1. Look for literary genres and give at least one example in each.

Chamber theatre is a method of adapting literary works to the stage using a maximal amount of the work's original text and often minimal and suggestive settings. In Chamber Theater, narration is included in the performed text and the narrator might be played by multiple actors .
Examples:
* David Edgar's The Life and Adventures of Nicholas Nickleby, in which Charles Dickens' characters narrate themselves in third person. Set pieces are carried in and taken away during the performance, rather than between scenes, and objects may be represented in a mimetic manner. * Matthew Spangler's stage adaptation of Khaled Hosseini's novel The Kite Runner.

Readers Theatre or Reader's Theater is a style of theater in which the actors do or do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement.
Examples:
* A Little Excitement by Marc Harshman * Chicken Big by Michelle Mayo

2. Make sample lesson plan using 2C2IA, four pronged approached and K to 12 approach.

Lesson Plan in English IV (2C2IA)

I. Objectives:
1. Infer the mood of certain events through the speaker’s action, intentions and utterances
2. Use the present perfect tense with for and since
3. Identify the heading and details for an outline
4. Write an outline and summary of the story read
II. Subject Matter:
Selection: ‘ A Volcano Erupts’
Strategies: Asking /Answering questions, inferring
C. Developing English Language Competencies: Using the present perfect tense with for and since
Developing Vocabulary & Comprehension Skills & Strategies: Identifying the heading and details for an outline
Reading & Writing Connection: Writing an outline and summary of the story read Across the Curriculum – Links: Science, Civics , GMRC
References: Eng. For All Times Reading VI. pp. 35, 126, 161, 204, Reading Skill book VI, pp.89-91, 85-88, Beam Lesson Guides
Materials: Flashcards, pocket charts, pictures, activity cards
III. Learning Activities:
A. Developing the Magic of Reading (DMR)
1. Pre-reading:
a. Motivation:
Do you know some beautiful spots in our country which are also dangerous but known worldwide?
b. Unlocking of Difficulties:
1. Fatal
Volcanic eruptions have been deadly and fatal to both human and animals.
2. Progressive
United States of America has been a progressive and developed country for so many decades.
Mud
After the volcanic eruption, mud has been flowing in the rivers.
c. Previewing: Show to them picture of Mt. Pinatubo. What is this? Have you visited this place?
d. Setting the Purpose of Reading: Again, show to them the picture of Mt. Pinatubo Ask: What do you want to learn more about them?
B. Constructing Meaning:
a. First Reading of the Story by the teacher
Bacolor is the town in Pampanga. It has been a progressive community since it was founded. It is a community with happy and contented people. But since that fatal day in July 1990, ashes have rained on the roofs of their houses. The small houses have crumbled from the weight of ash and mud. Animals have died. People have run for their lives. The once happy people who have stayed for two years in the evacuation centres have hoped to go back to their homes. Rich and poor have suffered for almost a year of ashes rain and mudflow. Farmers have waited to till their lands since it was erupted. Schoolchildren have transferred to other school. Mud and ashes have not totally stopped falling.
Since that deadly day, people have prayed that the eruption would soon stop so that they could go back to their homes.
Second Reading of the Story founded.
Let the class read the selection silently. Ask some questions after reading each paragraph.
2. Post – Reading:
a. Answering the motive question
b. Engagement Activities: Divide the class into 4 groups. Each group will be given a task to do.
Group 1 – Mention some events in the story that shows different feelings/emotions. Make use a drawing of different facial expressions.
Group 2 – Dramatize situations that show different feelings like excitement, contentment, appreciation, Threat, disappointment, joyous, fear
Group 3 – Draw an incident. Describe it in five sentences mentioning various feelings or moods of all whom might seen the drawing.
Group 4 – Write down some precautionary measures before and after volcanic eruption. c .Gradual Psychological Unfolding (GPU)
What are the different situations in the selection that shows various feelings or mood?
What kind of facial expressions did you use to describe them? Presentation of Group 1 output.
What actions and its counterpart moods have you shown to the class? Presentation of Group 2 output.
What incident did you draw? What feelings did you have when you saw the picture? Presentation of Group 3 output.
What you should do before and after a volcanic eruption? Why do we have to take in consideration those precautionary measures?
Presentation of Group 4 output.
3. Across the Curriculum – Links:
Although volcanoes are dangerous, still they are helpful to us. In what ways they can be of help to us?
Enrichment Activity:
Circle the letter of the word which expresses the tone or mood in these passages.
“You should be ashamed of yourself, robbing that poor peddler of the happiness of making a sale! Ten centavos more would not have hurt your pocket but it would have bought a small banana for his supper”.
Delight b. disgust c.approval
The moon is red and the stars are fled.
And all the sky is a- burning.
Dreariness b. brilliance c. drabness
Everyone suddenly burst out singing;
And I was filled with such delight
As prisoned birds must in freedom.
Relief b. apprehension c. fear
“What a fine leg for a little table that logs will make!” he said softly to himself.
Approval b. misgiving d. doubt
“When I was yet a boy without a father you took me in and gave me food and happiness. In my eyes and by custom, you are now my mother. It is for me to obey you always.
Vengeance b. affection c. passion
IV. Evaluation: Read and analyze the passage on pp. 134-135, Skillbuilders for Efficient Reading VI. Then circle the letter of the answers to the questions.
What is the general mood of the story?
Extreme joy b. Extreme disappointment c. Extreme regret
Which word expresses the tone of the selection?
Painful b. temporary c. enthralled
Which word does not fit the tone of the selection?
Enchanting b. Dimensional c. Gratifying
Which the statement would the speaker probably say the day after he received his present?
“I am extremely gratified.” C. “It is a pretty gift?” c. “It is a significant gift for older people.”
By his description of the gift, the boy is saying that the gift
Was as good as a pair of skates c. opened new wonders in his life c. Was of short-time value V. Assignment: Read and understand the situations on Exercise 3, pp 160-161, EFAT Rdg. VI. You will portray the feelings of the characters as you read the situations next meeting. Date ___________________ B.Developing English Language Competencies ( DELC)
1. Preparatory Activities:
Spelling of words about feelings or moods.
b. Review:
What are verbs? What are regular verbs? Irregular verbs?
2. Lesson Proper:
a. Presentation 1:
Present the sentences taken from the selection they have read/heard.
The once happy people who have stayed for two years in the evacuation centres have hoped to go back to their homes.
Rich and poor have suffered for almost a year of ashes rain and mudflow. Farmers have waited to till their lands since the volcano was erupted.
But since that fatal day in July 1990, ashes have rained on the roofs of their houses.
It has been a progressive community since it was founded. Since that deadly day, people have prayed that the eruption would soon stop so that they could go back to their homes.
In sentences 1&2, how are the underlined verbs formed? What is the italicized preposition? What does the action tell us when we used for with it? In sentences 3-6, how are the verbs formed? In what tense are they? What does since de note?

Write your answer in the chart below: Present Perfect Tense with For and Since | Helping verb + past participle form of the verb | Preposition How long the action has been going on | Have + stayedHave + suffered | forfor | Two yearsAlmost a year | Helping verb + past participle form of the verb | Adverb | When the action started | Have + waited Have + rainedHas + beenHave + prayed | since sincesincesince | The volcano was eruptedJuly 1990It was foundedThat deadly day | When do we used the present perfect tense with for and since?
b. Presentation 2:
Divide the class into 3 groups .Provide each group an activity card to work on. Group I Direction: Share your experiences to the group. Then, write at least 10 sentences about your personal sharing usingperfect tense of verb with for and since. | Ex. I have been studying here in Central Main Elementary School since Grade 1. | Group 2 Direction: Make a dialog about this famous Filipino hero of’ Paaralan sa Kariton’, Efren Penaflorida using perfect tense of verb with for and since. Group 3Direction: Derive the present perfect tense of these verbs and use them in correct sentences with for and since.No. 1 has been done for you.Take – My sick brother has taken this medicine for almost five years.2. Generalization:The use of for and since with the present perfect tense of the verb expresses an action that started in the past and still continues to the present.3. Application:a. Use for and since to complete each sentence.Our guest journalist has written stories _________ she was in grade school.Mr. Maranan has published of stories _________ he graduated in college.He has written novels, too ________ ten years.Our district supervisor has been in this district _______ more than ten years.During his stay in this school, he has done a lot of projects _______ 1998.b. Finish the following sentences with the suggested time expressions. Use since or for.They have been our boarders in Sampaloc Manila.2001 b. fifteen minutesI have been teaching in the public school.Twenty years b. 1990 My mother has been a sari-sari store owner.I was in kindergarten b. thirty years 4. The Grade chairmen have been in the conference.Five hours b. seven o’ clock The weather here in our town has been rainy and windy.Couple of weeks b. the other weekIV. Evaluation:Use for or since to complete the meaning of the following sentences. Write also the correct present perfect of the verb inside the parenthesis.They ____________ (choose) the topic __________ fifteen minute break.He ______________( work) in Rizal province ____________ October 2010.His father ______________ ( come) in their house ________ a month now.We ______________ happily (marry) _________ April 1990.Her three siblings ____________ (be) in college _________ four years. B. Answer the following questions in sentences. Use verbs in present perfect tense with for and since.For how long has your friend’s family stayed in United States?__________________________________________________________________________.How fast could you finish washing that soiled clothes?__________________________________________________________________________.What has been your dream since you were young?________________________________________________________________________.Have they requested your presence during your grandmother’s hospitalization?_______________________________________________________________________.For how many years you have taken your doctoral degree?_________________________________________________________________________.V. Assignment:Answer the learning activities A and B. on pp. 162-163, EFAT Language VI. Date__________________________C. Developing Vocabulary and Comprehension Skills and Strategies 1. Preparatory Activities: Have you gone to Bicol Albay? What finest place have you visited there? If it gives us an honor, it also gives us destruction once it erupted. | |

Lesson Plan in English I (Four-Pronged Approach)

GLR
Show enjoyment in listening to a story.
Answer specific questions about the story heard.
MSEL
Name objects using a and an.(PELC 5.1.1)
TS
Identify and produce the initial and final consonant /n/ (PELC2.1)
Trace and copy letters wih combination straight and slanting lines.(N-n) (PELC1.1.2)
11 .Subject Matter:
GLR-Story "A trip to the Zoo"
Reference:My Story Book ,pages 55-59
MSEL-Use of a and an
Ref:Tm in English 1,pages 32-33
TS-Phonics Lesson /n/
Ref:Teachers Guide ,p50
111.Materials:
GLR-pictures, big book
MSEL-pictures of animals ,real objects
TS-flashcards
111.Procedure
A.GLR
Pre-Reading
1.Unlocking of difficulties (through gestures and picture clues) Zoo trip looked enjoy saw
2.Motivation
Children,Have you been in the Zoo? What did you see in the zoo?
3.Motive question
This morning children, I'm going to read you a story.While you are listening to the story, try to find out what did the children see in the Zoo.
B.Reading the story (While reading)
"A TRIP TO THE ZOO'
C.Post Reading Activities
1.Engagement Activity one
Divide the class into 4 groups.
Group 1:Draw the excited face of Mrs. Luna
Group 2:Draw the bus where the children rode
Group 3:Draw the animals they saw in the Zoo.
Group 4:Dramatize the scene when the children came to the Zoo
D.Discussion
a.Who went to the Zoo?
b.Where did the children go?
c.What animals they saw in the Zoo?
d.Why did the children go to the Zoo?
e.How did the children enjoy the trip?
f.If you were the children, would you go back to the Zoo?
B.MSEL
1.Review
Name pictures beginning with a, e, i, o, u
2.Motivation
Play a game (Naming pictures) Zoo animal monkey home trip elephant bird
3.Presentation
a.We use an with the name of one thing that begins with vowel letters an animal an ink bottle an undershirt an elephant an octopus
b.We use a with the name of one thing that begins with consonant letters a zoo a bird a monkey a trip a home
4.Analysis and Discussion
Show real objects a paper a bag a pen an umbrella an envelope an orange
5.Generalization
When do we use a or an?
6.Application
Write a or an on the blank
1._____ ball
2._____ant
3._____cat
4._____octopus
5._____table
V.Evaluation
Underline the correct answer:
1.(a,an) atis
2.(a,an) balloon
3.(a,an) upo
4.(a,an) tree
5.(a,an) envelope
C.TS
1.Decoding Phonics Lesson a.Presentation The sound of /n/ initial -now final-children, sign,soon b.Generalization What is the sound of n? c.Application Underline the sound of /n/ 1.nest 2.now 3.pen 4.hen 5.nun

2.Writing letters N-n
a.Presentation
Write Mother N and baby n
b.Generalization
How do you write N-n?
c.Application
1.Write letters N-n on the air.
2.Trace N-n on the board.
d.Evaluation
Write capital N and small n's alternately on your paper.
V1.Assignment:
Make 2 simple sentences using a or an

ASSIGNMENT
IN
DEVELOPMENTAL READING

Christine Joy R. Rosales
BeEd – III
Mrs. Belen Andal