INSET TRAINING

(GROUP 8)
Members:
Mr. Vince Fernandez
Mr. Kevin Fernan
Mr. Jeneses Escabas
Mrs. Liza Monette Fortuna
Ms. Stefanie Estillore
Ms. Mae Flores
Mrs. Cecilia Espinosa
Ms. Caryl Mae Etom
Ms. Chesca Eyas
INSET TRAINING (GROUP 8)
Overview:
 Unpacking or Aligning of Competencies
 Introduction of the Unit
 Table for Clustering of Competencies and Budgeting of Time
 REAL Table
 Curriculum Map
 Performance Standard, Transfer Goal & Performance Task
 Presentation of GRASP
 Presentation of Performance Task Rubric
 Online Asynchronous Diagram for Acquisition
 Scaffolding for Transfer
 Self-Assessment Tool
 Guided Generalization
 Holistic Rubric
 Unpacking Diagram
Students on their own and in the long run will
be able to analyze one-act play using Literary
analysis and perform a recorded one-act play
using effective verbal and non-verbal
communication strategies to practice effective One- Act Play
communication skills in real-life situation.

The learner skillfully performs in one-act play through

utilizing effective verbal and non-verbal strategies and
Use verbal cues ICT resources based on the following criteria: Focus,
Use verbal and non-verbal cues in delivering the lines Voice, Delivery, and Dramatic Conventions. 1. What makes play still acceptable in the society even
Explain the literary devices used with the rise of movie production in the digital age?
Explain how the elements specific to a one-act play contribute to the development of its
theme
2. 2. How do people manage to appreciate plays even
Compose forms of literary writing
Get familiar with the technical vocabulary for drama and theatre (like stage directions) though they don't have enough background on the
  Use literary devices and techniques to craft a play synopsis production of the play?
Produce the English sounds correctly and effectively when delivering lines in a one
act play.
ONE-ACT PLAY 3. How can play be able to preserve its identity until the
Use the appropriate prosodic features of speech when delivering lines in a one- 21st era?
act play 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 one-act play and
different forms of verbals for him/her to skilfully perform in a
one-act play.
Introduction of the Lesson:
 As the coming of the seventeenth century dawned, another literature was in the process of
being born – British American Literature, the other source of our literary heritage. Its
setting is the United States, situated on the other side of the Atlantic Ocean, which many
Englishmen had crossed in order to flee from the economic, social and religious difficulties
of England at the close of the Renaissance. They built new honor and new hopes in that
Virgin land. There they also dreamed and thought and wrote. In due time, living a new life
as another natural group, they wrote about themselves, no longer or Englishmen but as
Americans. With their independence, a new nation was born. The product of new land but
in its flesh and bones feeling its English origin. It created a feeling of not strong nationalism.
It was a feeling of oneness among the people, a surge of pride in their rich country and their
new-found independence just like what we felt as Filipinos. Out of this feeling, American
literature was born – similar to the English Stream but different and apart.
 This lesson will provide you how American literature began and evolved through the years
contemporaneous with English literature. Reading some literary works will give you a
better understanding of early American life, from the Colonial to the Modern years. While
developing a better appreciation of literature, you will also enhance your skill in analyzing
literary pieces by identifying literary devices used in a particular piece and use verbal and
non-verbal cues in expressing oneself.
 CLUSTER NUMBER POWER COMPETENCIES SUPPORTING COMPETENCIES
(NO. OF DAYS)
Week 1 EN9RC-IIIa-20:
Analyze a one-act play

EN9LT-IIId-20.2:
Explain the literary devices used

EN9LT-IIIa-20.1:
Explain how the elements specific to a one-act play
contribute to the development of its theme
 

Week 2 EN9WC-IIIa-9: EN9V-IIIa-29:

Compose forms of Get familiar with the technical
literary writing  vocabulary for drama and
  theatre (like stage directions)
 
 
EN9WC-IIIf-9.5: Use literary devices and techniques to
craft a play synopsis
 
Week 3 EN9G-IIIa-21: Use verbals.  
  EN9F-IIIa-3.11:
EN9OL-IIIa-3.7: Produce the English sounds correctly and effectively
Employ varied verbal and non-verbal when delivering lines in a one act play.
 Competencies R E A L POWER OR
(Needed for next (Needed for real (Needed for (Needed by SUPPORTING
unit or grade) life) achievement or other subjects)
admissions or job
tests)
EN9RC-IIIa-20: POWER
Analyze a one-act play SUPPORTING
EN9LT-IIIa-20.1: Explain SUPPORTING
how the elements
specific to a one-act
play contribute to the
development of its
theme

EN9VC-IIIa- 1.2/2.2: POWER

Interpret the message
conveyed in a material
viewed
EN9V-IIIa-29: Get SUPPORTING
familiar with the
technical vocabulary for
drama and theatre (like
stage directions
EN9LT-IIIa- 16.1: SUPPORTING
Identify the
distinguishing features
of Anglo-American one-
act plays
EN9WC-IIIa-9.4: Identify SUPPORTING
types and features of a
play synopsis
EN9WC-IIIa-9.4: Identify SUPPORTING
types and features of a
play synopsis

EN9OL-IIIa-3.7: Employ POWER

varied verbal and non-
verbal strategies while
performing in a one-act
play
EN9F-IIIa-3.11: Produce SUPPORTING
the English sounds
correctly and effectively
when delivering lines in
a one-act play.
EN9OL-IIIc-5: Use the SUPPORTING
appropriate prosodic
features of speech when
delivering lines in a one-
act play
EN9WC-IIIe-9.5: Use SUPPORTING
literary devices and
techniques to craft a
play synopsis

EN9OL-IIIf-2: Use POWER

effective and
appropriate non- verbal
communication
strategies
  
        PRIORITIZED      
Quarter/ UNIT TOPIC: PERFORMANCE COMPETENCIES   ACTIVITIES   INSTITUTIONAL
CONTENT
   
Month CONTENT STANDARD STANDARD OR SKILLS/ AMT ASSESSMENT RESOURCES CORE VALUES
OFFLINE ONLINE
LEARNING
GOALS

 3rd One-Act Play  The learner The learner ACQUISITION

demonstrates EN9RC-IIIa-20: Identification  Offline: Let the https://humssbpe Develop
skillfully rfect.wordpress.c
understanding of how Analyze a students read a om/2017/03/09/o competence
performs in one-act play ne-act-play/
Anglo-American
one-act play script and   and social
literature and other  
text types serve as through identify the https://penandth responsibility
epad.com/write-o  
means of connecting utilizing literacy devices ne-act-play-21239
to the world; also how effective used to develop 70.html
to use ways of  
verbal and the story and
analysing one-act play
non-verbal examine the
and different forms of
verbals for him/her to strategies and verbal and non-
skilfully perform in a ICT resources verbal cues
one-act play. based on the used in the
  following dialogues.
criteria: Focus,     Offline: Let the     
Voice, students view a https://www.
Delivery, and video and youtube.com/
Dramatic observe the watch?v=ZRTu
Conventions. slMz2Rw
literacy devices  
 
used to develop https://www.
the story and youtube.com/
examine the watch?v=tIEGi
2u1Ato
verbal and non-
verbal cues
used in the
  
        PRIORITIZED      
Quarter/ UNIT TOPIC: PERFORMANCE COMPETENCIES   ACTIVITIES   INSTITUTIONAL
CONTENT
   
Month CONTENT STANDARD STANDARD OR SKILLS/ AMT ASSESSMENT RESOURCES CORE VALUES
OFFLINE ONLINE
LEARNING
GOALS

 3rd One-Act Play  The learner The learner Meaning Making

Composition  Online & Offline: N/A  Creativity,
demonstrates skillfully EN9WC-IIIa-
understanding of how 9: Let the Open-
performs in
Anglo-American
one-act play Compose students Mindedness,
literature and other
through forms of compose a Collaboration
text types serve as
means of connecting utilizing literary script for the
to the world; also how effective writing 
play applying
to use ways of verbal and
analysing one-act play the
non-verbal
and different forms of
strategies and conventions
verbals for him/her to
skilfully perform in a ICT resources of writing a
one-act play. based on the script,
  following literary
criteria: Focus, devices to
Voice,
develop the
Delivery, and
Dramatic structure of
Conventions. the story and
  verbal & non-
verbal cues
to express
and deliver
their lines
  
        PRIORITIZED      
Quarter/ UNIT TOPIC: PERFORMANCE COMPETENCIES   ACTIVITIES   INSTITUTIONAL
CONTENT
   
Month CONTENT STANDARD STANDARD OR SKILLS/ AMT ASSESSMENT RESOURCES CORE VALUES
OFFLINE ONLINE
LEARNING
GOALS

 3rd One-Act Play  The learner The learner Transfer

demonstrates EN9G-IIIa-21: Performance  Online &  N/A Competence,
skillfully
understanding of how Use verbals. Offline: Creativity,
performs in  
Anglo-American Students are to Collaboration
literature and other one-act play EN9OL-IIIa-3.7:
through Employ varied
perform a one-
text types serve as
means of connecting utilizing verbal and non- act play
to the world; also how effective verbal through a
to use ways of verbal and strategies while recorded video
analysing one-act play performing in a promoting the
non-verbal
and different forms of one-act play eco-tourism
verbals for him/her to strategies and
skilfully perform in a ICT resources and to inform
one-act play. based on the the community
  following about the
criteria: Focus, relevance of
Voice, clean and
Delivery, and green
Dramatic campaign or
Conventions. social
  awareness
among the
community
 PERFORMANCE STANDARD TRANSFER GOAL PERFORAMANCE TASK

The learners skillfully perform a Students on their own and in the GRASPS:
dramatic monologue play through long run will be able to analyze a The students will be given time to browse
dramatic monologue using Literary on the internet a dramatic monologue
utilizing effective verbal and non-
analysis and perform a recorded video that is related to nature local
verbal strategies and ICT resources dramatic monologue about local
based on the following criteria: awareness and do a literary analysis
awareness using effective verbal and about it using a graphic organizer.
Focus, Voice, Delivery, and Dramatic non-verbal communication strategies Afterwards, students are to perform a one-
Conventions. to practice effective communication act play through a recorded video
skills in real-life situation. promoting the eco-tourism and to inform
  the community about the relevance of
clean and green campaign or social
  awareness among the community. Their
  stand is to be an advocate of clean and
green project. The recorded video will be
  presented to the different government
  offices for approval. Once approved, it will
be uploaded to official local website. The
recorded video will be evaluated through
its verbal and nonverbal communication
skills, nonverbal cues, enunciation and
diction, organization and props used in the
play.
 
 
 PERFORAMANCE TASK

GRASPS:

G – To do a literary analysis about it using a graphic organizer and to perform a one-act play
through a recorded video promoting the eco-tourism and to inform the community about the
relevance of clean and green campaign or social awareness

R - To be an advocate

A- People in the Community, Government Workers

S - Clean and green campaign or social awareness

P – Literary Analysis and Recorded Video

S – Will be assessed based on the following criteria: Plot Structure, use verbal and
non-verbal cues, organization, creativity
 
 
 Criteria Exemplary Satisfactory Developing Beginning
4 3 2 1
         
The structure of the plot One or two scenes of the plot Three or four scenes of the plot The plot is not developed or
 
and all of the literary and its literary elements and its literary elements were structured well and was not
Plot Structure devices used were clearly were not clearly presented not clearly presented or presented clearly
  presented with emphasis to or emphasized in the story. emphasized in the story.
its logical narrative  
sequence.
Nonverbal Cues Eye contact is made Eye contact is made Limited eye contact is made, Speaker does not make eye
throughout the throughout most of the and although a few gestures contact with the audience,
presentation, gestures are presentation and some may be used, they are not tied and no gestures are used.
effectively used to gestures are used to provide to points.
emphasize important emphasis.
points.
Verbal Cues The speaker is articulate The speaker uses clear The speech is somewhat vague The speech is confusing and
and uses memorable speech language that is and may contain some contains many grammatical
that is grammatically grammatically correct. grammatical errors. errors.
correct.
Organization The scene demonstrates Each scene shows the proper The scene demonstrates some Information and ideas are
thorough and accurate thought of the play and was knowledge of the topic, but poorly sequenced. The
  knowledge of the subject
performed accordingly. there are inaccuracies in audience has difficulty
matter. Key points are well
organized. important details. following the thread of
thought.
         
The play was creatively The play was creatively The play was creatively written The play was creatively
Creativity
written and presented with written and presented with and presented but the scenes written and presented with
plenty of eye-catching few of eye-catching scenes, were not executed well and plenty of eye-catching scenes,
scenes, costumes and props costumes and props without costumes or props costumes and props
     
Online Asynchronous for Acquisition
 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER INDEPENDENT TRANSFER
1. Inform the students the skills they are 1. Provide students another task similar to 1. Provide a real world situation 1. Provide a real world situation similar to
expected to demonstrate. that given in Level 1. where the skills taught in Levels Level 3 where the skills taught in Levels 1-2
2. Provide step-by-step instruction on how to 2. Instead of giving a step-by-step 1- 2 are applied. are applied.
do the skills and check their work. instruction, prompt the students to do the 2. Instead of directing the 2. Purposely refrain from suggesting to
steps on their own. If different procedures students step-by-step to use the students to use the skills they learned in
3. Provide this task during Firm Up or
are given, ask students to choose which skills they learned in previous Levels 1-2. Have students on their own figure
Interaction stage. procedure they would use. Students may levels, ask students to look back out which of the skills they learned in previous
also be asked to vary the steps they on the skills they learned and levels they would use to meet the standards in
learned. determine which of these they the given task.
3. Provide this task during Firm Up or would use to meet the 3. Provide task during Transfer or Integration
Interaction stage. requirements of the given task. stage.
3. Provide this task during Deepen
or Interaction stage.

       GRASPS:
1. The teacher informs the students that they need 1. Group the students for the task and let 1. Let the students do a progress The students will be given time to browse on the
to write a script and present a “one-act play” at them discuss about their performance task report on their tasks. internet a one-act play video that is related to
the end of the learning unit. or product which is a “one-act play”   nature local awareness and do a literary
    2. Let the students share their analysis about it using a graphic organizer.
2. The teacher provides students with examples of 2. Let the students formulate, plan and plans, proposals and the ones Afterwards, students are to perform a one-act
one-act play to assess and read that utilizes the collaborate on the theme or genre that they they have accomplished about the play through a recorded video promoting the eco-
literary devices effectively. Let’s the students will be writing on. task. tourism and to inform the community about the
watch videos of one-act play presentations and     relevance of clean and green campaign or social
evaluate them. 3. Let the students compose a script for the 3. The teacher will be assessing awareness among the community. Their stand is
  play. the student’s plan about their to be an advocate of clean and green project. The
Examples:   product and let their classmates recorded video will be presented to the different
https://humssbperfect.wordpress.com/2017/03/09/ 4. Let the students decide or assign and their own members assess government offices for approval. Once approved,
one-act-play/ responsibilities, tasks and roles of their their initial work. it will be uploaded to official local website. The
  members.   recorded video will be evaluated through its
https://penandthepad.com/write-one-act-play-2123
970.html verbal and nonverbal communication skills,
  nonverbal cues, enunciation and diction,
https://www.youtube.com/watch?v=ZRTuslMz2Rw organization and props used in the play.
 
https://www.youtube.com/watch?v=tIEGi2u1Ato
 
 
 
 
I can…

Identify literacy devices used

in a narrative text or a short
story such as “one-act plays”

Analyze a one-act play

Compose forms of literary

writing

Employ varied verbal and non-

verbal strategies while
performing in a one-act play

Use literary devices and

techniques to craft a play
synopsis

Produce the English sounds

correctly and effectively when
delivering lines in a one act
play.
Guided Generalizations
Making Meaning Holistic Rubric Scoring Guide

The
The composition
composition demonstrates
demonstrates thorough
thorough and
and accurate
accurate knowledge
knowledge of of the
the subject
subject matter.
matter.
4 Key
Key points
and
points are
are well
and appropriate
well organized.
organized. Questions
appropriate information.
information.
Questions from
from the
the audience
audience are
are clearly
clearly answered
answered with
with specific
specific

3
The
The composition
composition demonstrates
demonstrates accurate
accurate knowledge
knowledge except
except in
in minor
minor details.
details. Organization
Organization is,
is, for
for
the
the most
most part,
part, effective.
effective. Questions
Questions from
from the
the audience
audience are
are answered
answered with
with basic
basic responses.
responses.

The
The composition
composition demonstrates
demonstrates some
some knowledge
knowledge of of the
the topic,
topic, but
but there
there are
are inaccuracies
inaccuracies in
in
2 the
the important
the
important details.
the audience
audience are
details. Organization
are basic
Organization is
basic and
and are
are often
is inadequate
inadequate and
often unclear
unclear or
and ineffective.
ineffective. Answers
or ineffective.
ineffective.
Answers toto questions
questions from
from

1
The
The composition
composition made
made demonstrates
demonstrates little
little to
to no
no knowledge
knowledge of
of the
the subject.
subject. There
There is
is no
no
discernable
discernable organization.
organization. Questions
Questions from
from the
the audience
audience are
are answered
answered ineffectively
ineffectively or
or are
are
not
not answered.
answered.

0 No
No Composition
Composition was
was made
made