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    DLL Eap Week 4

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    Steffi
    The daily lesson log outlines a week-long lesson plan for an 11th grade English class on writing reaction papers. Over the course of the week, students will: 1) Learn about the elements and purpose of reaction papers by reviewing examples and definitions. 2) Practice analyzing and critiquing various works, such as a play performance, art exhibition, or museum exhibit. 3) Write their own reaction paper reviewing a theater performance, which will be graded based on demonstrating thoughtful analysis and meeting the assignment requirements.

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    DLL Eap Week 4

    Uploaded by

    Steffi
    2K views4 pages
    The daily lesson log outlines a week-long lesson plan for an 11th grade English class on writing reaction papers. Over the course of the week, students will: 1) Learn about the elements and purpose of reaction papers by reviewing examples and definitions. 2) Practice analyzing and critiquing various works, such as a play performance, art exhibition, or museum exhibit. 3) Write their own reaction paper reviewing a theater performance, which will be graded based on demonstrating thoughtful analysis and meeting the assignment requirements.

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    dll eap week 4

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    The daily lesson log outlines a week-long lesson plan for an 11th grade English class on writing reaction papers. Over the course of the week, students will: 1) Learn about the elements and purpose of reaction papers by reviewing examples and definitions. 2) Practice analyzing and critiquing various works, such as a play performance, art exhibition, or museum exhibit. 3) Write their own reaction paper reviewing a theater performance, which will be graded based on demonstrating thoughtful analysis and meeting the assignment requirements.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    2K views4 pages

    DLL Eap Week 4

    Uploaded by

    Steffi
    The daily lesson log outlines a week-long lesson plan for an 11th grade English class on writing reaction papers. Over the course of the week, students will: 1) Learn about the elements and purpose of reaction papers by reviewing examples and definitions. 2) Practice analyzing and critiquing various works, such as a play performance, art exhibition, or museum exhibit. 3) Write their own reaction paper reviewing a theater performance, which will be graded based on demonstrating thoughtful analysis and meeting the assignment requirements.

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    Download as doc, pdf, or txt
    of 4

    GRADES 1 TO 12

    DAILY LESSON LOG

    I. OBJECTIVES

    School
    Teacher
    Inclusive Dates

    Masagana High School


    Joseph I. Andagan
    July 11-15, 2015

    Grade Level
    Learning Area
    Quarter

    Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done
    for developing content, knowledge, and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance
    and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

    A. Content Standard/s

    The learner understands the principles and uses of a reaction paper/ review/ critique

    B. Performance Standard/s

    The learner produces an objective assessment of an event, a person, a place or a thing.

    C. Learning Competencies/ Objective/s


    Write the LC Code for Each

    11
    English for Academic and Professional Purposes
    I

    The learner forms opinions based on facts


    (CS_EN11/12A-EAPP-Id-f-11)

    The learner forms opinions based on facts


    (CS_EN11/12A-EAPP-Id-f-11)

    The learner forms opinions based on facts


    (CS_EN11/12A-EAPP-Id-f-11)

    The learner cites specific sources to


    support claims (CS_EN11/12A-EAPP-Id-f12)

    Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

    II. CONTENT

    Writing the Reaction Paper/Review/


    Critique

    Writing the Reaction Paper/Review/


    Critique

    Writing the Reaction Paper/Review/


    Critique

    Writing the Reaction Paper/Review/


    Critique

    IV. LEARNING RESOURCES

    List the materials to be used in different days. Varied sources of materials sustain students interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
    Hands-on learning promotes concept development.

    A. References
    1. Teachers Guide Pages
    2. Learners Material Pages
    3. Textbook Pages
    4. Additional Materials for Learning
    Resource Portal
    B. Other Learning Resources
    V. PROCEDURES
    A.

    Reviewing previous lesson or


    presenting the new lesson.
    B. Establish a purpose for the lesson

    These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
    activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
    experiences and previous knowledge. Indicate the time allotment for each step.

    Write the aim and objectives of the lesson


    on the board.
    Explain that employers will often have an
    element of comprehensive review within
    their system this may also be true in
    college or school. Asks students to work in
    pairs to complete the self-appraisal
    exercise on Worksheet 1 for themselves

    Collect samples of theatre reviews from


    the Internet, newspapers, or magazines.
    Review the major elements of a theatre
    production (acting, directing, script, stage,
    set).
    Review the major elements of a theatre
    review (description, analysis,
    interpretation). Description refers to

    Visit an art exhibition (in person or online)


    to see how art is organized and exhibited.
    Review major periods and themes in art
    history.
    Review the basic elements of visual art,

    and also for another student within the


    class this must be someone that they feel
    comfortable giving feedback to.

    summarizing events of the performance.


    For example: "Each scene was acted out
    accompanied by a series of images."
    Analysis takes the description and puts it in
    context. For example: "This technique is
    popular in restoration theatre." Finally,
    interpretation builds on the description and
    analysis, and allows room for a personal
    opinion. For example: "This made it hard to
    connect with the characters."

    including:
    color
    line/shape
    brushwork
    Review factors to consider in curating an
    exhibition (audience, space, theme, order).
    Select 30 images of artworks and have
    enough copies for several small groups.

    C. Presenting examples/instances of
    the new lesson

    D.

    Discussing new concepts and


    practicing new skills #1
    E. Discussing new concepts and
    practicing new skills #2
    F. Developing Mastery
    (Leads to Formative Assessment)

    G.

    Finding practical applications of


    concepts and skills in daily living

    Open reaction paper/ review/ critique


    lesson and asks for volunteers to read out
    their self-appraisals. Uses the ratings for
    each section of the self-appraisal form to
    type appropriate statements in the two
    columns on-screen. Repeats for the peer
    appraisal and elicits comparisons from the
    students.

    Discuss the role of criticism in theatre,


    reviewing the major elements of theatrical
    production and review.
    Give students time to read about the
    playwright and/or the performance.
    Attend a live performance or view one on
    video/DVD.
    Guide students in a critical discussion of
    the work, organizing the discussion around
    a critical framework such as description,
    analysis and interpretation. You may even
    want to write down students' comments
    and categorize them under description,
    analysis, or interpretation. You might ask,
    for example:
    O What happened? Describe the plot and
    any aspects of the performance.
    O Why do you think the author or
    playwright included these things? What do
    they tell you about the playwright? What do
    they reflect about the period where the
    piece takes place? What do you think the
    desired effect was?
    O What do you think of the things you've

    Go through the process of describing and


    analyzing the visual facts of the piece
    Blood Connection by Aviva Beigel.
    Use form descriptors like line, light,
    shape, color, temperature, size, quantity,
    space, location, surface, and texture to
    describe the work. They will continue to
    make further observations about similarity,
    closeness, contrast, sequence, direction,
    rhythm, symmetry, balance, completeness,
    and closure. Finally the students will make
    observations about the technical process of
    the work based on what they can draw
    from the visual facts.
    Come up with a critical hypothesis about
    the piece. Do so by asking the following
    questions. Where is this happening? Who
    lives here? What did they do? Why did they
    do it? Are the represented events real or
    potentially real? Was this place seen
    remembered or invented? Where are we in
    relation to what we see? What happened
    before we arrived? What will happen
    afterward? If this were real how our world

    Visit an exhibit at a museum or online (the


    National Gallery of Art has a virtual exhibit,
    and many museums have slide loan
    programs available free of charge).
    Review the periods in art represented in
    the exhibit.
    Discuss how exhibits are organized.
    How does the exhibit begin and end?
    What was the curator was thinking in
    organizing the exhibit?
    What was the desired effect on you as the
    viewer?
    What did you learn from the exhibit?
    Discuss the decisions made by the
    curator, the information included in the
    signs, and the impact the decisions had on
    the students as museum patrons.
    Divide students into small groups and give
    each group 30 images (titles, artists, and
    years). Ask students to select 15 of these
    images to curate into an exhibit. Their
    selections should reflect an organizing
    theme based on their interpretation of the
    images.

    H.

    Making generalization and


    abstractions about the lesson
    I.
    Evaluating learning

    J.

    Ask all students to swap results with


    their partner and see if their own review
    of themselves is better or worse than
    their peers. Draw out patterns in the
    class: Are students more or less selfcritical? What are the implications of
    this for an appraisal system?

    described and analyzed? How did they


    make you feel? Did the piece have the
    desired effect on you as a viewer?
    Beginning critics may struggle to
    distinguish analysis from interpretation.
    Encourage students to practice separating
    analysis rooted in cultural or historical
    meanings from their own personal
    impressions.
    Provide the details of the assignment:
    Students will be writing a review of a
    theater performance for a newspaper. The
    paper has a 400-word limit and a deadline
    of noon the day following the performance.
    Share reviews with the class the following
    day.

    would be different? After asking these


    questions critical hypothesis will reflect
    answers.
    After going through the early steps of the
    Feldman process, describing, analyzing,
    and interpreting, the students will complete
    of final step of judging the work. Use the
    critical hypothesis created to ground the
    judgment that was made.
    After participating in the criticism process
    student will spend the rest of the class
    period describing, analyzing, interpreting,
    and judging the piece Scared Dead by
    Aviva Beigel in a written critique.

    Student participation and engagement


    An understanding of the elements of
    performance and review.
    Reviews submitted according to the
    deadline
    Reviews that reflect thoughtful analysis of
    a performance, including constructive
    criticism

    The students will be assessed on their


    understanding and use of the Feldman
    method of art criticism through the written
    critique they complete on the piece Scared
    Dead by Aviva Beigel. They will be
    evaluated on their abilities to describe and
    analyze the piece based on the visual
    facts, come up with a critical hypothesis
    based on those facts, and judge the piece
    against that critical hypothesis.

    Ask students to write museum signs to


    accompany each selected work of art. Each
    card should include descriptive information
    (title, artist, and date the work was
    created), as well as interpretive information
    based on their theme.
    Ask students to write an essay to
    accompany their exhibition. This essay
    should detail their organizing theme and
    place works in a curatorial context.
    Allow students to share their exhibitions
    and writing with the class.
    Discuss and compare student
    interpretations.
    Review the original exhibition visited or
    viewed online. Discuss new understandings
    and thoughts on the curation of the exhibit.
    Student participation and engagement
    An understanding of how art exhibits are
    organized
    Student exhibits that reflect a theme and
    challenge the viewer to look closely at a
    work of art.
    Signs and essays that include
    descriptions, analysis, and personal
    interpretations.

    Additional activities for application or


    remediation

    1. REMARKS
    2. REFLECTION
    A. No. of learners who earned 80% in the evaluation
    B. No. of learners who require additional activities for
    remediation who scored below 80%
    C. Did the remedial lessons work?
    No. of learners who have caught up the lesson
    D. No. of learners who continue to require remediation.
    E. Which of my teaching strategies worked well?
    Why did this work?
    F. What difficulties did I encounter which my principal or
    supervisor can help me solve?

    Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students to learn? Identify what help your institutional supervisors can
    provide for you so when you meet them, you can ask them relevant questions.

    G. What innovation or localized materials did I use / discover


    which I wish I wish to share with other teachers.

    Pursuant of DepEd Order No. 42, s. 2016

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