ANNOTATIONS
GENERALIZATION:
Cooperative Learning: The activity is designed to encourage students to work collaboratively in groups.
Through discussions, note-taking, and presentation, students are able to share their ideas and
perspectives with their peers, learn from each other, and collectively analyze the elements of prose
present in different genres of stories.
Active Learning: The activity is focused on active learning, where students are required to analyze the
summary of the short story and identify the different elements of prose present in the story. This
approach encourages students to take an active role in their own learning and to engage with the
material more deeply.
Experiential Learning: The activity provides students with an opportunity to apply their knowledge and
skills to a real-world scenario. By analyzing the elements of prose present in a story, students can better
understand how different genres of prose are structured and how the various elements work together to
create a cohesive story.
Constructivism: The activity is based on the constructivist approach to learning, which emphasizes the
importance of students constructing their own understanding of a subject through active engagement
with the material. By analyzing the elements of prose present in a story, students are able to construct
their own understanding of how different genres of prose are structured.
Differentiated Instruction: The activity involves differentiating instruction by assigning different genres of
prose to each group. This approach recognizes that students have different interests and learning styles
and provides an opportunity for them to engage with a genre that they may find interesting or
challenging.
ASSIGNMENT:
Research-Based Learning: The assignment requires students to conduct research on the Spanish
colonization period and its impact on literature, which is a form of research-based learning. This
approach encourages students to take an active role in their learning, to engage with the material, and
to develop their research skills.
Analysis: The assignment requires students to identify different genres of prose that emerged during the
Spanish colonization period and to analyze the themes and styles of the literature during this period.
This approach encourages students to critically examine the material and to develop their analytical
skills.
Differentiated Instruction: The assignment is open-ended, allowing students to select their own focus
and sources of information. This approach recognizes that students have different interests and learning
styles and provides an opportunity for them to engage with the material that interests them.
Writing: The assignment requires students to submit a written report that summarizes their findings and
includes references to the sources used in their research. This approach encourages students to develop
their writing skills and to communicate their ideas effectively.
Collaborative Learning: Although the assignment is an individual task, the teacher may encourage
students to work together to share their findings and discuss their analysis. This approach promotes
collaborative learning and provides an opportunity for students to learn from each other.
Assessment
Direct Instruction: The activity can be presented through direct instruction, where the teacher explains
the directions and provides examples for students to follow. This can help students understand the
activity and what is expected of them.
Metacognition: The activity requires students to read and analyze the characteristics or descriptions
carefully, and to think about which letter/s corresponds to them. This can promote metacognitive skills,
such as self-awareness, self-reflection, and self-regulation.
Critical Thinking: The activity can be designed to challenge students' critical thinking skills by presenting
descriptions that are similar or have overlapping characteristics. This can help students think critically
and differentiate between different types of stories, such as myths, fables, and legends.
Multiple Intelligences: The activity can cater to multiple intelligences by incorporating different types of
learning styles, such as visual, auditory, and kinesthetic. For example, visual learners can benefit from
seeing the descriptions and letters, while kinesthetic learners can benefit from physically marking their
answers on the paper.
Feedback and Reflection: After completing the activity, students can receive feedback on their answers
and reflect on their learning. This can help them understand their strengths and weaknesses, and
identify areas for improvement.