Florante and laura
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Florante and Laura. Unit Portfolio Presentation Zaluaga, Fatima P. Abella, Grover John V. Unit Summary.

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Florante and Laura

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Florante and laura

Florante and Laura

Unit Portfolio Presentation

Zaluaga, Fatima P.

Abella, Grover John V.


Unit summary

Unit Summary

Students read Florante and Laura and relate it to contemporary life. They research a problem from the play that is still an issue today and collaborate to find a solution. They create a publication or presentation about their solution and share it with an audience. They will also create their own ending of the chosen situation in the story.


Florante and laura

CFQs

Essential Question: What does it mean to love and be loved?

Unit Question:

What are the different situations in the story that value relationships?

How can we overcome these situations in the story that value relationships?

Content Questions: How can we apply the things we learned in the story to our personal life experiences like involving conflicts in a relationship towards family, friends, and special someone?


Vision for unit

Vision for Unit

By creating this unit, I want to

  • Try out new methods to make classic literature relevant to my students’ lives

  • Think of ways to involve my students more in the community

    During this unit, I want my students to

  • Learn ways to connect literature to their daily lives

  • Use technology to communicate with different audiences

  • Value and appreciate the study of literature


Project approaches

Project Approaches

As my students work on this project, they

  • Connect the story to the real world

  • Collaborate with peers and community members

  • Create a product that shows what they’ve learned

  • Share their learning with a real audience


21 st century learning

21st Century Learning

Students will develop higher-order and 21st century skills in this unit as they

  • Use the Essential and Unit Questions to guide their analysis of the play to find themes that cross places and times

  • Communicate their ideas to a community audience

  • Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary

  • Use project assessments to self-assess their work and give feedback to their peers


Gauging student needs assessments

Gauging Student Needs Assessments

  • Use CFQs to learn

  • Students’ ideas about what a literature is

  • Background knowledge of characters and plot of play

  • Assess 21st Century skills

  • Ability to see common elements in classic and contemporary literature


Gauging student needs assessments1

Gauging Student Needs Assessments

I can use the information from these assessments to:

  • Focus on the elements of the story that students have prior misconceptions about

  • Plan activities in which they will answer their questions

Students can use the information from these assessments to:

  • Compare their questions to those in previous units

  • Set goals for how they will adjust their reading style for this kind of literature


Requests for feedback

Requests for Feedback

  • Need ways to help students understand the play without paraphrasing and summarizing it for them

  • Need help assessing students’ higher-order thinking skills


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