1. Fact vs. Fancy Joyce Sherry P. Catacutan Jenniza I. Estillore

2. UNIT SUMMARY In this unit, your critical thinking skills will be enhanced and you will be able to distinguish fact versus fancy through the aid of stories and pictures. In addition, activities in this unit will train you to do researching in the internet. Finally, you will develop your self-confidence and creativity through the interesting activities that you will be doing individually and as a group.

3. PROJECTS Reporting of the characters to be impersonated (e.g. professionals, superheroes, cartoon characters, etc.) Essay - You will create an own ending of the story that has been read in a pair. Role Playing - As a group, you will be making a story or script out of the picture that will be given in your group and then you will dramatize it in the class.

4. ASSESSMENT TIMELINE Before project work begins Students work on projects and complete tasks After project work is completed K-W-L Charts Questioning Rubrics for scoring Progress Checklists Informal questioning Performance Checklist Products Self-Assessment reflection Peer feedback

5. Day 1 teacher’s discussion of the topic Fact vs. Fancy through citing familiar situations pupil’s oral recitation informing and explaining of the activity (character impersonation) to be done next meeting by the teacher presentation of the rubric for the reporting next meeting by the teacher CLASS SCHEDULE

6. Day 4 The teacher will be: a. informing the class about the next activity which is role playing and giving the rubrics; b. grouping of the class into two groups for the role playing In a group, the pupils will be: a. assigning of individual task b. brainstorming picture given by the teacher c. creating a story based on the picture and then making script for role playing

7. Day 2 pupil’s presentation of the character that they will be impersonating giving of comments by the teacher giving of peer feedback by the pupils to the presenter Day 3 continuation of the unfinished presentation of the pupils writing of own ending of the story heard and read to be done by the pupils by pair

8. Day 5 & 6 pupil’s practice for their role playing Day 7 presentation of the role-play by the two groups of pupils giving of feedback by the pupils teacher’s expression of comments, suggestions, and appreciation for the performance of the pupils