Rashomon Cpg

SAN ISIDRO CATHOLIC SCHOOL 1830 Taft Avenue, Pasay City School Year 20 09- 201 0

CURRICULUM PACING GUIDE/LESSON PLAN Subject: Inclusive Dates: Prepared by: Date Submitted: Tim e Frame

En glish I I Ms. Alemar E. Nespe Se ptember 8, 2009

Co re V alue s/ Graduate Att ribute s

ros

Standard s of Learn ing/ Pamantayan ng Pa gkatuto

2 minutes

5 minutes

1. WellRo unde d Ind ividual 1.4 Socially Adapted Individual 1.6 Mentally Balanced Individual 4. Filip ino Ac hiever 4.3 Concerned & Responsible Civic Leader

Level: Seco nd Year Grading Period: Seco nd Qua rter Checked by: Ms. Cristina C. Cl emente Learn ing Content/S ki ll s Ni lala man/ Paksa

Learn ing Acti vit ies Mga Gawa in sa Pagkatuto

Topic: Rashomon by Akutagawa Ryunosuke

Prelim inari es: ● Prayer ● Checking of Attendance ● Preparation of the Learning Environment

Multipl e Intellig ence ›Intrapersonal Expresses his/her ideas and feelings clearly through personally responding to the motive question Gives simple reaction on the stimuli given through opinion sharing

Date:

Integratio n: AP - Poverty - Millennium Development Goals (MDG) CLE Keeps updated on current issues of the coun- Exod us 20:1 5 try with regard to the rate of poverty in the Phi- “You shall not steal.” lippines Ep hesians 4:28 Expresses opinions on significant issues con- “He who has been cerning the country (i.e. new government orstealing must steal der and laws) no longer, but must work, doing some-

Eva luation Ebalwas yon

Resou rces Mga Kagamitan/ Sanggunian

Lesson Methodol ogies: A. Motivation (Freedom Sheet) The teacher will ask this question: “If you were in great poverty, would you choose to starve to death or to steal for survival? Why?” The students will write their opinions on a ¼ sheet. The teacher, afterwards, will process their answers through some of these questions: 1. What are the causes of POVERTY in the Philippines? 2. What could be the possible solution to it? 3. What could you contribute to eradicate poverty?

At least 80% of the class should be able to meaningfully share their opinions.

¼ sheet Bible

Article: Helen Flores w/ Marvin Sy “Poverty declines to 47%SWS” The Phil. Star

thing useful with his own hands, that he may have something to share with those in need.” Phi lippi ans 4: 13 “I can do everything through HIM who gives me strength 10 mins.

(April 22, ’09)

3. Ha rdworki ng 3.1 Academic Achiever

Demonstrates ability to work / study indepen-

B. Reading Proper

dently through silent reading

The students will silently read the text.

3. Ha rdworki ng 3.2 Competent Learner

-

› Interpersonal

C. Post-Reading

Contributes ideas in class discussion by iden tifying the sequence of events in the story

› Intrapersonal › Verbal-Linguistic

Discussion: The teacher will facilitate the discussion using Series of Events Chain.

1. WellRo unde d Individu al 1.6 Mentally Balanced Individual

Thinks and responds critically and logically in recalling, interpretation, and application questions 1. Who are the characters in the story? How are they described in the story? 2. What is the setting of the story? Describe the time, place and atmosphere. 3. What are the physical elements presented in the story which vividly pictures Japanese culture and tradition? 4. What is the conflict of the story?

At least 80% of Text the class should be able to participate in reading the text

At least 75% of the class should be able to contri-

Traditional Teaching Materials

bute ideas about the story

E-Card

5. What was the servant’s decision? 6. How would you describe the setting when the man is on the halfway of the stairs? Tim e Frame

Co re V alue s/ Graduate Att ribute s

Standard s of Learn ing/ Pamantayan ng Pa gkatuto

Learn ing Content/S ki ll s Ni lala man/ Paksa

Learn ing Acti vit ies Mga Gawa in sa Pagkatuto

Eva luation Ebalwas yon

Resou rces Mga Kagamitan/ Sanggunian

7. Describe the old woman whom he saw. 8. Why did he flare up towards the woman? 9. Could you cite the specific line which reveals the woman’s reason for pulling out the hair of the dead? 10. What did the man do to the hag after knowing her reason? 11. What happened to the woman in the end? 12. What do you think does the story imply about life? 13. Why was the story entitled Rashomon? 3 minutes

3. Ha rdworki ng 3.1 Academic Achiever

Demonstrates ability to work / study indepen-

› Verbal-Linguistic

dently through seatwork

Enrichment Expanding Vocabulary (5 items) The students will match the unfamiliar words (found in the text) to its correct meaning. A word pool is provided. Comprehending the Text (5 items) The students will choose the letter of the best answer.

At least 80% of Visuals the class should be able to answer the seatwork correctly.

Each member should be able to participate Grou p 1: The students will describe the on the given man through Character Analysis Chart. task

Grolier New Webster Dictionary English notebook

Group Work (20 points per group) The class will be divided into 6 groups. 1. WellRo unde d Individu al

Cooperates in group activities in making gra-

›Intrapersonal

phic organizers to analyze the character

›Interpersonal

Visuals Text

1.4 Socially Adapted Individual

Tim e Frame

Co re V alue s/ Graduate Att ribute s

Standard s of Learn ing/ Pamantayan ng Pa gkatuto

1. WellRo unde d Individu al 1.6 Mentally Balanced Individual

Presents ideas in a clear and concise manner

Learning Content/Sk il ls Nila laman / Paksa

› Visual-Spatial

through character illustration

› Intrapersonal › Interpersonal

3. Ha rdworki ng 3.2 Competent Learner

Manifests acquired skills in acting by portray-

› Bodily Kinesthetic

ing a particular scene in the story

Learning Act iv itie s Mga Ga wain sa Pagkatuto

Eva luation Ebal wasyon

Resou rces Mga Kagamitan/ Sanggunian

Grou p 2: The students will draw or illustrate

Art materials

the old woman based on the description given in the story.

Text

Grou p 3: The students will make a Problem/ Solution Outline Who: What: Why:

Visuals

Grou p 4: The students will dramatize the

Text

Text

part portrayed by the characters in paragraphs 18 – 21. › Intrapersonal › Interpersonal

Grou p 5: The students will present the elements of the story using Honeycomb Story Map

Visuals Text

Place: Time: Characters: Problem: Solution: 1. WellRo unde d Individu al 1.4 Socially Adapted Time Fra me

Core V alues/ Graduate Attr ibutes

Individual

Maintains harmonious relationship with others

› Bodily Kinesthetic

through communication and group planning

Standard s of Learn ing/ Pamantayan ng Pa gkatuto

Grou p 6: The students will picture freeze the scene when the man met the hag for the first time.

Learning Content/Sk il ls Nila laman / Paksa

Learning Act iv itie s Mga Gawa in sa Pagkatuto

GROUP S 1, 2, 3, & 5 Gradi ng Cr iteria Product → 10 points Participation → 5 points Creativity → 5 points 20 points GROUP S 4 & 6 Grad ing Criteri a Presentation → 10 points Participation → 5 points Creativity → 5 points 20 points

Eva luation Ebalwas yon

Resou rces Mga Kagam itan/ Sang gunian

Visuals