Learning Notes Essay Example for Free

Learning Notes Essay |STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

scarface movie review :: essays research papers

Scarface   Ã‚  Ã‚  Ã‚  Ã‚  This film revolves around the world of an immigrant from Cuba by the name of Antonio â€Å"Tony† Montana. Along with his very close friend Manolo â€Å"Manny†, their goal is to live the American dream, which is to leave Cuba, relocate to America and become filthy rich. Tony’s mother and sister Gina are already in the States and currently residing in the state of Florida, where he plans to go and reunite with them. He eventually does and introduces Manny to the family. Right away Manny seems interested but keeps it to himself. They ultimately fulfill their goal, through organized crime, and are spoiled with wealth from an absurd steady income.   Ã‚  Ã‚  Ã‚  Ã‚  Over time, Manny’s feelings for Gina increase but he doesn’t want Tony to find out because of Tony’s protective state over his younger sister, also for his respect towards the family. Tony is the type of older brother that is bred on tradition and feels that Gina should not be dating until she is ready to marry, but Gina grew up in the States and is raised beyond tradition, therefore becoming defiant towards Tony and their mother.   Ã‚  Ã‚  Ã‚  Ã‚  One distinct evening, Tony and Manny head for the Babylon club, a well-known formal place where they and many famous people usually go. Unexpectedly, Tony finds Gina in the club dancing with someone he does not know. Then he catches them in the men’s restroom making out. Tony becomes furious and creates a scene in the club beating Gina in the restroom, after he deliberately instructed her not to go. This is just one of many incidents that occurred in the film.   Ã‚  Ã‚  Ã‚  Ã‚  In time, Manny and Gina were growing more and more attached to each other and started dating secretly without anybody knowing. A few months go by and they have decided to get married, so they did without the approval of Tony and their mother. The couple’s initial plan was to surprise Tony the following day of their wedding. Tony suddenly shows up at the newlyweds’ new home where the couple was about to spend their honeymoon. Manny answers the door in his bathrobe excited to tell Tony the good news. Suddenly he sees Gina in the foreground in her bathrobe, immediately Tony pulls out his nine millimeter hand gun and shoots Manny, his long time friend, in the chest. Gina dashes up to Tony crying hysterically, explaining the surprise they had planned.

Birthday Bash and Crash

Birthday Bash and Crash Nathan Blanchard Honors Language-2 August 9, 2013 On June 22, 2013, I woke up as if it were any other day, but it was not any other day, It was my birthday. I got up and took a shower, brushed my teeth and hair and dressed in a nice, but casual outfit. A pair of blue, white, and red plaid shorts with a solid red polo shirt and white under shirt was my outfit of choice. I was excited for my party even though I knew what I was getting as a gift. All I had asked for was an Oxbow 360. I knew my mother and the rest of my family had done everything they could to make sure I got it.I was so happy for a lot of things though. I was getting an Oxbow, my older brother, Each was coming, and It was a cook out. Even though the party was small, it was the best party ever. My whole family would be coming to the party my mom had planned. Everyone began to arrive around 2:00 In the afternoon. My mom was busy cooking in the kitchen and a family friend, Mr.. Rick was cooking hamb urgers and hotdogs on the grill. My granny, Winston and Gail, Brian, Each, and Gracie all came over. Once the food was all cooked and ready, we all ate.We had hamburgers, hotdogs, potato lad, Cole slaw, devil eggs, baked bears, macaroni and cheese, and potato chips. Of course there was a big cake with â€Å"Happy Birthday Nathan† in red letters for dessert. After eating lunch, it was time for presents. Got the best things ever. Everything I needed and wanted were nicely wrapped or boxed. My gifts included a metallic black Oxbow 360, five games, Including Mineshaft and Call of Duty. 1600 Microsoft points, a set of black and green Turtle Beach headphones, and an extra controller which was purple. I know these were very expensive gifts and I am very grateful to my family.I know that they love me a lot and the really care about my wants and needs. After opening my gifts, my brother, Each and I decided to throw the football. Before we went outside, he tossed the football in the al arm and I hit it. The ball crashed onto the table. I didn't break anything, but my mom told us we had to go outside. When we got outside, my sister, Michael and her friends, Brian and Gracie came out also. We all threw the ball back and forth until my brother and I started to tackle. That was too much for the girls so, they played kickball. My brother kept taking the soccer ball from them.Next thing I heard was him yell, â€Å"He shot, he scored. † I looked to see what happened. Each had Just kicked the ball In the back of his truck. After we played in the yard for a while, we all went back inside for cake. The cake was served after the family and friends sang, â€Å"Happy Birthday. † The cake was great. It was vanilla cake with white sweet Icing. I had ice cream with mine. Once we all finished our cake, it was getting late and everyone needed to go home. The party ended and cannot wait until next year's. Just to let you know, I play my all of the time.

Teaching ESL Writing (Final Paper) - 2481 Words

Teaching ESL Writing At times the plethora of professional journals and the myriad subjects treated therein seems like little more than a dizzying exercise in redundancy and a forum for education professionals to justify their worth in a competitive job market; however, I would like to think that there is a hidden value for those of us whose brains seem to operate in what some might call a â€Å"spiral† rhetorical pattern, that as we work our way around and around certain issues related to composition instruction, we are moving gradually upward toward broader understanding and better practice. Some studies seem to do little more than show the need for more studies, their authors falling back on such standard phrases as,†¦show more content†¦(3) Having lately read a great deal of professional literature regarding the ups and downs of teaching college composition to ESL students, I’ve noticed that students with LDs are conspicuously absent – a fact that suggests one or more possible conclusions: Students with LDs just aren’t represented in college-level ESL courses; Students with LDs are there but they don’t have needs separate from those of non LD students that would require special consideration by college teachers; These students are there and have needs requiring special attention by their teachers, but the teachers themselves lack understanding of what those needs are and how to accommodate them. 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