Writing K to 12, Or Not

Transcription

1 Writing K to 12, Or Not Isagani R. Cruz The Manila Times College Globe: Smart: Sun: isaganicruz@gmail.com

2 SOURCE: DepEd Undergraduate Graduate Doctoral Post-Doctoral Six (6) Years Four (4) Years TVET

3 SOURCE: DepEd Undergraduate Graduate Doctoral Post-Doctoral Six (6) Years Four (4) Years Tech-Voc NC 1-2 TVET One (1) Year

4 SOURCE: DepEd Six (6) Years Four (4) Years Tech-Voc NC 1/2 Two (2) Years TVL NC 2/3/4 Academic Sports Arts Undergraduate Graduate Doctoral Post-Doctoral One (1) Year

5 Holistically developed Filipino with 21 st century skills

6 LEVEL The PHL Qualifications Framework BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION SOURCE: DepEd SOURCE: TESDA L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE BACCALAUREATE L5 DIPLOMA L4 NC IVNC IV L3 NC III L2 NC II L1 NC I GRADE 12

7 SOURCE: DepEd NC 1, NC 1, 2, 4

8 Language and Literacy

9 Creative Writing Creative Writing Competence

10 An effective language arts and multiliteracies curriculum draws on literature in order to develop students understanding of their literary heritage.

11 Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalagang pampanitikan gamit ang teknolohiya at iba t ibang uri ng teksto at mga akdang pampanitikang rehiyunal, pambansa, saling-akdang Asyano at pandaigdig tungo sa pagtatamo ng kultural na literasi.

12 In order to teach creativity, one must teach creatively.

13 The tortoise and the monkey found once a banana tree floating amidst the waves of a river. It was a very fine tree, with large green leaves, and with roots just as if it had been pulled off by a storm. They took it ashore. Let us divide it, said the tortoise, and plant each its portion. They cut it in the middle, and the monkey, as the stronger, took for himself the upper part of the tree, thinking that it would grow quicker for it had leaves. The tortoise, as the weaker, had the lower part, that looked ugly, although it had roots.

14 After some days, they met. Hello, Mr. Monkey, said the tortoise, how are you getting on with your banana tree? Alas, said the monkey, it has been dead a long time! And yours, Miss Tortoise? Very nice indeed, with leaves and fruits. I cannot climb up to gather them. Never mind, said the malicious monkey, I will climb up and pick them for you.

15 Do, Mr. Monkey, replied the tortoise gratefully. And so they walked toward the tortoise s house. As soon as the monkey saw the bright yellow fruits hanging between the large green leaves, he climbed up and began plundering, munching and gobbling, as quick as he could. But give me some, too, said the tortoise, seeing that the monkey did not take the slightest notice of her.

16 Not even a bit of the skin, if it is eatable, rejoined the monkey, both his cheeks crammed with bananas. The tortoise meditated revenge. She went to the river, picked up some pointed shells, planted them around the banana tree, and hid herself under a coconut shell. When the monkey came down, he hurt himself and began to bleed. After a long search he found the tortoise. You must pay now for your wickedness; you must die. But as I am very generous, I will leave to you the choice of your death. Shall I pound you in a mortar, or shall I throw you into the water? Which do you prefer?

17 The mortar, the mortar, answered the tortoise; I am so afraid of getting drowned. O ho! laughed the monkey; indeed! You are afraid of getting drowned! Now I will drown you! And going to the shore, he slung the tortoise and threw it in the water. But soon the tortoise reappeared swimming and laughing at the deceived, artful monkey. José Rizal, Two Eastern Fables, Trubner s Record (London, 1889)

18 K Rhyme Character, Setting, Plot Closure Recite rhymes, poems, and sing simple jingles/songs in the mother tongue, Filipino and/or English Identify whether a pair or set of words rhyme Recall details of the story told by the teacher: the characters, when and where the story happens, the events in the story Predict what might happen next in the story heard Ask students: What did the monkey do next?

19 1 Rhyme Interpretation Character Persona Closure Criticism Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants Recite and sing individually, with ease and confidence, songs, poems, chants, and riddles Infer the character feelings and traits in a story listened to Identify the speaker in the story or poem listened to Predict possible ending of a story listened to Participate actively during story reading by making comments and asking questions Stop after every paragraph and ask students how the monkey or the tortoise feels.

20 1 Character, Setting, Plot Plot Creative Writing Plausibility Structure Criticism Adaptation Note important details in grade level narrative texts listened to: (a) character, (b) setting, (c) events Give the correct sequence of three events in a story listened to Supply rhyming words to complete a rhyme, poem, and song Identify cause and/or effect of events in a story listened to Identify the problem and solution in the story read Discuss, illustrate, dramatize specific events in a story read Ask students to role-play with makeshift costumes, making up their own dialogue in the mother tongue.

21 1 Paraphrase Close Reading Interpretative Reading Author Retell a story read Tell/retell legends, fables, and jokes Note important details in grade level literary texts listened to Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala, at ekspresyon Naipamamalas ang paggalang sa ideya, damdamin, at kultura ng may akda ng tekstong napakinggan o nabasa Ipaulit sa mga estudyante ang kuwento sa sarili nilang wika.

22 1 Value Creative Writing Napahahalagahan ang mga tekstong pampanitikan sa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikan Pagsulat ng tula at kuwento Pasulatin ang mga estudyante ng ambahan / tanaga / dalit / diona tungkol sa matsing.

23 The ambahan is a rhythmic poetic expression with a meter of seven (7) syllable lines and having rhythmic end-syllables.

24 TANAGA: Ang tanaga ay isang katutubong anyo ng tula na binubuo ng pitong (7) pantig kada taludtod, apat (4) na taludtod kada saknong na may isahang tugmaan. DALIT: Ang dalit ay isang katutubong anyo ng tula na binubuo ng walong (8) pantig kada taludtod, apat (4) na taludtod kada saknong at may isahang tugmaan. DIONA: Ang diona ay isang katutubong anyo ng tula na binubuo ng pitong (7) pantig kada taludtod, tatlong (3) taludtod kada saknong at may isahang tugmaan.

25 2 Character, Setting, Plot Appreciation Background Structure Character Genre Theme Synopsis Metaphor Note important details in grade level narrative texts: (a) character, (b) setting, (c) plot Express individual choices and taste for texts Browse/read books for various purposes such as for learning or for pleasure Identify the important story elements Infer character feelings and traits in a story Identify the difference between a story and a poem Give the main idea of a story/poem Give the summary of a story Identify and use simile and metaphor in sentences Ask students: What is the story saying?

26 2 Titles Intention Appreciation Give another title for literary text Identify the author s purpose for writing a selection Show love for reading by listening attentively during story reading and by making comments/reactions Naipamamalas ang pagpapahalaga at kasanayan sa pagbasa ng iba t ibang uri ng Panitikan Napapahalagahan ang mga tekstong pampanitikan Sabihin sa mga estudyante: Bigyan ng ibang pamagat ang kuwento.

27 2 Affect Criticism Nakadarama ng pagbabago sa sariling damdamin at pananaw batay sa binasang teksto Naipakikita ang aktibong pakikilahok sa usapan at gawaing pampanitikan Nauunawaan ang kahalagahan ng mga nilalaman ng panitikan Ask students how they feel after reading the story.

28 3 Character, Setting, Plot Appreciation Genre Paraphrase Figures of speech Theme Note important details in grade level narrative texts: (a) character, (b) setting, (c) plot (problem & solution) Expresses love for stories and other texts by browsing the books read to them and asking to be read more stories and texts Identify the difference between a story and a poem Give the meaning of a poem Identifies and uses personification, hyperbole Ask student to use personification to tell a story about a dog and a cat. Gives the main idea of a story/poem

29 3 Character Structure Closure Adaptation Appreciation Title Stylistics Appreciation Infers character feelings and traits in a story Identifies the important story elements Predicts possible ending of a story Responds to a story through dramatization, songs, or art activities Shows love for reading by listening attentively during story reading and making comments or reactions Give another title for literary text Describes and reacts to the author s writing style Napapahalagahan ang mga tekstong pampanitikan Ask student to draw a cartoon depicting the monkey and the tortoise in a 21 st century setting.

30 4 Setting / Character / Theme / Plot Poetic devices Analyze a narrative in terms of its setting Analyze a narrative in terms of its characters Analyze a narrative in terms of its theme Analyze a narrative in terms of its plot (conflict / problem / reaction / resolution / ending) Analyze a 3 or 4-line poem in terms of its elements (rhymes, sound devices) Identify figures of speech (simile, metaphor, Ask student to relate a future encounter of the personification) monkey and the tortoise, showing that they do not like each other.

31 5 Theme / Setting / Characters / Plot Poetic devices Infer the theme of a literary text Summarize narrative texts based on elements (theme, setting, characters [heroes and villains], plot [beginning, middle, and end] Analyze a 2-stanza poem in terms of its elements (rhymes, sound devices, imagery, figurative language) Analyze figures of speech (simile, metaphor, personification, hyperbole) Ask student to write a story with hyperbole.

32 6 Poetic devices Plot Analyze sound devices (onomatopoeia, alliteration, assonance, consonance) Analyze poem with 4 or more stanzas in terms of its elements (rhymes, sound devices, imagery, figurative language) Determine tone, mood, and purpose of the author Analyze figures of speech (simile, metaphor, hyperbole, irony, culture-based euphemism) Evaluate narratives based on how the author developed the elements (plot [chronologicalsequential, en medias res, flashback] Ask student to write four four-line stanzas of rhyming verse (abab) with alliteration in every line.

33 7 As language Pre-colonial literature Proverbs, Myths, Legends Demonstrates communicative competence through his/her understanding of Philippine Literature Demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past Transfers learning by showing appreciation for the literature of the past Describes the different literary genres during the pre-colonial period Identify the distinguishing features of proverbs, myths, and legends Make the student write a story about a vampire and a wizard with the same plot line as that of the folktale.

34 7 Genre Imagery Devices Tone, Intention Theme Context Explain how the elements specific to a genre contribute to the theme of a particular literary selection Express appreciation for sensory images used Explain the literary devices used Determine the tone, mood, technique, and purpose of the author Draw similarities and differences of the featured selections in relation to the theme Explain how a selection may be influenced by culture, history, environment, or other factors Make students list words that describe how the monkey smells. (You can use Boggle.)

35 7 Conflict, Theme Period Genre Psychology Period Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways Identify the distinguishing features of literature during the Period of Apprenticeship Identify the distinguishing features of poems and short stories Discover literature as a tool to assert one s unique identity and to better understand other people Identify the distinguishing features of literature during the Period of Emergence Ask student to orally tell a story where the tortoise gets his revenge without resorting to violence.

36 7 Kuwentong Bayan Pabula Synopsis Street Drama Folksong Naisusulat ang mga patunay na ang kuwentong-bayan ay salamin ng tradisyon o kaugalian ng lugar na pinagmulan nito Naibabahagi ang sariling pananaw at saloobin sa pagiging karapatdapat / di karapatdapat ng paggamit ng mga hayop bilang mga tauhan sa pabula Naisusulat ang buod ng binasang kuwento nang maayos Nabubuo ang patalastas tungkol sa napanood na dulang panlansangan Naisasagawa ang dugtungang pagbuo ng bulong at/o awiting-bayan Ask student to rewrite the story using human beings rather than animals as characters.

37 7 Genre Theme Period Author Identify the distinguishing features of revolutionary songs, poems, short stories, drama, and novels Discover through Philippine literature the need to work cooperatively and responsibly in today s global village Identify the distinguishing features of selected literary genres during the Contemporary Period Explain the contributions of national artists for literature in elevating Philippine Literature in English in the global village Ask student to write a sonnet dedicated to the Muslims or Christians in Mindanao.

38 7 Alamat Epiko Ibong Adarna Korido Naisusulat ang isang alamat sa anyong komiks Naisasagawa ang isahan / pangkatang pagsasalaysay ng isang pangyayari sa kasalukuyang na may pagkakatulad sa mga pangyayari sa epiko Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna Nakikilahok sa malikhaing pagtatanghal ng ilang saknong ng korido na naglalarawan ng pagpapahalagang Pilipino Ask students to perform the story using rhymed dialogue with original music.

39 8 Afro-Asian Lit African Lit Figures of speech Demonstrates communicative competence through his/her understanding of Afro-Asian Literature Demonstrates understanding of African literature as a means of exploring forces that human beings contend with Describe the notable literary genres contributed by African writers Identify the distinguishing features of notable African chants, poems, folktales, and short stories Explain figurative language used Ask student to rewrite the story with the tortoise as a 21 st century Filipino and the monkey as a multinational corporation.

40 8 Genre Imagery Tone, Intention Theme Criticism Devices Explain how the elements specific to a genre contribute to the theme of a particular literary selection Express appreciation for sensory images used Determine the tone, mood, technique, and purpose of the author Describe similarities and differences of the featured selections in relation to the theme Explain how a selection may be influenced by culture, history, environment, or other factors Explain the literary devices used Ask student to rewrite the story to make it scary.

41 8 East Asian Lit Nature Southeast Asian Lit Tone, Theme, Intention Describe the notable literary genres contributed by East Asian writers Identify the distinguishing features of notable East Asian poems, folktales, and short stories Appreciate literature as an art form inspired and influenced by nature Describe the notable literary genres contributed by Southeast Asian writers Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers Determine key ideas, tone, and purposes of the author Ask student to write a story with the same characters but using another plant.

42 8 South and West Asian Lit Philosophy, Religion Riddles, Proverbs Interpretative Reading Describe the notable literary genres contributed by South and West Asian writers Identify the distinguishing features of religious texts, epics, myths, drama, and short stories contributed by South and West Asian writers Appreciate literature as an expression of philosophical and religious ideals Naisusulat ang sariling bugtong, salawikain, sawikain, o kasabihan na angkop sa kasalukuyang kalagayan Nabibigkas nang wasto at may damdamin ang tula Pasulatin ang estudyante ng limang bugtong na ang sagot ay: pagong.

43 8 Sarsuwela Creative Writing Florante at Laura Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa Kultura ng iba t ibang rehiyon sa bansa Naisusulat ang isang orihinal na tulang may apat o higit pang saknong sa alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan, o kalikasan Nabibigkas nang madamdamin ang mga sauladong berso ng Florante at Laura Pasulatin ang estudyante ng apat na saknong na tungkol sa pag-ibig sa kaaway.

44 9 British and American Lit Theme Mood Demonstrates communicative competence through his/her understanding of British- American Literature Demonstrates understanding of how Anglo- American literature serves as a means of discovering and enhancing the self Identify the distinguishing features of notable Anglo-American lyric poetry, sonnets, dramatic poetry, vignettes, songs, poems, sermons, allegories, short stories, and one-act plays Explain how the elements specific to a selection build its theme Ask students to write descriptions of themselves as either monkeys or tortoises.

45 9 Tone, Intention Theme Context Determine the tone, mood, technique, and purpose of the author Draw similarities and differences of the featured selections in relation to the theme Explain how a selection may be influenced by culture, history, environment, or other factors Analyze literature as a means of valuing other people and their circumstances in life Explain how the elements specific to a genre contribute to the theme of a particular literary selection Ask student to rewrite the story with the monkey as the hero or good guy.

46 9 Genre Dialogue Reviewing Theme Short Story Analyze a radio play as a means of connecting to the world Analyze dialogue as one of the elements in building the theme of a play Compose a play review Explain how the elements specific to fulllength plays build its theme as a means of understanding unchanging values in a changing world Nasusuri ang maikling kuwento batay sa paksa, mga tauhan, pagkakasunod-sunod ng mga pangyayari, estilo sa pagsulat ng awtor Ask student to rewrite the story as a radio play with witty dialogue.

47 9 Verisimilitude Tanka & Haiku Creative Writing Criticism Parable Elegy Noli me tangere Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang grupo ng Asyano Nasasaliksik ang kulturang nakapaloob sa alinmang dula sa Silangang Asya Naisasadula ang nabuong orihinal na parabola Nakasusulat ng sariling elehiya para sa isang mahal sa buhay Naitatanghal ang scenario building tungkol kay Sisa sa makabagong panahon Pasulatin at ipatanghal sa mga estudyante ang isang dula tungkol sa isang pamilya na nakatira sa Zamboanga (na tinaguriang monkeys with no tails ng mga kano).

48 10 British and American Lit Theme Imagery Tone, Intention Demonstrates communicative competence through his/her understanding of literature for a deeper appreciation of World Literature, including Philippine Literature Demonstrates understanding of how world literature serves as a way of expressing and resolving one s personal conflicts Explain how the elements specific to a selection build the theme of a particular literary selection Express appreciation for sensory images used Determine tone, mood, technique, and purpose of the author Ask student to rewrite the story using magical realism.

49 10 Context Theme Devices Theme Explain how a selection may be influenced by culture, history, environment, or other factors Draw similarities and differences of the featured selections in relation to the theme Explain the literary devices used Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or groups Evaluate literature as a source of wisdom in expressing and resolving conflicts between individuals or groups, societies, and nature Ask student to write a creative nonfiction essay with monkeys and tortoises symbolizing the Maranaos and the Tausugs, but with the conflicts resolved at the end.

50 10 Myth Epic Novel Mediterranean Lit Creative Writing Naisusulat ang sariling mitolohiya batay sa paksa ng akdang binasa Naisusulat ang paglalahad ng pananaw tungkol sa pagkakaiba-iba, pagkakatulad ng mga epikong pandaigdig Naisasadula ang isang pangyayari sa tunay na buhay na may pagkakatulad sa mga piling pangyayari sa kabanata ng nobela Nailalahad nang malinaw sa isang simposyum ang nabuong critique ng alinmang akdang pampanitikang Mediterranean Naisasalaysay ang nabuong anekdota sa isang diyalogo aside, soliloquy, o monolog Ask student to write a 20-minute monologue with either the monkey or the tortoise speaking.

51 10 African Lit Persian Lit El Filibusterismo Character Naisusulat ang iskrip ng isang puppet show na naglalarawan sa tradisyong kinamulatan sa Africa at/o Persia Naisasalaysay ang magkakaugnay na mga pangyayari sa pagkakasulat ng El Filibusterismo Naisasagawa ang angkop na pagsasatao ng mga tauhan ng nobela Pasulatin ang estudyante ng isang maikling dula (30 minuto ang haba) na naglalarawan ng pagdalaw ng matsing at ng pagong kay Jose Rizal, habang sinusulat niya ang El Filibusterismo.

52 11 21 st century literature from the region where the school is based in relation to the literature of other regions Differentiate / Compare and contrast the various 21 st century literary genres and the ones from the earlier genres / periods, citing their elements, structures, and traditions Infer literary meaning from literal language based on usage Analyze the figures of speech and other literary techniques and devices in the text Explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text s meaning and enrich the reader s understanding Ask student to rewrite and upload the story for Wattpad, WritersCafe, Scribophile, Figment, or other writing community.

53 11 21 st century literature from the region where the school is based in relation to the literature of other regions Situate the text in the context of the region and the nation Explain the relationship of context with the text s meaning Produce a creative representation of a literary text by applying multimedia skills Choose an appropriate multimedia format in interpreting a literary text Apply ICT skills in crafting an adaptation of a literary text Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation Ask student to rewrite the story with Aldevinco as the setting.

54 11 21 st century literature of the world Identify representative texts (originally written in the 21 st century) and authors from Asia, North America, Europe, Latin America, and Africa Explain the texts in terms of literary elements, genres, and traditions Situate the texts in the context of the region, nation, and the world Appreciate the cultural and aesthetic diversity of literature of the world Compare and contrast the various 21 st century literary genres and their elements, structures, and traditions from across the globe Ask student to rewrite the story with New York City or London as the setting.

55 11 21 st century literature of the world Distinguish the literary uses of language from the non-literary and understand their use as well as the formal features and conventions of literature Identify the figures of speech and other literary techniques and devices in the text Explain the biographical, linguistic, and sociocultural contexts and discuss how they enhance the text s meaning and enrich the reader s understanding Examine the relationship between text and context Ask student to rewrite the story with Rizal as the tortoise.

56 11 21 st century literature of the world Understand literary meanings in context and the use of critical reading strategies Produce a creative representation of a literary text by applying multimedia skills Choose an appropriate multimedia format in interpreting a literary text Apply ICT skills in crafting an adaptation of a literary text Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation Ask student to rewrite the story using only images on PowerPoint without words.

57 11 21 st century literature from the region where the school is based in relation to the literature of other regions Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary Identify representative texts and authors from each region Value the contributions of local writers to the development of regional literary traditions Appreciate the contributions of the canonical Filipino writers to the development of national literature Ask student to rewrite the story in the style of Jhoanna Cruz.

58 Immersion Join a company, organization, or workplace of professionals 12 Ask students to read poems about conflict during an event sponsored by the Davao Writers Guild.

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