Languages

Languages TEACHERS

  • Teacher's Name
  • Teacher's Name
  • Teacher's Name
    • 8th Grade: The Metamorphosis
  • Teacher's Name
  • Teacher's Name

Monthly Archives: May 2019


Comment 0

English 7 – To Kill a Mockingbird

This quarter, the 7th graders read and studied To Kill a Mockingbird by Harper Lee. First, students partook in the K-W-L activity (What you KNOW, What you WANT to know, & what you have LEARNED) after reading an excerpt from the novel. Each week, students read assigned chapters and answered novel unit guide questions that acted as a formative.

IMG_5965

A class discussion ensued on the major themes of the novel. Subsequently, groups were assigned chapters in which they created theme bank posters using evidence from the novel.

IMG_6361

IMG_6363

To review for the summative, students played a series of Kahoot games on the plot, setting, themes, and characters of the novel.

to-kill-a-mockingbird-review-kahoot

Students were led through the speechwriting process and learned about ethos, pathos, and logos. Afterwards, were asked to reflect how Atticus used these three rhetorical elements during the trial in To Kill a Mockingbird.

Behavior for Learning Policy 2013 BN-JH704_bkrvwa_P_20150709105723

Students wrote, practiced, and presented their speeches to the class.

20190514_141011 20190516_112825 20190517_131443 IMG_7459 IMG_7462 IMG_7465 IMG_7469 IMG_7472 IMG_7474 IMG_7509 IMG_7518 IMG_7524 IMG_7525 20190516_114959

Students then reviewed for the final exam and watched the 1962 film of To Kill a Mockingbird during the last week of school.

IMG_7534 IMG_7535 to-kill-a-mockingbird.12917

Comment 0

English 9 – Satire and Society

This quarter, the 9th graders learned about satire and society. First, students were oriented and guided on the cause and effect essay. Students had an option of selecting a topic from a list or generating their own with guidance from the teacher. The students were guided through the outlining and first draft process of the cause and effect essay.

 

Students took notes on the background to Voltaire’s Candide and the characteristics of a satire while watching a short documentary. Examples of satire in various media were then shown and discussed as a class through a competitive game.

voltaire-candide

To review Candide’s storyline and sequence of events, students filled out a detailed plot diagram. Within the next two weeks, the teacher discussed each chapter of Candide while students took notes on the summary, analysis, textual evidence, and themes.

Plot Diagram

In groups, students presented mini-reports based on their assigned chapters.

20190503_105528 20190503_110736 20190503_110840 20190506_125814 20190507_083610

After they revised, edited, and submitted their cause and effect essay, they prepared for their oral defense and were given a series of practice questions to respond to regarding their research.

20190514_084444 20190514_085751 20190515_105318 20190515_110839 20190516_140154 20190516_141825 20190517_104819 20190517_105813 20190517_111025_001

After their oral assessment, students reviewed for final exams.

Comment 0

Rhetoric 9/10 (Writing and Speaking)

This unit began with students choosing one of the speeches listed from “The 20 Most Inspiring Speeches in Film” by The Telegraph. From their chosen speech, they had to watch, analyze, and present it to the rest of the class paying close attention to purpose, audience, rhetorical techniques, and overall effectiveness of the speech. Students consulted with the teacher who provided them with feedback before their presentation. While students presented, the classmates wrote down comments in a peer evaluation sheet provided by the teacher.

IMG_6143 IMG_6144 IMG_6146

The Chosen Inspiring Speech segued into the Global Issue Speech (the final assessment of the semester) in which students had to select a topic from the following list of global issues:

 

Lack of economic opportunity and employment

Large-scale conflict/wars

Inequality (income, discrimination)

Poverty

Religious conflicts

Government accountability and transparency/corruption

Food and water security

Lack of education

Safety/security/wellbeing

Climate change/destruction of nature

GLOBAL-badge

 

If students wanted to select an alternative topic for their global issue, it had to be approved by the teacher. They also had an option of making a presentation through Google Slides, PowerPoint, Prezi, poster, or props, or alternative approved visual for their visual aid to their speech. Once proposals were approved, they began researching their chosen topic. The following week, they were required to submit a reference list of at least four credible sources, with the attached summaries. In their speech, students had to integrate 5-8 rhetorical techniques, the persuasive techniques, and the presentation tips that they’ve learned into their speech. They also had to incorporate evidence from their research into their argument and had to pay close attention to purpose and audience. Furthermore, students were required to cite their speech in APA format. Throughout the weeks, students consulted with the teacher who gave them feedback on their sources, outlines, and first drafts. They revised their speeches based on feedback and rehearsed their speeches well enough until most of the content was memorized. Students submitted their final paper and delivered their speeches along with their visual presentation. The final paper served as a summative assessment, while the actual speech presentation served as their final exam. While each student presented, the classmates wrote down their comments in a peer evaluation sheet provided by the teacher.

IMG_7419 IMG_7422 IMG_7423 IMG_7426 IMG_7434 IMG_7435 IMG_7438 IMG_7439

For the last week of the semester, the Global Issue final paper and actual speech presentation marks were returned, and the teacher reviewed the performances with each student one-on-one. The unit ended with a series of documentary films on public speaking.

  • http://www.deped.gov.ph/