The Looking Glass Tree Lesson Plan - Chapter 1

Lesson Plan in English
Chapter I
The Looking Glass Tree

I. Objectives

Listening
Identify the setting, main and secondary characters, climax and ending of the story

Speaking
Retell a selection listened to

Language/Grammar
Use a variety of sentences as to structure
Simple subject with compound predicate
Compound subject and simple predicate

Reading
Identify the events of the plot of a story
Use a story grammar to show sequence of episodes in a story

Writing
Write reported statements in a story
Change statements to questions, requests and commands to reported sentences.

II. Materials

A. PDI Learning Section: “The Looking Glass Tree” by Cyan Abad Jugo
B. PELC/BEC English
“Beyond Book Reports” by Michelle O’Brien-Palmer
C. 8 ½ “ x 11” paper, pencils/pens/markers; white paper, pencil/pens/markers, yarn, glue, index card, hanger; index cards; hole punch/puncher; pencil/pens/markers; book ring; business card samples

Value: Close Family Ties

III. Learning Activities

Before Reading

Pronunciation Drill

snorkel
dab
whined
groaned
sullenly
vehemently
trudged
overdo
goggles
vest
grazes
scooped

Review of previous lesson

1. Motivation: Show pictures of travel destinations
Ask: In the summer, what place would you love to go to spend your dream vacation?

2. Motive Question: Where did Enrico go to spend his vacation?

3. Unlocking of Difficulties
Picture clue: Present a picture of a person wearing goggles, snorkel and vest


Context clues:
1.” I don’t want more SPF,Tita Henrietta,” whined Enrico.
a. Cried
b. Shouted
c. Whimpered
d. Uttered a usually high-pitched plaintive or distressed cry.

2. He groaned as his aunt liberally dabbed SPF lotion on his face, chest and back.
a. Laughed
b. Smiled
c. Whimpered
4. Released a deep moan indicative of pain, grief or annoyance

3. Tita Henrietta smothered him with SPF lotion.
a. Applied something on someone plentifully
b. Dabbed evenly
c. Applied roughly
d. Dabbed a little

4. Sergeant Suspecio sullenly turned away from Tita Henrietta after her many commands to him.
a. Being gloomily silent
b. Being depressed
c. Being dejected
d. Being sad

5. Sergeant Suspecio trudged back to the growing line of people who wanted to rent the same things.
a. Walked or marched steadily and usually laboriously
b. Walked dejectedly
c. Walked slowly
d. Walked fast

6. “Oh noooo,” Tita Henrietta shook her head so vehemently that her hat fell off and she turned around to catch it.
a. Marked by slowness
b. Marked by frequency
c. Marked by great force or energy
d. Marked by great slowness and precision

7. “Walk slowly or you’ll fall down and graze your knee.
a. Pat oneself with a dry cloth
b. Hurt and scrape one’s body part
c. Scratch oneself
d. Tickle oneself

8. “You must always keep an eye on Enrico.” It is an idiomatic expression that means:
a. One should ignore someone’s presence
b. One should look closely at someone
c. One should dream mindlessly
d. One should gaze around dreamily

9. Sergeant Suspecio scooped Enrico up.
a. To pick up and carry away
b. To dig something up
c. To shovel something
d. To make hollow

During Reading

Recalling the standards in listening to a story
The teacher will read aloud the first chapter of the story using Directed Reading Thinking Activity (DRTA) while the kids listen and read along silently.`

After Reading

Discussion and Analysis

Answering the motive question
Where did Enrico go to spend his vacation?

Answering discussion questions
1. Where is the setting of the story? (beach resort)
2. Who couldn’t wait to jump into the sea? (Enrico)
3. What are the dynamics of his family? Do his parents have time for him? What are they busy with? What was Enrico longing for? (His parents have no time for him. His mother is busy with their restaurant business and his father is an OFW. Enrico longs for his father to come home and take his mother and him to the beach instead of Tita Henrietta).
4. Who are the minor and secondary characters in the story? (Tita Henrietta, Sergeant Suspecio)
5. What kind of aunt is Tita Henrietta? (She is a loving and caring aunt.) What are the signs that she cares for Enrico? (She smothers him with SPF 100 lotion, she wants the goggles and the vests to fit him just right, she tells Sergeant to look after him with hawk-like eyes.)
6. What did Enrico's mother say about his Tita? (She overdoes things. She is fussy, overprotective and exaggerated.)
7. Read the part in the story that describes what his aunt wore to the beach. What did Enrico think of his aunt? (Enrico thought some more, looking at her shades, her bandana, her hat, her long sleeves, and her long flowing dress. Enrico found her silly.)
8. Describe Sergeant Suspecio. (He is dark, wrinkled and has a weather-beaten face.)
9. How did Enrico feel when Sergeant Suspecio scooped him up from the sea? (Enrico was outraged and shocked. He thought that he didn’t need a nanny.)

D. The teacher will let the children retell the story by groups. The teacher will make the children fall in line by groups. One child will start with one statement and the others will follow suit. The teacher will tell the students to use sequence markers like first, next, finally etc.
Variation: Retell the story using simple sentences and present it through a story quilt.
Reference: Beyond Book Reports by Michelle O’Brien-Palmer
Materials: pencil/markers, glue, construction paper, scissors
Steps:
1. Read your story.
2. Reread your favourite scenes.
3. Decide how many pieces you will include in your story quilt.
4. List the scenes you want to include.
5. Draw each scene onto the same size paper.
6. Use a construction paper border around the outside of the quilt and between the quilt pieces.
7. Retell the story using the pictures from your story quilt.


Enrichment Activities
Differentiated Activities

Group I Real Estate Sales Brochure


Group II Character Report Card


Group III Story Mobile


Group IV Character Business Card


Teaching the grammar points

Simple Subject + Compound Predicate
Compound Subject + Simple Predicate
Reported Speech

Skills Development

Practice Exercises
Underline the subject once and the predicate twice. Write on the blank SS+CP for Simple subject and compound predicate. Write CS+SP for compound subject and simple predicate.

__________1. Enrico jumped and swam to the sea.
__________2. Tita Henrietta fussed and smothered Enrico with SPF Lotion.
__________3. Sergeant Suspecio looked closely at Enrico and monitored Enrico’s every move.
__________4. Enrico paddled and jumped up and down in the shallow part of the sea.
__________5. Sergeant Suspecio scooped Enrico up and trampled Enrico’s fort.
__________6. The Sergeant didn’t stop walking and trudged from the beach into the sea.
__________7. Enrico’s ears burned and he thought that he didn’t need a nanny.
__________8. He muttered and turned away from the old man.
__________9. Sergeant Suspecio kept going, sweeping Enrico along with him.
__________10.The sea lapped at his feet and stole away one of his slippers.
__________11. He was so shocked and enraged.
__________12. Tita Henrietta called out to Enrico and admonished him to get nearer.
__________13. Enrico went on a vacation and he thought that he might as well enjoy it.
__________14. His mother talked to him and lectured about how difficult it was to run a restaurant business.
__________15. She told him to go to his aunt and stay with her for a week.
__________16. Tita Henrietta held his arm and applied SPF lotion on it.
__________17. She turned him around and rubbed SPF lotion on his back.
__________18. Tita Henrietta and his Mom worried about him.
__________19. His mother and his aunt fussed about him.
__________20. Tita Henrietta and Sergeant Sespecio monitored his movements closely.

Change the following direct speech to reported speech.

“ I can’t return you to your mother all black, burnt and fried,” Tita Henrietta said to Enrico.
Tita Henrietta told Enrico that she couldn’t return him to his mother all black, burnt, and fried.

“All the hotel’s guests were already swimming in the sea,” said Enrico.
Enrico said that all the hotel’s guests were already swimming in the sea.

“My mother is busy in her business,” he said.
He said that his mother was busy in her business.

“Do I have to wait for him?” Enrico asked his aunt.
Enrico asked his aunt if he had to wait for him.

“Can I go wade in the shallow part now that I’m ready?’” Enrico asked.
Enrico asked if he could go wade in the shallow part now that he was ready.

“Can you keep an eye on Enrico?” asked Tita Henrietta to Sergeant Suspecio.
Tita Henrietta asked Sergeant Suspecio if he could keep an eye on Enrico.

“Do you want Enrico to drown?” she asked the bodyguard.
She asked the bodyguard if he wanted Enrico to drown.

“You have a week’s vacation,” mother reminded Enrico.
Mother reminded Enrico that he had a week’s vacation.

“You might as well enjoy your vacation,” mother said to Enrico.
Mother told Enrico that he might as well enjoy his vacation.

“Don’t get too dirty,” shouted Tita Henrietta to Enrico.
Tita Henrietta shouted to Enrico not to get too dirty.

Reading exercise: Fill out the story grammar/feelings chart base on the story/chapter that was read aloud by your teacher.


Generalization

How do we change direct statement, command and questions to reported speech?

1. To change a direct statement into a reported one, if the pronoun is in the first person (I/We) change it to the third person (he/she/they). The present tense verb must also be changed to the past tense. The past tense is changed to the past perfect. (This is called backshifting.) Use that to introduce the spoken part and remove the quotation marks. Be mindful of the tenses of the verbs.

“I love the beach,” said Enrico.
Enrico said that he loved the beach.

2. To change a direct question to reported speech, use if to introduce the spoken part and remove the quotation marks. Be consistent with the pronouns to be used.
Ex. “Do I have to wait for him?” Enrico asked his aunt.
Enrico asked his aunt if he had to wait for him.

3. To change a direct command to reported speech, use told to to introduce the person being commanded and copy the spoken part. Remove the quotation marks and be consistent with the pronouns to be used.

Ex. “Get his snorkels and vest,” Tita Henrietta told Sergeant Suspecio.
Tita Henrietta told Sergeant Suspecio to get his snorkels and vest.

Evaluation

Underline the subject once and the predicate twice. Write on the blank SS+CP for Simple subject and compound predicate. Write CS+SP for compound subject and simple predicate.
_______1. Tita Henrietta and Enrico went on vacation.
_______2. Sergeant Sespecio looked at him closely and followed him around.
_______3. Mother and Tita Henrietta talked incessantly into the night.
_______4. Enrico turned around and stormed out of the room.
_______5. Enrico gazed about and longed for his own family to be with him.


B. Reported Speech

Read the following direct statements lifted from a conversation. Change them into reported speech and re-write the paragraph.
“The tourists keep coming in heaps during summer,” said Fuego del Amor Resort owner Marissa Pascual. They want to frolic on our fine, white sand and splash around our cool waves. People love our water fun activities so come and visit us.” (Fuego del Amor Resort owner Marissa Pascual said that tourists kept coming back in heaps during summer to frolic on the fibe, white sand and splash around the cool waves. She said that people loved their water fun activities and come and visit them.)
“How much is an all-nighter for a group of five?” asked Ayla Santos. (Ayla Santos asked how much an all-nighter was for a group of five.)
3. “It is very much affordable,” replied Ms. Pascual. “We have friendly rates for family and group package.”
Ms. Pascual replied that it was very much affordable and they had friendly rates for family and group package.

C. Reading Test

Read the African tale How the Moon Got in the Sky. Answer the story map that follows it.

How the Moon Got in the Sky (African Tale)

Long ago in Africa, there was a wonderful spider named Anansi. Anansi had many adventures.

One night, Anansi saw something strange and beautiful in the forest. It was a great circle of light that shone brightly. Anansi stared at the light.

“How beautiful!”, said Anansi. “I will take it home and give it to one of my six sons.” But Anansi couldn’t decide when he got home.

All six sons wanted the beautiful light that they started quarrelling but Anansi could not still decide. Anansi called to Nyame, The God of All Things to help him decide.

Nyame thought hard. He decided that no one person could have the light. Nyame reached down and picked up the beautiful light. Nyame threw the light in the sky where everyone could see and enjoy it.

It was beautiful then, and it is beautiful. That is how the moon got in the sky.

Title: (How the Moon Got in the Sky)
Characters: (Anansi, the six sons of Anansi, Nyame)
Setting: (forest in Africa)
Problem: (Anansi couldn’t decide to whom he should give the beautiful light.)

Event 1: (In Africa, there lived a spider named Anansi who found a bright light in the forest.)
Event 2: (He brought back the light to his home.)
Event 3: (He showed the bright light to his six sons who started quarrelling.)
Event 4: (Anansi couldn’t decide to whom he should give the bright light.)
Event 5: (He went to Nyame to help him decide.)
Event 6: (Nyame threw the bright light into the sky.)

Resolution/Ending: (That was how the moon got in the sky. Anansi’s problem was solved, now everyone can look and enjoy the moon up in the sky.)

IV. Homework:

1. Write an editorial/essay about the importance of protecting mangroves. (Science/Social Studies/Journalism)
2. Create a poster of your dream vacation place. (Art)
3. Fill in the chart below.





My position on _____________________________is _________________________.

Prepared by:
IMELDA CARAVACA FERRER, Maximo Estrella Elementary School, Makati
MARNELLI BAUTISTA, Kabayanan Elementary School
CATHERINE M. TOLEDO, Calvario Elementary School, Meycauayan City, Bulacan
ELENA S. BANZON, Cabog-cabog Elementary School, City of Balanga, Bataan
MA. CHRISTINE P. GOMEO, Isaac Lopez Integrated School, Mandaluyong City.

Nominate a model teacher for The Many Faces of the Teacher award

This year's The Many Faces of the Teacher (TMFT) search for model teachers is now open for nominations.

TMFT seeks to recognize teachers not just for their skills and dedication to their craft, but also for their efforts in making a difference in the lives of their students and to the local communities as well.

The search is open to teachers of all ages, who:

- are actively teaching in private or public primary, elementary or secondary schools, colleges, or universities

- demonstrate creativity, innovation, and resourcefulness in teaching

- have impeccable values applied in teaching, family, and personal life

- have a deep sense of nationalism and are committed to teaching for the benefit of the country and its people.

- are respected in the school and the community

- are role models for students, colleagues, and family

- are active members of the community and have engaged in socio-civic activities.

Partner organizations, school associations, religious organizations, Department of Education, and the school heads, students, and teachers may nominate.

Bato Balani Foundation Inc. (BBFI) and Diwa Learning Systems Inc. are the organizers of the TMFT awards

They will use the following criteria for evaluation: person of integrity and morality; in good relations with students, colleagues, community members, and family; commitment and dedication to the teaching vocation; strength of values/principles applied in teaching and personal life and involvement in school and community activities.

To nominate, log on to www.batobalanifoundation.org.ph to secure a nomination form or visit BBFI office at 6/F PDCP Bank Center, V.A. Rufino cor. Leviste Streets, Salcedo Village, 1227 Makati City. Nomination forms may be sent to bbfi@diwamail.com/ batobalanifoundation@gmail.com or to fax number 892-9543.

At ADMU, learning via board games

The Rizal Library of the Ateneo de Manila University offers a new and exciting way of learning.

The library is setting aside a special corner for a board game collection in the multimedia room, including a board game about investment called Cashflow.

The Rizal Library recently partnered with Gaming Library in holding the Board Game Day on campus for students, faculty and alumni. Gaming Library is the first Philippine online library/store for board games. It aims to create a new image of board games as tools not just for entertainment but also an effective means of education.

EARTH HEALERS LESSON PLAN (Chapter 6)

Chapter 6: Miracles

This lesson plan is based on the output of Group 6, with massive revisions. Since this is the last chapter, there should be a good review of the previous chapters. This is also the time to complete the story map on the elements of a story. The engagement activities will involve a lot of writing, a skill that is increasingly being neglected in school nowadays.

I. Objectives
a. Determine the resolution to the conflict in the story
b. Complete the story map on the elements of a story
c. Demonstrate understanding of the story by making connections to self, other stories and the world story

II. Subject Matter

Skills:
Finding the resolution element in a story
Understanding all the elements of a story
Connecting the story to self, literature and the world

Value:
Caring for the community

Reference:
“Earth Healers” by Cyan Abad-Jugo, Chapter 6-Miracles, Philippine Daily Inquirer Learning section

Materials:
Newspaper, pictures, illustrations, charts, story map

III. Procedure

A. Pre-Reading

1. Review the previous chapters to establish connection to the present chapter (recalling events through pictures)

2. Unlocking of difficulties through pictures or demonstration
a. landslides
b. filled to the brim
c. ruined
d. giggling arm in arm
e. sigh with relief.

3. Motive questions:
What do you think happened to Jopi after his fall?
Was he successful in stopping the mining activity?

B. During Reading

The teacher reads and the class reads along. (Read with feelings the paragraphs about the giants and how Jopi felt for them; also the last paragraph.)

C. Post-Reading

1. Comprehension check - Answering the motive questions
a. Why was it called a miraculous quake? (No deaths)
b. What happened to the mines in Mt. Zoilo? (Mines have been completely covered because of earthquake.)
c. Where did Eddie find Jopi after the earthquake? (Eddie found Jopi lying on the rocks.)
d. Why were the villagers celebrating after the earthquake? (No one died, the Mayor is gone.)
e. Why can't Jopi talk to Tim and Guyabano anymore? (The spell is gone.)
e. Do you think the mining will continue in Mt. Zoilo? Why or why not?
f. What was Jopi’s dream for the community?

2. Discuss the resolution to the problem in the story. Resolution is the solution to the conflict or the problem. It is the action that the main character does to solve the problem. What was the problem in the story? (There is danger that the drilling at the mines would awaken the giants and cause a big earthquake.) What is needed to solve the problem? (The drilling has to stop, but first, someone has to tell the Mayor to stop the drilling.) Did the main character do something to resolve the problem? (Yes, Jopi talked to the Mayor. He also stopped the drill.) Was it nature that solved the problem? (Nature helped because the earthquake closed the mines.) After the discussion, the class can complete the story map for “Earth Healers”.

D. Skills Development – Making Connections

Making Connections is a comprehension strategy. You are better able to understand a story if you can identify with what you are reading. If you have connections with a story, chances are you will remember it more.

There are three kinds of connections you can have with the stories or books you are reading:

1. Text-to-Self Connection is when characters or parts in the story remind you of something that happened in your life. Ask the students: Does anything in the story remind you of anything in your life? Can you relate to any of the characters in the story? (Example: When Aling Dahlia was scolding Jopi, it reminded me of my mother who would scold me whenever I came home late from school.)

2. Text-to-Text Connection is when characters or parts in the story remind you of another book or story. Ask the students: What does this remind you of in another story you have read? How is this story similar to other stories that you have read? How is this different? (Example: When Jopi hurled himself to the truck to stop the drill, it reminded me of the story of the boy who put his finger into the hole in the dike to save his village from flooding.)

3. Text-to-World Connection is when characters or parts of the story relate to what has happened or is happening in society, in your community, in the country or in the world. Ask the students: What does this remind you of in real life? How are events in this story similar to things that happen in the real world? How are they different? (Example: The landslide in the part about the tree spirits reminded me of the landslides in Leyte and Mindanao where lots of people died.)

It is important to model this activity. Teacher must talk about her/his own connections. Then use this chart to write in the responses of the students.

Text-to-Self
In the story (name the character, action or event) This reminds of when . . .
Text-to-Text
In the story (name the character, action or event) This reminds of the story/book . . .
Text-to-World
In the story (name the character, action or event) This reminds of when . . .

E. Enrichment Activities

Group 1 - Pretend you are a group led by Jopi. Write a letter to the remaining giants inviting them to come out of the Earth’s crust and live above ground. Use stories from the Inquirer to tell the giants what they have been missing by living in the dark underground. Convince them of how much more they would enjoy life out in the open. What good can they do for others if they live above ground?

Group 2 – Write a detailed description of your dream community. Make a drawing of it. What kind of school, hospital, church, market, etc. will it have? Will services be free? What kind of businesses will your community have? Will you allow mining? What about dynamite fishing? How about logging? Use the Inquirer as reference.

Group 3 – Continue the story and write a Chapter 7. Maybe the group can look into the possibility that the Mayor is still alive. Will the mining continue? Will the Governor close it down for good? What work will there be for the miners if the mining is stopped? Complete the story with an illustration. (Note to teacher: Inquirer will give a prize to each member of the group that writes the best Chapter 7 submitted to the Learning Editor.)

Group 4 – Recall the opening scene of the story in Chapter 1 (Jopi's mother and uncle are talking about the cow that is turning white). Then read the closing scene in Chapter 6 (Jopi goes to see Tim and Guyabano and the scene ends with the three of them looking over the village they helped save). Those scenes are examples of effective writing. As a group write a different opening scene and a different ending for the story. Present the new opening and ending as Reader’s Theater.

Group 5 – Make a big, colorful poster with a catchy slogan on the theme “Caring for the Environment.”

E. Evaluation: Student Activity Guide from the Learning section, PDI

EARTH HEALERS LESSON PLAN (Chapter 5)

LESSON PLAN
Chapter 5: The Awakened Giants

This lesson plan is based on the output of Group 5. The crossword puzzle would have been a perfect way to review the previous chapters, but it turned out to be too cumbersome to include in this blog. I don't have a techie's know-how to do it. It should be much easier to create a puzzle on Manila paper.

It is important to complete the discussion on the elements of the story by this chapter because the conflict is presented full-blown here. I've also included a lesson on point of view or perspective here.

Feel free to include any language skill that you need to teach this quarter. I absolutely think you can teach any grammar skill using this story.

I. Objective

Identify the elements of a story
Understand the point of view in a story

II. Subject Matter

Skills:
Identifying the elements of the story
Understanding point of view

Reference:
“Earth Healers” by Cyan Abad-Jugo, Chapter 5–The Awakened Giants

Materials:
Philippine Daily Inquirer Learning section, Power Point Presentation (pictures), graphic organizers (story map)

III. Procedure

A. Pre-Reading

Review previous chapters.

Unlocking of difficulties (context clues, may be demonstrated; for each word ask for the equivalent in Filipino)

1. Mr Munuri, wringing his hands, asked the crowd why they came to the mines.
a. wrinkling b. folding c. twisting

2. The people saw the room where the gold was filtered out from the sludge.
a. mud b. powder c. slice

3. Jopi had always wanted to see what a gold nugget looked like.
a. bracelet b. lump c. bird

4. The mayor came out of the makeshift, air-conditioned office.
a. temporary b. concrete c. permanent

5. The drill juddered to a stop.
a. exploded b. rang c. vibrated

Motivation
Show pictures of the aftermath of earthquakes and landslides using PPP

Motive question:
If you were Jopi, what would you do to save your town from a big earthquake?

B. During-Reading

1. The students will read the story silently.
2. The teacher will read the story aloud with occasional questions.

C. Post-Reading

1. Comprehension check (may be made into a crossword puzzle or a game):

Who was the mayor’s foreman?
Where did Jopi meet the mayor?
What was being mined?
What vehicle did Jopi stop?
What caused the mine to cave in?
Who grabbed the mayor?

2. Discussion of the elements of a story.

Guide the students through a discussion of characters, setting, plot, conflict, etc. so they can fill in the rest of the Story Map first introduced in the Chapter 2 Student Activity Guide.

D. Skills Development

Discuss point of view (POV) or perspective. Who is telling the Earth Healers story? Obviously, the story is not being told from a first-person POV. There is no “I” character who is witnessing and reporting what is happening in the mines and in the community.

Explain that the story is told from a third-person POV, using “he,” “she” or “they” instead of “I”. With third-person POV, the writer presents the story by following the main character (Jopi) and letting the reader know about Jopi’s thoughts and feelings, as well as what he sees. So the reader gets to know about the events in the story as Jopi gets involved in them.

1. Identifying the POV

Ask the class whose POV is presented in the following examples (answers are in parentheses).

I can see a woman and a young boy approaching the gate. The miners are moving in and out of the tunnel entrance. We need to keep working so the drill can go further down into the tunnel, but I have to stop directing the miners so I can meet these uninvited guests. I’m worried they might bring trouble. “What are you doing?” I asked. “What do you want? No onlookers allowed here." (Mr. Munuri)

“I need to talk to the Mayor,” I said to the foreman, who frowned at me. I am not welcome at the mines. I’ve tried getting inside the mines before but I was turned away. They think I’m a trouble maker. But I know Jopi needs my help. He’s just a young boy. (Aling Cita)

Suddenly the ground shuddered. Many of those miners underground rushed to the surface, screaming. I broke free from the Mayor's hold. I have to stop that drill. I have to do something quick. I ran to the truck and hurled myself up to face the monster drill. I saw the shock on the face of worker manning the drill. “Stop!” I screamed. (Jopi)

2. Retelling the story from other POVs:
Ask the class to rewrite paragraphs from the story from the POV of:

(a) the Mayor
(b) the earth-healers
(c) the awakened giant
(d) Jopi's mother

E. Engagement Activities

Groups 1, 2 and 3 – Stage a debate over the mining issue, with time limit. Group 1 will present the points of view of the government, the mining companies, the workers and people who use and buy gold. Group 2 will present the points of view of environmentalists and the people in the town where he mining is located. Group 3 students will serve as moderators and judges.

Group 4 - Present the important confrontation scene with the Mayor, the awakening of the giant and the earthquake through Reader's Theater.

Group 5 - Create a colorful poster containing a collage of young heroes from the stories in the newspaper.

F. Evaluation (Student Activity Guide from the Learning section, PDI)

MORE THANKS TO TEACHERS

Thanks to Eva B. Imingan, for her untiring support to her fellow mentors, for sharing noble and great insights on the field of education; Dr. Ligaya B. Monato, Dr. Erlinda Elemos, Dr. Ramil Gonzales, Dr. Escobar, Ma'am Naomi T. Arzadon, Dr. Peter Pascua ... You are all great in your chosen endeavor. God bless you.
-- Oliver Quiba
Teacher, Nellie E. Brown Elementary School

I thank my father, Tomas M. Masirag, who was a great grade school teacher and who has reamined my constant guide.
-- Frances Masirag
Teacher, Old Balara Elementary School

My first teacher was my mother, Mrs. Imelda R. Ibarbia (retired public school teacher from a certain barrio in Buhi, Camarines Sur). She was the very first person who introduced me to good books and taught me how to read. Now I am inspired by her to start collecting story books for my kids.
-- Lorena Tolentino
Teacher, Cembo Elementary School

I want to thank my very supportive principal, Dr. Germma S. Salumbre, for all the trust she gave me and for believing in what I am capable of.
-- Ms Sason
Teacher, Ninoy Aquino Elementary School

Thanks to my mother in-law, Mrs. Rosalinda Pasion, a wonderful teacher for so many years in government service.
-- Alma Pasion
Volunteer, Erda Foundation

Students of Tuloy sa Don Bosco say thanks

To Mr. Ryan Lorenzo P. Singson, a.k.a. “Sir Enzo”

Celia: You are a good teacher in English and thank you for helping us to understand words that we do not know.

Marvin: He always reminds us to be thankful for what we have. You always give your best in teaching and makes sure that we understand the lesson. I am very thankful to have a teacher like him because even if he is sick he tries his best to teach us.

Mary Ann: Thank you Sir Enzo for all the things that you gave us, you never allow our dreams to fall.

Julie Anne Britania: Thank you for teaching students like me who want to learn, thank you for being a good example to each one of us. I know you love us all that is why I hope you continue to keep that love burning in your heart.
I promise that I will take good care of my education like how I care for myself.

Antonette Supat: Thank you because you are the best teacher I’ve ever seen. You taught me how to respect others aside from the subjects that you are teaching. You are important and special because you help us reach our ambitions in life.

Bryan: If you are not here, me and my classmates will not understand English. Thank you because you taught me how to read the right way, even though you are sick you still continue to teach us even if it is hard for you. Please continue loving and understanding each one of us.

Jansen Cadorna: You understand our insights and opinions, you are always with us through hard times and funny times, thank you because you always look for means for us to learn more. I am luck that he is my subject teacher because he looks for many wonderful and important things that we can use as a class, you never let our dreams fall.

Dodydredd M. Cloribel: Thank you, sir, because you always teach us even if our class is noisy and naughty. I learned a lot from you. You are one of the teachers who are continuously looking for a way for us to learn more. I’m happy that you are helping us understand things. He means so much to us because he makes us enjoy learning and making us learn English the best way.

Evalyn Morata: Thank you because you teach us even when you are sick and you are very kind. You are not just a teacher you are also a friend to us.

Marc Darryl S. Venenso: Thank you because you always make a way for us to learn new things and always find a way to help us became a good students, thank you for always protecting us.

To Ms. Sweet Gelera, a.k.a. “Ma’am Sweet”

Marc Darryl S. Venenoso: Thank you because you always make a way for us to learn new things and you always find a way to help us and be better students. Thank you for always protecting us.

Julie Anne Britania: Thank you for teaching us, you are a 2nd parent to me. Every day we come to school you teach us and help us continue to live for our dreams and reach our goals.

Jansen Cadorna: Thank you Ma’am Sweet, you help us achieve our dreams. You teach us in so many wonderful ways that makes the class very lively. I’m lucky to have you as my adviser because you are very patient and thoughtful, thank you for all the things that you are doing for us.

Dodydredd M. Cloribel: Thank you Ma’am because you taught us the best way to solve a math problem and you gave us a chance to prove ourselves and improve our character.

Cherry Mae G. Cramen: Thank you for teaching us good things and disciplining us, sometime we are not obeying you but you are always there patiently correct us. In all the teachers I met you are the most understanding and caring.