Make use of different learning strategies according to the main purposes of listening. Speaking Develop the ability to verbally give information and express needs, opinions, feelings and attitudes. Reading Demonstrate the ability to locate and synthesize information essential to one’s understanding and interpretation of his environment. Writing Demonstrate imagination and creativity in written form.
Literature Express a deeper appreciation of values in literature.At the end of the week, the students are expected to: 1 . Predict possible continuation of the story.
2. To derive needed information from the story according to the task assigned to them 3. Differentiate people living in the city and in the barrio. 4. Discuss their opinions on how the father treated Maria, his daughter-in-law. 5. Write a descriptive essay about a specific person who lives in the city or barrio. The students are expected to: 1. To recall important events in the story 2. O commend positive values shown by the actions done by the characters 3. Skillfully act out different scenes in the story The story is about a young boy whose brother has become successful in the city and meets him with a cart when he returns to the barrio with his city-bred wife.
The father, an old revolutionary, submits the daughter-in-law to various tests to see if she will adapt well to the ways of the barrio and the family. The young boy takes easily to the new relation, probably also thinking of himself getting a wife in the future.
What do they like most about the city and what do they eke the least about it? Do you have friends in the city? What are they like? Ask them about their experiences in the barrio. What do they do in their free time in the barrio? What do they love and dislike most about it.? Do they have friends in the barrio? What are the like? C. Divide the class into small groups of about 4 – 5 and ask them to discuss where they would like to live better, the city or the barrio? Have them write the majority’s choice in a manila paper and list down the reasons why.
Have the group leader present what they wrote in front of the class afterwards. Reading Activity 1. Pre-reading a. Vocabulary Web b. Anticipation Guide Questions 0 Where did the story happen? 0 Who are the characters in the story? 0 Why did the father treat Maria like he did? 0 What was Maria like? 2. Reading: A pre-recorded narration of the story will be played. Ill. INTEGRATION A. Post pictures of the important scenes in the story and ask the students to tell the class what was happening on that specific picture. B.
Read specific lines from the story and ask the students to say may! ” when the character did something nice and say “Boo! ” when they do something that was not good. C. Group the students into three and ask each group to act out one of the scenes in the story, based on the pictures posted in the board. Session 2 1. To identify characters of the story through given description. 2. To share their own experiences in the city or barrio. 3. To express how they feel about certain scenes facially. CONTENT relation, probably also thinking of himself getting a wife in the future. SOURCES Isadora M.
Cruz up. 12 -20 MATERIALS: Pictures of different scenes in the story placed inside a small box A. Ask the students to retell the story in their own words. One student will talk about scene in the story and another will continue with the next scene as they chronologically took place in the story. II. INTERACTION A. Ask the students about how the different characters may feel in the beginning of the story, in the middle, and in the end. B. Group the students into eight to ten members. Ask them to prepare a talk-show presentation with the character in the story as the guests.
Have the talk show host ask questions about how they felt in the specific scenes in the story and have the host add questions of his or her own. Ill. INTEGRATION A. With the previous groupings, ask the leaders of each group to stand in front of he class and tell them about different scenes in the story based on what they picked from the box. The leader will say how the character felt during those scenes and the members will express the emotion facially. B. Choose a few volunteers and tell them to describe each of the character in the story in front of the class without telling who they were describing.
Have the class guess who the character was. C. Homework – Write a short essay about your most memorable experience in the city or in the barrio. Session 3 1 . To rearrange scenes in the story as they happened chronologically. 2. To debate about the father’s treatment of Maria. . To draw from memory a friend that they have in the barrio or in the city. CONTENT MATERIALS: Different scenes in the story written on pre-cut Carolina separately A, Have the class read their homework in front. II. INTERACTION A. Ask questions about what they wrote.
Ask the students if they had similar experiences similar to what their classmates shared. Ill. INTEGRATION A. Post the pre-cut Carolinas wherein different scenes from the story were written separately. Ask some of the students arrange them chronologically. B. Ask volunteers to explain what happened in each picture until they finish re-telling the story based n the pictures. C. Divide the class into two groups and have them present a debate about whether or not the father did the right thing by treating Maria the way that he did. D.
Have the students draw their friend from the barrio or city and what they love doing together. Session 4 1. To explain why the characters do what they did in different scenes in the story. 2. To discuss how they felt about the different actions that a specific character did in the story. 3. To write other possible ending of the story. Picture of a person living in the city and a person living in the barrio .Post two pictures on the board, one with people living in the city and the other, people living in the barrio.
Ask the students to describe each picture. Write the descriptive words that they say below each picture. Ask them to write about a certain person that they know who lives in the city or barrio. B. Ask them to read what they wrote in front of the class. A. Ask them why most people like living in the city and why some likes living in the barrio better. Ask them to compare both through Job opportunities, recreational places, technology, crime rate, education, and more.
Read out different lines about actions that the characters in the story did and have them explain why they think the characters did it. B. Ask them if they think that specific action was right or wrong and why. C. Homework – Ask them to write another possible ending of the story. Session 5 1. To identify values that the characters displayed in the story 2. To select a character whom they like the most because of their values. 3. To act as their favorite character in the story. A. Read different scenes in the story and ask the students to identify the values that were shown in these scenes.
Ask the students about the other ways on how to show the values that they have given. B. What would they do if they were the ones who were in those situations or scenes in the story? C. If there was anything that they would like to change in the story, what would those be and why. What will they do instead? Ask them to select the character that they think shown more values than the others. B. Ask them to choose a specific action that the character they have chosen did or a specific line that they said and have them act it out in front of the class.
Cite this Different learning strategies
Different learning strategies. (2017, Aug 19). Retrieved from https://graduateway.com/how-my-brother-leon-brought-home-a-wife-2/