Daily Lesson Plans

Topics: (1) The Story of Keesh and (2) story elements

Topic: Author's Purpose

Topics: (1) The Story of Keesh and (2) drawing conclusions and writing inferences

Topics: (1) To Build a Fire and (2) literary devices/elements

Topics: (1) Summarizing and (2) Paraphrasing

Topic: Forms and Types of Outlining

Instructional Materials

This activity uses product differentiation, with elements of process differentiation, in the context of differentiated instruction.

In product differentiation, students are given different ways to demonstrate their understanding based on their group’s randomly assigned task. One group rewrites a sentence to shift the tone (creative writing), another creates a thematic statement (microblog-style writing), and another expresses symbolism through drawing (visual representation). Each group engages with the same text, but they showcase their understanding through different outputs, allowing for varied modes of expression that align with students' strengths or preferences.

Process differentiation is also evident in how the task is structured. The use of prompt cards introduces an element of chance and novelty, which keeps students engaged and gives them a sense of autonomy. The instructions are clear, scaffolded, and allow students to work in groups, which supports collaborative learning and peer interaction.

This activity is an example of content differentiation with elements of process differentiation.

In content differentiation, the teacher assigns different groups various real-world scenarios or subjects to work with. Although all students are practicing the same skills—summarizing and paraphrasing—the content they engage with is different. This allows students to work with materials that vary in context or complexity, potentially aligning better with their interests or readiness levels.

Process differentiation, on the other hand, is reflected in how students approach the task. They are allowed to choose their platform (Google Docs or Microsoft Word), organize themselves in a way that distributes responsibilities (some summarize, others paraphrase), and collaborate toward a shared product. The use of technology and flexible roles within the group support different working styles and preferences.

This section below is just an addendum regarding differentiated instruction in the context of a performance task I gave to my Grade 10 students from Science, Technology, and Engineering (STE) at Camarines Sur National High School. This is a recording of my explanation of their performance task for the fourth quarter.

In essence, this is how differentiation is applied:

1. Differentiation by Process (How Students Learn)

• Role Assignment: Students take on different responsibilities (chief investigator, data analysts, safety analysts), allowing them to engage with the task in ways that match their strengths.

• Scientific and Literary Integration: Students analyze a literary text through a scientific lens, accommodating students with strengths in either field.

• Live Presentation: The task incorporates both written and oral components, ensuring that students with different communication strengths can showcase their understanding.

2. Differentiation by Content (What Students Learn)

• Multidisciplinary Approach: The task integrates literature, science, and technical writing, engaging students with diverse academic interests.

• Choice of Presentation Style: Groups can decide how to creatively present their report, catering to students with varying levels of comfort in public speaking.

3. Differentiation by Product (How Students Demonstrate Learning)

• Formal Scientific Report: Appeals to students who excel in technical writing and structured analysis.

• Oral Presentation: Supports students who are more confident in verbal communication and performance-based tasks.

• Visual Representation (Lab Gown Incentive): Encourages creativity and engagement through role-playing as scientists, making the activity more immersive.

4. Differentiation by Student Interests and Multiple Intelligences

1. Linguistic (Word Smart) - Writing the incident report using formal, technical writing.

2. Logical-Mathematical (Number Smart) - Analyzing cause-effect relationships using scientific principles (e.g., hypothermia, frostbite).

3. Interpersonal (People Smart) - Collaborating in teams, assigning roles, and conducting peer evaluations.

4. Intrapersonal (Self-Reflective Smart) - Drawing conclusions from the incident and reflecting on lessons learned.

5. Visual-Spatial (Picture Smart) - Creating diagrams, structuring the report visually, and role-playing as scientists.

6. Bodily-Kinesthetic (Body Smart) - Engaging in the presentation, acting as professionals in a live setting.

5. Differentiation by Readiness (Scaffolding for Different Skill Levels)

• Guided Template: The structured format ensures that students of all levels can successfully complete the task.

• Scientific Principles with Citation: Encourages higher-order thinking for advanced students, while research templates support those who need more guidance.

• Peer and Self-Evaluations: Provides a meta-cognitive aspect where students reflect on their contributions and engagement.

Other selected instructional materials

[IM #1] This activity develops students' skills in making inferences and drawing conclusions based on The Story of Keesh. In the first step, students analyze a passage and infer the villagers' mindset, specifically their belief in witchcraft over Keesh's intelligence. In the second step, students draw conclusions about how the villagers' doubts influence their views on leadership and fairness. The activity promotes critical thinking, encourages students to engage deeply with the text, and helps them organize their reasoning in clear, well-supported paragraphs.

[IM #2] The nature of this activity titled "Be Cool, Express" focuses on differentiated instructions by engaging students in various aspects of literary analysis.

1. Tone: Students are tasked with rephrasing a sentence to create a foreboding tone, enhancing their ability to understand and manipulate tone through word choice and sentence structure. This exercise encourages creativity and focuses on conveying emotions through descriptive language.

2. Theme: Students summarize the theme of To Build a Fire in a concise, social media-style format. This task encourages students to distill complex ideas into clear, focused statements while practicing succinct communication. It also promotes discussion of the central message of the story.

3. Symbolism: Students explore the symbolism of fire in the story through a drawing, allowing them to connect visual representation with literary meaning. This approach engages both visual and verbal learners and invites creative interpretation of symbols in the text.

[IM #3] The nature of this activity is focused on sequencing and analyzing key events in the story. Students are asked to arrange the key events in the correct order to demonstrate their understanding of the narrative structure and plot progression. This activity encourages students to engage with the text critically, ensuring they pay attention to cause and effect relationships within the story.

By labeling and organizing the events, students practice skills in chronological thinking and comprehension, which are essential for understanding plot development. This exercise also promotes collaboration as students work in pairs or trios, allowing them to discuss and justify their reasoning for the sequence. Additionally, the activity reinforces students’ ability to recall specific details from the text while considering the entire flow of events in the story.

[IM #4] Since the story involves hunting, so is the title of this activity: The Great Hunt JAMS is a two-part activity focused on symbolism. In the first part, "The Great Hunt," students will make inferences about symbols from The Story of Keesh by generating word associations within their group in a 5-minute challenge. Afterward, a representative from each group shares their answers with the class. In the second part, JAMS (Just-A-Minute Sharing), the representative delivers a concise 1-minute explanation of their associations, ensuring a meaningful discussion. The entire activity will be completed in 8 minutes, encouraging quick thinking and effective communication.

[IM #5] PLOT – Pair, Line up, Order, Talk is an interactive activity designed to reinforce students' understanding of The Story of Keesh and its plot structure. Students will receive a piece of paper with a plot element or corresponding event.

In the first step, Pair, students find a partner with a matching plot element or event. In Line up, they work together to arrange themselves in the correct order based on the plot structure. Order involves checking their placement and making adjustments before speaking. Finally, in Talk, each pair explains why their event fits the specific plot element in less than one minute, while the teacher provides context clues to confirm or correct their sequence. This activity promotes collaboration, critical thinking, and understanding of plot structure.

Below is the extracted passages from the story for GGSS: