1. Walking Through Grade 9 English
Module 4: Unchanging Values in a Changing Time
Focus: Contextualization and Localization

2. DEPARTMENT OF EDUCATION
GETTING READY!
Visit Module 4 of the Learner’s Material (LM)
Group 1 will be working on Lesson 1, Group 2 on Lesson 2 and so on
Read all the tasks under each phase (Your Initial task, etc)
Identify the tasks that made use of contextualization and localization
Identify the tasks where contextualization and localization could be applied
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

3. GETTING READY! Use the template below for the said purpose
Write your answers on a manila paper
Have your outputs presented to the class
Phase
Activities that made use of contextualization and localization.
Activities where contextualization and localization could be applied
Your Initial Task
Your Text
Your Discovery Task
Your Final Task
(Enabling task only)
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

4. How did you find the activity?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

5. What have you noticed from your answers?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

6. Why is it necessary contextualize and localize the tasks? Why?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

7. DEPARTMENT OF EDUCATION
How did you feel when you’re identifying the contextualized and localized tasks?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

8. What helped you in identifying them?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

9. DEPARTMENT OF EDUCATION
What have you realized about contextualizing and localizing instruction?
Show this matrix after you have given all the instructions.
After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk.
DEPARTMENT OF EDUCATION

10. Contextualization and Localization:
Guiding Principles

11. Localization maximizes materials that are locally available
GUIDING PRINCIPLES
Localization maximizes materials that are locally available

12. Contextualizing and Localizing Materials Sample Activity
EXAMPLE: Lesson 1 (LM) Page 440
Task 7 can be CONTEXTUALIZED AND LOCALIZED in terms of Materials by using a video, other photos, a situation, caricature, a comic strip instead of the photos above. Make sure that replacements are of the same theme.

13. GUIDING PRINCIPLES
To contextualize, teachers use authentic materials, activities, interests, issues, and needs from learners’ lives
Should create rooms for students to pose problems and issues and develop strategies together for addressing them

14. Contextualizing and Localizing Task’s Content Sample Activity
EXAMPLE: Lesson 1 (LM) Page 439
Task 2 can be CONTEXTUALIZED in terms of CONTENT by using other song that is more current and with the same meaning.
Do you know one?

15. Contextualizing and Localizing Issues Sample Activity
EXAMPLE: Lesson 1 (LM) Page 262
Task 2 can be can be CONTEXTUALIZED AND LOCALIZED by using another social issue relevant to the Lesson Sub theme: “HOLDING ON TO A DREAM IN A CHANGING WORLD”.
Can you suggest an example?

16. Contextualizing and Localizing Transfer of Learning Processes Sample Activity
G – OAL (standard)
R – OLE (can be contextualized/localized)
A – UDIENCE (can be contextualized/localized)
S – ITUATION (can be contextualized/localized)
P – PRODUCTS/PERFORMANCES (standard)
S – STANDARDS FOR GRADING (authentic)
GRASPS is one good way to contextualize and localize situations and interests.

17. POINTS TO PONDER
The localized or contextualized curriculum is based on local needs and relevance for the learners where there is flexibility and creativity in the lessons.

18. Build on what they already have
GETTING READY!
Tailor-fit the lesson
Build on what they already have
Accommodate and respect cultural, linguistic, and racial diversity

19. Revisit, Reflect and Revise
Go back to your outputs in the preliminary activity
Choose an activity where contextualization and localization can be applied.
Contextualize and localize the activities in terms of :
Materials
Issues
Processes
Activity’s content

20. Keep in mind...
Each student is unique!