Mentorship and work based learning and assessment Essay

Mentorship and work based learning and assessment - Essay Example The whole process of this developmental and assessment framework is required to be supported and assessed by mentors. The midwifery mentors who have additionally qualified to be sign-off mentors as part of their mentorship qualification programme would make the final assessment of practice, and after the assessment, if the registrant qualifies the NMC standards, they would be recommended to be registered (Nursing and Midwifery Council, 2004). To be able to do this, NMC has further designed the framework in such a way that if the outcomes are met within the rigorous provisions of accountability, the registrant midwives will be qualified to be registered. The domains in this framework are establishing effective working relationship, facilitation of learning, assessment with rigorous accountability, evaluation of learning, more importantly creating an environment of learning, establishing context of practice, promoting evidence-based practice, and inducing leadership. This framework wil l be suited for working in the modern healthcare, and there would be a perspective of inter-professional learning (Nursing and Midwifery Council, 2006). Furthermore, this has a close correlation with the career pathways of the midwives due to the fact that NHS has launched KFC scheme as indicators of terms and conditions of service for their employees (Nursing and Midwifery Council, 2006b). Career pathways in midwifery is considered as part of the new pay and career structure that have been developed in Agenda For Change, and this has been linked to the Knowledge and Skills framework. The Agenda For Change is a career framework for the NHS employees that include the midwifery professionals (UKCC, 1999). The KSF in turn is a framework to assess the progress and development of the staff within the pay bands. This needs a modification of the professional demarcations and

Research on the company artmagazine.cc Paper Example | Topics and Well Written Essays - 1250 words

On the company artmagazine.cc - Research Paper Example In addition, the website does provide access to shopping where the buyer can browse through different art-related novelty merchandise. This merchandise includes T-shirts with different artists’ slogans or artistic work, as well as modern art sculpture and tables at fairly reasonable prices. However, this aspect of the site’s sales services are more for niche market buyers looking for interesting goods related to their art needs and values. Besides this small shopping angle, artmagazine.cc is about knowledge transfer to the reader. Artmagazine.cc is about connecting with different artists and the trends associated with their particular field of art and artistry. For example, it takes advertising from different art exhibitions or specific artists who want to use this online forum to spotlight their works or opinions. If the Viennese Museum wishes to have a certain expo advertised, artmagazine.cc takes this information and creates a link where customers or art fans can learn about attendance, times and prices for being a part of this marketing event. Largely, though, artmagazine.cc makes it main purpose the exchange of knowledge about current events and current artists. It keeps people informed of what is going on in the art world, including death notifications for well-known artists and different social aspects of art across the globe and locally. The website spotlighted the death and experiences of once popular artists, along with in-depth commentaries about their works. The goal is to keep readers informed of what is going on in today’s art world and also to give specific artists, museums or exhibitions more exposure both for profit-gaining through consumer advertising or to help people in the art world gain fame. It serves as a starting point for people interested in buying their favourite artworks by highlighting where they can be found and some background information about the artists

History of the Atomic Bomb

History of the Atomic Bomb Around the world, there is a debate whether Americas choice of dropping of the atomic bombs on Japan was moral or immoral. The horrific bombing at Hiroshima and Nagasaki, two important cities in Japan, helped end the Second World War. America had hatred towards Japan because they bombed Pearl Harbor, Hawaii, on December 7, 1941, which was the last straw before America entered the war. Harry S. Truman, the United States thirty-third president, gave authorization to bomb the two cities, in hopes of ending the war. America bombed Hiroshima with Little Boy, the name of the bomb, on August 6, 1945, at 8:16 in the morning. The bombing of Nagasaki happened on August 9, 1945, at 11:02 in the morning. The bomb used in this attack was named Fat Man. During the years of World War II, 1939-45, Hiroshima was the headquarters of the Second Army of Japan and Chugoku Regional Army. Nagasaki, on the other hand, was a major seaport. Killing 220,000 people between the two bombs, the explosions were the most lethal bombings ever. The Allies, an alliance between Italy, France, the United Kingdom and the United States, demonstrated their first signs of bombing Japan during the Tokyo fire bombings. Killing several 100,000 people during the first few months of the firebombing caused a higher death toll than both atomic bombings of Hiroshima and Nagasaki. Those two atomic bombs killed less people. Nonetheless, the atomic bombs caused a quick, devastating catastrophe that would affect Japanese lives for decades. The atomic bomb has its pros and cons, which allows the world to think if it was worth all the effects to end this deadly war. Albert Einstein, a German physicist who came up with the theory of relativity, thought of the idea of the atomic bomb with other noted physicists. In the beginning of World War II, Fritz Strassmann and Otto Hahn, German physicists, thought of splitting uranium atoms by nuclear fission. Later in the war, a group of American scientists began The Manhattan Project, formally known as The Manhattan Engineer District. General Leslie Groves led the project and the scientific research department managed by physicist J. Robert Oppenheimer, known as The Father of the Atomic Bomb. The experiment created atomic bombs, which were funded by the Americans, Canadians, and the British. The Manhattan Project had four laboratories where they created bombs. The locations were Richland, Washington, Oak Ridge, Tennessee, Los Alamos, New Mexico, and Chalk River, Ontario, Canada. Shockingly, Franklin Delano Roosevelt, the thirty-second president of the United States, kept the production of the bombs a secre t from Congress and the public during World War II. In fact, Truman figured out about this project when he was sworn into his presidency. The scientists created three bombs, the Gadget, Little Boy and Fat Man. The Gadget was a similar type of bomb as the Fat Man; however, the scientists were unsure if either of this type of bomb would work. The test, called Trinity, conducted to detonate the Gadget in New Mexico on July 16, 1945, at 5:30 in the morning. Every scientist was thrilled by the success of the bomb, and citizens one hundred miles away from the testing location could feel and see the bright light from the explosion. Astonishingly, a blind girl saw the flash up 120 miles away (Bellis). The Trinity was the green light that the bombs were usable. They would be used three weeks later in Japan. On August 6, Colonel Paul Tibbets flew the B-29 Enola Gay, named after Tibbets mother. The B-29 was a type of plane flown in World War II and the Korean War. Taking off at the United States base in Tinian, which is an island outside of Japan, the Enola Gay left with Little Boy. Flying 26,000 feet above Hiroshima, Tibbets cc rew dropped the bomb, which ignited a few thousand feet above ground (1945: Atom bomb hits Nagasaki). The crew put on their safety goggles immediately, turned away from the mushroom shaped explosion, and returned home safely. Three days later, Major Charles W. Sweeney flew the B-29 named Bockscar, which is a pun on boxcar and after Frederick C. Bock the Commander of the plane. At 11:02, the crew dropped Fat Man with a parachute attached, because this bomb was much heavier than Little Boy and it would hit the ground quicker. The American plane wanted to be as far away from the explosion as possible in order to ensure their safety. The bomb exploded 1,625 feet above ground and it destroyed Nagasaki almost instantly (1945: Atom bomb hits Nagasaki). The two atomic bombs still frightens people today because they can destroy a city instantly, and the pilots that dropped the bombs would not be harmed. Furthermore, the city that was attacked would be too wounded to rebel. Truman wanted to end the war immediately because many American soldiers died and he feared of losing more lives. The war was slowing down and Germany, a country of the Axis Powers that opposed the Allies Powers, surrendered on May 7, 1945. They surrendered because the Soviet Army was coming from the East, and the Americans were attacking from the west. The Armies would eventually trap Germany and attack. Furthermore, the Nazi leadership, controlled by Adolf Hitler, knew the war was over. Hitler realized his defeat and was afraid of other countries capturing him, which caused him to commit suicide and the other Nazi leaders surrendered. Japan was the last country to surrender, which bothered the whole world, because every country wanted the war to end. The bombing of Hiroshima and Nagasaki saved many American and Japanese lives. A few months before the nuclear attack, the battles of Iwo Jima and Okinawa occurred, which the Japanese fought to their death for honor. In these two battles, the casualties totaled to 128,375 people (US Troops in Action). However, the American casualties were 84,525 people (US Troops in Action), which is considerably less people. If Japan continued fighting, America was planning to invade Japans Island of Kyushu in November of 1945. This attack would cause 20,000 more dead Americans (Cooper). Since Japan did not know how many atomic bombs the United States possessed, they were frightened that more bombs would attack them. Five days after the bombing of Nagasaki, the Japanese agreed to an unconditional surrender that ended the war. This event saved thousands of Japanese and American soldiers lives. If Japan did not surrender after the two atomic bombs strike, America was planning to invade Japan in the fall. Furthermore, many European countries were developing an attack in the spring. In October 1944, the Battle of Leyte Gulf, the largest naval battle in World War II, destroyed the Japanese Navy. Since Japan had a devastated Navy, their ports were unprotected. Therefore, they had a shortage of food because they did not get any imported. Their population was suffering because their food was mostly being distributed to the troops. The Japanese people were having trouble holding their dignity, because of their hunger, and The Allies from many angles were attacking them. Once Little Boy and Fat Man exploded, the Japanese did not know how many more atomic bombs America obtained. They feared that one airplane could fly by dropping a bomb killing thousands and not be affected by the blast. Though the fire bombings of Tokyo killed more people over a longer period, the Japanese were app rehensive that there would be more atomic bombings killing their citizens in a shorter period. The amount of casualties suffered by the Japanese was appalling. There were 150,000 casualties at Hiroshima and approximately half were killed instantly (Effects of the Atomic Bomb). At Nagasaki 35,000 people were killed. Around twenty to thirty percent of deaths were caused by flash burns, fifteen to twenty percent of radiation sickness and fifty to sixty percent died of other related injuries (Effects of the Atomic Bomb). Sadly, the Japanese citizens had no warning of these brutal attacks. They were going about their daily tasks, when a bright, sudden flash would permanently devastate their lives. Many of the civilians would never see their families again. Since the people had no warning of the attack, they were unable to find shelter or stay behind with their loved ones. The surprise of the atomic bombs killed many people instantly during their daily routines. The lucky died instantly from the blast. Otherwise, they could have suffered radiation poisoning. Surprisingly, there was more radiation poisoning in Hiroshima than Nagasaki, because they were different types of bombs. The s ickness from radiation came in many forms including diarrhea, vomiting, impulsive hemorrhaging, blurring of the eye lens, and temporary infertility in boys, intensive burns, blood cell irregularity, fevers, depression, fatigue, and hair loss (Anhalt). Furthermore, many people got infections in their wounds because radiation lowers the immune system. Since many of the doctors were injured or died from the bomb, the hospitals in Hiroshima opened five days later for patients. This wait cost many people their lives that had a chance of recuperating. Some statistics from Hiroshima and Nagasaki estimates that ninety to one-hundred percent of all losses happened within the first two weeks (Solomon 270). In addition, the Japanese police records says that half of the peop le who were severely injured died by the sixth day; an additional twenty-five percent past by day twelve, and ninety percent of all deaths caused by the bombings happened before forty days (Solomon 270). Another long-term effect of the atomic bombs was cancer. Doctors were realizing that people were growing more tumors after the bombs struck. However, the radiation did not cause the tumors, yet it enhanced the tumor growth (Solomon 331). On the other hand, leukemia, cancer of the blood, was another type of cancer that increased after the bombing. The higher rate of leukemia was the longest seen side effect for the Japanese people. However, since tumors are not present in this type of cancer, many people died without knowing they had this disease. Radiation poisoning causes a horrendous death. Many years following the bombing, babies were suffering from birth defects. The radiation mutated the DNA, which is the genetic instruction for all living organisms, causing the DNA to cut at places and rejoin at others. This would change the code of the DNA, which would increase birth defects and the likelihood of cancer. Three years after the bombing, the Atomic Bomb Casualty Commission (ABCC) demanded that all pregnant women in their fifth month tell the government (Neel 3). The Japanese government would give the pregnant women additional supplements rather than the supplements they obtained before. In fact, all Japanese citizens had to take vitamins after the bombing to improve their health. This investigation allowed the ABCC to be aware out of the 76,626 births occurring over this six-year period, statistics of feasibility, birth defects, number of infant deaths, gender, and birth-weight (Anhalt). After the six years of testing was over, the government ended the study because o f the lack of evidence. However, the government did say that the information documented should be used for further study in the future. TToday, the infant mortality rate is lower than it was right after the bombings, it is believed that the remains of radiation are gone (Y). The two atomic bombs were unnecessary; instead, America should have shown the Japanese a video of the testing of the Gadget. Truman could have threatened Japan by saying that if they do not surrender, bombs like the one shown would decimate their cities. However, he would not announce the number of bombs that America had produced. If the Japanese did not believe him, Truman could have showed them pictures of the bombs already made and tell them a time frame for the possible bombings. However, this would just be a threat and America would never bomb Japan. The Japanese government would become worried and would consider surrendering. Though the most important thing to the Japanese was honor, there could have been a more civilized way of ending the war. Instead of forcing Japan to an unconditional surrender, the countries should have made a truce. This would have saved many more lives and been the peaceful way of solving the issue. Furthermore, Truman could have been more sympathetic to the Japanese by realizing the amount of casualties and the long-term effects of the bombing. It is a shame that innocent families died in a war that they did not favor. Families never had a chance to say goodbye to their loved ones because they had no warning. People were minding their own business in the street and were suddenly killed. Children were wondering the streets looking for their families and coming across their scorched mother or father dead on the pavement. These types of memories will always be imprinted in their brains. This same type of situation happened in Pearl Harbor. Nonetheless, the Americans that lost their families would not want anyone else to deal with the situation either. Anyways, two contemptible actions do not cancel each other out and make everything fine. No one needs to endure this agony, including your enemy. Truman would not back down to the Japanese, and forced an unconditional surrender, which entails no promises to the surrendering faction. In fact, Truman said that he always intended using the bomb by saying, I regarded the bomb as a military weapon and never had any doubt that it should be used† (The Atomic Bomb and Japans Surrender The Great WWII Debate). Before the bombing of Japan, the Potsdam Declaration, also known as The Proclamation Defining Terms for Japanese Surrender, was written. This document was an agreement between Truman, United Kingdoms Prime Minister Churchill, and Chinas president Chaing Kai-shek. One of the points said, â€Å"We call upon the government of Japan to proclaim now the unconditional surrender of all Japanese armed forces, and to provide proper and adequate assurances of their good faith in such action. The alternative for Japan is prompt and utter destruction† (Truman). This point means that if Japan is unwilling to surrender uncondition ally, the three countries involved in the declaration will bomb Japan until it would not exist anymore. Since Japan did not surrender, America dropped the bomb. On August 14, after witnessing his distressed country, Japans Emperor Hirohito pronounced their surrender. Truman was pleased with the results of the bombing, because he achieved what he wanted, an end to the war. Approval of the atomic bombing is debated by its pros and cons. A poll was taken and it showed that seventy-three percent of people over the age of fifty-five approved the bombing (Christoffersen). Furthermore, Peter A. Brown, assistant director of the Quinnipiac University Polling Institute, stated, Support drops with age, from the generation that grew up with the nuclear fear of the Cold War to the youngest voters, who know less about World War II or the Cold War (Christoffersen). This means younger people are less likely to approve of the use of the atomic bombs. They did not have to live through the drills in school. The drills in school consisted of the children climbing under their desk while protecting their heads. However, people do not believe these drills would help anymore, because there would be no warning for the bombs, the explosion would be too powerful, and the desk would become useless. Religion, political views and race all had an effect on their beliefs on the bomb ing too, since all of those categories educate peoples morals (Christoffersen). People will always support or oppose the atomic bomb because of the deaths and affects it caused to end the frightful war. On August 6 and August 9, 1945, the bombings of Hiroshima and Nagasaki occurred, respectively. Though the bombing ended the war almost immediately, the Japanese were suffering from total war and they were unaware of how many more bombs were to come. Additionally, the Japanese were unable to find shelter or say goodbye to their loved ones. In addition, Japan lost thousands of innocent civilians by a huge explosion that shocked them caused by an atomic bomb. These bombs saved countless American lives but destroyed hundreds of thousands of Japanese, whether they died immediately or suffered from its lasting effect. Many people think there could have been a civil way of negotiating with the Japanese to save more lives and end the war quicker. Though it was a wakeup call for the Japanese, a threat could have been just as satisfying. However, the future could not be pr edicted and everyone should interpret and learn from history, so the remorseful events are never repeated. The bombing of Hiroshima and Nagasaki will never be justified and forever will be debated.

Woodstock 1969 Essay -- essays research papers

Woodstock ‘69 Many large concerts occurred throughout America in the summer of 1969, but none were as well known and symbolic as Woodstock. Its message was clear; three days of Peace and Music. Its impact on America’s culture and society as well as its youth will not be forgotten for many years to come.   Ã‚  Ã‚  Ã‚  Ã‚  Four men named Michael Lang, Artie Kornfield, John Roberts, and Joel Rosenman originally established Woodstock. The men’s initial idea for the festival was to promote the idea of a new recording studio in Bethel, New York, which is where the event actually took place. (Jacksonville.net) Because of the extensive amount of rain that fell before and during Woodstock, the site was changed twice and ended up on Max Yasgur’s farm. (Bethelwoodstockmuseum.com) This resulted in the loss of preparation time. The stage had not been entirely put up and the sound system was dangerously assembled. There were many other problems that occurred as a result of the mud produced during the rain. Most of the gates and fences were not put up which allowed many people to enter the festival for free.(Jacksonville.net) The mud also created a major cleanup project after the festival ended.   Ã‚  Ã‚  Ã‚  Ã‚  Woodstock gathered an unexpectedly large attendance. Only 50,000 to 100,000 people were expected to arrive at the site. These numbers seemed small compared to the 400,000 to 500,000 people who converged on the area on August 15, 16, and 17 of 1969. (Webster’s) Many expected singers and bands could not arrive due to traffic backed up for miles along all the roads leading to the area. It was said that nearly one million people could have attended the concert if it had lasted longer. (Visi.com) Many recognized musicians preformed at the concert such as Janis Joplin, Jimi Hendrix, Creedence Clearwater Revival, The Who, Jefferson Airplane, and many others. (Home.columbus.rr.com) Truly by the first day, as the musicians looked out upon the vast crowd, they must have known that Woodstock was not going to be just another concert that would be forgotten. On the outside, Woodstock could just be considered another concert for the youth of the time to hear their favorite music, but it can be seen that it was much more than that. Although the music was a large part of the festival, there would be no reason for it to be remembered this long if that w... ...stock fans that made the trip to all three festivals bearing the â€Å"Woodstock† name. It seemed that the other men and women that made up the rest of the audience were nearly all there to get drunk and destroy anything they could get their hands on. By the end of the concert, nearly all of the stage and equipment was destroyed. Women were raped and all souvenirs such as shirts and posters were stolen. (MTV Woodstock Uncensored) The acts displayed at Woodstock 99’ could be summed up in two words: destructive force. It went beyond misguided violence to such a point as to bring down some of the original Woodstock’s glory. Unfortunately now when people think of Woodstock they will also think of the destruction that occurred during its latest attempt at recreation. Despite people’s desire to bring back the feeling of the original Woodstock, all that can remain is its effect on the people who experienced it and the affect on the culture they lived in. The concert was necessary to have because it eased tension in a time of history that was full of war and prejudices. Its stories will be told, some good, some bad, but the desire that people feel to experience it firsthand will never be lost.

“A Scrap of Paper” by Studdert Kennedy and Geoffrey Anketell Just a little scrap of paper

The poem I chose is called â€Å"A Scrap of Paper†. I believe that this poem is one of the world’s best and most interesting poems I’ve ever read, and even though it’s short, it leaves a lot for the reader to think about. The poem was written around the time of the First World War, and that is what I think it is about: a person who has received a letter saying that they have lost a loved one in war. Although the poem is short, there is not a lack of rhetorical devices. Imagery is common throughout the poem. In the first line, the description of the â€Å"little scrap of paper† sets up a vivid mental image for the reader. This paper isn’t overly valuable and not something that is important, yet to the recipient family, it is the most priceless artifact. It is â€Å"just a little scrap of paper† which the reader can now see. When I read this I think of an older looking piece of paper that probably is crinkled. I think the word â€Å"just† adds to the imagery. The word â€Å"just† is similar to â€Å"only†, which demeans value. It’s only one scrap of paper. In the second line, literal imagery is present in the description of the â€Å"yellow envelope†. This literal imagery leads into more figurative imagery. The reader of the poem now has some information to set up the setting of where and when they think the poem is being placed. For me, I see a house with a lady standing on the front porch holding the envelope in one hand and the little scrap of paper in the other. The colour of the envelope adds irony and contrast to the tone of the poem. The colour yellow is rarely affiliated with sadness, which is definitely present in this poem. Yellow is often seen as a colour that brings joy, happiness, energy and, many may even argue, hope. This is ironic because the contents within this yellow envelope is none of the above. These happy emotions associated with the colour yellow are polar opposites from what lies within the envelope. I think that this was done intentionally by the poets to make the sadness of the letter that much greater. The choice of the word â€Å"scrap† to describe the piece of paper was also a meaningful choice done by the poets. They could have used a different denotation, such as: â€Å"a piece of paper†. Using the word â€Å"scrap† sets a harsher tone and shows that the conditions of where the letter is from (theoretically from where the war was taking place) are not in a good condition. The scrap piece of paper symbolizes loss of hope. When there is no scrap piece of paper the families are bottled up with hope that their loved one will come home after the war. When the letter gets sent to the houses of loved ones, this hope is immediately lost as they will never see their loved one again. There are many rhetorical devices present in the poem â€Å"A Scrap of Paper† that help the reader enhance the underlying messages and meanings in the poem. There are also some sound devices used in the poem. The poem itself is a rhyming poem. It follows the pattern abcb. A common trend in poems about war, death, and other tragedies seems to be rhyming. Rhymes can help to lighten the mood of the poem and add a nice rhythm to the piece. The couplet of words that rhyme are â€Å"envelope† and â€Å"hope†. There are two very distinct types of connections between these words which is seen in their own context. In the context of this poem, these words contrast each other. This envelope does not associate with hope, it is the opposite. In general context, envelopes can often bring hope to people. There is always an element of surprise attached along with envelopes since one is often unsure of the contents within. The use of consonance is present in the quote â€Å"scrap of paper†. There is a repetition of the letter â€Å"p†. The use of the sound device consonance generally adds a harsh and â€Å"dark† tone. This tone goes along with the theme of war. In conclusion, the sound devices used in the poem â€Å"A Scrap of Paper† help to enhance the theme and meaning of the poem. The saying â€Å"quality, not quantity† is definitely applicable to this poem. The first time I read the poem over, I thought there was no way that this poem is exemplary to be one of the world’s best poems. After analyzing it more thoroughly, I realized my initial opinion was very wrong. I think that’s what the poets were hoping the reader would think. The length of a poem does not limit it’s depth and meaning and this was effectively proved while analyzing this poem. The simplicity and shortness also allows the reader to make their own assumptions. I think that this is a good quality for a poem to have. The definite results are not â€Å"set in stone†, so the reader can make their own connections with the poem. It is evident that every detail was considered while making this poem and that’s why I believe it is one of the world’s best poems.

English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION: This course focuses on one’s understanding of the English and American Literature from old to contemporary. It assists one in honing skills and creativity through the different performance tasks- short story writing, drama presentation, poetry slam, and persuasive essay writing as well as enhancing their fundamental language skills as integrated in each lesson to help learners become fully equipped with essential understanding of both language and literature in this level. RATIONALE: This course aims to engage students the opportunity to explore literary texts written in Old English which will provide them with new understanding of the different cultures or history of the author and the place where the literary work was originated. Aside from that, they will be directed to strengthen their previous knowledge of English in both language and literature thus develop and/or enhance skills in creative writing and critical reading through deep analysis and evaluation of these texts. It also provides varied and meaningful learning experiences that are value-oriented. REQUIREMENTS: A. ENTRY The third year students are assumed to have learned some lessons and rules in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asian countries and Africa, their genres, elements and features. Thus, they are expected to enhance their knowledge on these things through consistent attention and active participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting English and American short stories, drama, poems and essays and through participating in performance task s or culminating activities prepared per unit. The students in this level should submit their assignments and projects on time (written outputs or creative artworks), interact with literary texts and their characters and perform the required tasks with eagerness which would in time help them understand their own culture, appreciate and experience God’s greatness. B. EXIT: At the end of the school year, the students are expected to show confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their love of reading and writing in a creative and critical manner, and apply these things, most especially the core values highlighted in most of the lessons, at present and in the near future. Lastly, they are likely to show expertise not just in communicating but also in composition writing using well-constructed sentences and paragraphs and all the more, in creating stories, poems and even song lyrics considering appropriate mechanics. GENERAL OBJECTIVES: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. FIRST GRADING (NARRATIVE)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discuss the distinct elements of American and British short story. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story create a meaningful short story. 4. Make meaning out of the language features of a narrative. 5. Use appropriate coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. Write an essay analyzing the important elements and literary devices used in a short story. 7. Make connection within and among American-British short stories to real life experiences. 8. Discuss and interpret British-American narratives highlighting their culture, beliefs and societies. | Elements and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus:CoordinatorsPrepositions| Essay writing on analys is of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story based on its themeOrganizing short story elements using story mapsReporting of the different short story elements using the story readConstructing sentences using appropriate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf† where self-sacrifice is shown when the old man died after he painted his masterpiece despite the cold weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å"Pardoner’s Tale† -Money planted greed in their hearts thus, led them to their fate, death.) ConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes (Elements and Literary Devices Used in Short Stories; Coordinators, and Prepositions| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinct qualities of the 20t h century British-American short stories. 2. Explain why and how the themes in narratives are still prevalent in the literature of all cultures and important to people of today. 3. Express emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. Write expressively using original ideas, reflections and observations. 6. Clarify meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. Analyze the correct forms and functions of relative pronouns and relative clauses. 8. Write an extended dialogue or additional action for a short story.| Culture and Values of the 20th Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus:Relative Pronouns and ClausesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Dri ver| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| ConnectedValues:Students are encouraged to count their blessings and share what they have. ConnectedBible:James 1:9(â€Å"The Doll’s House†- The story shows social discrimination. But through this verse, students will learn and be reminded of treating people equally whether they are of the higher or lower class.) ConnectedBible:Acts 20:35In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive.’† (Students will learn the importance of giving, thus, when they give, it should be heartily.)| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to show comparisons and contrasts of the characteristics of short stories of the old and the 20th century short stories| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Write a short story with a well-developed organizational structure, sequence of events and details. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be employed in one’s short story. 5. Use technology in the preparation and writing of a short story. 6. Use appropriate tenses of verbs in highlighting actions and observations. 7. Use correct tenses effectively in a short story. 8. Use a variety of cohesive devices to make the flow of thought smooth and effortless in a short story. 9. Analyze, critique and construct meaning of a short story. 10. Evaluate own and others’ short story. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus:Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amonti llado by Edgar Allan Poe| Short Story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting and critiquing a short story in accordance with the thoughts and message of the author Constructing sentences with the correct use of tensesAssessing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the vengeance is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (P roject)Quiz on the Perfect Tenses and Direct Discourse| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| SECOND GRADING (DRAMA)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different features, elements and historical development of British-American drama. 2. Examine the features, elements of and historical development of British-American drama. 3. Express feelings and traits about a play through varied activities. 4. Exhibit competencies in doing technical research writing. 5. Compare and contrast features and elements of British and American dramas. 6. Identify and assess the elements, features and historical development of British-American drama using appropriate modals. 7. Infer character traits through a film showing. 8. Relate drama themes to real life experiences. 9. Reflect on the moods and tones of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus:ModalsRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned dramaComparing and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of internet as a source for the research report and for printing it out in an MS Word format| Discussion on the steps of mak ing a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes (Modals, Types of Discourse) Role PlayCompare and Contrast features and elements of drama| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting explanation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the value of dialogue and other distinctive features of the British-American drama. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus:Words and Phrasal Modifiers| Writing DialoguesMaking-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the value of forgiveness after they read the story â€Å"Hamlet†; They will also learn the value of one’s life.| Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer Evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days| 1. Explain how characterization, plot structure, and lines are enhanced by dramatic conventions. 2. Describe how various dramatic conventions such as masks, chants, indigenous music, and authentic materials enliven the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character description to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause Modifier sDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days| 1. Perform a drama presentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share personal experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personal experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible| THIRD GRADING (POETRY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of British-American poetry 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the unique culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectives and adjective clauses in poetry 8. Exhibit proficient use of adjectives and adjective clauses in writing an analysis of an epic 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture, Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiter ary Devices Used in British-American Lyric PoetryAnalysis of an Epic:The Story of BeowulfLanguage Focus:Adjective and Adjective Clauses| Reporting on the Elements of Poetry, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a good leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adje ctive Clauses| Analysis of an Epic Poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of figurative language on evaluating ideas, information and experiences contained in lyric poems. 3. Distinguish Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British – American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in Lyric Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the lyric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAn alysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus:Transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a Lyric Poem| ConnectedMusic:Singing out the lyrics of a song while bearing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s quality through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to capture the images in poems 7. Conform with and execute well the instructions in performing a poetry slam 8. Record the quality of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala (Filipino)How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus:Mi splaced and Dangling Modifiers| Performing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing down its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identified)| Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Educatio n)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| FOURTH GRADING (ESSAY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisements. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a convincing and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms, Structure, Language, Appeal, Functions and Standards of AdvertisementsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb agreementCreating a convincing and quality advertisement| Connec tedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love† 1Cor 13:4(Learners will bear in mind the real meaning of love, not the fake one.)| Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement made| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Explain the distinct form, content, parts, tone and style of an open letter 2. Express feelings and traits about a an open letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitional markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, Tone and Style of an Open LetterLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples:Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a survey| ConnectedSocial Studies:Social issues like politics, etc. are being focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking site to gather answers for a short survey question about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?† using an account in any social networking siteGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teach ing Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Write a persuasive essay. 2. Use parallel and balanced sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus:Sentence StructuresDirect and Indirect SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly| ConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself†If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance†. | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Co mposition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| First Grading Period Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a story and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of th e beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative Strategy: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | | 1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessio nsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative Strategy: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | | 1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, vivid words, and figurative language to help readers clearly visualize events in the story. 4. Use appropriate tenses in narrating events.| Narrative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the vengeance is the Lord’s only. Romans 12:19Arts/Techn ology: They will view images and describe them using figurative language.History: Background of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative Strategy: Dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| | Second Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. Create a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word Format| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Re ports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic conventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| | Third Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My Captain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy Evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| | Fourth Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and purpose of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | | 1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasiv e Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |