1. Literature in the Tenses of Time Unit Portfolio Presentation Blesille P. Cainoy Leovie Corrina N. Sajolan

2. Unit Summary This course is designed to develop the literary skills of the Second Year High School students. The key activities are Visualizing what is happening in a Short Story and Deriving Meaning from the Picture by small group sharing, Expressing Appreciation of an Essay by a reflection paper, Pointing Out How Imagery Creates a Vivid Impression on the Reader by oral recitation, and Appreciating an Epic Expressive of Our Identity and Cultural Heritage by composing a song.

3. CFQ’s Essential Question: Why is it significant to study literature, specifically Philippine literature? Unit Question: How does literature shape the Filipinos as people? Content Questions: Who are the characters in the story/selection? Cite some imagery from the literary piece? List some moral values depicted in the story.

4. Vision for Unit By creating this unit, we want to  Encourage the students to preserve Filipino Identity and Cultural Heritage  Infuse the love of Philippine literature  Enhance the literary skills of the students During this unit, we want our students to  Make connections of commonly identified “before and present” Filipino values from the literature  Use technology in making their project/s

5. Project Approaches As our students work on this project, they  Relate the literary pieces in authentic life experiences  Collaborate with their classmates and some members of the community  Present and discuss their creative outputs in the class

6. 21 st Century Learning Students will develop higher-order and 21 st century skills in this unit as they Utilize the Essential, Unit and Content Questions to guide their understanding on the lesson Write a reflective composition from the selection Articulate the various Imagery found in the short stories

7. Gauging Student Needs Assessments Use CFQs to learn Students’ view on the preservation of Filipino cultural identity, heritage and values Adequate information on the elements of a literary form such as short story, essay and epic Assess 21st Century skills Ability to make connections of commonly identified “before and present” Filipino values from the literature

8. Gauging Student Needs Assessments We can use the information from these assessments to: Handle common mistakes/error done by the students like in identifying elements of any literary piece Provide even more meaningful learning experiences Students can use the information from these assessments to: Enhance and practice their literary skills such as visualizing what happens in a story or pointing out imagery Motivate themselves in learning literature enthusiastically

9. Requests for Feedback Need ways to help students understand the in- depth meanings of the selected literary pieces Need help in assessing students’ higher-order thinking skills Need assistance in making the lesson more interesting and fun

10. GREAT JOB! WAY TO GO! - Wella & Star