Concepts Lesson PDF

**SECOND QUARTER** **LESSON EXEMPLAR WEEK ONE** **LESSON 1 -- DAY ONE: Points for Discussion** ** Short story falls under the first general category of literature -- fiction.** ** Short stories are characterized by a limited number of characters, a restricted setting, and a narrow range of actio...

**SECOND QUARTER** **LESSON EXEMPLAR WEEK ONE** **LESSON 1 -- DAY ONE: Points for Discussion** ** Short story falls under the first general category of literature -- fiction.** ** Short stories are characterized by a limited number of characters, a restricted setting, and a narrow range of action. Hence, it can be read in a single sitting.** ** Short stories share common elements as work of fiction: Plot, Setting, Character, Characterization, Conflict, Point of View (POV) and other narrative techniques.** ** To analyze a literary text in structural contexts, one looks into the elements found in the text itself.** ** To analyze a story, the structuralist focuses on literary elements that make up a short story rather than the facts about the author's life or the historical milieu in which it was written.** ** It must be pointed out that though each part may be identified individually, these literary elements are joined together to unify the writing and to produce a blend that is unique to that short story or any literary piece (Shaffer, C. 2000).** **\*\*\*Reading Text: My Father Goes to Court by Carlos S. Bulosan.** **LESSON 2 -- DAY TWO: Points for Discussion** ** The plot is the arrangement or structure of the events or actions in a story.** ** The plot shows every detail that the characters in the story experience.** ** It is said to be the skeleton of the story.** ** Plot Structure: Graphics taken from: https://i.pinimg.com/originals/83/42/27/8342270705d0e6ce4441738ddcf2c0e3.jpg https://writers.com/wp-content/uploads/2021/12/Freytags-Pyramid-1024x506.png**  **LESSON 3 -- DAY THREE: Points for Discussion:** ** A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work.** ** The character/s is/are introduced in the exposition part of the plot.** ** The series of events or the plot of the story shows every detail that the characters experience, which reveals the character's traits and development.** ** Although the character is the product of the writer's imagination, the character represents a real person.** ** Types of Characters:** 1. **[Protagonist] The main/leading character of the story who makes key decisions that affect the plot of the story.** 2. **[Antagonist] The character who opposes or conflicts with the main character.** 3. **[Dynamic/Round Character] They are the characters in the story who change, accept changes, act, and view the changes as part of their role as human beings. They are often known as the hero/heroine. Since they undergo changes, they possess dynamic traits, and the changes they face depend on the situation.** 4. **[Flat/Static Characters] They are the characters that do not change. They remain static or stagnant throughout the story. As the story begins, the flat characters are static and stay as they are until the end of the story. They help bring out the best in the main characters or the protagonist.** 5. **[Stock or stereotype character] Flat characters may either be stock or stereotype characters.** LESSON 4 -- DAY FOUR - **Characterization is the process by which the writer reveals the personality of a character** - **Types of Characterization:** 1. **[Direct characterization:] The author explicitly tells the readers what they want us to know about the character by clearly stating details about him/her.** 2. **[Indirect characterization:] the author shows who the character is through their speech, thoughts, motivations, actions, and interactions with others.** - **STEAL Analyzing the characters' Speech, Thoughts, Effect on others toward the character, Actions, Look as a method in Indirect characterization.** **Speech** **What does the character say? How does the character the character speak?** --------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------- Thoughts What is revealed through the character's private thoughts and feelings? Effect on others toward the character What is revealed through the character's effect on other people? How do other characters feel or behave in reaction to the character? Actions What does the character do? How does the character behave? Looks What does the character look like? How does the character dress? **DAY 5 -- ASSESSMENT 1** **I. Identification** **Instructions: Identify what is referred to by the following statements. Write your answers in the space provided.** **\_\_\_\_\_\_\_\_\_1. This literary element refers to the arrangement of the events or** **\_\_\_\_\_\_\_\_\_2. It is the where and the when of the story.** **\_\_\_\_\_\_\_\_\_3. The main idea of a story.** **\_\_\_\_\_\_\_\_\_4. This part of the story introduces the setting, characters, and other** **\_\_\_\_\_\_\_\_\_5. It refers to the ending of the story where the loose ends are tied up. \_\_\_\_\_\_\_\_\_6. This part of the story is sometimes called the inciting incident, which** **\_\_\_\_\_\_\_\_\_7. This is the greatest tension or the turning point of the story.** **\_\_\_\_\_\_\_\_\_8. A type of characterization in which the author shows who the character** **\_\_\_\_\_\_\_\_\_9. A type of character that develops and changes during the events in the** **\_\_\_\_\_\_\_\_\_10. This type of character is referred to as one who conflicts with the main** **II. True or False** **Instructions: Read the following statements from the text. Write T if the statement is True and F if otherwise.** **\_\_\_\_\_\_\_\_\_1. The story begins in the small town of Luzon.** **\_\_\_\_\_\_\_\_\_2. The rich family usually stood by the poor man's house to smell the delicious food.** **\_\_\_\_\_\_\_\_\_3. The farmer's/poor man's family paid the judge for them to win the case. \_\_\_\_\_\_\_\_\_4. The rich man condemned the poor man's family for stealing the 'spirit' of their wealth.** **\_\_\_\_\_\_\_\_\_5. The judge favored the accusation of the rich man.** **LESSON EXEMPLAR WEEK TWO** **DAY ONE** **Points for Discussion (Teacher's Guide)** ** In a short story, conflict refers to problems or struggles that are encountered by the characters and are usually resolved in the end.** ** Conflict is an important element in the plot. Without it, the story becomes plotless.** ** Conflict begins at the complication stage, also called the inciting incident. A complication is any single incident that gives birth to a conflict.** ** To understand the development of conflict, one has to look at the problems encountered by the protagonist/s on their journey in the story against the antagonist/s (a person, social norm, technology, nature, animals, etc.)** ** Two classifications of conflict** **o Internal conflict** ** Character vs. himself/herself/themselves** **o External conflict** ** Character vs. Character** **DAY TWO** **Points for Discussion (Teacher's Guide)** ** Point of view or POV refers to the perspective from which a story is told or narrated (Hamilton, 2007; Abrams & Harpham, 2012). This can be identified by the pronoun that the narrator uses to recount events.** ** There are four types of POV (Hamilton, 2007; Abrams & Harpham, 2012):** **1. First-person: This type of POV shows what the first-person narrator "knows, experiences, infers, or finds out by talking to other characters." The first-person narrator is merely an observer of what the other characters feel, experience, or know. The narrator or storyteller is a character in the story who uses the pronoun "I" or "we."** **2. Second-person: This type of POV occurs rarely in narration. It uses the second-person pronoun "you." The second person may be a specific fictional character, the reader of the story, or the narrator himself or herself.** **3. Third-person limited: The narrator describes only events from the perspective and understanding of one, or sometimes, a select few characters. They do not see everything; hence, they only tell what the character sees, thinks, and feels.** **4. Third-person omniscient (all-knowing POV): The narrator knows the motive, feelings, and background of any or more than one character. The narrator is free to narrate the thoughts, feelings, and actions as they shift from one character to another.** **Quarter 2: Lesson 2 (Week 3)** **Learning Competency** **Analyze a literary text as an expression of individual or communal values within biographical and historical contexts.** **a. define the biographical and historical approaches to reading a literary text.** **b. note and discuss historical and biographical data about a given topic, person, author, or experience.** **c. relate the author's history and biography with the literary elements (i.e., setting, characters, and POV) of his/ her text** **DAY ONE - In this activity, the students read the short biography of Bienvenido N. Santos. After reading, they accomplish the worksheet Read and Annotate!** **DAY TWO -- Scent of Apple** **DAY THREE - Points for Discussion (Teacher's Guide)** ** The historical-biographical approach of reading a short story combines the biographical and the historical aspects of information as the primary insight in the creation of the text.** ** The biographical context relates the events in the short story to the actual experiences of the author as this kind of reading assumes that the author's work is his/her/their way of revealing himself/herself/themselves or a way of expressing his/her/their actual experiences. To prove the claim that the author is present in the text, one has to read the author's biography to see how much an author's experience influences the text.** ** Not all short stories are related to the personal life of the author because some authors tend to revise the facts of their own lives, which could be misleading should one wish to connect the author's life with the text. Hence, not all short stories can be read and analyzed from a biographical perspective.** ** The historical context seeks to understand the text based on the social, cultural, and political aspects and occurrences of a particular time, which could directly or indirectly shape the events in the short story. To better understand the text from a historical point-of-view, one has to research the period in which the events are set and happen. By going back to the time of the events, one can clearly see how the story unfolded in relation to the author\'s experiences.** **Quarter 2: Lesson 3 (Week 4)** **Learning Competency** **Analyze a literary text as expressions of individual or communal values within the sociocultural context.** **a. Note sociocultural practices and beliefs shared and unique around the globe.** **b. Define sociocultural terms associated with a certain practice.** **c. Demonstrate factual understanding of the literary concepts of local color and theme.** **d. Cite parts of an assigned text, which show certain sociocultural values and themes.** **e. Derive sociocultural values from the assigned text worth emulating and/ or changing.** **f. Write an essay showing changes in a sociocultural value, theme, or practice tackled.** **Points for Discussion (Teacher's Guide)** ** Theme means the central idea conveyed, either direct or implicit, in a literary work that depicts any human experience (Curry & Samara, n.d.; Hamilton, 2007)** ** Theme reveals the underlying meaning of a short story by looking at the author's linguistic choices and the words he uses in writing (Makaryk, 1993).** ** Hence, what the writer feels, thinks, or experiences is exemplified in the words of the literary work they pen (Piañar, 2018).** ** The theme of a story should be analyzed based on a dominant idea or concept about specific human or non-human social and cultural experiences.** ** Understanding human values can also be enriched by looking at the themes. For instance, the value of love in the family can be understood by looking at how members of a family, in a short story, show care and extend support for each other at any time; in the short story read, the value of friendship or pakikisama can be understood by looking at how the Filipino offered Lambanog, without hesitation, to the thirsty American soldier.** ** Hence, sociocultural values can be drawn from sociocultural practices.** **Quarter 2: Lesson 4 of 8 (Week 5)** **Identify one's meaning and purpose in selecting the type of literary text for composition** **Content - Types and purposes of literary text** **The purpose is the goal or aim of a piece of writing. Three major purposes of writing:** **a. To persuade - influence the readers\' perspectives or encourage them to reconsider their stance on a debate and contemplate the writer\'s viewpoint** **b. To inform -- explains, clarifies something, or educate the audience** **c. To entertain - focuses on entertaining rather than informing; aims to make the audience laugh, cry, or provide overall enjoyable reading experience** **Quarter 2: Lesson 6 of 8 (Week 6)** **Revise the literary texts for coherence and cohesion. Use transitional markers** **Content - Transitional Devices as Tool for Coherence and Cohesion** **STEPS IN THE WRITING PROCESS: PREWRITING and DRAFTING** **STEP 1: PREWRITING (THINK)** ** Decide on a topic to write about.** ** Consider who will read or listen to your written work.** ** Brainstorm ideas about the topic.** ** Use a graphic organizer (e.g. story map) to organize your ideas.** ** Do your research, if necessary.** ** What do I want to say?** ** How do I want to say it?** ** Who will read my writing?** ** What else do I need to know to begin?** ** Who can I talk to about my ideas?** **TEP 2: DRAFTING (WRITE)** ** Write sentences and paragraphs even if they are not perfect.** ** Read what you have written and judge if it says what you mean.** ** Show it to others and ask for suggestions.** ** Are my thoughts organized?** ** Which ideas do I want to develop?** ** Who can read this and offer suggestions?** **STEP 3: REVISING (MAKE IT BETTER** ** Read what you have written again.** ** Think about what others said about it.** ** Rearrange words or sentences.** ** Delete, add, or change parts.** ** Replace overused or unclear words.** ** Have I read what I have written?** ** Are my details clear?** ** Should I add or take out parts?** ** Have I used the best ideas and words?** ** Is my writing in a sensible order?** ** What suggestions have others made?** **STEP 4: EDITING (MAKE IT CORRECT)** ** Be sure all sentences are complete -- have subjects and verbs.** ** Correct spelling, capitalization, and punctuation.** ** Change words that are not used correctly.** ** Have someone check your work.** ** Recopy it correctly and neatly.** ** Have I used complete sentences?** ** Are my spelling, capitalization, and punctuation correct?** ** Have I marked corrections that I need?** ** Has someone checked my work?** ** Do I have a correct and neat copy?** **STEP 5: PUBLISHING (SHARE THE FINISHED PRODUCT) Read your writing aloud to a group. Create a book of your work. Send a copy to a friend or relative. Put your writing on display. Illustrate, perform, or set your creation to music. Should I illustrate it and display it? Should I bind it in a book? Should I read it out loud? Can I place it in a classroom library? Will I act it out? Should I record myself telling my story and post it online?** **Quarter 2: Lesson 7 of 8 (Week 7)** **Revise the literary texts for coherence and cohesion. Use transitional markers** **Present the following transitional markers and their functions. TO ADD: and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what\'s more, moreover, in addition, first (second, etc.) TO COMPARE: whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but, although, conversely, meanwhile, after all, in contrast, although this may be true** **TO PROVE: because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is TO SHOW EXCEPTION: yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes TO SHOW TIME: immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly, first (second, etc.), next, and then TO REPEAT: in brief, as I have said, as I have noted, as has been noted TO EMPHASIZE: definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, always, forever, perennially, eternally, never, emphatically, unquestionably, without a doubt, certainly, undeniably, without reservation TO SHOW SEQUENCE: first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon TO GIVE AN EXAMPLE: for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, as an illustration, to illustrate TO SUMMARIZE OR CONCLUDE: in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have said, hence, therefore, accordingly, thus, as a result, consequently** **Quarter 2: Lesson 8 of 8 (Week 8)** **Publish an original literary text that reflects culture (short story)** **Day 2 Explain that publishing, the last step in the writing process, contributes to the growth and development of writers. It makes the writing more tangible and accessible for a larger audience. Reiterate the following checklist that was discussed previously: Using the "Reels and Stories\'\' graphic organizer, students brainstorm on what they learn about the lives of people sharing Reels and Stories in Instagram or Facebook. Possible answers: - likes and dislikes - hobbies and interests - identity - culture - skills and/or talents - their community Reels and Stories The Beauty of a Story 5 PUBLISHING ≤ Did I/we follow the editing suggestions? ≤ Is the final copy neat and presentable? ≤ Is the copy correct based on the editing suggestions? ≤ Is the final copy neat and presentable?**