California Foreign Language Project SAILN Level III
ACTFL Reading Profciency Unit
Reading Unit on "Kung Bakit May Maasim at Matamis na Sampalok"
SAILN Tier III Farah Divah Mendoza
April 2, 2011
Class Description
This lesson is for Filipino 3-4, Stage 2. This class is composed of Hispanics, Filipino-Americans, and Philippine born students. This unit will take about 3-4 weeks to complete in a block schedule.
Standards • Standards: • A.2.1.a social relationship • A.2.1.b people in the community • A.2.1.d. care of the home, interacting with people in the community • B.2.0 use created language (sentences and string of sentences) (skit,
sentence wring using past and future) • B.2.1 engage in oral, written, or signed (ASL) conversations
(brainstorming, DOF, Four Square) • B.2.1 interpret written, spoke, or signed (ASL) language (annotation) • B.2.2 present to an audience of listeners, readers, or ASL viewers (skit) • B.2.5.demonstrate understanding of the general meaning, key ideas,
and some details in authentic texts (annotation) • B.2.6 produce and present simple written, oral, or signed (ASL) product
in a culturally authentic way (summary/ writing using past tense and future tense)
• C.2.0 choose an appropriate response to a variety of situations (skit)
PRE-READING ACTIVITIES
Poll Survey Jackdaw Activity Four Square Vocabulary
Jackdaw Activity
• Maipakita ang pagkakaiba at pagkapareho ng mga bagay sa pamamagitan ng pagsulat ng pangungusap
• I will compare and contrast two objects as evidenced by writing a sentence.
Jackdaw Activity: • Students will be given a Sampalok
candy ( Mexican Candy and Filipino Tamarind Candy). They will staple the wrapper on their notebook. Around the wrapper, they are going to write information about the tamarind tree such as its uses. They are going to search information in Wikipedia.com.
Jackdaw Activity: • Students write sentences
comparing and contrasting two candies using the following words
• pero
• ngunit
pollseverywhere activity
• Matukoy ko ang mga ginagawa ko na nakabubuti sa komunidad sa pamamagitan sa pagsagot ng tanong sa pollsurveryeverywhere.
• I will identify activities that I do relating to community as evidenced by answering questions in pollsurveryeverywhere.
Directions: You need a cellphone and laptops to access twitter.com to send your responses. • students read the statement chorally • they send their responses using
cellphones or through twitter.com • Sample of Chart Responses. http://femendoza2010.edublogs.org/408/
Four Square Vocabulary Activity
Objective: Maibigay ko ang kahulugan ng mga salita sa pamamagitan ng pagtukoy ng mga palatandaan at pagkompleto ng Four Square Graphic Organizer ( I will be able to define words as evidenced by identifying context clues and completing Four Square Graphic Organizer.)
Vocabulary Activity • Day 1: Teacher introduces the words;
students define the words using contexts clues. This activity also includes pronunciation and syllabication
• Day 2: Students use the words in sentences
• Day 3: Students relates the words to examples and pictures
• Day 4: students write a supersentence
Vocabulary • damot- stingy
• pangit - ugly
• tanim- plant
• kapitbahay - neighbor
• nagnakaw - steal
• siit-small branch
Definition
Pronunciation
Cognates
Syllabication
spelling
Clues
Examples
drawing
Word family
Antonyms
synonyms
sentences
Vocabulary • Naligaw - lost
• Namitas – pick/ harvest
• Parusa - punishment
• Ermitanyo – old man with the knowledge of supernatural powers
• Maasim – sour
• Matamis -sweet
• Maibigay ko ang kahulugan ng mga salita gamit ang mga palatandaan sa pamamagitan ng pagkompleto ng Four Square Graphic Organizer.
• I will define words using context clues as evidenced by completing a Four Square Graphic Organizer.
• Maiugnay ko ang mga salita sa mga halimbawa at larawan sa pamamagitan ng pagkompleto ng Vocabulary Matrix.
• I will relate the words to examples and pictures as evidenced by completing a Vocabulary Matrix
• Magamit ko sa pangungusap ang mga salita sa pamamagitan ng pagkompleto ng Vocabulary Matrix.
• I will use words in sentences as evidenced by completing a Vocabulary Matrix.
• Makasulat ako ng supersentence gamit ang tatlo o higit pang talasalitaan sa pamamagitan ng paggamit ng tweetworks.
• I will write a sentences using three or more vocabulary words as evidenced by using tweetworks.
Ang matandang babae ay sobrang damot. Ayaw niyang magbigay ng mga prutas sa kapitbahay.
Pangit ang aso kaya di nila ito gusto.
Sila ay maraming tanim sa bakuran gaya ng ampalaya, kamatis, sibuyas, at mga puno.
Ang mga kapitbahay ay masaya tuwing pasko dahil may malaking party sa komunidad.
Ang magnanakaw ay nagnakaw ng pera sa bangko kaya siya ay nasa prisuhan.
Ang punong kahoy ay maraming siit kaya ito nagbibigay ng lilim.
Ang bata ay naligaw kaya hinanap siya ng mga kapitbahay.
Namitas ng bunga ang mga tao sa bukid.
Dahil ang grado niya ay F’s, ang parusa niya ay walang cellphones at walang party.
Ang matanda ay isang ermitanyo na nakatira sa bundok.
Maasim ang mangga at tamarindo.
Matamis ang tsokolate at kendi.
GLOBAL ACTIVITIES
Daily Oral Fluency Extended Definition Skimming Prediction Asking Questions
Daily Oral Fluency Day 1: Teacher reads and students repeat. Then, students read the passage three times Day 2: Students read the passage three times; and complete the cloze test. Day 3: Students read the passage three times; and complete the Grammar cloze test.
• Malinang ko ang kahusayan sa pagbabasa sa pamamagitan ng sabayang pagbabasa.
• I will develop reading fluency as evidenced by orally reading a Daily Oral Fluency Activity
Daily Oral Fluency • Isang araw, may nagnanakaw ng prutas
nito kaya’t ipinahabol niya sa aso at kinabukasan ay nilagyan niya ng mga siit sa tabi ng puno at doon niya pinagbantay ang kanyang mga aso. Nagalit lalo ang mga tao sa kanya. Minsan, may naligaw na matandang namimitas ng bunga ng sampalok kaya’t nilapitan niya ito at kinuha ang sampalok saka pinaalis. Agad ding umalis ang matanda
• Malinang ko ang kahusayan sa pag-intindi sa pamamagitan ng paglapat ng nawawalang salita.
• I will develop reading comprehension as evidenced by filling in missing words.
DOF: Cloze test • Isang araw, may ____1____ng prutas nito
kaya’t ipinahabol niya sa aso at kinabukasan ay nilagyan niya ng mga ____2____sa tabi ng puno at doon niya ____3____ang kanyang mga so. Nagalit lalo ang mga tao sa kanya. Minsan, may ___4____na matandang ___5____ng bunga ng sampalok kaya’t nilapitan niya ito at ___6______ang sampalok saka pinaalis. Agad ding ___7_____ang matanda
• Magamit ko ang wastong gamit ng mga salita sa pamamagitan ng paglapat ng nawawalang salita
• I will use proper writing conventions as evidenced by filling in missing words.
DOF: Grammar • Isang araw, may nagnanakaw __1__
prutas nito kaya’t ipinahabol niya __2__aso at kinabukasan __3__nilagyan niya __4__mga siit sa tabi __5__puno at doon niya pinagbantay __6___ kanyang mga so. Nagalit lalo ___7__mga tao sa kanya. Minsan, may naligaw __8_ matanda_9_ namimitas ng bunga ng sampalok kaya’t nilapitan niya ito at kinuha __10__sampalok saka pinaalis. Agad ding umalis ___11__ matanda
Extended Definition The whole class brainstorm ideas on LEGEND. Each pair will create a definition.
Pahapyaw na pagbabasa/ skimming
• Ilista ang mga salita na naiintindihan mo
• List the words that you know
• With a partner, decide the 3 most important words.
• (Note: teacher writes these words in http://www.wordle.net/ to create a wordcloud
Hula/Prediction • Sumulat ng tatlong hula o prediksyon
base sa mga salita.
• Write 3 predictions based from the wordcloud.
1. ________________________
2. ________________________
3. _________________________
Asking Questions • Sumulat ng tatlong tanong
tungkol sa kuwento.
• Write 3 questions that you want to ask about the text.
ano- what sino – who
Saan- where bakit - why
READING ACTIVITIES
1st reading: reading independently 2nd reading: Annotation with a partner Sequence of Events Answering of Guided Questions
Reading text: “Ang
Alamat Kung
Bakit May Matamis
at Maasim na
Sampalok”
• Matukoy ko ang paksa para maintindihan ang kuwento sa pamamagitan ng pag-annotate ng teksto.
• I will identify the main ideas of the story as evidenced by annotating a text.
Annotation: • -text structure annotation:
• Students identifies genre of story
• -annotation for comprehension:
• students identify familiar words esp. key words; underline key words; and translate main ideas in English
• Maipamalas ko ang pagkakaintindi sa kuwento sa pamamagitan sa pagkompleto ng sequence chart at pagsagot ng mga tanong.
• I will demonstrate understanding of the story as evidenced by completing sequence chart and answering comprehension questions.
Differentiation: sequence chart and skit Team A: Beginners - they will complete a graphic organizer that shows the sequence of events. Team B: Proficient - students create a skit that shows the events in the story.
Sequence Chart
Reading Comprehension Questions:
• -answer pages 217,218
POST READING ACTIVITIES
Moral Values Poster Slogan Comic Strip Research/ Poster Making Project Video News Report
Layunin/ Objective Matukoy ko ang gintong-aral ng kuwento sa pamamagitan ng pagsulat ng isang poster slogan. I will be able to identify the moral lesson of the story by writing a poster slogan.
Moral Values • Students formulate a sentence
that shows the moral values of the story and create a poster slogan.
• Maisalaysay ko ulit ang kuwento sa pamamagitan ng paggawa ng comic strip.
• I will retell the story as evidenced by creating a comic strip.
Comic strip: • Students create a comic strip
that shows the sequence of events in the story
• Matukoy ko ang mga “social values” ng mga Filipino sa pamamagitan ng pagsasaliksik ng mga impormasyon at paggawa ng poster at panonood ng video.
• I will identify social values as evidenced by researching information in the internet, creating a poster, and watching a video.
Group research: • Students will research an
assigned topic on the following:
• bayanihan, hospitality, palabra de honor, utang na loob, pasalubong, manana habit, kutob,
Samples of Project
This website shows project of student using color and paper poster, piclit project, and animated poster using glogster http://femendoza2010.edublogs.org/filipino-3-4-filipino-values/
Video • THINK: Watch the video and identify
social values manifested by the people. • PAIR: Share your information with a
partner • SHARE: class discussion
LINGUISTIC ACTIVITIES
Verb hunt story writing
• Magamit ko ang tamang tuntunin sa pagsusulat sa pamamagitan ng pagsusulat ng kuwento.
• I will use writing conventions as evidenced by writing a short story.
Grammar: Verb Hunt: • Students search for verbs in the
sentence which are in the past tense
• They are going to write a story using those verbs.
Writing Prompt: • For Beginners: • Nalaman mo ang mga social values ng mga
Filipino sa pamamagitan ng iba't- ibang mga gawain. Sumulat ng isang talata na nagpapaliwanag ng mga social values ng mga Filipino at ilarawan ang mga ito. (You have learned about Filipino Social Values through different activities. Write a paragraph that discusses the different Filipino values and give a short description.)
Writing Prompt: • For Proficient: • Nalaman mo ang mga social values ng mga
Filipino sa pamamagitan ng iba't- ibang mga gawain. Sumulat ng isang talata na nagpapaliwanag ng mga social values ng mga Filipino. Ipaliwanag ito kung bakit masama at nakakabuti. Magbigay ng halimbawa.
Paragraph Frame: Topic Sentence: ___________________________________ Una, ______________________________ Pangalawa, ________________________ Pagkatapos, _______________________ Sa bandang huli, ___________________
