these sentences have something to modify?

c. What could be wrong with the positioning of the words or phrases?

b.

Learning Activity

The teacher will discuss the lesson on Dangling and Misplaced Modifiers.

What Is a Dangling Modifier? (with Examples)

A dangling modifier is a modifier that has nothing to modify. Remember, modifiers describe a word or make its meaning more specific. A dangling modifier is an erro caused by failing to use the word that the modifier is meant to be describing. •

The students will be grouped into six (6) teams.

The group should sit together and come up with a unified answer to correct the following dangling modifiers by writing them on a the paper


provided for them by the teacher. Each team is given only 1 minute to come up with a correct answer: 1.

Question: Having read your letter, my cat will stay indoors until the ducklings fly off.

Process: In this example, the missing word is we. A correct version would be: •

Having read your letter, we will keep our cat indoors until the ducklings fly off. (In this example, the modifier Having read your letter is modifying we as it should.) Logically, the wrong example suggests the cat read the letter. 2. Question: Meticulous and punctual, David's work ethic is admirable. Process: In this example, the missing word is David (as a standalone subject). A correct version would be:

Meticulous and punctual, David has an admirable work ethic. (In this example, the modifier Meticulous and punctual is modifying David as it should, not David's work ethic.) Logically, the wrong example suggests David's work ethic is meticulous and punctual. 3. Question: Having seen Blackpool Tower, the Eiffel Tower is more impressive.

Process: In this example, the missing word is she. A correct version would be •

Having seen Blackpool Tower, she thinks the Eiffel Tower is more impressive. (In this example, the modifier Having seen Blackpool Tower is modifying she as it should, not the Eiffel Tower .)


Logically, the wrong example suggests the Eiffel Tower saw the Blackpool Tower. A Dangling Modifier As a Misplaced Modifier Sometimes, a modifier can dangle a bit. This happens when the word being modified is present but is not next to its modifier. Look at this example: •

Vicious smelly creatures with huge tusks, the ship's crew found it difficult to drive the male walruses from the beach. This is still a dangling modifier, but it's not dangling fully because the thing being modified (the male walruses) is present. This is better known as a misplaced modifier. This is a correct version:

•

Vicious smelly creatures with huge tusks, the male walruses were difficult for the ship's crew to drive from the beach.

•

For guided practice, the students must be able to rewrite the followin sentences to correct the dangling or misplaced modifiers: a. She gathered the fresh flowers discarding the faded bloom.

b. Working hard for several days, her garden was weeded thoroughly. c. The waiter served the fish dressed in a white jacket.

d. Having prepared their lessons well, the recitation was profitable t the students.

e. Hurrying down the aisle, the books were dropped by the enthusiasti boy.

f. The girls were driven to the party in a car dressed in their best clothes g. The girl appreciated the symphony paying close attention to th

music. h. Having much studying to do, the library seemed an appropriate plac

III.

i.

for me last night. Reading the evening paper, my supper was eaten.

j.

The boy gazed longingly at the airplane flying a kite.

Making generalizations Why is it essential to prevent the use of dangling and misplaced modifiers?


about the lesson IV.

Assessment

Identify the following sentences whether they are a dangling or misplaced modifier or they are correct. If these sentences are in its dangling or misplaced form, convert it to its correct sentence:

a. Unlike many other students, the financial aid office did not approve his application. b. teachers. c. Having learned Spanish in just three months, the stay in Mexico was a success. d. Drinking a beer the feeling was a familiar one. e. While watching a movie, people who talk loudly are really annoying. f.

While listening to the radio, one should always make sure that the volume is not full.

g. At the age of sixteen, I moved back to California. h. right away. •

The teacher will flash a video clip of a short film on FAMILY: tinyurl.com/as2j5k

The students must create a one-paragraphed essay describing what they saw and interpreted from the short film.

Their essays must observe the following criteria: a. Correct use of at least 5 participles and participial phrases (10 pts) b. Essay is free from dangling and misplaced modifiers (10 pts) c. Essay is relevant to the video clip shown (10 pts) d. Organization of content (10 pts) e. Essay follows the proper mechanics: indention, use of punctuation marks (10)


SCHOOL

Don Alejandro R. Roces

GRADE

DAILY LESSON

Science & Technology

LEVEL

LOGS

High School

9

LEARNING TEACHER

Ms. Jowayne L. Riego

STUDENT TEACHER

AREAS

English

Samantha May Gabrielle B. Ugsod QUARTER

DATES

February 26-27, 2018 I.

A. CONTENT STANDARDS

4TH Quarter

LESSON

OBJECTIVES

The learner demonstrates understanding of how AngloAmerican literature and other text types serve as means of preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.

B. PERFORMANCE STANDARDS

The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

C. LEARNING COMPETENCIES/OBJECTIVES

TERMINAL PERFORMANCE OBJECTIVES:

ENABLING OBJECTIVES: •

Understand all technical elements

EN9V-IVa-29:

used to influence

Get familiar with the

the meaning of the

technical vocabulary for

drama

drama and theater (like stage directions)

Produce a fulllength play with all


technical elements in place II.

CONTENT

Theater Vocabulary

III.

LEARNING RESOURCES

REFERENCES

MATERIALS

Teaching Drama: The

Spot It Puzzle

Essential Handbook

Memory Game Cards

PowerPoint Presentation

IV.

PROCEDURE

A. DAILY ROUTINES

B. MOTIVATION

Greeting

Attendance Check

Classroom cleanliness

SPOT IT:

a. The teacher will post a large SPOT IT puzzle on the board. b. The students are given 2 minutes to spot as many theater plays* as they can. They must write their answers on their English notebooks.

*These are the theatrical play titles to be included in the puzzle: i. Miss Saigon ii. Les Miserables iii. Wicked iv. Death of a Salesman v. Romeo & Juliet vi. Noli Me Tangere

c. PROCESSING:


Teacher: With the activity you just had, what are common with these titles? *Other breakdown questions: a. Students: Ma’am, these are titles of theater plays. Teacher: Great. Now class, that said, you can now deduce tat our lesson for today will be all about….. *pastes visual aid on the board* THEATER VOCABULARY.

C. DISCUSSION

Teacher: Now class, to make things exciting for all of you, I would like you to sit together in groups. There will be 3 groups. You will be group 1, this will be group 2 and this will be group 3.

Now, as you can see, we have here a very big memory board. Now, here is what you are going to do. Each group will take turns in selecting a pair of close boards. While the cards are facing downward, you have to initially guess first which cards match. For each round, one team is given a chance to try matching a pair. Your goal is to flip a card with its corresponding card. If a team correctly matches a pair, they will be given a chance to match another pair of closed cards. A team wins if it is able to decode the most number of matched pairs in 10 minutes.

Are my instructions clear?

Students: Yes, Ma’am.

Teachers: Alright! Let the games begin.


*Each team will take turns in flipping a pair of closed cards. They can earn points and will continue to earn points if they are able to flip closed cards that match consecutively.

CORRESPONDING TERMS to be MATCHED: •

PLAYBILL - It is a poster, pamphlet or flier that advertises a stage play

TECHNICAL REHEARSAL - Rehearsal that focuses on the technological aspects of the performance, in theatrical, musical and filmed entertainment

DRESS REHEARSAL - The final rehearsal of a live show, in which everything is done as it would be in a real performance

COLD READING - Reading aloud from a script or other text with little or no rehearsal, practice or study in advance

INFORMAL THEATER - A theatrical performance that focuses on small presentations, such as one taking place in a classroom setting

FORMAL THEATER - Theatre that focuses on public performance in front of an audience and in which the final production is most important

MUSICAL

THEATER

-

Form

of

theatrical

performance that combines songs, spoken dialogue, acting, and dance •

ENSEMBLE THEATER - An approach to acting that aims for a unified effect achieved by all members of a cast working together on behalf of the play, rather than emphasizing individual performances


MELODRAMA - A sensational dramatic piece with exaggerated characters and exciting events intended to appeal to the emotions

PACING - Rate of speed at which the actors speak their lines, pick up their cues, and perform their actions

MIME - The theatrical technique of suggesting action, character, or emotion without words, using only gesture, expression, and movement

IMPROVISATION - An act executing, or arranging a scene without previous preparation

STAGE DIRECTIONS - Part of the script of a play that tells the actors how they are to move or to speak their lines

ARTISTIC DIRECTOR - Responsible for conceiving, developing, and implementing the artistic vision and focus of a play

PLAYWRIGHT - Person responsible for writing dramatic

material

for

the

purposes

of

performance within the theatre

*HOW EACH ANSWER WILL BE PROCESSED: •

For every matched pair that is decoded, the timer will be paused and the teacher will explain by

a. Acting/Demonstration: i.

Mime

ii.

Cold Reading

iii.

Improvisation

iv.

Pacing

b. Visuals


V.

i.

Playbill

ii.

Technical rehearsal

iii.

Dress rehearsal

iv.

Informal theater

v.

Formal theater

vi.

Melodrama

vii.

Artistic director

viii.

Playwright

MAKING GENERALIZATIONS

With the given societal conventions present today, how

ABOUT THE LESSON

does being oriented to the terms used in the field of theater become essential to the success of each play?

VI.

ASSESSMENT

To culminate the activity, the students must come up with an informal theater performance on My Father’s Tragedy by Carlos Bulosan.

The class should come up with the complete set of cast and crew.

They will be graded according to the following rubric.


Googlecom. (2018). Googlecom. Retrieved 28 February, 2018, from https://plus.google.com/110443537885198119560/posts/Z7mmTcvwfHM


SCHOOL

Don Alejandro R. Roces Sr Science-Technology High

GRADE

School

LEVEL

DAILY LESSON

9

LOGS TEACHER

Ms. Johanna Rowayne L. Riego

LEARNING

English

AREAS

STUDENT TEACHER

DATES

Samantha May Gabrielle B. Ugsod

TBA

QUARTER LESSON VII.

D. CONTENT STANDARDS

4TH

Quarte

OBJECTIVES

The learner demonstrates understanding of how Anglo-American literature an

other text types serve as means of preserving unchanging values in a changing world

also how to use the features of a full-length play, tense consistency, modals, activ

and passive constructions plus direct and indirect speech to enable him/he competently performs in a full-length play.

E. PERFORMANCE STANDARDS

The learner competently performs in a full- length play through applying effectiv

verbal and non-verbal strategies and ICT resources based on the following criteria Focus, Voice, Delivery and Dramatic Conventions.

F. LEARNING

TERMINAL PERFORMANCE OBJECTIVES:

ENABLING OBJECTIVES

COMPETENCIES/OBJECTIVES EN9RC-IVb-2.18:

a. COGNITIVE

Relate text content to particular social issues, concerns,

or dispositions in real life

Identify symbolism in the text

EN9LT-IVh-17:

Explain the

significance of


Analyze literature as a means of understanding

being able to

unchanging values in a changing world

recognize symbolism as reader •

Explain how symbolism contribute to the development of a story

b. AFFECTIVE •

Explain the moral of the story

VIII.

CONTENT

IX.

LEARNING RESOURCES

Symbolisms Used in Edgar Allan Poe’s The Cask of Amontillado REFERENCES •

Edgar Allan Poe’s The Cask of Amontillado

MATERIALS •

(retrieved from (Virginiaedu. (2018). Virginiaedu. Retrieved 7 March, 2018, from

2D Wine Glasses

http://xroads.virginia.edu/~hyper/poe/cask.html)

PowerPoint Presentation

Copy of the Text

Digital Animation of the CASK of

AMONTILLADO •

2D Lollipops a Symbolism Arcs


Pull-out cards for During Reading Questions

Blocks representing the granite walls where

Fortunato was

buried alive by

Montressor fo Post Reading Questions •

Audio Speakers

Projector

Background Italian Music

X.

PROCEDURE

D. DAILY ROUTINES

Greeting

Attendance Check

Classroom cleanliness TEACHER

STUDENT

Class, earlier you were distributed with 2D wine glasses, right?

Of course, to make those 2D wine glasses have a purpose for all of you, I would like your wine glasses you raised if you want to answer my question.

Clear, Ma’am.


Is that clear?

E. MOTIVATION/PRE-READING & VIEWING ACTIVITY

Alright class, I would like to ask each and everyone of you to look back deliberately. Was there a point in your life

(one student will raise

when you plotted to take back against someone after he

his wine glass)

has wronged you? Yes, please stand.

Yes, Ma’am.

Alright. How did it go for you? How did you feel?

(the student answers)

Thank you for sharing your answer. You may be seated. (Highlights the answer of the student) (repeats the

Yes, Ma’am.

process until 2 students have already shared their story) Wow. That is quite a pretty interesting story.

How about the rest, was there a point in your life when you tried to make fun of someone without anticipating how they would feel in the end? I see. Now, could you please share your story to the

(the student retells)

class. Alright, thank you for sharing. You may now be seated.

At this point class, if you were going to connect your classmates’ stories, what crosses your mind when you see these pictures? At the white part of your 2D Wine Glasses, I would like you class to write one-word that crosses your mind when you see the following:

(flashes the following in order) a. Jester Hat (fun) b. Carnival (fun) c. Cask (death) d. Casket (death)

(students write)


e. Fortunato (fortune)

For those who would like to share their answers, don’t forget to raise your wine glasses.

(students raise their wine glasses)

Yes!

(students share their answers)

Fantastic! Thank you for sharing your answers. Now

Yes, Ma’am.

class, remember that I have assigned you to be in groups F. DEVELOPMENTAL/DURING READING

earlier, right? Now class, at the count of ten, I would like you class to sit

Yes, Ma’am.

according to your respective groups. Understood? Good! So alright, ten, nine, eight, seven, six, five, four,

(Students sit together

three, two, one… (while counting, distribute the copy of

in groups)

the text of The Cask of Amontillado) Alright. Now that you are seated with your respective

Yes, Ma’am.

groupmates, I would like you class to have your eyes and ears on the animation I will be playing on the screen.

It is highly encouraged that by doing so, you are also simultaneously reading the text I provided you earlier. Are we clear on that? (Plays the self-produced dubbed animation of the Cask of Amontillado) (students watch the dubbed animation) (After watching the animation)


Now class, while you were watching the animation

Yes, Ma’am.

earlier, I have distributed 2D lollipops for each group, right? Now, what you are going to do with that is on the first layer of the 2D lollipop, the one in color green, I would like you to come up with answers describing the concrete traits of the following images that were present in the text and animation that is asked of you. So for,

a. Group 1: Fortunato’s clothing (tight-fitting dress and conical cap) b. Group 2: Silk mask and roquelaure c. Group 3: The coat of arms of Montressor’s family d. Group 4: Cask of wine

(Teacher pulls out a pullout board indicating CONCRETE TRAITS)

By concrete, I meant that you have to write the traits or attributes that can be experienced by your five senses: feel, hear, taste, touch, see.

A piece of advice class, if you are having a hard time finding a concrete observation for the image assigned to you, you may refer to the text provided. And while you do the activity, I will be flashing on the background this digital timer so that all of us will be mindful of the time. Is that clear?

Alright, without any further ado, let us begin. (for five minutes, the students do the activity)


(While the students do the activity, the teacher roams around and observes the class at the same time facilitates them to come up with their answers)

General question when facilitating: a. What do you feel when you see this image? b. How does it taste? c. How does the image look? d. How does it smell?

(After 5 minutes) Yes, Ma’am… Time is up! No more extensions. Finished or unfinished. Let us proceed, shall we? Alright, let us hear out your answers for the first layer. Let’s begin with group 1. Group 1: Ma’am we

think that the concrete traits found in

Fortunato’s clothing is that it looks vibrant

and lively. He is dressed like a joker. (writes on the pullout board at the same time) Vibrate and lively, dressed like a joker. That seems like the answer that I am looking for. Good job, group 1. How about group 2? Group 2: There is not much we could say, Ma’am but


the mask and

roquelare actually look pretty grim when you try to look at it. Both are dark in color. Group 3: (writes on the pullout board at the same time) Grim and

As for the coat of arm

dark in color. You got me on that! Great observation,

of Montressor’s Family

group 2. What about group 3?

from the text, we ca

see that there is “

huge human foot d’o

in a field azure; the foo crushes

a

serpen

rampant whose fang

are imbedded in th heel” Amazing! That was what I was exactly looking for group 3. I’m impressed. Thank you. And lastly, for group 4…. Group 4: Ma’am we deem that the cask of wine is in

color red. It looks tasty (writes on the pullout board at the same time) Red and tasty. Finally, class. You have answered all of the questions I have been looking for just right. Give yourselves one big clap. One, two, three… (clap) At this point, I would like you to look at the second layer of the candy cane provided for you.


(Teacher pulls out from the pullout board ABSTRACT TRAITS)

This time around, class, I would like you to think of the ABSTRACT TRAITS that you could find for the images asked of you.

Again, same rules and mechanics apply, I will give you 5 minutes to accomplish that as a group. (students do the activity for 5 minutes) (While students do the activity, the teacher roams around and ensures that the students are led to the right answers)

General guide questions: a. What do you generally know about the image provided for you? b. (After 5 minutes) Alright, time is up! This time around class, I would want the sharing of answers begin with… let’s have group 4… Group 4: Ma’am, we believe that the cask of wine makes us drunk and

come up with very bad decisions at times. It makes us become careless.


(writes on the pullout board at the same time) Drunk, bad decisions, careless. Great abstract observation group 4! Be seated. How about group 3? Group 3: Ma’am, we would like to highlight the fangs that were used in the

coat of arms. The way we understand it, the fangs actually represent something that can kill. Also, for

us, the foot represents a reality that it can crush a thing.

(writes on the board at the same time) Fangs represent killing, foot represents crushing… Perfect, group 3. Group 2? Group 2: It’s plain and simple,

Ma’am. The mask and the roquelaure

reminds us of the Grim Reaper or angel of death. (writes on the board at the same time) Grim reaper or angel of death…. Good job, group 2! And lastly… group 1…. Group 1:


Ma’am, seeing Fortunato wear clothes like that reminds us of a clown

and clowns are known to be making fun of

people, in other words like a fool. (writes on the board) clowns represent a fool. My! That’s a pretty impressive observation group 1. Great job!

Alright class, you all had very great observations for the first two layers. For the record, you even met my expected answers. Thus, I bet this time around, it would be easier for you to accomplish the last layer, are you all ready for it? Ready for it, Ma’am! Alright… now, for the last layer, class we will now have THE SYMBOL (pulls out the pullout card at the same time)

Class, to aid you for the last layer, the symbol, I would like you to connect what you have found for yourselves in the first and second layer to the following excerpts from the text I will be giving as clues.

(Teacher pulls out another set of pullout boards showcasing these clues)

a. Group 1: “The man wore motley. He had on a tight-fitting parti-striped dress, and his head was


surmounted by the conical cap and bells. I was so pleased to see him....”

b. Group 2: “Putting on a mask of black silk and drawing a roquelaire closely about my person, I suffered him to hurry my palazzo….”

c. Group 3: “A huge human foot d’or, in a field azure; the foot crushes a serpent rampant whose fangs are imbedded in the heel. I must not only punish but punish with impunity.”

d. Group 4: “My dear Fortunato, you are luckily met. How remarkably well you are looking to-day. But I have received a pipe of what passes for Amontillado, and I have my doubts." With the given clues provided for you, are you all ready? Yes, Ma’am. Alright, without further ado. I will be giving you another set of 5 minutes to come up with a unified answer for your group. (The class does the activity for 5 minutes) (Teacher roams around and ensures that the students are led to the precise answers)

Probing question:


a. Given the plot of the story and the traits you have provided earlier, what does the image imply if you are going connect that to the clues provided?

(After 5 minutes)

Time is up! Now class, since this is finally the last level. I would like each group to have a representative to come here in front and share their answers to the class.

This time, let us begin with group 2. Group 2:

Ma’am, the symbolism

of “a mask of black silk and drawing a roquelaure,” which Montressor puts on before going down into the catacombs, represents the Grimreaper or death.

They represent and te us what Montressor has planned: his plan to kill Fortunato. (writes on the first pullout board) THE PLAN OF MONTRESSOR: KILL FORTUNATO

Wow! Great analysis group 2! Surely, group 3 here has something to say, perhaps? Group 3:


In this the foot bein

Montressor and th

serpent is Fortunato

Montressor feels hi

family name has bee wronged,

and

Fortunato

tha

ha

wronged him and hi

family, or we are led t

believe this. He says, “

must not only punish but

punish

impunity.”

wit

He mus

right the wrong done t

his family, like the coa

of arms the foot ha the

fangs

in

i

Therefore, Montresso

will suffer from this i

that he does not ge the

satisfaction

o

Fortunato’s departin

this life thinking of a

the wrong he had don

Montressor. He die

before from a har attack. (writes the answers on the pullout board) Group 4: Great! How about group 4?

The cask of wine i another

form

o

symbolism in “The cas


of

Amontillado.

During

the

carniva

season, the narrator

Montressor goes up t

Fortunato and tells him

of cask of wine he ha

bought that could pas

for Amontillado. H

implies that because h

was not available, h

had a man name Luchresi

taste

it

Fortunato

does

no

think this man has th ability

to

Amontillado

“te

from

sherry,” Fortunato, i

his attempt to show of his

wine-tastin

abilities and boost hi

pride, insists that the enter

Montressor’

catacombs. The cas

symbolizes that if it i

too good to be true, i

usually is. Don’t le

your stubborn prid get you buried alive. Amazing! And lastly, group 1….

Group 3:


Poe uses Fortunato’s clothing as a symbol “he had on a tightfitting party-striped dress, and his head was surmounted by the conical cap and bells,”(14) a court jesters outfit to symbolize that

Montressor is to make a clown out of Fortunato and humiliate him to death, and allow him to think about his actions as he dies a long, slow death. Wow! I am very impressed class and it seems as if you have exceeded my expectations.

I’m sure at this point, you are already proficient enough in terms of analyzing symbols provided in literary texts. Aren’t you?

With that class, I would like you to go back to your seats first in ten seconds. Ten, nine, eight, seven.....

EVALUATION/POST READING

So now class, for the last part of our discussion this morning, I have provided you with bricks earlier, right?

Yes, Ma’am.


Now, for our final activity, since each of you are given bricks to fill. I would like each member of this class to answer this question. For members of groups 1 and 3:

a. As a reader, why is it significant to recognize symbols in a story?

And for members of groups 2 and 4: b. How can symbolism contribute to the story?

Class, I will give each and everyone of you 10 minutes to come up with your individual answers.

Is that clear? Yes, Ma’am. Without further ado, let us begin. (students do the activity) (After 10 minutes)

Okay, time is up! Finished or unfinished you have to stop writing now.

Okay as a class, since you are already done, you see a frame here, right? This time around class, I would like you to think that all of you are Montressor and you are to‌.

Bury Fortunato alive! That is right. So, as a class, I would like you to fill this frame with the answers written on your brick walls. I will


give the whole class 5 minutes to finish building this brick wall. Clear?

Timer starts now. (After 5 minutes)

Time is up! Now class, this time. I want three students here to share the answers of their classmates to the class. Read the question first and then share your classmate’s answer.

(students share the answers) •

Symbolism create

help

meanin

and emotion in story. •

Symbolism gives

deeper and mor

significant sense i the story •

Symbols are use

as a means t express

specifi

ideologies, socia structures represent characteristics Class, at this point, I would like you to give yourselves a big round of applause.

an


You have exceed my expectations and indeed, assured me that you have learned a lot from this morning’s activity.

So to end this activity, I will be distributing these exit slips for all of you to answer at home.

G. ASSESSMENT

The question to your exit slip is: How can pride be harmful to all of us? Where will pride lead us?

Same mechanics will apply: a. At least ten sentences and printed on a short bond paper

You are graded according to the following a. Content – 10pts b. Mechanics – 10pts Don’t forget to submit your exhibit slips next meeting.

Are we clear on that? Crystal clear, Ma’am. Alright, class dismissed. Goodbye, 9 ________________. Goodbye and thank you, Ms. Yu.

NAME: _____________________ SECTION: _____________

NAME: _____________________ SECTION: _____________

DIRECT and INDIRECT SPEECH

DIRECT and INDIRECT SPEECH

Exercise 1: Change the sentences into indirect speech using the following introductory clauses.

Exercise 1: Change the sentences into indirect speech using the following introductory clauses.

7. Be honest He told me to be honest. 8. I got your book. She admitted ____________________________. 9. I’ll write you soon.

1. Be honest He told me to be honest. 2. I got your book. She admitted ____________________________. 3. I’ll write you soon.


A.

THEATER VOCABULARY: Match the description to its corresponding term. Write the letters only.

A. 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12. 13. 14. 15.

It is a poster, pamphlet or flier that advertises a stage play The final rehearsal of a live show, in which everything is done as it would be in a real performance Reading aloud from a script or other text with little or no rehearsal, practice or study in advance Rate of speed at which the actors speak their lines, pick up their cues, and perform their actions Rehearsal that focuses on the technological aspects of the performance, in theatrical, musical and filmed entertainment A theatrical performance that focuses on small presentations, such as one taking place in a classroom setting Theatre that focuses on public performance in front of an audience and in which the final production is most important The theatrical technique of suggesting action, character, or emotion without words, using only gesture, expression, and movement An act executing, or arranging a scene without previous preparation A sensational dramatic piece with exaggerated characters and exciting events intended to appeal to the emotions Form of theatrical performance that combines songs, spoken dialogue, acting, and dance Part of the script of a play that tells the actors how they are to move or to speak their lines Responsible for conceiving, developing, and implementing the artistic vision and focus of a play Person responsible for writing dramatic material for the purposes of performance within the theatre An approach to acting that aims for a unified effect achieved by all members of a cast working together on behalf of the play, rather than emphasizing individual performances

a. b. c. d. e. f. g. h. i. j. k. l. m. n. o.

B.

DIRECT & INDIRECT SPEECH. Multiple Choice. Choose the letter of your correct answer.

1. i. ii. iii. iv.

Which of the indirect sentences are written appropriately? He told me to be honest. I am scared. I said that I am not yet ready. He told me “Be honest”.

a. b. c. d. 2.

Both i and iii All of the above iv only None of the above Given the introductory clause, “She admitted” which sentence is properly converted to an indirect speech?

a. b. c. d.

She is admitted to the hospital. She got admitted to Harvard University. She admitted that she cannot attend the party. She admits the truth.

3.

Joy: "I won't buy a new car."

Formal theater Mime Dress rehearsal Pacing Cold reading Improvisation Musical theater Stage directions Playwright Artistic Director Ensemble theater Tech rehearsal Playbill Informal theater Melodrama


Jill: “Joy said (that) she ___ by a new car." a. won't b. will c. wouldn't

4. Kiran asked me, "Did you see the Cricket match on television last night?" A. Kiran asked me whether I saw the Cricket match on television the earlier night. B. Kiran asked me whether I had seen the Cricket match on television the earlier night. C. Kiran asked me did I see the Cricket match on television the last night. D. Kiran asked me whether I had seen the Cricket match on television the last night.

5.He said to her, "What a cold day!" A. He told her that it was a cold day. B. He exclaimed that it was a cold day. C. He exclaimed sorrowfully that it was a cold day. D. He exclaimed that it was a very cold day.


NAME: _____________________ SECTION: _____________

NAME: _____________________ SECTION: _____________

PARTICIPLES AND PARTICIPIAL PHRASES

PARTICIPLES AND PARTICIPIAL PHRASES

Exercise 1: In each of the following sentences change the italicized clauses into a participial phrase. After converting the italicized clause to a participial phrase, underline the participial phrase and encircle the word it modifies. 9. When the students received the teacher’s instructions, they began the experiment. 10. The contestants felt anxious as they waited for the announcement of the winners 11. While we were rowing across the lake, we heard the thunder roll. 12. When the excursionists reached the ridge, they saw the beautiful lagoon below. 13. The police left after they had apprehended the culprit. 14. The students who did not want to work left early for home. 15. When Cristy looked past the open door, she saw a young man coming. 16. While the wounded soldier was lying breathless and pale in the ground, he heard a voice through the twilight.

Exercise 1: In each of the following sentences change the italicized clauses into a participial phrase. After converting the italicized clause to a participial phrase, underline the participial phrase and encircle the word it modifies. 1. When the students received the teacher’s instructions, they began the experiment. 2. The contestants felt anxious as they waited for the announcement of the winners 3. While we were rowing across the lake, we heard the thunder roll. 4. When the excursionists reached the ridge, they saw the beautiful lagoon below. 5. The police left after they had apprehended the culprit. 6. The students who did not want to work left early for home. 7. When Cristy looked past the open door, she saw a young man coming. 8. While the wounded soldier was lying breathless and pale in the ground, he heard a voice through the twilight.

Exercise 2: Change each present participle into a perfect participle*. After changing, underline the participial phrase and encircle the word it modifies.

Exercise 2: Change each present participle into a perfect participle*. After changing, underline the participial phrase and encircle the word it modifies.

*Note the change in meaning.

*Note the change in meaning.

9. 10. 11. 12. 13. 14. 15. 16.

Seeing my teacher in English, I greeted her. Running the whole morning, the athlete grew tired. Listening to the funny tale, the girl laughed. Sensing his Father’s bad mood, the child stopped chattering. Studying for a long time, my sister developed a headache. The sun setting, we decided to pitch our tent. Hearing the wonderful news, the applicants cheered. Reading the difficult test items, the students grew worried.

1. 2. 3. 4. 5. 6. 7. 8.

Seeing my teacher in English, I greeted her. Running the whole morning, the athlete grew tired. Listening to the funny tale, the girl laughed. Sensing his Father’s bad mood, the child stopped chattering. Studying for a long time, my sister developed a headache. The sun setting, we decided to pitch our tent. Hearing the wonderful news, the applicants cheered. Reading the difficult test items, the students grew worried.


NAME: ________________________ SECTION: ___________

NAME: ________________________ SECTION: ___________

Instructions: Supply the appropriate modal for each sentence.

Instructions: Supply the appropriate modal for each sentence.

21. My grandmother is eighty-five, but she ……………… still read and write without glasses. (Ability) 22. …………….. I come with you? 23. ………………. you help me with the housework, please? (Polite request) 24. There was a time when I ………….. stay up very late. (Past ability) 25. You …………….. not lose any more weight. You are already slim. (Necessity) 26. We …………… make the first move. (Prohibition) 27. It is snowing outside so I …………… stay at home. (Intention) 28. I ………………. get you a shawl from Kashmir. (Promise) 29. …………….. you mind if I borrowed your car? (Permission) 30. ……………. you take care of my dog for a day? (Polite request)

31. My grandmother is eighty-five, but she ……………… still read and write without glasses. (Ability) 32. …………….. I come with you? 33. ………………. you help me with the housework, please? (Polite request) 34. There was a time when I ………….. stay up very late. (Past ability) 35. You …………….. not lose any more weight. You are already slim. (Necessity) 36. We …………… make the first move. (Prohibition) 37. It is snowing outside so I …………… stay at home. (Intention) 38. I ………………. get you a shawl from Kashmir. (Promise) 39. …………….. you mind if I borrowed your car? (Permission) 40. ……………. you take care of my dog for a day? (Polite request)

NAME: ________________________ SECTION: ___________

NAME: ________________________ SECTION: ___________

Instructions: Supply the appropriate modal for each sentence.

Instructions: Supply the appropriate modal for each sentence.

11. My grandmother is eighty-five, but she ……………… still read and write without glasses. (Ability) 12. …………….. I come with you? 13. ………………. you help me with the housework, please? (Polite request) 14. There was a time when I ………….. stay up very late. (Past ability) 15. You …………….. not lose any more weight. You are already slim. (Necessity) 16. We …………… make the first move. (Prohibition) 17. It is snowing outside so I …………… stay at home. (Intention) 18. I ………………. get you a shawl from Kashmir. (Promise) 19. …………….. you mind if I borrowed your car? (Permission) 20. ……………. you take care of my dog for a day? (Polite request)

1. My grandmother is eighty-five, but she ……………… still read and write without glasses. (Ability) 2. …………….. I come with you? 3. ………………. you help me with the housework, please? (Polite request) 4. There was a time when I ………….. stay up very late. (Past ability) 5. You …………….. not lose any more weight. You are already slim. (Necessity) 6. We …………… make the first move. (Prohibition) 7. It is snowing outside so I …………… stay at home. (Intention) 8. I ………………. get you a shawl from Kashmir. (Promise) 9. …………….. you mind if I borrowed your car? (Permission) 10. ……………. you take care of my dog for a day? (Polite request)


Practice Teaching 02: Hindsight  

I respectfully present this project to my supervisor, Professor Joseph Erfe in partial fulfillment to my requirements in PT 02. This portf...

Practice Teaching 02: Hindsight  

I respectfully present this project to my supervisor, Professor Joseph Erfe in partial fulfillment to my requirements in PT 02. This portf...

Advertisement