1.1 Curriculum
K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It continued by fully implementing the system for Grades 1 and 7 during the school year 2012-2013, for grade 11 during 2016, and for grade 12 during 2017. There are four "phases" during the implementation of the new system. These are:
Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten, and the "development of the (entire) program".
Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education law, to finally start of the phased implementation of the new curriculum for Grades 1 to 10, and for the modeling of the senior high school.
Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or the senior high school, and to signal the end of migration to the new educational system.
Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K–12 education system
In terms of preparing the resources, specifically classrooms, teacher items, textbooks, seats, and water and sanitation improvements, the following table shows the accomplished material from 2010 to 2014 and those planned for 2015.
1.2 Teaching plan related to your major
LESSON PLAN I
Name of School : Integrated Senior High School of Pangasinan State University
Subject : English – Creative Nonfiction
Topic : Plot – The Lion Makers
Class : Humanities and Social Sciences
Time Allocation : 1 Meeting (60 Minutes)
Core Competences
1. Appreciating and practicing religious beliefs.
2. Living and implementing honest, disciplined, responsible, caring, cooperative, tolerant, peaceful, polite, responsive and pro-active behaviors and showing attitude as part of the solution to various problems in interacting effectively with the social and natural environment and in putting self as a reflection of the nation in the world’s society.
3. Understanding, analyzing, and applying factual, conceptual, and procedural knowledge, based on curiosity about science, technology, art, culture, and humanities with insights on humanity, nationality, statehood, and civilization related to the causes of phenomena and events, and applying procedural knowledge in the specific fields which are in accordance with certain talents and interests to solve problems.
4. Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what is learned at school independently, and being able to use methods according to scientific rules.
Learning Objectives
At the end of the lesson, the students are expected to:
Describe plot as an element of creative nonfiction;
Analyze a sample text according to plot; and
Interview a person as a possible subject for creative nonfiction.
Learning Material
- Social Function
Analyzing the plot of the story and discussing the result of the analysis with other students.
The Structure of the Plot
It can be divided into the following:
Exposition – background information
Rising action with conflict – the tension or problem experienced by characters
Climax – the most intense part of the story
Falling action or resolution – how the tension or problem is resolved
Ending/Denouement – completes the story
Language Features
Past Tense, Present Perfect Tense, Future
Passive Voice
Direct and Indirect Sentenses
Preposition
Singular and Plural nouns
Pronunciation, Stressing, Intonation, Spelling, and Punctuation
Teaching Methodology
Approach : Scientific Approach
Learning Model : Discovery Learning
Metods : Question-Answer, Discussion
Media, Tools and References
Media : Video, Worksheet
Tools : Blackboard, Chalk, Eraser, Laptop,
Reference :
Creative Nonfiction – Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction by Noel Christian A. Moratilla, Ph.D and John Iremil E. Teodoro 2016, The Phoenix Publishing House Inc.
The Three Little Pigs, Retrieved at 27th August 2018 08:25 PM from: https://www.youtube.com/watch?v=h_5D4V7rwI0
Learning and Teaching Procedures
Introduction/ Presentation
Orientation Opening with greetings and praying to begin learning. Checking attendance as a discipline. Preparing the students’ physical and psychological condition in initiating learning activities.
Apperception Linking the material / theme / learning activities to be carried out with the experience of students’ previous material / theme / activities. Recalling the prerequisite material by asking the students’ answers.
Motivation Providing an overview of the benefits of learning the lesson. Conveying learning objectives at the meeting. Encouraging the students to get involved actively in the learning activities by conducting an ice-breaking activity in which the students will write their name and their most impressive moment in a sticky note in front of the classroom.
Main Activity/ Practice and Production
Observing Paying attention The students will be divided into 2 big groups in which each group should choose a leader. The students will watch a video of Three Little Pigs. They should identify each structure of the plot based on the story. Listening The students are instructed to listen carefully about the story in the video, thus they can understand each structure of plot applied in the story.
Communicating Responding The students are motivated in responding to the teacher’s questions to give their opinion or thoughts upon the given topic such as: What do you think about the story of Three Little Pigs.? How do you identify the exposition in the story? Why do you think of that? How do you categorize each structure of plot based on the story? When does the conflict begin?
Analyzing and Discussing
The students are encouraged in analyzing and discussing the plot of story from The Lion Makers together. The teacher will ask the students to make a group of 4 students, so there will be 10 groups in the classroom. Each group will be given a worksheet which includes the story of The Lion Makers and a table of plot analysis. Each member of the group should discuss and contribute their thoughts in the process of analyzing.
Associating Interviewing and Creating The students are instructed to interview one of their classmates, therefore they can create the best suitable character that they want. They should work in pair. Afterwards, the students should write down their own character. Presenting The students are given the opportunity to present their made character in front of the classroom.
Closing Activity/ Post-activity Generalizing and Evaluating Students: The students are instructed to make a conclusion or summary from the lesson learned which highlights the appearing important points in the classroom learning activities. The students make a reflection on the activities that they just did.
Teacher: The teacher gives a reward for the groups that have a good teamwork. The teacher plans the follow-up activities in a form of assignment for individuals or groups (if necessary). The teacher tells the students about the upcoming learning plans in the next meeting.
LESSON PLAN II
Pangasinan State University
Bayambang Campus
College of Teacher Education
PSU-INTEGRATED HIGH SCHOOL
Bayambang, Pangasinan
I. Objectives
At the end of the discussion, the students should be able to do the following with 85% level of success:
Describe point of view and angle as the elements of creative nonfiction;
Analyze a sample text according to angle and point of view; and
Write a short paragraph describing a place.
II. Subject Matter
Topic
Angle and Point of View from The Story of
Materials
Printed Pictures
Printed Text for the story of The Necklace
Sticky Notes
References
The Necklace by Guy De Maupassant, Retrieved from https://americanliterature.com/author/guy-de-maupassant/short-story/the-necklace on August 11th 2018 at 9.15 PM.
III. Learning Procedure
Routine
The teacher will ask a student to lead the class prayer. Then, the teacher will check the students’ attendance.
Motivation
The class will be playing a game. The students in the first round should close their eyes and mention their names when the teacher says the word “name”, and so to the word “claps”. Afterwards, the instructions of saying “name” will be replaced with “claps” back and fourth.
Presentation
The teacher will deliver the topic on the board and will communicate lesson objectives to the students in a conversational manner.
Lesson proper
Task A
The students will be divided into four groups. Each group will be given a different story part of The Necklace. The students will have 10 minutes to read. Each group member will join the other groups, so that each group will be mixed up from group 1-4 (Jigsaw Reading). Each representative should retell the story in 3 minutes. The teacher will instruct when the reteller’s turn is. The teacher will ask the students questions related to the topic based on the given story:
What point of view does the writer apply in this story?
How do you know about the point of view in The Necklace?
Task B
The groups will be retained. The teacher will invite two students to come in front of the classroom. The teacher will give an illustration game for describing places. The students should face to their friends and the teacher will give a picture above the students’ head. Then, the teacher will ask the other students who sit to describe the place (Classroom) in the picture in 1 minute. The two students should guess it. After that, the teacher will give each group a particular place to describe with one student as the guesser. The students should describe orally the places. The places are:
Language department
Canteen
Market
Octagon students’ area
Generalization
The teacher will ask the students the following questions:
What is an angle?
What is point of view?
How do you know if the poin of view is coming from the first person or third person?
How do you describe a place?
IV. Evaluation
The teacher will instruct the students to write a short descriptive paragraph. The students should choose one point of view either the first person or the third and one theme of description either the most favorite place to visit or the most memorable place.
V. Agreement
The teacher will instruct the students to read.
