Power Point presentation for the overview of the approaches.
Literature
Sunday, December 21, 2014
Gender Based Approach Classroom Activities
(QWERTYUIOP)
Student’s
Level of Proficiency :
Low to Intermediate
Learning Outcomes : 1.0 Language
for interpersonal use
1.1 making friendship by:
a. exchanging ideas and giving opinions on topics of
interest;
b. taking part in conversations and discussions
2.0 Language
for informational use
2.1 presenting information to different audience by:
a. reading aloud written materials clearly and
fluently.
General Objectives :Students are able to
understand the issue regarding women in the short story.
Specific Objectives : By the end of the lesson, students will be able to:
1. Elicit personal responses related to women issues.
2. Giving a speech related to an issue related to women;
women empowerment.
Set Induction
Rationale:
1. To
introduce the students about the topic that they about to learn.
2. To
stimulate students’ interests on the topic.
3. To
provide a structure on students’ learning.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/Notes
|
1.
Teacher starts the lesson by showing a short clip from the animated
movie, Brave
2.
Then, teacher asks students what they can tell about the main
character.
3.
Teacher then briefly tells the students an issue related to women in
the animated movie, Brave.
4.
Teacher tells the topic of their learning.
|
1. Students
pay attention to the short clip
2. Students
answer when teacher asks what they can tell about the main character in the
short clip.
|
1. A short clip from the animated movie, Brave
|
|
Pre-reading
Rationale:
1. To
familiarize the students with the short story.
2. To
help the students to look into various point of view based on different
characters in the short story.
3. To
help the students develop the relationship between the short story and what
they are going to learn.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher then asks students to take out their literature component textbook
and open page to the short story, QWERTYUIOP
2.
Teacher then asks students to volunteer to represent the characters in
the story and perform reader’s theatre.
3.
After a short excerpt, teacher asks students to switch role with their
friends.
|
1. Students
take out their literature component textbook
2. Students
turn to page where the previous lesson is being conducted.
3. Students
listen to teacher’s explanation about reader’s theatre.
4. Students
volunteer to represent the characters during the reader’s theatre.
5. Students
switch role with the other students for representing characters after a short
excerpt.
|
1. Literature
component textbook
|
|
While-reading
Rationale:
1. To
allow the students to get better insight on the issue related to women and
how it is being conveyed in the story.
2. To
help the students develop meaningful relationship between the information in
the short story and the topic that they are learning.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher introduces an issue related to women in the short story; women
empowerment.
2.
Teacher explains to the students what the issue is all about and
providing an example from real-life situation
3.
Teacher provides a sample of textual evidence in the short story as an
example.
4.
Then, teacher asks the students if they can find any other relevant
textual evidences that related to women empowerment.
5.
Teacher asks students to focus on Lucy Beck, the main character.
6.
Teacher explains how Lucy Beck portrays the redefinition of self and
as a symbol of women empowerment.
7.
Teacher also provides some historical facts that related to the short
story.
8.
Teacher asks the students if they have any questions.
|
1. Students
respond when the teacher asks about their experience in women empowerment.
2. Students
look for textual evidence in the short story.
3. Students
focus on Lucy Beck, the main character in the short story, QWERTYUIOP.
4. Students
ask if they have any inquiry.
|
1. Quotations
from the short story, QWERTYUIOP
2. Literature
component textbook
|
|
Post-reading
Rationale:
1. To
sustain the students’ learning.
2. To
evaluate the students’ understanding towards the topic
3. To
allow the students to demonstrate their understanding through giving speech
related to the topic.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher then take out two jars labelled “Male” and “Female”.
2.
The jars contain strips of paper on several situations related to
women empowerment.
3.
Teacher asks the students to pick a strip from the jars according to
gender.
4.
When each student has his/her own strip of paper from the jars,
teacher asks them to open it.
5.
Teacher asks the students to answer the questions in the strips by
writing a short speech.
6.
Teacher asks them to justify why they give such answer in the speech.
7.
When the students are ready, teacher asks them to present their
speech, one by one
8.
Teacher asks them to justify why they give such answer in the.
|
1. Students
pick a strip of paper from the jars according to gender.
2. Students
open the strips of paper.
3. Students
answer the questions in the strips.
4. Students
prepare a short speech based on their answers in the strips.
5. Students
present the speech.
|
1. Two
jars contain strips of paper labelled “Male” and “Female”
2. Strips
of paper contain questions/situations related to women empowerment.
|
|
Closure
Rationale:
1. To
conclude the lesson
2. To
strengthen students’ knowledge.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher recaps what they have learnt in the class.
|
Aesthetic Based Approach Classroom Activities
(QWERTYUIOP)
Student’s
Level of Proficiency :
Low to Intermediate
Learning Outcomes : 1.0 Language
for interpersonal use
1.1 making friendship by:
a. exchanging ideas and giving opinions on topics of
interest;
b. taking part in conversations and discussions
2.0 Language
for informational use
2.1 presenting information to different audience by:
a. reading aloud written materials clearly and
fluently.
3.0 Language
for aesthetic use
3.2. express themselves creatively and imaginatively
by:
a. dramatizing text and role-playing the characters
General Objectives :Students are able to
understand the plot of the story and the events sequence.
Specific Objectives : By the end of the lesson, students will be able to:
1. Identify the correct sequence of events for the plot
2. Work
together in a group to solve the puzzle
3. Conduct
a mini role-play based on the events given
Set Induction
Rationale:
1. To
introduce the students about the topic that they about to learn.
2. To
stimulate students’ interests on the topic.
3. To
provide a structure on students’ learning.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/Notes
|
1.
Teacher starts the lesson by showing a short clip about how
typewriters were used back in the days.
2.
Then, teacher asks students to relate the clip with the short story--
QWERTYUIOP.
3. After that, teacher asks students to take out their
literature component textbook.
|
1. Students
pay attention to the short clip
2. Students
answer when teacher asks how they can relate the clip with the short story,
QWERTYUIOP.
3. Students
take out their literature component textbook
|
1. A short clip about how typewriters were used back in
the days.
|
|
Pre-reading
Rationale:
1. To
familiarize the students with the characters in the short story.
2. To
allow the students to look into various point of view based on different
characters in the short story.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher then asks students to take out their literature component textbook
and turn to page where it was left off in the previous lesson.
2.
Teacher explains that he/she would like to conduct a reader’s theatre
activity with the students.
3.
Teacher gives a brief explanation on what is reader’s theatre.
4.
Teacher then asks students to volunteer to represent the characters in
the story and perform reader’s theatre.
5.
After a short excerpt, teacher asks students to switch with their
friends to give more students a chance to participate.
|
1. Students
turn to page where the previous lesson is being conducted.
2. Students
listen to teacher’s explanation about reader’s theatre.
3. Students
volunteer to represent the characters during the reader’s theatre.
4. Students
switch role with the other students for representing characters after a short
excerpt.
|
1. Literature
component textbook
|
|
While-reading
Rationale:
1. To
allow the students to get better insight on the plot of the story.
2. To
develop students’ understanding on the movement and flow of the story.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher distributes some coloured paper.
2.
Teacher then asks students to get in groups of three based on the
coloured paper that they have chosen.
3.
Teacher distributes an envelope to each group which contains strips of
events from the story that have been cut and scrambled.
4.
Teacher asks students to place the sequence of events correctly and
paste it on a piece of paper.
5.
The first group that finishes gets a reward.
6. Teacher then go through the correct sequence of
events together with the students.
|
1. Students
choose the coloured paper
2. Students
divide themselves into three groups based on the coloured paper that they
have chosen.
3. Students
place the sequence of events from the envelope that contains strip of events
correctly and paste them on a piece of paper.
4. Students
go through the correct sequence of events together with the teacher.
|
1. Coloured
paper
2. Envelopes
contain strips of events
|
|
Post-reading
Rationale:
1. To
sustain the students’ learning.
2. To
evaluate the students’ understanding towards the short story
3. To
allow the students to simulate the events in the short story based on their
point of view.
4. To
allow the teacher to identify which
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher then instructs each group to select an event from the strips
given.
2.
Each group is then required to conduct a short role play based on the
strip that they had chosen. *each group will choose different event.
3.
After the students finish preparing, they will then perform their role
play in front of the class.
4. The best group will then get a reward.
|
1. In
their own group, students select an event from the strips.
2. Students
are required to conduct a short play based on different event that they have
chosen.
3. Students
prepare the role play.
4. Students
perform the role play in front of the class.
|
||
Closure
Rationale:
1. To
conclude the lesson
2. To
strengthen students’ knowledge.
|
Teacher’s
activities
|
Student’s
activities
|
Materials/
Notes
|
1.
Teacher praises students for their creative presentation.
2.
Teacher recaps what they have learnt in the class.
|
Materials- Video Clip
Subscribe to:
Comments (Atom)