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I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world
literature and other text types serve as instruments to
resolve social conflicts, also how to use the language of
research, campaigns and advocacies.
B. Performance Standards: The learner proficiently delivers an argumentative speech
emphasizing how to resolve conflicts among individuals or
groups.
C. Learning Competencies/ EN10RC-IIa-11: Transcode information from linear to non-
Objectives: linear texts and vice-versa
* Interpret significant information through graphs/charts.
* Give the correct formula in data interpretation
II. CONTENT
Finding Common Ground (Causes of Family Conflict)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P122
2. Learner’s Materials Pages P119-121
3. Textbook Pages P119-121
4. Additional Materials
from Learning Resource Online Resources
(LR) portal
B. Other Resources Copy of the reading text
C. Strategies Graphic Organizer, groupings
* Graph/Chart
* Table
* Role play
D. Integration Math/EsP
IV. PROCEDURES
A. Review: Short recall of the previous lesson.
B. Motivation: Determine the confict that is shown in the picture.
B. Activity: • Form 3 groups
• Read the text about causes of conflict in the family..
• Fill in the diagram with causes of family conflicts with
short description
Family
Conflict
Interpretation:
D. Abstraction: Ask a representative of the group to present their output
Questions:
1. What are the kinds of graphs used in the survey?
2. When /what are the uses or functions of these?
3. How did you come up with the result/What formula/
computation did you use?
E. Application: Conflict Prevention
One must consideer how to avoid conflicts. Complete
the table by writing ways to prevent conflict situation.
(Individual Task - Notebook)
Conflict Situation Prevention
1. Gossip
2. Fighting
3. Parent-child conflict
4. Cyberbullying
*big group discussion
V. Evaluation Perform as a group a role play of any family conflict situation.
etation
uation.
Rubrics
HOW TO CHOOSE
Criteria Weight Exceptional Admirable WHICH TYPE OF
¨ Factual information is accurate ¨ Factual information is
Understanding of 40% ¨ Indicates a clear understanding is mostly accurate
GRAPH TO USE?
When to Use . . .
the topic
of topic ¨ Good understanding of topic
Line graphs are used to
¨ Accepts ideas of others; ¨ Accepts most ideas without
30% able to compromise negative comments; track
. . . a changes over
Line graph.
¨ All members contribute able to compromise short and long periods
of time. When smaller
Cooperation changes exist, line
graphs are better to
use than bar graphs.
Line graphs can also be
¨ Some members contribute used to compare
¨ Shows confidence
¨ Informative
¨ Shows some confidence
¨ Presents some information
.changes
Pie. .charts
a Pie
over are best
the same
period
to useofwhen
time foryou
more
¨ Entertaining; engages audience ¨ Engages audience
Chart.
than one group.
Presentation 30%
are trying to
compare parts of
¨ Speaks loudly and clearly ¨ Can be heard a whole. They do
¨ Appropriate use of body language ¨ Some use of body language
not show changes
. . . a Bar Graph.
Criteria Weight Acceptable Attempted
over time.
Bar graphs are used to compare
things between different groups or
to track changes over time.
Understanding of However, when trying to measure
40% change over time, bar graphs are
the topic
best when the changes are larger.
¨ Factual information is ¨Information is inaccurate
somewhat accurate ¨Presentation is off topic
¨ Fair understanding of the topic . . . an Area Graph.
¨ Unwilling to compromise ¨Group does not work together