Teaching Aids for Reading (Friends by Helme Heine)

The following videos can be used as teaching aids to support the lesson about friendship:

Digital Storytelling (by Amy Turner)

Song (Lalala by Chen Chusheng)

Semi-Detailed Lesson Plan for Friends

Semi-Detailed Lesson Plan for Friends

Level:  Grade One
Subject: Reading


I. Objectives:

A. Expressive Objectives

1. To learn the value of having friends
2. To learn that friends always help each other

B. Instructional Objectives

1. To describe Charlie, Johnny and Percy through a character profile
2. To make a chart about their different roles
3. To write a conversation between the friends
4. To make an award for their friends
5. To make a list of things that friends do with each other

C. Aesthetic Objectives

1. To appreciate the illustrator's drawings

II. Selection: Friends by Helme Heine (Illustrated by Helme Heine)

III. Materials:

Book

Flashcards 

Activity posters

Writing and coloring materials

Timer

IV. Procedure

A. Pre-reading

1. Unlocking of Difficulties

a. Rumble
"Yesterday, I was so hungry that I heard my stomach rumble.  What do you think rumble means?  What happens when you are hungry?"
b. Plugged up
"The driver plugged up the hole in the tire.   What do you think plugged up means?  What will happen if you don't plug up a hole?"
c. Tiller
"The sailor used the tiller to turn right and then go straight.  What do you think a tiller means? What is it used for?"
d. Steepest
"Mt. Apo is the steepest mountain in the Philippines.  What does steep mean?  What can you say about Mt. Apo?"

2. Motivation Question

a. What do you do together with your friends?

3. Motive Question

a. Let's find out in the story what the friends do together.


B. During Reading

The teacher will ask, "What  do you think they will do next?"


C. Post-Reading

1. Engagement Activities

a. Character Profile - The group should be able to describe Charlie, Johnny and Percy's characteristics.
b. Chart - The group should be able to state their different roles when riding a bicycle or a boat.
c. Award - The group should be able to make an award for the friends.

2. Discussion

a. Who are the best friends in the story?
b. What do they always say about good friends?
c. What do they do every morning?
d. After helping Charlie, what else do they do?
e. What can you say about the friends when they do something together?
f. What did they do when they got hungry?
g. What happened when they ate cherries?
h. Where did they want to sleep?
i. What did they decide to do?
j. What did they dream about?
k. How do you think the friends feel about each other?
l. How do you feel about your friends?
m. What are some of the things that friends do together?
n. Why is it important to have friends?



Teaching Aids for Reading (Friends by Helme Heine)

Semi-Detailed Lesson Plan for Tembong Mandarambong

Level: Pre-school/Kindergarten/Grade 1
Subject: Reading

I. Layunin:

A. Maisip na:
1. Dapat ding isipin ang kalagayan o nararamdaman ng ibang tao sa paggawa ng isang bagay.
2. Masmabuting magkaroon ng malinis na baryo kaysa magkaroon ng marumi
3. Nakakasama sa kapwa ang pagnanakaw
4. Masarap tumulong sa kapwa

B. Mapahalagahan ang kalinisan, pagtutulungan at pagbibigayan

C. Makasagot at makagawa ng mga sumusunod na gawain:
1. Character Profile tungkol kay Tembong
2. Maisulat ang iniisip ni Tembong sa Comic Balloon
3. Maiulat ang mga pangyayari sa Newspaper Chart
4. Maikumpara ang Baryo Walis gamit ang Before and After Chart

II. Paksa at Kagamitan:

A. Paksa:  Tembong Mandarambong ni Susan Dela Rosa Aragon (Adarna Publishing House)

B. Kagamitan: 
1. Charts
2. Timer
3. Flashcards
4. Mga lawaran

III. Pamamaraan:

A. Panimulang Gawain:

1.  Paglinang ng Talasalitaan
Magsasalaysay ng isang kuwento ang guro at gagamitin ang mga salita at konseptong kailangang linawin.   Gagamit rin ang guro ng context clues, larawan at drama upang higit na maunawaan ng mga mag-aaral ang ibig ipahiwatig ng mga ito.   Gagamit din ng flashcards para mabigyan ng kahulugan ang mga konsepto at salita.
a. Baryo
b. Mandarambong
c. Palasyo
d. Ubod
e. Nainggit
f.  Tuktok

2. Panggayak
Magpapakita ang guro ng larawan sa mga bata.  Tatawag ng mag-aaral upang ilarawan ang baryo sa larawan.

3. Tanong Panggayak
Ngayon sa ating kwento, alamin natin kung anong klaseng baryo ang Baryo Walis.

B. Pagbabasa
Babasahin ang kwento gamit ang aklat.  Habang nagbabasa ay magtatanong ang guro para mabigyan ng pagkakataon ang mga mag-aaral na makapagbigay ng kanilang kuru-kuro sa mga pangyayari.

C. Pagtalakay sa Kwento

1. Pamamahagi ng EA Posters


a. Unang Pangkat (Character Profile) - Pupunan ang profile ng mga impormasyon tungkol sa katangian ni Tembong
b. Pangalawang Pangkat (Comic Balloon) - Isulat kung ano ang iniisip ni Tembong
c. Pangatlong Pangkat (Newspaper Chart) - Isulat sa pahayagan kung ano ang nangyari sa Baryo Walis isang gabi
d. Pang-apat na Pangkat (Before and After Chart) - Isulat at ikumpara ang mga katangian ni Tembong noon at ngayon


2. Pagtalakay

a. Anong klaseng baryo ang Baryo Walis? Ilarawan ang Baryo Walis.
b. Ano ang dahilan bakit tinawag na Baryo Walis ang baryo ni Tembong?
c. Ilarawan ang mga taong nakatira sa Baryo Walis.
d. Sino ang namumukod tangi sa lahat ng mga nakatira sa Baryo Walis?

(Presentation: Unang Pangkat)


e. Anu-ano ang mga katangian ni Tembong na kaiba sa mga taga Baryo Walis?
f. Anong katangian ni Tembong ang ayaw ninyo?
g. Bakit ayaw nyo sa ganitong katangian?
h. Ano ang kanyang hilig gawin?
i.  Dahil sa pagkahilig nya sa walis, ano ang kanyang naisip isang araw?

(Presentation: Pangalawang Pangkat)


j. Itinuloy ba ni Tembong ang kanyang iniisip?
k. Kailan nya ito isinagawa?
l.  Nagtagumpay ba si Tembong sa kanyang pagnanakaw sa walis?

(Presentation: Pangatlong Pangkat)


m. Pagkatapos ng kanyang pagnanakaw, ano ang sumunod na ginawa?
n. Saang lugar sya pumunta?
o. Ano ang ginawa nya sa bundok?
p. Nagtagumpay ba sya sa paggawa ng palasyong walis?
q. Dahil dito, ano ang naramdaman nya?
r.  Ano naman ang nangyari sa baryo nung wala na ang mga walis?

(Presentation: Ikaapat na Pangkat)


s. Nang makita ni Tembong ang kanyang baryo, ano ang kanyang naramdaman?
t. Ano ang dahilan at sya ay nalungkot at nagsisi?
u. Kung kayo si Tembong, kukunin nyo rin ba ang mga walis?  Bakit?
v. Ano ang mararamdaman nyo kung kayo naman ang ninakawan ni Tembong?
w. Sa tingin nyo ba tama ang ginawa ni Tembong? Bakit?
x.  Kung ang kaibigan nyo ay may magandang laruan, kukunin nyo ba ito katulad nang ginawa ni Tembong sa mga walis? Bakit?
y. Ano ang mararamdaman nyo kung kayo ang kinuhanan ng gamit?
z. Sa tingin nyo, kung kayo ang kumuha ng gamit ng ibang tao, sasaya ba kayo?

Verb Lesson Plan for Tembong Mandarambong
MGSLRNBPKY + AEIOU Lesson Plan

A House For Hermit Crab

Author: Eric Carle

Illustrator: Eric Carle

Publisher: Aladdin; Reprint edition (April 1, 2002)

Language: English

Summary: This cute fable is about Hermit Crab who has outgrown his shell and is looking for a new one. Along the way, he meets new friends who eventually help him decorate his new home. He lives with his friends for a short time because he has to look for another house. In the end, he finds a smaller crab who accepts his offer of his old shell and promises that his friends would be taken care of.

Classroom Uses: Storytelling, Read Alouds

Besides showing that we should help out when someone need it and that change can be a good thing; this book also includes information about different sea creatures. This is a great tool to teach children about marine life and their habitats.

Eric Carle's illustrations and stories are great! Highly Recommended!

Lesson Plan for A House For Hermit Crab

The Legend of the Ampalaya

Author: Augie D. Rivera Jr.

Illustrator: Kora D. Albano

Publisher: Adarna House Inc.

Languages: Filipino, English

Summary: The Legend of the Ampalaya (Alamat ng Ampalaya) is a Filipino children's story about a bland and pale vegetable named Ampalaya. Ampalaya stole the beauty, color and taste of vegetables in the town of Sariwa. Because of greediness, he was punished in the Court of Vegetables.

Classroom Uses: Storytelling, Read Alouds

This story is wonderfully told and well illustrated. Good for students in kindergarten and elementary.

Highly recommended.

The Legend of Ampalaya Lesson Plan

An Integrated Lesson Plan for The Legend of the Ampalaya

Level: Grade 2
Subject: Reading

I. Objectives:

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 pyramid
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

II. Subject Matter and Materials:

A. Selection: The Legend of the Ampalaya by Augie D. Rivera, Jr
Adarna Publishing House, 1994

B. Materials:
real ampalaya
pictures to be used for unlocking the following words: sprouted, trellis
charts for engagement activities


III. Procedure:

A. Prereading

1. Unlocking Difficulties

a. sprouted - The teacher will unlock the word with the use of a picture and through context clues.
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?

2. Developing a Purpose for Reading

Motivation Questions:

a. Have you ever taken anything without the owner's permission?
b. How did you feel afterwards?

Motive Questions:

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.

2. Discussion

Questions:

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?