DATE OF MEETINGS: January 31-Feb 01, 2018

TOPIC: Editorial
OBJECTIVES:
 To identify the qualities and functions of an editorial
 To determine the traits of a good editorial writer
 To extract important details in an editorial article
 To create an editorial article
 To appreciate the power of editorial in expressing opinions and facts

I. INTRODUCTION
SEE THE LIGHT
1. The teacher shows pictures depicting different issues which Filipinos are encountering
in the Philippines.

PROCESSING QUESTIONS:
1. What did you observe on those pictures?
2. Could all of those give us something to worry about?
3. Should you care to the Filipinos who are affected by those issues?
4. If you really care, how can you help them?
5. What section in journalism presents the opinion of the editor of a newspaper?

ESSESNTIAL QUESTIONS
How does an editorial article affect our perspective towards a particular issue or condition?

II. INTERACTION
REACT AND ACT!
1. The teacher presents the concepts about editorial

TWO PRIME FUNCTIONS of the newspaper are to inform and to interpret.

 It goes without saying then that the two important sections of the newspaper are the news
and editorial sections

The editorial page is the demarcation line between news and opinions.
 The news pages are for news – to give information.
 The editorial pages are for editorials, the editorial columns, the cartoons, and the letters
to the editor – to give opinion or interpret the important events of the day which are
usually reported on Page 1.

EDITORIAL
 It is the official stand of the newspaper on a relevant development or issue.
 It is a critical interpretation of significant, usually contemporary events so that the
readers will be informed, be influenced and be entertained.
 It is an article that presents the newspaper’s opinion on an issue.
 It reflects the majority vote of the editorial board, governing body of the newspaper made
up of editors and business managers.
 It is usually unsigned.
FUNCTIONS OF AN EDITORIAL
1. Influence public opinion.
2. Promote critical thinking.
3. Sometimes cause people to take action on an issue.
 Criticize or attack
 Defend
 Endorse
 Compliment
 Advocate or appeal
 Entertain
 Predict

PARTS OF AN EDITORIAL

INTRODUCTION: To hold the reader’s attention, you should open your editorial with a
premise presented in a logical and interesting manner.

BODY: This is where you start to persuade the reader with lucid arguments so that he will
support your premise or line of thinking.

CONCLUSION: Here, you can prompt the reader to act or to agree to your main thesis (central
claim)

An editorial should have the following:

 A timely news angle.
 An objective explanation of issues
 The views opposing sides
 Alternative solutions to the problem
 Reasoning arguments based on issues and not personalities
 Constructive criticism or pro-active approach
 Solid and concise conclusion that summarizes the editorial writer’s opinion.

EDITORIAL FORMULA

Just like any other forms of writing, there no fast rules in writing an effective editorial. But
beginners are suggested to follow the SPECS Formula:

S – state the problem

P – position on the problem
E – evidence to support the problem
C – conclusion. This should support your stand or position.
S – solutions. Give at least two solutions to the problem.

The editorial writer must possess the following:

1. Accurate perception of the events of the day.
  He must be able to assess the stories and come up with his valid observations or
comments on certain issues.

2. A vocabulary that is both deep and broad.

 He must know the precise meaning of words and their connotations. A thorough
knowledge of colloquial terms and even slang is necessary.

3. A sharp sense of sentence structure and its nuances and mastery of grammar and
syntax.

4. A keen eye for developing events in all areas, such as politics, socioeconomic, and
even the culture and the arts.

5. The ability to subsume his own personal bias on issues that need an impartial or
unaffected assessment and to respect contrary views and arguments.

B. Exploration
The teacher gives a quiz to students based on the discussion.

III. INTEGRATION
A. EVALUATION/ASSESSMENT
The teacher asks students to give issues that they can write on. It should be
relevant and a timely news angle. Then, they can choose either affirmative or
negative as they write their editorial article. Students list down opinions towards
the chosen topic.

B. SYNTHESIS
How does it affect our perspective towards a particular issue or condition?
Editorial articles raise awareness among people regarding relevant issues that concern them.
By reading these articles, people are engaged in generating solutions to solve the issues at
hand. They also call the readers to do an action right after choosing a stand on an issue by
analyzing it objectively.

DATE OF MEETINGS: February 02, 2018

TOPIC: READING REMEDIAL PROGRAM
STRATEGY 12: DISTINGUISHING BETWEEN REAL AND MAKE BELIEVE

OBJECTIVES:
 To distinguish real and make believe things
 To answer question based on the selection read
 To give examples of real and make believe things
DATE OF MEETINGS: February 5-9, 2018 (carry over to Feb. 10-12)
TOPIC: The Mahabharata
OBJECTIVES:
 to discover how the people of classical India expressed their philosophical and
religious ideals through the epic “Mahabharata”
 to identify what role does Mahabharata play in Indian history
 to demonstrate a clear understanding of the epic through role playing
RESOURCES:
https://www.youtube.com/watch?v=ybXSPx1pAWg
https://www.youtube.com/watch?v=kOiUWiyeWz8
https://www.youtube.com/watch?v=t_5Ca14K8QY
https://www.youtube.com/watch?v=06Dy85VKJVo&t=2406s
REFERENCE:
Journey to English 8 by Angelo Clemen
Essential English by Nelda R. Francisco

I. INTRODUCTION
a. The teacher presents essential facts about the epic “Mahabharata”.
Lecture Points:
“MAHABHARATA”
It has the honor of being the longest epic in world literature.
The name means “great story of the Bharatas.” Bharata was an early
ancestor of both the Pandavas and Kauravas who fight each other in a
great war.
It is sometimes referred to as “the great story of India”.
Background
Pandavas :
Exiled for 13 years. Have no kingdom. Their main strength both in terms
of political and financial power depends on their friends and relatives.
“We fight over a Kingdom, as dogs over a piece of meat.”-
Yudhisthira
The Pandavas had been humiliated, their wife had been insulted, and their
kingdom had been taken. But…still they wanted to avoid the war. The
three elder Pandavas were against the war. They even went as far as
making an offer that they will stop the war in exchange of 5 villages.
Kauravas :
In power for 13 years. Duryodhana has been a benevolent king. Not only
have they the wealth and power of Hastinapur, but also that of
Indraprastha, the kingdom that the Pandavas had taken such labors to
build and which had surpassed the Hastina of old in all degrees. Karna
had gone on a nation-wide conquering on behalf of Duryodhana.
“Without war, will concede not a needle-prick of earth.” -
Duryodhna
Duryodhana was completely focused on the war. It was his moment of
truth. He had usurped a kingdom, and he meant to keep it. He had resorted
 to any means, foul or fair to get the kingdom, which he believed to be
rightfully his, and he was in no mood to give it up.
War lasted: 18 Days. 10 Days (Bhisma), 3 Days(Drona), 1½ Days
(Karna) ½ Day (No General),1 Day (Shalya), 1 Night(Ashwatthama)

II. INTERACTION
a. The teacher presents videos of the different parts of “Mahabharata.”

Video 1: “The Game of Dice”

Processing Questions:
1. What are the names of Kunti’s children?
2. How did Arjuna win the hand of Draupadi in marriage?
3. How do the ancient Indians call the ceremony where the bride will pick a
husband from a number of her suitors?
4. How did the five brothers lose Draupadi in a game?
5. How was Draupadi rescued? Who helped her?

Video 2: The Period of Exile

Video 3: The Thirteenth Year

Processing Questions:
1. What is Dharma for Indians?
2. Explain in your own words the meaning of this line: None should ever
perform virtue with a desire to gain its fruits.
3. What happens if one will not doubt virtue?
4. Research the question that was asked to Yudishthra that brought his
brothers back to life.
5. What was the answer of Yudishthra?
6. What was Dhritarashtra’s effort to prevent the war?
7. How did Yudishtra respond to Dhritarashtra’s call to righteousness?

Video 4: The War

Processing Questions:
1. What is Svadharma?
2. What is the difference between a Brahmin and a warrior when it comes
to fulfilling a duty?
3. How is Hinduism distinguished from other religions?
4. What part of the Bhagavad Gita suggests the Indian belief of the
reincarnation?
5. How was Karna Defeated?
6. Explain in your own words the meaning of this line: The man who prizes
gold and dirt equally is the happiest.
7. According to the epic, how could a dharma counter fight an adharma and
an adharma with a dharma?
 ACTIVITY: LET’S SKETCH AND WRITE!
A. Students will be grouped into four (4). Each of the group makes a poster and a slogan in
all parts of The Mahabharata. After which, they share their outputs to the class.

GROUP 1: The Game of Dice

GROUP 2: The Period of Exile
GROUP 3: The 13th Year
GROUP 4: The War

B. Among the four parts viewed, students choose a part which they re-enact as one of
their performance tasks.

III. INTEGRATION
A. SYNTHESIS
Let the students complete the 3-2-1 Sheet.

B. Valuing
Key question:
How does good prevail over evil?
Key understanding:
A person who values self- sacrifice, truth, and love; believes in religious
ideals; and obeys God’s teaching, always speak and act kindness and
goodness to everyone.

(Note: A week is allotted for this lesson because this will include viewing of 4 videos as
shortened versions of the epic. Students will be answering the questions right after watching
to check their full understanding of the epic viewed.)
DATE OF MEETINGS: February 13, 2018
TOPIC: The Mahabharata
OBJECTIVES:
 to discover how the people of classical India expressed their philosophical and
religious ideals through the epic “Mahabharata”
 to identify what role does Mahabharata play in Indian history
 to answer questions comprehensively based on the video viewed
 to demonstrate a clear understanding of the epic
RESOURCES:
https://www.youtube.com/watch?v=ybXSPx1pAWg
https://www.youtube.com/watch?v=kOiUWiyeWz8
https://www.youtube.com/watch?v=t_5Ca14K8QY
https://www.youtube.com/watch?v=06Dy85VKJVo&t=2406s
REFERENCE:
Journey to English 8 by Angelo Clemen
Essential English by Nelda R. Francisco

I. INTRODUCTION
The teacher asks the students to write down important events they have learned and
then they classify them under the different periods in Mahabharata shown through
videos. The different periods are as follows: The Game of Dice, The Period of Exile,
The 13th Year and The War.

The Game of Dice The Period of The 13th Year The War
Exile

II. INTERACTION
The teacher then explains the epic Mahabharata by presenting its shortened version.
Students are given module for more convenient teaching and learning process.

III. INTEGRATION
A. Assessment and Evaluation
The teacher gives a unit test to check the full understanding of the students about
the epic, Mahabharata.

B. Synthesis
When do we say that a person observes good conduct?
A person who observes good conduct if he or she values self-sacrifice, truth, and
love; believes in religious ideals; and obeys God’s teaching, always speak and act
kindness and goodness to everyone.
 C. Valuing
The students complete the statement below.
Having a good conduct is important because
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

DATE OF MEETINGS: February 14, 2018

READING REMEDIAL STRATEGY: Strategy 1-12 Review (Part 1)
OBJECTIVES:
 to answer questions based on the selection read
 to review previously learned concepts in reading strategies
 to analyze selections comprehensively

A LEARNING PLAN IN GRADE 9

Date of Meeting: February 19-21, 2018
Topic: Innovation and Collaboration Drill

Objectives:
At the end of the lesson, the students are expected to:
a. define innovation;
b. give recommendations on the project made; and
c. present an innovation plan.

I. Introduction
The students will arrange the jumbled letters to form the correct word based on the
definition presented.

• TIONOVNIONA- is the process and outcome of creating something new, which is

also of value.

ANSWER: INNOVATION

EQ: What is the advantage of innovation to our lives?

II. Interaction
 Using video clips, the teacher will explain what innovation is.
 Samples of innovation products will also be shown to students.

B. Exploration

Each student will get a partner. They will think about a certain place in the community
that they want to improve. Afterwards, they need to discuss the improvements that they would
like to make. After exchanging ideas, they will draw the place with the improvements that they
have in mind. After 20 minute-discussion, students will present their plan to their classmate (two
partners). Students who are listening are encouraged to ask questions, give comments and
recommendation about the project for 15 minutes. Then, partners who presented will have to
redraw their work. The process will be repeated until it reaches the last presenters. Students will
then present their work in front.

III. Integration
A. Synthesis/Valuing
What is the advantage of innovation to our lives?
 Innovation drives the productivity and performance of business, and can help you
grow and improve your business. In addition, the products of innovations can help
people save time in doing daily chores. Also, it also increases customer satisfaction
and business agility.