Unit Plan in the Elements of a Short Story by Thatcher Dela Peña

Author Information
First and Last Name:	Thatcher de la Peña
Email Address:	TKdP_27@yahoo.com.ph
Name of School:	Ateneo de Davao University
School where the Unit Plan was Implemented	Davao City National High School
Division:	Social Sciences and Education
Municipality/City, Province, Region:	Davao City, Region XI
Country:	Philippines

Unit Overview
Unit Plan Title:		Arrangement in Focus
Curriculum-Framing Questions
	Essential Question	How does order affect our lives?
	Unit Questions	How does literary piece affirm, modify or change one’s value system? Why do we arrange things? What is the importance of putting things unto order?
	Content Questions	What are the different sentence structures? How do they differ from each other? Why sentence structure matters? What are the situation-problem-attempted solution-result patters in fables?

Unit Summary:

Letters are important to form words. Words are important to form sentences. Sentences are used to express ideas and needs. Almost all people used sentences as they go on with their lives. This unit will guide students on when, why and how to use varied sentence structure in the right time. A fable will be used to benchmark the grammar lessons. At the end of the unit, students shall have the following knowledge from: elements of the short story sentence structures composition of fable using varied sentence structures webpage making for the class multimedia presentation of fable campaigning about fables by producing and distributing flyers around the campus

Targeted Philippine Basic Education Curriculum Competencies

Point out the (situation-problem-attempted solution-result) discourse pattern in fables Identify cause-effect relationships in fables. Produce original composition of fable: expand ideas in writing using cohesive devices and employing different rhetorical modes. Use key idea sentences, support sentences, transition devices and restatements in texts. Show understanding and appreciation of fables Explain the characteristics of fables Determine the conflicts presented in the literature and the need to resolve those conflicts in a non-violent way

Student Objectives/Learning Outcomes:

Identification of elements of the plot in a story Distinguish sentence structures from other forms Create original composition of fables using varied sentence structures Transfer original composition or classic fable to a multimedia presentation Create webpage Produce flyers Conduct survey and interpret data

Procedures:

2 weeks before the first meeting – Review Implementation Plan Day 1 – Introduction of the Unit Plan Groupings Overview of the unit (students samples and rubrics) - Discuss Fables Discussion Questions: How do you find the story? Who are you in the story? How do you feel about it? What is the lesson? How does it affirm or modify your value system? Why do we usually respond to conflicts in violent ways? 2 –Discuss varied sentence structures and conjunctions Simple sentences Coordinating conjunctions Compound sentences Subordinating conjunctions Complex sentences Compound-complex sentences 3 – Varied sentence structures Drills 75-item drills about varied sentence structures and conjunctions 4 – Discuss elements of the short story Conflict Plot Setting Theme Characters 5 – Guest Speaker The guest speaker will give tips on how to create fables 6 – Culminating Activity

Approximate Time Needed:

One hour per meeting everyday

Prerequisite Skills:

Students must have the following background on: computer skills – word, excel, power point and publication knowledge on parts of speech basic skills on figures of speech

Resource Student:

The students can also go to the library to have an inventory of book (fables) and how many times it was borrowed per year. Library personnel can actually be of help to their project by promoting/encouraging students who visit the library to check out and read fables. In the end, the library personnel can request students to give them the result of their study to display it in the library.

Gifted Student:

Students who are computer literate and technologically advance can be the head of webpage making and reservation of AVR equipments necessary for the culminating activity. Students will be grouped with five to six members each. Each group will have different task to focus. In a fish bowl, they will draw what they will focus whether they will do power point presentation, flyers or webpage.

Student Assessment:

Students will be evaluated individually and by group. Individual: Peer evaluation By group: Rubrics – Power point presentation Publication Webpage