Unit Plan English 9.4.2-drama

HIGH SCHOOL DEPARTMENT LEARNING PLAN 2 FOURTH QUARTER SUBJECT TOPIC/LESSON CONTENT STANDARDS

ENGLISH 9 Analyzing a Play and Writing a Play Review The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play. PERFORMANCE The learner competently performs in a full-length play through STANDARDS applying effective verbal and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions. LEARNING Analyze literature as a means of understanding unchanging COMPETENCIES values in a changing world (EN9LT-IVa-17) Compose a play review (EN9WC-IVa-11) Get familiar with the technical vocabulary for drama and theater (EN9V-IVa-29) SPECIFIC LEARNING Remembering: Recognize the literary elements present in the OUTCOMES play; Understanding: Explain the unchanging values found in the play; Applying: Use technical vocabulary in theatre in constructing sentences; Analyzing: Infer the meaning of some lines found in the play; Evaluating: Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of the presentation; and Creating: Make a play review of “Merchant of Venice”. TIME ALLOTMENT 6 hours MATERIALS PPT presentation, Smart TV RESOURCES Essential English 9 PROCEDURE DAY 1 INTRODUCTION 1. Relay the learning competencies to the students. Have the students write the learning competencies in their notebooks.

I can… Recognize the literary elements present in the play; Explain the unchanging values found in the play; Use technical vocabulary in theatre in constructing sentences; Infer the meaning of some lines found in the play; Judge the relevance and worth of ideas, soundness of character’s reasoning, and the effectiveness of the presentation; and Make a play review of “Merchant of Venice”. MOTIVATION 

CONNECT YOUR EXPERIENCE. What is a merchant? Would you consider some of the persons below as merchants? Why or why not?

INSTRUCTION 

PRE-READING ACTIVITY: BUILD YOUR BACKGROUND One of Shakespeare’s greatest and ever-popular plays, “The Merchant of Venice,” takes place in Venice and the story revolves around Antonio, a merchant; Shylock, a Jew moneylender; and Portia, a woman disguised as a young man-lawyer in a court of justice. The merchant Antonio owes the Jew three thousand ducats (gold coins) on behalf of a friend. A contract or bond was signed between the merchant and the moneylender which stipulated that if the debt is not paid on time, Shylock, the lender, will extract from the debtor, Antonio, a pound of flesh nearest the heart.



READING: You will read this play about a merchant during Shakespeare’s time. What kind of a merchant is the one in the play? Could there be a difference between merchant today and during the time of Shakespeare?

Read The Merchant of Venice by William Shakespeare (Act IV, Scene 1) pp. 423-424 

DRAMATIC WORDS In order for you to become more familiar with the world of drama, acquaint yourself to the following technical vocabularies. After which use them in sentences. Term Body language

Breaking up Character role Cold reading

Cue

Meaning Sentence Bodily movements, large or small, that indicates what a person is thinking or feeling Out-of-place laughter by an actor on stage A supporting role with pronounced or eccentric characteristics Delivering a speech or acting scene at an audition without having read it beforehand A line of dialogue, action, or sound, onstage or off, that tells an actor it is time to enter, exit, move across stage, or— most commonly—begin speaking DAY 2

PRACTICE 

LITERARY FOCUS Identify the literary elements that are present in the play. Organize your answer through a table. Character Setting Conflict Theme

Moral Lesson DAY 3 

UNCHANGING VALUES. Through a semantic web, cite several unchanging values present in the drama. _________

_________

Unchanging Values

_________

_________

DAY 4 EVALUATION 

WHAT DO YOU MEAN? Infer the meaning of the following lines found in the play. 1. His sceptre shows the force of temporal power. 2. We do pray for mercy. 3. A pound of flesh, to be by him cut off 4. Shed thou no blood, nor cut though less nor more. 5. To stop this wounds, lest he bleed to death.



JUDGMENTAL Using a non-linear text, judge the relevance and worth of ideas, and soundness of Portia’s reasoning. Then, orally explain the content of your work in class. Speaker



Relevance and Worth of Ideas

Soundness of Reasoning

WATCH-JUGDE-WRITE Watch a play over the television set. After which, do the activity below.

This is a guided writing activity for each individual student to write a review of a play by following a series of steps: a. The basic facts about the play b. The brief description of the play c. Critical opinion of the play supported with some specific examples d. Evaluation of the direction of the play e. Assess the performance of the actors VALUING Students are able to judge and weigh ideas logically in order to improve particular deficiencies in any endeavour for themselves or for others.

:_____________