EAPP 4th WEEK
EAPP 4th WEEK
EAPP 4th WEEK
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Learning Competencies:
Learning Objectives
a. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
b. history from pre-colonial to
contemporary and representative
texts from the
c. regions.
d. 2. Write a close analysis and
critical interpretation of literary
texts.
e. 3. Show a sense of
adaptability of the Philippine
Literary History
f. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
g. history from pre-colonial to
contemporary and representative
texts from the
h. regions.
i.2. Write a close analysis and
critical interpretation of literary
texts.
j. 3. Show a sense of
adaptability of the Philippine
Literary History
a. read Black Nazarene Procession Awes American Tourist By: Julliane Love De Jesus January
9th, 2014;
b. contribute meaningfully to class discussion by understanding the questions about the
readings; and
c. construct an essay about Black Nazarene Procession Awes American Tourist By: Julliane
Love De Jesus January 9th, 2014.
B. Review
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
MANILA, Philippines—It’s not only local devotees who would travel for miles and battle through
a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as
the Black Nazarene.
American tourist Gerry Blevins got a baptism of fire when he was lured to the massive daylong
pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added that “people just
got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net.
As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd swelled in
minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the Philippines for his Filipina
girlfriend and that it was his first time to participate in the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black
Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he joined the procession
that trudged through garbage-strewn route of Nazarene’s journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being revered
by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is “much nicer
[place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to have been
brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that
carried it caught fire, but the charred statue survived and was named the Black Nazarene.
Some believe the statue’s survival of fires and earthquakes through the centuries, and intense
bombings during World War II, are a testament to its mystical powers.
E. Application
After
reading
the text
“Black
Nazarene Procession Awes American Tourist” complete the outline by writing down the events
in the selection “Black Nazarene Procession Awes American Tourist.”
F. Generalization
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION:
Based on your answers on the previous activity, make a 200-word essay focusing on the
elements of a story. Evaluate your answer based on the rubric.
I. OBJECTIVES:
Content Standard: The learner acquires the appropriate knowledge of reading strategies for a
better understanding of academic texts.
Learning Competencies:
Learning Objectives
At the end of the discussion, the learners will be able to:
k. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
l.history from pre-colonial to
contemporary and representative
texts from the
m. regions.
n. 2. Write a close analysis and
critical interpretation of literary
texts.
o. 3. Show a sense of
adaptability of the Philippine
Literary History
p. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
q. history from pre-colonial to
contemporary and representative
texts from the
r. regions.
s. 2. Write a close analysis and
critical interpretation of literary
texts.
t. 3. Show a sense of
adaptability of the Philippine
Literary History
a. read The Sob Sister’s Story;
b. contribute meaningfully to class discussion by understanding the questions about the
readings; and
c. construct a short summary about The Sob Sister’s Story.
A. Preliminary Activities
B. Review
In the previous lesson we able to encounter an American tourist Gerry Blevins who got a
baptism of fire when he was lured to the massive daylong pilgrimage and took part briefly in
the procession. He said touching the Black Nazarene image gave him a tough time, but added
that “people just got to have the patience.” “It’s a once in a lifetime thing. You only get one
chance to do it.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
E. Application
Complete the outline based on “The Sob Sister’s Story” selection
I. Setting A. Time : ______________________________
B. Place : ______________________________
II. Character
C. Protagonist : _________________________
D. Antagonist : _________________________
III. Plot
F. Introduction:
__________________________________________________________________________________________
__________________________________________________________________________________________
G. Rising Action:
__________________________________________________________________________________________
__________________________________________________________________________________________
H. Climax:
__________________________________________________________________________________________
__________________________________________________________________________________________
I. Falling Action:
__________________________________________________________________________________________
__________________________________________________________________________________________
J. Resolution:
________________________________________________________________________
________________________________________________________________________
IV. Conflict ________________________________________________________________________
V. Themes ________________________________________________________________________
F. Generalization
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION:
Based on your answers on the previous activity, make a 200-word essay focusing on the
elements of a story. Evaluate your answer based on the rubric.
V. ASSIGNMENT
I. OBJECTIVES:
Content Standard: The learner understands the principles and uses of a reaction paper/
review/ critique.
critiques designs such as industrial design objects or craft objects, furniture, fashion designs
based on a set criteria critiques graphic design communication materials such as posters,
billboards, commercials, digital and other media.
Learning Competencies:
Learning Objectives
u. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
v. history from pre-colonial to
contemporary and representative
texts from the
w. regions.
x. 2. Write a close analysis and
critical interpretation of literary
texts.
y. 3. Show a sense of
adaptability of the Philippine
Literary History
z. 1. Identify geographic,
linguistic, and ethnic
dimensions of Philippine literary
aa. history from pre-colonial to
contemporary and representative
texts from the
bb. regions.
cc. 2. Write a close analysis and
critical interpretation of literary
texts.
dd. 3. Show a sense of
adaptability of the Philippine
Literary History
a. define critique writing;
b. contribute meaningfully to class discussion by understanding the questions about the
readings; and
c. enumerate different main parts of critique paper .
II. LEARNING AREA:
A. Topic : Critique Writing
B. Reference : DepEd Most Essential Learning Competencies
English for Academic and Professional Purposes – Grade 11/12 Learning Material s
C. Materials : Laptop, PPT Presentation
A. Preliminary Activities
B. Review
In the previous lesson we able to read about the Sob Sister Story
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
Summary
This part includes the summary of the important points the main points and the description on
how the writer or creator portrays their work by using techniques, styles, media, characters or
symbols. This is usually shorter than the evaluation because it should not be focus on giving a
critique.
Critical Evaluation
This section gives a systematic and detailed assessment of the different elements of the work. In
writing a critique, you have to group your ideas into paragraph starting from the broad to specific
details of the technical elements. For shorter critiques, you may discuss the strengths of the
works, and then the weaknesses.
In longer critiques, you may wish to discuss the positive and negative of each key critical
question in individual paragraphs.
To support the evaluation, provide evidence from the work itself, such as a quote or example, and
you should also cite evidence from related sources. Explain how this evidence supports your
evaluation of the work.
3. Conclusion This is a brief paragraph that includes a statement indicating your overall
impression of the evaluated work, a summary of the key reasons, identified during the critical
evaluation, why this evaluation was formed and in some circumstances, your recommendations
for improvement on the work.
4. List of References This includes all the resources you cited in your critique paper.
E. Application
Search an article or an excerpt that focuses on a very timely issue in our country and criticize its
content by writing a 200-word essay. Evaluate your answer based on the given rubric.
F. Generalization
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION
Match Column I with Column II by writing the letter on the line provided.
_____ 1. Critique a. It determines how elements work together with the text’s contents.
_____ 2. Formalist b. It understands the social and cultural contexts of the work.
_____ 3. Biographical c. It summarizes and evaluates a work or concept.
_____ 4. Historical d. It examines the author’s society and societal elements of the work.
_____ 5. Gender e. It focuses on literary works by using insights about the author’s life.
_____ 6. Psychological f. It emphasizes the universal patterns underlying most literary works.
_____ 7. Sociological g. It examines how sexual identity influences the literary works.
_____ 8. Mythological h. It reflects how modern psychology influences literature.
_____ 9. Reader-Response i. It regards language as a fundamentally unstable medium.
_____ 10. Deconstructionist j. It treats literature a transaction between the text and the reader’s mind.
V. ASSIGNMENT
Research about Guernica, 1937 by Pablo Picasso
I. OBJECTIVES:
Content Standard: The learner understands the principles and uses of a reaction paper/
review/ critique.
critiques designs such as industrial design objects or craft objects, furniture, fashion designs
based on a set criteria critiques graphic design communication materials such as posters,
billboards, commercials, digital and other media.
Learning Competencies:
Learning Objectives
A. Preliminary Activities
B. Review
In the previous lesson we able to learn about Critique Writing. We have learned that a
critique is a genre of academic writing that summarizes and critically evaluates a work or
concept.
C. Motivation
Word Bank. The teacher will present unfamiliar words and the student will explain about their
ideas.
D. Discussion
Write a five-paragraph critique paper of Pablo Picasso Guernica focusing on the subject, the images
and the manner of their depiction, the use of color, light and other devices, and the overall message
of the artwork. Evaluate your answer based on the given rubric.
F. GENERALIZATION
The teacher will ask the student about what they have learned. The student will
summarize the lesson and explain the importance of the lesson.
IV. EVALUATION
Research on the background of the world-acclaimed Filipino painting of Juan Luna’s Spoliarium, at
the National Museum and answer these critical questions:
a. Who is the creator?
__________________________________________________________________________________
__________________________________________________________________________________
b. Is the work presented objectively or subjectively?.
__________________________________________________________________________________
__________________________________________________________________________________
c. What are the goals of the work? Were the goals achieved?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
d. What techniques, styles and media were used in the work? Are they effective in portraying the
purpose?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
e. What assumptions underlie the work? Do they affect its validity?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. ASSIGNMENT
Research about the Critical Approaches to the Literature
Prepared:
ROY T. CODINO
Teacher 1
Checked:
SECTIONS
11-SOCIAL
11-SOCIAL
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
11-SOCIAL
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
11-Interior
11-Interior
11-Interior
11-Interior
TOURISM
TOURISM
TOURISM
TOURISM
11-SOCIAL
WELFARE
WELFARE
WELFARE
11-PUBLIC
11-PUBLIC
11-PUBLIC
11-PUBLIC
WELFARE
DESIGN
DESIGN
DESIGN
DESIGN
ADMIN
ADMIN
ADMIN
ADMIN
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
11-
TOTAL NO. OF LEARNERS PER CLASS 44 53 47 47 51 51 44 53 47 47 52 51 44 53 47 47 51 51 44 53 47 47 51 51
E. Which of my teaching strategies Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer Effective Classroom Discussion/Peer HOLIDAY
to Peer Tutoring to Peer Tutoring to Peer Tutoring to Peer Tutoring
work well? Why did these work?
They always show respect and They always show respect and They always show respect and They always show respect and
F. What difficulties did I encounter HOLIDAY
consideration to everyone. Capable consideration to everyone. Capable consideration to everyone. Capable consideration to everyone. Capable
which my principal or supervisor help of giving positive feedback and of giving positive feedback and of giving positive feedback and of giving positive feedback and
me solve? constructive criticism. constructive criticism. constructive criticism. constructive criticism.
G. What innovation or localized No innovation or localized materials No innovation or localized materials No innovation or localized materials No innovation or localized materials HOLIDAY
use. use. use. use.
materials did I use/ discover which I
wish to share with other teachers?
__________________________
MA. FELISA T. VALENCIA
ABM Subject Group Head/Master Teacher II