Quarter 1 - FAPE

TEACHER’S GUIDE FOR OHSP ONLINE MODULE GRADE 7 ENGLISH Writer: Mrs. Grace Annette B. Soriano

SECTION 1. GENERAL INSTRUCTIONAL DESIGN QUARTER: FIRST UNIT TOPIC(S): KNOWING MYSELF MODULE MAP:

STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES CONTENT STANDARD: The learner demonstrates understanding of how communicative competence is best explored through the different domains of literacy enabling him/her to analyze, do critical evaluation, and make critical choices to suit different purposes without sacrificing socio-cultural values and attitude. PERFORMANCE STANDARD: The learner shows sophistication on the power and effect of communicative competence through creative, critical and confident and responsive interaction employing varied types of strategies to suit to different audiences in formal and non-formal situations. 1

(A) LEARNING COMPETENCIES:  Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties.  Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.  Determine how stress, pitch, intonation, phrasing, pacing, and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to.  Use appropriate mechanisms/tools in the library for locating resources.  Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections.  Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.  Formulate grammatically correct sentences. (M) ENDURING UNDERSTANDING: 

Philippine Folk Literature plays a role in the formation of our culture. Knowledge of folk literature is important in acquiring a deeper understanding of human behavior and culture.



Folk literature is expressed in various forms in order to serve different purposes and audiences’ interests. ESSENTIAL QUESTION: How can the wise sayings and tales of the past help us live today?

(T) TRANSFER GOAL: Students on their own will be able to communicate ideas effectively with careful consideration of audience and purpose. NOTES: 1. The Unit Map. This unit covers the topic on Philippine Folk Literature. The module map shows that learners will go on a reading and learning adventure which features the wise sayings and tales of the ancient past vis-à-vis informational texts written by modern writers. This learning unit is different from other units because its scope is limited to literary selections categorized under the oral tradition of Philippine literature. This topic does not tackle folk literature from other countries.

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2. The Content Standard and Enduring Understanding. As indicated by the content standard, the goal for this unit topic is for students to understand that: 

Philippine Folk Literature plays a role in the formation of our culture. Knowledge of folk literature is important in acquiring a deeper understanding of human behavior and culture.



Folk literature is expressed in various forms in order to serve different purposes and audiences’ interests.

The learners must understand that Philippine Folk Literature refers to the traditional oral literature of the Filipinos. This oral tradition has been preserved into the written format and has been the source of the examples of folk literature covered in this module. This aspect of the unit topic is important to understand because some common problems students encounter is the lack of representative texts coming from the different regions. Moreover, certain studies and researches (http://www.slideshare.net/MichelleCelestino/pre-colonial-literature1copy-10198357) also point out a misconception that Philippine Literary History began only with the coming of the Spaniards in1521. This has been addressed though through the efforts of writers and researchers such as Damiana Eugenio who has produced anthologies of Folk Literature in its written format. Thus, it is important that learners be given an opportunity to read these early forms of literature in order for them to gain a better appreciation of the culture of the past and use these realizations to live their modern lives. 3. The Essential Question and Learning Competencies. In order for students to construct this underlying meaning, students will answer the EQ (How can the wise sayings and tales of the past help us live today?). With an open-ended EQ, students will search for the answer in different ways and develop the understanding and acquire the related competencies. 4. The Performance Standard and the Transfer Goal. Another important goal as indicated by the performance standard is for students to on their own will be able to communicate ideas effectively with careful consideration of audience and purpose. If students are able to demonstrate this, then students are able to transfer their learning to real life situations. Example of situations in real life where students will apply the competencies and demonstrate the understanding is being able to communicate powerfully with different kinds of people, young or old, through the art of storytelling.

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STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH VARIED ASSESSMENTS A. UNIT ASSESSMENT MAP: TYPE

KNOWLEDGE

UNDERSTANDING

AND PROCESS/

(MEANING MAKING)

SKILLS

TRANSFER

(ACQUISITION) PRE-ASSESSMENT/ Item Nos. 1,2,3,4,5,6,7,8 DIAGNOSTIC INVENTORY OF PHILIPPINE FOLK LITERATURE

Item Nos. 9,10, 12,13, 15,17

Item Nos. 11, 14, 16, 18, 19, 20

KWL CHART (Lessons 1, 2 and 3)

FORMATIVE ASSESSMENT LESSON 1

Brainy Battle (Tagalog Riddles)

Pause. Think and Write. on EQ

Writeshop on Group Poster

My Thinking Box (Proverbs)

(NG)

(NG)

Activity 5 Comparing Legends and Myths (NG)

Activity 10 Writeshop

(NG) Subject-Verb Agreement Web Links Interactive Exercises (NG) LESSON 2

Activity 7 Word Power (NG) Activity 14 Dewey Decimal System (Interactive

Activity 8

Group Narrative (NG)

Language in Focus Interactive Exercises 4

Exercises) LESSON 3

(NG)

Questions to answers Activity 3: on Folk and Epic Deep Understanding tales (NG) on Philippine Folk Interactive Exercises Tales (NG) on Colloquial Expressions (NG)

Activity 11: Retelling Circle (NG)

SUMMATIVE ASSESSMENT LESSON 1

Web Link Identifying simple and compound sentences (NG)

Task Quick Write Up about Early Filipinos 8” x 14” poster for (G) literacy month (G)

Riddles, Proverbs and Subject-Verb Agreement (G) LESSON 2

LESSON 3

SELFASSESSMENT

Task

Activity 13 Speak Easy (G)

1-page Brochure Inset (G)

Interactive Quiz on: Colloquial Expressions (G)

Activity 9: Word Cloud on Philippine Folk Literature

Pronoun-Antecedent Agreement (G)

A Lasting Impression: Lesson Closure for the Quarter (G)

Reflection Checkpoint (Activity 15) NG

Reflection Checkpoint (L1 Activity 15) NG Reflection Checkpoint ( L2

Task Storybook and Oral Retelling of the origin or folk tales in the learner’s locality (G) Output Satisfaction Worksheet on (L1)Poster, (L2) Group Narrative Paragraph

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Activity 16)

(NG)

NG – Not Graded G – Graded Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective, Self-Knowledge B. TABLE OF SPECIFICATION: LESSON CONTENT

Writing and Composition Oral Language and Fluency Study Skill Reading Comprehension Vocabulary Development

(ACQUISITION) KNOWLEDGE/ PROCESS SKILLS (40%) 8

(MEANINGMAKING} UNDERSTANDING (30%)

6

12, 13

TRANSFER (30%)

NO. OF ITEMS

16

3

20

4

5 1,2,3,4

9, 10, 17

18

1 7

7

15

14

3

Grammar Awareness

11, 19 8

6

6

2 20

C. PRE-ASSESSMENT MATRIX: CODE

Levels of Assessment

What will I assess?

MC ITEM

CORRECT ANSWER AND EXPLANATION

1. What does the reading selection manifest? The story… a. mirrors almost exactly the origin of a particular volcano. b. depicts consequences of parental interventions. c. exemplifies heroic

The answer is A because the reading selection is about the Legend of Mt. Mayon. (A)

Learning Competencies A

Knowledge (15%)

Process and Skills (25%)

RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk

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literature and other parallel selections.

adventure of Panganoron. d. poses a love story of genuine roots.

RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections.

2. It is a story of_______. a. courage and faith b. honesty and hope c. love and courage d. hope and sacrifice

The answer is C since the story deals with how Panganoron courageously fought for his love. (A)


3. If the reading text were to explain the actions of gods and heroes or a natural phenomenon, then it would be a sample of a ____________. a. myth b. legend c. epic d. folk tales

The answer if A. Myths are narratives about origins of the world and mankind among others. (A)


4. If you were to write an epic, what element should you consider? a. origin of a place b. moral of a story c. adventure of a hero d. love between the hero and heroine

SS: Use appropriate mechanisms/tools in the library for locating resources.

5. Using the Dewey Decimal System, which classification will the legends, myths, epics and folktales fall under? a. 400-499 Language b. 700-799 Arts

The answer is C. An epic is a narrative about a specific hero and his adventure. (A)

The answer is C. Myths, epics and folktales are classified under oral literary tradition. (A) 7

c. 800-899 Literature d. 300-399 Social Sciences

LC: Determine how

6. Which of the following words is stressed intonation, phrasing, pacing, and non- differently? stress,

pitch,

verbal cues serve as

a. accepted b. proposal that may aid or c. everyone interfere in the d. another carriers of meaning

The answer is C. “Everyone” is stressed in the first syllable, but the other words are stressed in the 2nd syllable. (A)

message of the text listened to.

VD: Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.

7. What does indifferent mean as used in the sentence, “Pedro, who seemed indifferent, refused to participate in class discussions about Philippine folk literature”?

The answer is B. The synonym uninterested means the same as indifferent based on word usage. (A)

a. curious b. uninterested c. agitated d. quiet WC: Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties.

8. Based on its structure, how do you classify the following sentence? “After saving her life, Panganoron started to court her.” a. simple b. complex c. compound d. compound-complex

The answer is A since the sentence forwards one complete thought. (A)

RC: Engage in becoming familiar

10. Which of the following is true?

The answer is C. Philippine 8

with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections.

M

Understan ding (30%)

Philippine Literature_______________ _______. a. started during the coming of Spaniards in 1521. b. is based on how ancient people talk. c. traces its roots in oral tradition. d. has an ethnic origin.

ENDURING 9. The reading text is a UNDERSTANDIN tale that was passed along G: by word of mouth. This means it is part of the RC: Engage in ____________ of our becoming familiar country. with, appreciative of, a. culture and critical towards b. oral tradition the backgrounds, c. heritage features, and sample d. customs

Literature traces its origins in oral tradition of our ancestors. This is despite the more common belief that it started during the arrival of Spanish colonizers in 1521. (M)

The answer is B. The reading text is a legend, a story that is handed from one generation to another through oral tradition. (M)

translated texts of Philippine folk literature and other parallel selections. OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

12. Juana was asked to do an oral retelling of the reading text. Which statement below manifests that she is doing it effectively?

The answer is C since it encompasses all the elements that make storytelling effective. (M)

a. She tells the story loud enough to make the listeners look at her intently. b. She moves around the room while retelling the story so that she would catch the attention of her audience. c. She establishes eye contact with her audience, varies her voice for dramatic 9

effect, and uses simple and understandable language. d. all of the above. OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

13. When Ella was retelling a story, she used a monotonous voice and mispronounced many words. Why is it important for her to articulate words clearly and correctly? a. to communicate effectively b. to impress her audience c. to increase her word power d. to enhance her reading comprehension

The answer is A since expressive oral skills enhance communication. (M)


15. Why is it important to know the right word in any writing situation? Knowing how a word is used ______________________. a. shows mastery of the English language b. endears the readers to the writer c. determines its meaning d. impresses the readers

The answer is C. The choice of words affects meaning. (M)

MISCONCEPTIO NS:

10. Which of the following is true? Philippine Literature_______________ _______. a. started during the coming of Spaniards in 1521. b. is based on how ancient people talk. c. traces its roots in oral tradition. d. has an ethnic origin.

The answer is C. Philippine Literature traces its origins in oral tradition of our ancestors. This is despite the more common belief that it started during the arrival of Spanish colonizers in 1521. (M)

Philippine Literary History started only during the arrival of Spaniards in 1521.

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T

Product/P erformanc e (30%)


17. Why is there a need to study folk literature? a. . Folk literature should be given importance. b. Folk literature is rarely appreciated in the 21st century. c. Folk literature offers enchanting stories about nature. d. Folk literature provides insights into the people’s culture and beliefs.

GRASPS

11. Which of the comments below would you give if you were to assess the subject-verb agreement in the sentence, “Each of the legends are interesting”? The sentence is____.

GS: Formulate grammatically correct sentences.

The answer is D. Literature mirrors life. Thus, understanding folk literature enables a reader to have a deeper appreciation of culture and society. (M)

The answer is B. Writers should not be distracted with the OF phrase in making the verb agree with the subject. (T)

a. correct b. incorrect c. partly correct d. cannot be determined


14. The choices below share the same meanings. In retelling a story, which word would you use to describe your appreciation for a character’s trait? a. determined b. pig-headed c. stubborn d. unreasonable

The answer is A. The choice of words affects meaning. All the other choices have negative connotation, thus they would not manifest an appreciation for a character’s trait. (T)

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WC: Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties.

16. In doing a retelling of the origin of your locality, why should you consider your audience? a. to grab their attention b. to know the big words that can truly amaze them c. to leave a lasting impression of your storytelling ability d. to know the content and language most suitable to them

The answer is D. The key to quality and effective retelling lies in your knowledge of your audience. This will help you choose the tone, language and content that would grab and sustain their interest. (T)

RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections

18. You were asked by Philippine Daily Inquirer to tell a story which forwards a lesson and uses characters that will be most interesting to young children. What tale would you choose? a. myth b. legend c. epic d. fables

The answer is D since fables are stories that feature animals. These stories help readers learn a lesson or two about life and living. (T)


19. How would you revise the sentence, “Juan commanded the goat and shook it’s whiskers until his mother and brothers had all the silver they could carry”? Change__________.

The answer is C. “It’s” is the contraction of “it is”. Use the pronoun “its” to refer to the antecedent, “goat”. (T)

a. there to their b. he to it c. it’s to its d. No revision is needed.

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20. Matanglawin Publication has asked you to do a written retelling of an existing legend. Which of the choices below should you NOT consider? You should not use___.

The answer is B. Words with fewer syllables are more suitable for oral retellings. (T)

a. words produce vivid imagery. b. words with fewer syllables. c. sentences with varied structures. d. sentences the evoke vivid imagery.

D.

POST-ASSESSMENT MATRIX:

CODE


What will I assess?

MC ITEM


1. Which of the statements below articulates the main idea of the reading text? The story…

The answer is A. The reading text is about the epic hero, Bantugan. (A)


Knowledge (15%)



RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds,

a. exemplifies heroic adventure of an epic hero. b. shows a love story of genuine roots. c. illustrates ancient battles. d. D. forwards a lesson.

2. Bantugan is not _____________. a. a tale about origin

The answer is A. Bantugan is an epic tale which features a hero 13

features, and sample translated texts of Philippine folk literature and other parallel selections.

b. a tale about a heroic person c. a tale based on oral tradition d. a tale that is chanted or sung.

with supernatural powers. Since epics are chanted or sung, it is based on oral tradition. (A)


3. If Bantugan were a god and the story talks about a natural phenomenon then it would be _________________.


4. What would be a significant feature of the reading text if it were a fable? a. origin of a place b. moral of a story c. adventure of a hero d. love between the hero and heroine

The answer B. Fables are known for the moral or lesson that they forward. (A)


5. Using the Dewey Decimal System, which section of the library can you find information about the culture of Bicol?

The answer is A. Culture is classified under social sciences. (A)

a. folk tales b. legend c. myth d. epic

The answer if C. Myths are narratives about origins of the world and mankind among others. (A)

a. 300-399 Social Sciences b. 400-499 Language c. 800-899 Literature d. 700-799 Arts 6. Which of the following words is stressed stress, pitch, intonation, phrasing, differently? LC: Determine how

The answer is B. “Return” is stressed in the 14

a. happy verbal cues serve as b. return carriers of meaning c. captive that may aid or d. people pacing,

and

non-

in

the

interfere

2nd syllable, but the other words are stressed in the 1st syllable. (A)

message of the text listened to.


7. What does wandering mean as used in the sentence, The wandering Bantugan evetually falls ill and dies at the Palace Gates of TheLand-Between-Two-Seas?

The answer is B. The synonym traveling means the same as wandering based on word usage. (A)

a. rambling b. traveling c. marveling d. enjoying


8. What is the classification of the sentence below based on its structure? “Bantugan gets married with the loveliest princesses and lives happily in Bumbaran for several years.

The answer is A. It is a simple sentence with a compound predicate. (A)

a. simple b. complex c. compound d. compound-complex

RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample

10. Which of the following is true? Philippine Literature_______________ _______. a refers to the body of

The answer is D. Philippine Literature traces its origins in oral tradition of our ancestors. 15

translated texts of Philippine folk literature and other parallel selections.

M


written texts about our culture and society. b. came into existence with the coming of the Spaniards in 1521. c. reflects the unchanging culture of the Philippine society. d. traces its roots in the oral tradition of our ancestors.

ENDURING 9. Which of the UNDERSTANDIN following exemplifies how G: the tale (reading text) has survived through the RC: Engage in centuries? becoming familiar It has been transmitted with, appreciative of, through ______. and critical towards a. oral tradition the backgrounds, b. retellings written in stone. features, and sample c. the rich cultural translated texts of traditions. Philippine folk d. the preservation of our literature and other customs and beliefs.

However, it has evolved with the coming of the Spaniards in 1521. (M)

The answer is A. The reading text is an epic which is often sung or chanted and handed down from one generation to another through word of mouth. (M)

parallel selections. OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

12. Which of the following statements shows that Anna is doing a proficient retelling of Bantugan? a. She speaks with a loud voice in order to get the attention of her audience. b. She makes use of the space and maintains eye contact with the audience. c. She uses simple, understandable and grammatically correct language. d. She uses effective gestures and body movement in order to maintain contact with

The answer is C since proficiency refers to correct use of language. (M)

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OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.


audience. 13. In doing an oral retelling of a tale, why should you use the proper tone of your voice and articulate words clearly? a. to express your ideas eloquently b. to communicate effectively c. to talk authoritatively d. to speak credibly

15. Which of the statements below shows the importance of word choice in writing situations? Knowing what word to use is important because it___.

The answer is B since expressive oral skills enhance communication. Moreover, Item B encompasses all the other choices. (M)

The answer is D. The choice of words affects meaning. (M)

a. shows concern for the readers. b. captures the reader’s attention. c. exhibits knowledge of the English language. d. allows a writer to forward meaning with clarity and conciseness.

MISCONCEPTIO NS: Philippine Literary History started only during the arrival of Spaniards in 1521.

10. Which of the following is true? Philippine Literature__________. a refers to the body of written texts about our culture and society. b. came into existence with the coming of the Spaniards in 1521. c. reflects the unchanging culture of the Philippine society.

The answer is D. Philippine Literature traces its origins in oral tradition of our ancestors. However, it has evolved with the coming of the Spaniards in 1521. (M)

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d. traces its roots in the oral tradition of our ancestors.


T


17. Which of the statements below shows the value in studying Philippine Folk literature? Philippine Folk Literature _______________. a. provides an avenue for 21st century Filipino to learn about their cultural past. b. provides a gateway for cultural understanding and solidarity with other cultures. c. needs to be given priority since it is fast fading. d. forwards entertainment and wisdom.

The answer is A. Literature mirrors life. Thus, understanding folk literature enables a reader to have a deeper appreciation of culture and society. (M)

GRASPS

The answer is A GS: Formulate 11. If you were to assess the since the linking grammatically correct storyteller’s statement, “One verb IS refers to sentences. of the brave epic heroes in Bantugan, which Philippine literature is is singular in Bantugan,” what would be number. (T) your comment? The sentence is_____. a. correct b. incorrect c. partly correct d. cannot be determined

VD: Establish semantic

14. In retelling the story of

The answer is C. The choice of 18

relationships of words as well as familiar, colloquial, and idiomatic expressions.


RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections

Bantugan, which word would you use to describe him as powerful? a. controlling b. great c. dominant d. authoritative

words affects meaning. All the other choices have other connotations; thus, they would not manifest character as powerful. (T)

16. In crafting a tale about the origin of your locality, why should you consider your audience and purpose?

The answer is A. An effective writer selects form and style based on purpose and audience. (T)

Knowledge of audience and purpose will allow you to _____. a. choose suitable style and form. b. use words that readers like. c. write interesting stories. d. win writing awards. 18. You were asked by Philippine Daily News to retell a story that features the bravery and gallantry of ancient Filipinos. What tale would you choose? a. myth b. legend c. epic d. fables

The answer is C since epics feature stories of heroes of the ancient past. (T)

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19. How would you revise the sentence, “Bantugan faced the other warriors bravely. They did not flinch at the sight of his enemies.”? Change ____. a. they to their b. they to he c. his to their d. No revision is needed.


20. In doing an oral retelling of a fable for Matanglawin Publication’s storytelling event, which kind of sentence structure should you use? a. b. c. d.

The answer is B. The pronoun HE should be used and not THEY since the subject, Bantugan, is singular and male. (T)

The answer is A. Oral communication calls for simple structures since these are easier to understand. (T)

simple complex compound compound-complex

E. PERFORMANCE TASK: Scenario: Matanglawin Publication in cooperation with Philippine Daily Inquirer has commissioned you to write a storybook which highlights a creative retelling of the origin of or folk tales in your locality. This storybook will be used in the literacy campaign which is meant to nurture a love for reading among Grade 1 students. The storybook must be insightful, creative, well-crafted and suitable to the intended audience. Your oral retelling must be engaging and proficient.

Outline: Goal –write a storybook and tell the story Role –storyteller (oral and written) 20

Audience-Grade 1 students Situation-Literacy Campaign Product or Performance –oral and written retelling of a folk tale or origin of locality Standards F. RUBRIC: CRITERIA Outstanding 4 WRITTEN Insightful

The entire story is entirely related to the assigned topic and allows the reader to understand much more about the origin of or tales in the locality.

Connections between events, ideas, and feelings in the story are clearly expressed and highly appropriate. Creative

The story contains many creative details

Satisfactory 3

Developing 2

Beginning 1

The story is related to the assigned topic. The story allows the readers to know about his locality.

Some of the story is related to the assigned topic, but the reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Connections between events, ideas, and feelings in the story are expressed and appropriate.

The story seems very Connections disconnected between and it is very events, ideas, difficult to and feelings in figure out the the story are story. sometimes hard to figure out. More detail or better transitions are needed.

The story contains a few creative details and/or descriptions

The story contains a few creative details and/or descriptions,

STUDENT TEACHER RATING RATING

There is little evidence of creativity in the story. The author does 21

Wellcrafted

Suitable to the intended audience

ORAL Engaging

Proficient

and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

that contribute to the reader's enjoyment. The author has used his imagination.

but they distract from the story. The author has tried to use his imagination.

not seem to have used much imagination

The student turns in an attractive and complete copy of the story in the correct format grammar.

The student turns in a copy of the story in the correct format and grammar.

The student turns in copy of the story, but the format was not correct. Moreover, the story has grammatical errors.

The student turns in an incomplete copy of the story. It is full of grammatical errors.

Story is suitable and relevant to the type of audience

Story is appropriate to the type of audience.

Story is not familiar to the type of audience.

Audience is not interested in the story because it is irrelevant to them.

The storyteller has characterful voice matched with the gestures and facial expressions.

The storyteller has a wellmodulated voice applying appropriate intonation, used good gestures and facial expressions.

The storyteller’s voice is not loud enough. Gestures are limited and facial expressions are not that evident.

The storyteller cannot be heard and is simply telling the story without any gesture and facial expression.

Words are creatively used to

There are no There are Mispronounced mispronounced several words and words and mispronounced wrong 22

make the story more interesting and catchy to the listeners.

statements are sensible.

words and statements are not that clear.

statements make the story unclear and misunderstood.

OVERALL RATING NOTES: 1. The Unit Assessment Map. The lesson assessment map provides an overview of all the assessments done in the lesson. In general, students are assessed according to the four components of the new grading system (Knowledge, Process or Skills, Understanding and Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely, Acquisition, Meaning Making and Transfer or simply known as A-M-T. 2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices code items according to A-M-T. The distribution of these items in the table of specification follows the distribution of percentages for the areas of the grading system. Hence, 40% of the test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve in real time the results of students’ test in these areas. Results are given in both tabulated and graph forms. The diagnostic or pre-test assessment matrix determines students’ prior knowledge on the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections. These are seen in test items no 1-8. The pre-test also measures students’ misconception on Philippine literature as seen in test item no. 10. Note though that the OHSP system randomizes the sequence of the test items and the options in each item. To find out how students individually scored in the tests, go to and click on in OHSP system Student List. Next, select Student name. View student’s Performance Record. Then scroll down to desired topic and click on date of completion. View student’s Test Score per item and the item’s code (A-M-T). The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test item no 10. Hence, when reviewing test scores, it is important to see how students particularly score in these items as well as the other items related to understanding (test item nos. 12, 13, 9, 10, 17 and 15). Student performance in these items will indicate the kind of intervention that needs to be done. 23

To access all students’ test scores in the Post Assessment as a group per subject area, do the following: 1. Click Post Assessment (20 Questions) 2. Select subject area. 3. Select desired quarter and lesson and double click on it. 4. View the graphs and scores of all students. The OHSP system also shows to the teacher the items where most of the students score well or poor in. Teachers can also trace the corresponding activity in the lesson where the content of the test item is discussed. Teachers can then check on student performance in those activities and determine how their answer prepared them for the corresponding test item. 3. Interventions Based on Test Scores. If students are not able to do well in A-coded items, teachers may consider doing the following interventions: 

Give more reading selections that fall under Philippine Folk Literature (legends, myths, fables, epics, etc.).



Provide comprehension questions that will help students hone their reading skill which is tested in items 1,2,3,4.



Ask students to go to this website, http://tagaloglang.com/PhilippineLiterature/Filipino-Folktales/, in order to read more samples of Philippine Folk Literature.

If students are not able to do well in M-coded items, teachers may consider doing the following interventions:

If students are not able to do well in T-coded items, teachers may consider doing the following interventions: 

Provide more interactive exercises on subject-verb agreement and pronounantecedent agreement (http://grammar.ccc.commnet.edu/grammar/quizzes/agreement_quiz.htm) and narrative tenses (http://www.vivquarry.com/wkshts/narrex1.html).

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4. Verifying Student Test Scores. Teachers may also verify student scores in A-coded items by asking students to do or answer the following in a live chat or face-to-face setting: 

Pose comprehension questions to students concerning a chosen legend, fable, epic or folk tales.



Ask students to define the words found in this chosen reading text.

Teachers may also verify student scores in M-coded items by asking students to do the following in a live chat or face-to-face setting: 

Provide words from a chosen legend, fable, epic or folk tales and ask students to articulate the words with the correct pronunciation.



Ask students to explain why they should study Philippine Folk Literature.



Prod students to explain the backgrounds, features, and sample translated texts of Philippine folk literature.

Teachers may also verify student scores in T-coded items by asking students to do the following in a live chat or face-to-face setting: 

Give students a cloze test. Ask them to fill in the blanks with the correct form of the verb (SVA) and pronoun (PAA).



Ask students to do an oral retelling of a short folk tale. Ask them how a tale should be told orally.

5. Map of Conceptual Change. Another important indicator of student growth in thinking is the unit’s map of conceptual change. For this unit, the chosen map is KWL (Know, Wonder and Learned). The students are asked to answer this map at different points in the lesson, namely: Activity 1, Lesson 1 Transfer, Activity 17, Lesson 2 Transfer Activity 18, Lesson 3 Deepen Activity 8. The students’ cognitive growth is qualitatively assessed by comparing the students’ prior knowledge and new knowledge. In the unit’s map for conceptual change, the students show their prior knowledge by answering Know and Wonder in Activity 1. The students articulate their new knowledge by filling up Learned during Lesson 1 Transfer Activity 17, Lesson 2 Transfer Activity 18, and Lesson 3 Deepen Activity 8. These parts indicate transitional processes between prior and new knowledge development. Teachers are encouraged to every now and then retrieve and monitor students’ answers in this map. Student answers in this map provide clear data for teachers in terms of their cognitive development.

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6. Formative Assessments. In order to assure student success in the summative assessments, the listed formative assessments check on the following performances as indicators of student mastery and readiness: (state type of formative assessment and things teachers need to check) 7. Student’s Answers to Recurring Essential Question. Another way of doing formative assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ is: How can the wise sayings and tales of the past help us live today? The student is asked to answer the EQ in these different parts, namely: Lesson 1 Explore (Activity 1), Lesson 1 Firm Up (Activity 3), Lesson 1 End of Firm Up (Activity 13), Lesson 2 Explore (Activity 1), Lesson 2 Firm Up (Activity 3), Lesson 2 Deepen (Activity 11), Lesson 3 Explore (Activity 1), Lesson 3 Transfer, (Activity 12: A Lasting Impression). Teachers are encouraged to compare the students’ final answers to the EQ with the desired EU. If the student’s answers are far or different from the EU, the teacher may check on the way students are doing in the activities and determine the appropriate intervention. 8. The Performance Task and Rubric. With regards to the performance task, this is designed according to the transfer goal in Part 1. The standards in the performance task are reflected in the first column of the rubric. These rubric criteria are also aligned with the performance standard. The rubric criteria related to understanding is INSIGHTFUL. With this criterion, students are evaluated on their understanding about the relevance of ancient tales to the modern life. The rubric criteria related to the competencies or skills are CREATIVE and WELL-CRAFTED. With these criteria, students are evaluated on their skill to use language creatively and proficiently. Students achieve the performance standard when they or their work scores Satisfactory for each criteria in the rubric. Students whose works exceed the Satisfactory criteria score Outstanding. Note the additions in the descriptor which indicate extra work on the part of the students. Students whose works have errors score either as Developing or Beginning. Note the parts of the descriptors which indicate deficiencies. The submission of the performance task (storybook) may be done online. However, the oral retelling has to be done face to face.

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STAGE III: CONDUCTING THE LEARNING PLAN A. UNIT ACTIVITIES MAP: ACTIVITIES FOR ACQUIRING KNOWLEDGE

ACTIVITIES FOR MAKING MEANING AND DEVELOPING

AND SKILLS

UNDERSTANDING

ACTIVITIES LEADING TO TRANSFER

EXPLORE



Lesson 2: Activity1: Idea Wheel



Lesson 1, Activity 1: Knowing You, Knowing me



Lesson 2: Hypothesis

Lesson 3, Activity 1: Remembering Tales FIRM UP 

Lesson 1, Activity 3: Amuse Me



Lesson 1, Activity 4: Brainy Battle



Lesson 1, Activity 7: Word Power



Lesson 1: Activity 8: Hear ye! Hear ye!



Lesson 1: Activity 10: Library Walk



Lesson 2: Activity 3: How it came to be



Lesson 2: Activity 4:







Lesson 1, Activity 5: Of Wit and Wisdom and My Thinking Box Lesson 1: Activity 13: Pause. Think. Write

Lesson 2: Activity 5: Comparing Myths and Legends



Lesson 1, Activity 6: Express Yourself



Lesson 1, Activity 9: Speak Easy!



Lesson 1: Activity 11: Language in Focus (Spoken and Written Language- Writing a paragraph in complete sentences)

Lesson 2: Activity 10: Writeshop

27

How things started



Lesson 2: Activity 6: Knowing my origin



Lesson 2, Activity 7: Word Power



Lesson 2, Activity 8: Language in Focus



Lesson 3, Activity 2: Learning Lessons



Lesson 3, Activity 3: Deep Understanding



Lesson 3, Activity 4: Tales of Courage





Lesson 3, Activity 5; Differentiating Literary from Academic Text

Lesson 3: Activity 7: Language in Focus



Lesson 3, Activity 6: Say what?

DEEPEN Lesson 1, Activity 14: Editing (Mini Grammar Lesson on Subject-Verb Agreement)

Lesson 1: Activity 15: Reflection Checkpoint

Lesson 1, Activity 14: Writeshop!



Lesson 2, Activity 10: Irreversible

Lesson 2, Activity 11: Pause, Think, Write

Lesson 2, Activity 12: Hear ye! Hear ye!



Lesson 2, Activity 14: Navigating the Libary Lesson 3, Activity 8: Looking Backward to move forward

Lesson 3, Activity 10: :Let me tell you a story

Lesson 3, Activity 9: Word Cloud TRANSFER Lesson 1: Activity 16: Lesson 1: Activity 17: KWL Writeshop on Poster Making on Philippine Folk Literature

Poster-Making for the Literacy Month 28

Lesson 2: Activity 17: Writeshop on brochure inset making

Brochure Inset Writing (Written Retelling Mode)

Storybook Writing and Oral Retelling of a tale Letter in parentheses after every activity indicates the following modes: I for individual work or G for group work and WC for whole class. Resource material used for the activity is indicated in italics.

B. UNIT ASSESSMENT-ACTIVITIES MATRIX: CODE


What will I assess?

MC ITEM


1. What does the reading selection manifest? The story… a. mirrors almost exactly the origin of a particular volcano. b. depicts consequences of parental interventions . c. exemplifies heroic adventure of Panganoron. d. poses a love story of genuine roots.

The answer is A because the reading selection is about the Legend of Mt. Mayon. (A)

Lesson 2, Activity 5, Comparing Myths and Legends

2. It is a story of_______.

The answer is C since the story deals with how Panganoron courageously



Knowledge (15%)



RC: Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample

a. courage and faith b. honesty and hope

RELATED ACTIVITIES

29

translated texts of Philippine folk literature and other parallel selections.

c. love and courage fought for his d. hope and sacrifice love. (A)


3. If the reading text were to explain the actions of gods and heroes or a natural phenomenon, then it would be a sample of a ____________. a. myth b. legend c. epic d. folk tales


4. If you were to write an epic, what element should you consider? a. origin of a place b. moral of a story c. adventure of a hero d. love between the hero and heroine


5. Using the Dewey Decimal System, which classification will the legends, myths, epics and folktales fall under? a. 400-499 Language b. 700-799 Arts c. 800-899 Literature d. 300-399 Social Sciences

The answer if A. Myths are narratives about origins of the world and mankind among others. (A)

The answer is C. An epic is a narrative about a specific hero and his adventure. (A)

The answer is C. Myths, epics and folktales are classified under oral literary tradition. (A)


Lesson 3, Activity 4: Tales of Courage

Lesson 2, Activity 14: Navigating the Library

30

LC: Determine how

6. Which of the following words is intonation, phrasing, pacing, and non- stressed differently? stress,

pitch,

verbal cues serve as carriers of meaning that

may

interfere

aid in

or

a. accepted b. proposal

The answer is C. “Everyone” is stressed in the first syllable, but the other words are stressed in the 2nd syllable. (A)

Lesson 2, Activity 12: Hear ye! Hear ye!

The answer is B. The synonym uninterested means the same as indifferent based on word usage. (A)

Lesson 1, Activity 7, Word Power

The answer is A since the sentence forwards one complete thought. (A)


the

message of the text

c. everyone

listened to.

d. another


7. What does indifferent mean as used in the sentence, “Pedro, who seemed indifferent, refused to participate in class discussions about Philippine folk literature”? a. curious b. uninterested c. agitated d. quiet


8. Based on its structure, how do you classify the following sentence? “After saving her life, Panganoron started to court her.” a. simple b. complex c. compound d. compound-

31


M


complex 10. Which of the following is true? Philippine Literature________ ______________. a. started during the coming of Spaniards in 1521. b. is based on how ancient people talk. c. traces its roots in oral tradition. d. has an ethnic origin.

ENDURING 9. The reading UNDERSTANDIN text is a tale that G: was passed along by word of mouth. This RC: Engage in means it is part of becoming familiar the ____________ of with, appreciative of, our country. and critical towards a. culture the backgrounds, b. oral tradition features, and sample c. heritage translated texts of d. customs


The answer is B. The reading text is a legend, a story that is handed from one generation to another through oral tradition. (M)

Lesson 3, Activity 8: Looking backward to move forward


Philippine folk literature and other parallel selections. OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

12. Juana was asked to do an oral retelling of the reading text. Which statement below manifests that she is doing it effectively?

The answer is C since it encompasses all the elements that make storytelling effective. (M)

Lesson 3, Activity 10: Let me tell you a story

a. She tells the story loud enough to make the listeners look at her intently. b. She moves 32

around the room while retelling the story so that she would catch the attention of her audience. c. She establishes eye contact with her audience, varies her voice for dramatic effect, and uses simple and understandable language. d. all of the above. OL: Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

13. When Ella was retelling a story, she used a monotonous voice and mispronounced many words. Why is it important for her to articulate words clearly and correctly? a. to communicate effectively b. to impress her audience c. to increase her word power d. to enhance her reading comprehension

The answer is A since expressive oral skills enhance communication. (M)

Lesson 3, Activity 10: Let me tell you a story


15. Why is it important to know the right word in any writing situation? Knowing how a word is used _________________ _____. a. shows mastery of

The answer is C. The choice of words affects meaning. (M)

Lesson 3, Activity 6: Say what?

33

the English language b. endears the readers to the writer c. determines its meaning d. impresses the readers

MISCONCEPTIO NS: Philippine Literary History started only during the arrival of Spaniards in 1521.


10. Which of the following is true? Philippine Literature________ ______________. a. started during the coming of Spaniards in 1521. b. is based on how ancient people talk. c. traces its roots in oral tradition. d. has an ethnic origin.

17. Why is there a need to study folk literature? a. . Folk literature should be given importance. b. Folk literature is rarely appreciated in the 21st century. c. Folk literature offers enchanting stories about nature. d. Folk literature provides insights into the people’s culture and beliefs.



The answer is D. Literature mirrors life. Thus, understanding folk literature enables a reader to have a deeper appreciation of culture and society. (M)


34

T


GRASPS

11. Which of the GS: Formulate comments below grammatically correct would you give if sentences. you were to assess the subject-verb agreement in the sentence, “Each of the legends are interesting”? The sentence is____.

The answer is B. Writers should not be distracted with the OF phrase in making the verb agree with the subject. (T)

Lesson 1, Activity 14: Writeshop (C. Editing)

a. correct b. incorrect c. partly correct d. cannot be determined


14. The choices below share the same meanings. In retelling a story, which word would you use to describe your appreciation for a character’s trait? a. determined b. pig-headed c. stubborn d. unreasonable


16. In doing a retelling of the origin of your locality, why should you consider your audience? a. to grab their attention b. to know the big words that can truly amaze them

The answer is A. Lesson 3, The choice of Activity 6: Say words affects what? meaning. All the other choices have negative connotation, thus they would not manifest an appreciation for a character’s trait. (T)

The answer is D. The key to quality and effective retelling lies in your knowledge of your audience. This will help you choose the tone, language and content that would grab and sustain their


35

c. to leave a lasting impression of your storytelling ability d. to know the content and language most suitable to them

interest. (T)


18. You were asked by Philippine Daily Inquirer to tell a story which forwards a lesson and uses characters that will be most interesting to young children. What tale would you choose? a. myth b. legend c. epic d. fables

The answer is D since fables are stories that feature animals. These stories help readers learn a lesson or two about life and living. (T)

Lesson 3, Activity 2: Learning Lessons


19. How would you revise the sentence, “Juan commanded the goat and shook it’s whiskers until his mother and brothers had all the silver they could carry”? Change__________.

The answer is C. “It’s” is the contraction of “it is”. Use the pronoun “its” to refer to the antecedent, “goat”. (T)


a. there to their b. he to it c. it’s to its d. No revision is needed.

36


20. Matanglawin Publication has asked you to do a written retelling of an existing legend. Which of the choices below should you NOT consider? You should not use___.

The answer is B. Words with fewer syllables are more suitable for oral retellings. (T)

a. words produce vivid imagery. b. words with fewer syllables. c. sentences with varied structures. d. sentences the evoke vivid imagery.

C. SCAFFOLD FOR TRANSFER: LEVEL 1 DIRECTED PROMPT 1. Inform the students the skills they are expected to demonstrate. 2. Provide step-bystep instruction on how to do the skills and check their work. 3. Provide this task during Firm Up or Interaction stage.

LEVEL 2 OPEN PROMPT 1. Provide students another task similar to that given in Level 1. 2. Instead of giving a step-by-step instruction, prompt the students to do the steps on their own. If different procedures are given, ask students to choose which procedure they would use. Students may also be asked to vary the steps they learned. 3. Provide this task during Firm Up or Interaction stage.

LEVEL 3 GUIDED TRANSFER 1. Provide a real world situation where the skills taught in Levels 1- 2 are applied. 2. Instead of directing the students step-bystep to use the skills they learned in previous levels, ask students to look back on the skills they learned and determine which of these they would use to meet the requirements of the given task. 3. Provide this task during Deepen or

LEVEL 4 INDEPENDENT TRANSFER 1. Provide a real world situation similar to Level 3 where the skills taught in Levels 1-2 are applied. 2. Purposely refrain from suggesting to students to use the skills they learned in Levels 1-2. Have students on their own figure out which of the skills they learned in previous levels they would use to meet the standards in the given task. 3. Provide task during 37

Interaction stage.

Transfer or Integration stage.

TASK

TASK

TASK

TASK

You have been tasked by your city/ town librarian to make an 8” by 14” poster for the upcoming literacy month. This poster should be able to encourage library users to read and know more about our Philippine riddles and proverbs so that they can see the relevance of the past in today’s modern life. Your poster must have the following: clear and appropriate message and creative design.

The Department of Tourism has commissioned you to create a 1-page brochure inset promoting the cultural origin of a specific region. The said brochure will be distributed during the program launch of “It’s More Fun in the Philippines.” In that brochure inset, you are to retell a written text of an existing legend or myth. In order for your readers to see the applicability of the literature of the past to their modern lives, the brochure inset should be insightful and engaging.

As the official Children Museum’s Bard, you are tasked to do oral retellings of tales that will help your young audience realize that the tales of the past are significant to their lives. In order to capture the attention of your young museum guests, your retelling must be done in a proficient and engaging manner.

Matanglawin Publication in cooperation with Philippine Daily Inquirer has commissioned you to craft a storybook which highlights a creative retelling of ancient tales in your locality. This storybook must allow young readers to see the linkage between the past and the present. This storybook will be used in the literacy campaign which is meant to nurture a love for reading among Grade 1 pupils. The storybook must be creative, insightful, well-crafted and suitable to the intended audience.

NOTES: 1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows the different activities done in the lesson. The activities are designed to address the different AM-T learning goals. Acquisition activities in particular are also matched according to the required and added competencies. The A activities involve eliciting literary and language concepts and topics. During M activities, students are prodded to make generalization about these literary and language topics. In T activities, students are engaged in write shops or workshops to prepare them for the meaningful and life-like performance/product tasks. 38

The Assessment-Activities Matrix also shows the activities which implement the established and added competencies. This Matrix helps the teacher evaluate the readiness of a student to answer a particular test item by looking at the student’s performance in a particular activity related to the assessment. If the student does not do well in a set of test items, the teacher may go back to the activity linked to the test item and see if the student was already having difficulty. 2. The Scaffold for Transfer. The T activities are also sequenced according to a certain progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting with direct prompting and on to independent transfer. In the scaffold, students focus on honing their productive skills, speaking and writing. Students develop mastery of this skill by first in direct prompt, making of a poster for the literacy month. This activity is done in Lesson 1, Transfer. Then in the open prompt, during Lesson 2 Transfer, students will make a brochure inset which is a written retelling of an existing legend or myth. Next in the guided transfer done in Lesson 3, Deepen, students will do an oral retelling of a folk tale or of an epic. Students are again asked to do a task similar in the final level but this time in the independent level, students are evaluated according to their ability to on their own a storybook or written retelling or a folk tale or origin or their locality. They are also asked to do an oral retelling of the said tale. SECTION 2. STRATEGIES FOR BLENDED LEARNING: INDEX OF STUDENT’S ONLINE TASKS: STUDENT’S ONLINE TASK 1. Answering Process Questions based on a given Website’s content or interactivity

2. Answering

EFDT

AMT

ACTIVITY NO.

DESCRIPTION

F

A

Lesson 1, Activity 12

Write it out (Noting features of written communication in a specified internet text)

D

AM


Navigating the Library (Learning about the Dewey Decimal System)

F

AM


Deep Understanding (Knowing about Folktales and Reflecting on how they manifest Philippine culture

F

AM


Say What (Learning about colloquial and formal expressions)

F

A

Lesson 1,

Brainy Battle (Learning about 39

mini-check-up quizzes and receiving feedback

Activity 4

the Philippine Riddles)

F

AM


Say What (Learning about colloquial and formal expressions)

F

AM

Lesson 3, Activity 7 Instruction 6

Language in Focus (Accomplishing Interactive Quizzes on Pronoun Antecedent Agreement)

3. Developing Product Using Web-based Application 2.0

F

M


Knowing my origin (Creating a family tree)

(state Web 2.0 application)

D

M


Word Cloud (Making a word cloud about Philippine Folk Literature)

4. Posting in Discussion Forum any of the following:

D

M



a. one’s ideas b. one’s questions c. one’s reflections d. one’s suggestions or request e. one’s summary 5. Responding to Other Students in Discussion Forum by posting any of the following:

40

a. one’s comments b. one’s questions c. one’s reflections d. one’s suggestions or request e. one’s summary 6. Chatting with Teacher on any of the following: a. feedback on answers to process questions b. performance in assigned tasks c. content that needs clarification d. instructions in tasks that need clarification e. a live event 7. Chatting with Teacher and other Students on any of the following: a. a. feedback on answers to process questions b. performance in assigned tasks

41

c. content that needs clarification d. instructions in tasks that need clarification e. a live event f. discussion of a topic in the form of a debate, panel discussion, interview or role playing 8. Uploading and Submitting Individual File on any of the following: a. answers to activity questions b. presentations or reports c. conversion of Web information to another form (e.g. outline, flow chart, table, graphic organizer, concept map, drawing) d. map of conceptual change e. intervention task given by 42

teacher f. enrichment task 9. Uploading and Submitting Group File on any of the following: a. answer to activity questions b. presentations or reports c. conversion of information from Website or online resource to another form (e.g. outline, flow chart, table, graphic organizer, concept map, drawing) d. map of conceptual change e. intervention task given by teacher f. enrichment task 10. Sending by clicking on page email icon questions to teacher on any of the following: a. lesson 43

discussion b. activity instructions and interactivity c. system navigation 11. Producing an E-portfolio by selecting best works done in a unit

INDEX OF WEB 2.0 APPLICATIONS STAGE AND LEARNING GOAL

WEB 2.0 APPLICATION AND ITS URL

ACTIVITY NO.

STUDENT TASK

(EFDT/A-M-T) F/M

http://www.myheritage.com/


Knowing my origin (Creating a family tree)

D/M

http://www.wordle.net/create Lesson 2,


Activity 9

44

NOTES: Web 2.0 is a term used to designate next-generation Websites which feature interactive applications, particularly in the production of creative or original works. As indicated in the above table, learners will be working with some Web 2.0 applications. For Meaning Making, the student will be working with the following applications and producing a specific work: 

http://www.myheritage.com/: In order to concretize their ideas about the importance of origins, learners will make their own family tree through this application.



http://www.wordle.net/create: To summarize what they have learned about Philippine Folk literature, students will make a word cloud.

45