What’s Your Story? Joanne Rose Ll. Macalisang Ziah Marie M. Pastera

UNIT SUMMARY In the entire unit, the pupils will learn about what a story is, its elements, sequencing events, and predicting outcomes, will recall basic tenses of verbs, and will know which are regular and irregular ones. Prior to these, the pupils are expected to read stories and analyze their basic elements, act-out a certain story, make essays and reflections, research and reports, be able to produce a video, and be enhanced in using technology specifically the computer in discussions and answering quizzes and some activities. As these will be done, they may develop leadership skills, teamwork, the value of responsibility, self- esteem, creativity, and independence.

STUDENT’S PROJECTS Essay The pupils will make an essay of how they want the story to end and explain why they have come up with such outcome. Artistic Expression The pupils will draw a picture of what they will become fifteen years from now and make an essay explaining about what they have drawn. Brainstorming The pupils will answer the guide questions based on the story heard to be asked by the teacher after his discussion.

Simulation The pupils will act out the story that they have heard from their teacher. Multimedia The pupils will present a video discussing about the basic tenses of verbs making the verbs used in the story as examples.Report The pupils will research on the regular and irregular verbs and will present to the class examples of each.Essay The pupils will create their own short story using the pictures shown by the teacher emphasizing the correct usage of verbs.

ASSESSMENT TIMELINE Before project work begins Students work on projects and complete tasks After project work is completed Samples of work and assessments from different students Reflection Test and Quiz Question Progress Reports- Forms Test and Quiz Question Rubrics and Scoring Guides

SCHEDULE Day 1 discussion of what a story is and its basic elements by the teacher brainstorming on the guided questions based on the story heard to be answered orally giving of short quiz as an assessment giving of activity on simulating the story which is to be performed on the fourth day making an analysis of the elements of their favorite story to be written on a sheet of paper as an assignment Day 2 soliciting opinions from the pupils about their understanding on the ending of the song “Jack and Jill” making an essay on the question “How will you end the story based on your own understanding? Why?” based on the same song giving of short quiz after the teacher recalls the topic on basic tenses of verbs making a video on basic tenses of verbs to be presented on the sixth day with a duration of 7 minutes as an assignment

Day 3 introduction of regular and irregular verbs by the teacher researching on the said topic in the library for about 30 minutes reporting of what they have researched by group composed of three answering a quiz as an assessment playing a game as another activity to check pupils’ understanding on the topic Day 4 presentation of the rubric for their simulation presentation of each group’s role-play giving constructive comments on every performance discussion on subject-verb agreement by the teacher creating pupil’s own short story to be written in a sheet of paper, based on the pictures that the teacher shows to them

Day 5 giving of a short quiz as a way to recap yesterday’s lesson recitation of the poem “When I Grow Up” by Lochard Noel followed by a question-and-answer activity drawing a scene or an image depicting of what the pupil will want to become fifteen years from now with an essay to describe the picture reflecting more on pupils’ dreams and ambitions Day 6 presentation of videos on basic tenses of the verbs after presenting the rubrics and scoring guides giving of constructive comments on every performance by randomly selected pupils writing a reflection about what they have learned from making the said project