A. To realize that:
1. it is wrong to get things without asking permission from the owner
2. a person is capable of changing
B. To appreciate the aspects of humor in the story
C. To know that eating vegetables like ampalaya is good for the health
D. To make a character profile for the main character in the story
E. To portray the emotional reactions of the characters through dramatization
F. Respond to the story through the following engagement activities:
1. completing the story pyramidII. Subject Matter and Materials:
2. completing a chart with Ampalaya's characteristics when he arrived at Sariwa
3. drawing the different vegetables and writing down the characteristics which Ampalaya has taken from them.
4. completing a "wanted chart"
5. dramatizing particular portions of the story
A. Selection: The Legend of the Ampalaya by Augie D. Rivera, Jr
Adarna Publishing House, 1994
pictures to be used for unlocking the following words: sprouted, trellis
charts for engagement activities
1. Unlocking Difficulties
a. sprouted - The teacher will unlock the word with the use of a picture and through context clues.2. Developing a Purpose for Reading
Just this morning, I was surprised to find a new bud sprouting from the roses I have planted. I have never seen it budding from the roses yesterday. What do you think does the word "sprouting" mean? What word or group of words tell you what sprouting means?
b. trellis - The teacher will show the children a picture of ampalaya crawling on its trellis. Then he or she will ask the students to describe what they see in the picture.
From picture, how would you define or describe a trellis?
a. Have you ever taken anything without the owner's permission?Motive Questions:
b. How did you feel afterwards?
a. Have you ever seen an ampalaya?
b. Have you ever wondered why ampalaya tastes bitter? Or why it has wrinkled skin?
B. During Reading
The teacher will read the story aloud while the students will follow silently. He or she would ask students to read certain parts of the story.
C. Post Reading
1. Engagement Activities
The teacher will divide the class into 5 groups. Each group will be assigned to a task.
You will be given ten minutes to finish the assigned activity. The pictures of ampalaya will be our timer. Time starts when you see Ampalaya's picture with his pale complexion posted on the board. You should stop working when you see his picture with his wrinkled skin posted on the board.
a. Group 1
Whe Ampalaya arrived at Sariwa, he had a very pale complexion. What other characteristics did the Ampalaya have? Fill the character profile chart and choose a representative to show and explain what you have done. Use this display chart in presenting Amapalaya's character.
b. Group 2
Here is a story pyramid. Complete this pyramid and choose a reporter to present your finished task to the class.
c. Group 3
Who were the other characters in the story? Name the different vegetables found at the town of Sariwa. Draw them inside a circle and below the circle, write the characteristics that Ampalaya took from each of them.
d. Group 4
Complete this wanted chart and tell the class what your group has worked on.
e. Group 5
Dramatize what has taken place at the Court of Vegetables.
a. Who arrived at the town of Sariwa? Can you describe him?
b. How did the people at Sariwa receive him?
c. How did Ampalaya feel about his pale complexion and bland taste?
d. What was Ampalaya's evil plan?
e. Have you ever been in a situation where you want to own something more than what you already have? How did you feel about it?
f. If you were in Amapalaya's place, would you do the same? Why? Why not?
g. How did the other vegetables discover this evil plan?
h. Describe what has taken place at the Court of Vegetables.
i. Do you think Amapalaya deserved his punishment? Why? Why not?
j. If we really want something, what should we do in order to get it?