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.

Pay It Forward

By Marnelli Bautista
Teacher, Kabayanan Elementary School


October 5 is World Teachers’ Day and while most of my students would be busy writing their thank you notes to their teachers, I’d like to reflect on the impact of my mentors on the person that I am today. Allow me to honor them with my stories of how much their influence has stayed with me now that I have students of my own.

I want to say thank you to Ms. Ellen Merlin Tolang of Dominican College in San Juan who helped me believe in myself during my formative years in elementary school. I’ll never forget your efforts to meet up with me at recess time just so I could catch up with the lessons in Ingklitik and do well in the final test. That was crucial because I was a newbie on the honors list and I felt out of place for having been chosen to take the advance exams. You assured me of my worth as a student deserving of a chance to shine along with the others. That memory taught me to spot unpolished gems among my students now. You pushed me outside of my comfort zone to learn new things and conquer my fears.

Onward to college where I met Sir Antonio Tinio. I might never have enrolled in any of your classes at UP but I thank God for the opportunity to sit-in on a number of your round-table discussions on Philippine society and the burning issues of the time. Your intelligent insights and sharp analyses compelled me to check my aspiration in life, having ben given the privilege of being an “Iskolar ng Bayan”. You helped me understand the essence of serving the people and realigning our interests to forge solidarity with the masses in order to advance our causes. While your class is now held at the House of Congress, I remain steadfast in my commitment to the public school just as you envision educators should be. I hope I am making you proud of my contribution to our struggle, sir.

For Ma’am Merry Ruth Gutierrez, I would have to give credit to you for making my post-graduate studies at PNU a worthwhile experience. You weren’t just an expert who constantly wowed us with your wit, charm, and extensive knowledge but, more importantly, you were a friend who listened to us in times of need. You treated us with respect and dignity, as if our lives matter to the upliftment of the quality of education in the Philippines. You gave me a sense of purpose and the affirmation I needed to carry on despite the many limitations of our sector. You even shared with me the tools of the trade when I embarked on a new chapter as a rookie instructor at another state university. Thank you so much for helping me refine my skills as a teacher and for keeping in touch long after I have earned my Master’s degree. You have my admiration, ma’am.

The last three persons I’d like to pay tribute to are the ones I have worked with who taught me valuable lessons in life. To my dearly departed principal, Ms. Jeanette S. Gao, thank you for the trust and confidence you’ve given me. I was aware that you had doubts prior to my assumption as teacher I but slowly I earned your approval. Your brand of leadership worked well with me and somehow got stuck in my brain so, hopefully, I’ll be able to relive your legacy with the way I handle pressures from work.

To Ms. Marites P. Cedenio, your humility and passion for excellence continue to echo in my mind even if we are already miles apart. You showed me how it is still possible to uphold one’s integrity amidst the temptations of mediocrity and sinfulness. Your simplicity was what made you stand out among your contemporaries. Your work spoke volumes for your personality. Your loving relationship with the different people around us, which was truly remarkable, served as your protection from wickedness of all sorts. You helped me realize that our loyalty is to the students that we serve, so we cannot shortchange the future of our nation. Ma’am, please know that you have my earnest prayers for your continued success at your new post.

And, lastly, to Ms. Imelda Caravaca Ferrer, my heart is filled with so much gratitude for your gift of friendship. I am able to see the world now through a lens of faith. Your candid spirit and knack for creative stuff inject so much fun and vigor in my life, so much so that even if you stretch out my resources and mental faculties, I still see myself inching my way up to meet your expectations. Thank you so much for setting me on fire whenever we have projects and for cheering me on when things go against the tide. I take pride in growing under your leadership and guidance for you allow me to discover my core gifts and use them to bless the world.

My list of thank-you's to mentors will seem endless for my life is a work in progress. Every day I continue to learn from people I choose to hang out with and it is my fervent wish that with all the blessings that I receive, a day will come that I’ll be able to pay it forward. Happy teachers’ day to all my mentors!

Take A Bow, Dear Teachers

By Imelda Caravaca Ferrer
Principal, Hen Pio del Pilar Elementary School

I’ve been to eight different schools (St. Gabriel Academy,Naga Central School, Camarines Sur National High School, Bicol University, University of Makati, Philippine Normal University, University of the Philippines, De La Salle University) in the course of my life. The ravages of time are showing, and I can’t for the life of me remember their full names but these teachers have had an impact on my life in more ways than one:

My aunt, Socorro Valisto Curioso, a teacher then, taught me my ABCs.

My formative and high school teachers saw to it that my learning flourished.

Fast forward to college in Bicol University, Ms Leonor Satuito, bless her soul, interviewed me and said, “You’ll be famous (in the college), you'll see." I did become the literary editor of the college paper and eventually the managing editor of the university paper. I also became a thespian. There was also Ms. Odilia C. Espinas, another English teacher of mine. She wove spells in her class discussing literature with a capital L. She opened the doors of her home to us saying, “We don’t have much but we have a lot of books.” Then there was my very smart Sociology professor Leticia Aballa Mata. She had a full-voiced laugh and a sense of humor that sparkled with wit. And then there was Mrs. Moll, a very vibrant, well-dressed Psychology teacher. She was not just a mentor, she talked to me extensively. When I was 20, I remember just being beautiful and depressed.:-)

My most memorable teacher at PNU is Dr. Ceciliano-Jose Cruz. He had us in thrall as he taught us campus journalism. I've always loved journalism and he cemented my love for it.

Dr. Dina Ocampo was my thesis adviser at UP where I earned a degree in M.A. Reading. She was there when the biggest problem of my life took place. Not only is she intelligent and accomplished as UP professors come, she is also a beautiful person inside and out. My other UP teachers who are memorable as well for the knowledge they imparted are Dr. Nemah Hermosa, Dr. Lina Diaz de Rivera and Dr. Natividad Santos.

My English Proficiency teacher at DLSU is Alain Padilla. He had a lot of stories and regaled us with his wit and expertise.

Conchitina Cruz (Palanca winner, UP Prof on CW), my Filipinas Heritage Library teacher on Creative Writing, possesses the gift to nurture people like me who are enamored with writing. She has the knack for being able to encourage our to pursue writing studies. She is patient and has kind words to say to her mentees, not to mention pretty. You could certainly say, like teacher, like student.:-)

Last but not the least on my list is my mother, Virginia Valisto Caravaca, whose love for books infected me to become a bookworm myself. Her faith in me an her love propelled me to become who I am now. She was also a teacher.

My teachers shared the gifts of learning, love, laughter, friendship, passion, dedication and excellence. It is partly because of them that I am what I am now --- a teacher, a textbook writer, a speaker on journalism and English, a principal and a productive citizen of this country and the world. If I am a fourth as good at what I do, it is because I learned from the best.

My dear teachers, take a bow.

EARTH HEALERS LESSON PLAN (Chapter 4)

Chapter 4: The Danger

THIS lesson plan is for Chapter 4 of "Earth Healers" by Cyan Abad-Jugo (read it on p. H4, Learning, Inquirer, Oct. 1, 2012). I have revised Group 4's output by expanding the vocabulary as well as the cause and effect lessons.

If anyone from Group 5 or 6 cares to revise their group's output, please email revisions to me at cbformoso@inquirer.com.ph and learning@inquirer.com.ph ASAP.

Here's a suggestion to our Bench-IIE partner teachers: Instead of a quiz or any other form of evaluation, consider the Student Activity Guide that comes with the chapter story as an evaluation. After the students have accomplished the Guide, please evaluate for correct answers, neatness and creativity before submitting to the Inquirer.

Again, if you can, please take the time to teach the students about the earth's structure and what can cause earthquakes, if this is something that their Science teacher cannot do. I understand that earthquakes are in the Grade 6 Science curriculum. If you're teaching fourth or fifth graders, please give a brief scientific explanation for earthquakes.


I. Objectives

Use compound words
Identify cause and effect relationships in the chapter story.
Develop the sense of concern for others.

II. Subject Matter

Forming compound words
Understanding cause and effect
Developing concern for others

Reference: Philippine Daily Inquirer, “Earth Healers” Chapter 4 – The Danger

Materials:
Inquirer Learning Section, cause and effect Manila strips (teacher made), strips of paper to make into a chain, construction paper, pictures

Value: Concern for others

III. Procedure

A. Pre-reading

1. Drill

Match Column A to Column B to form compound words

A	B
1. earth 2. motor 3. break 4. out 5. under	a. fast b. stand c. side d. cycles e. quake

2. Review previous chapters.

3. Vocabulary: Unlocking of difficulties (contextual clues)

1. Gossamer strands of hair.
a. substantial b. delicate c. sturdy

2. Jopi wished he had not raised his voice above a whisper.
a. soft speech b. loud voice c. noise

3. “Find the mayor,” chittered the trees, and Jopi could see them, the tree-spirits, joining voice.
a. yelled b. shouted c. chirped

4. If just one wakes, he’ll be angry, and there will be a tremblor.
a. tribute b. commotion c. earthquake

5. It will set off volcanoes, or unleash the river into your town.
a. release b. control c. predict

6. Big, burly men on motorcycles followed the Mayor’s car.
a. obese b. muscular c. slim

7. He felt quiet and becalmed, and fell asleep.
a. soothed b. tired c. anxious

8. Jopi woke in a sea of sweat, scrabblingat his mat.
a. struggling b. screaming c. whispering

9. The hens whirled above their heads in a flurry of feathers.
a. sea b. gust c. confusion

10. Jopi squared his shoulders and sat in front.
a. stood up straight b. slumped c. shook

4. Motivation

Newspaper connection: Show pictures of calamities taken at mine sites or depicting the dangers caused by mining.

5. Motive Questions

Based on these pictures, what might happen to a community with a mining industry?
Can a young boy help his community at a time of danger?

B. During Reading – Guided reading

C. Post-Reading

1. Comprehension check

a. Who are the earth healers?
b. What will happen if the giants are disturbed from their sleep?
c. Where do the giants live?
d. When does work start at the mine?
e. Why does Jopi need to find the mayor?
f. If you were Jopi, would you do the same? Why/why not?

2. Skills Development

Discuss cause and effect. Cause is why something happens, or an action in the story that makes something happen. Effect is the result of the action or the cause. There are signal words for C&E: because, therefore, so, since, as a result of, on account of, for this reason, led to, due to.

a. Demonstrate cause and effect (C&E): Bring a balloon and stick a pin into it. Then ask the class, “Why did the balloon pop (or burst)?” The class will get that sticking the pin is the cause and effect is the popping of the balloon. Or dip a roll of paper into a glass of water and ask, “Why is this paper wet?” Students should be able to relate the cause to the effect.

b. Draw two columns on the board. On the second row of the right column, write: “I got a high score in the test.” On the left opposite it, write, “I studied for the test.” Ask the class which is the cause and which is the effect. Then write the heading “Cause” on the first row of the left column and the heading “Effect” on the first row of the right column. Ask the students to write more examples of this from everyday school experiences on the board.

c. Relate C&E to the story. Each action a character (cause) makes has a consequent reaction (effect). Distribute pre-made strips of Manila paper containing causes and effects from the story (see chart below for examples). Ask the students to find the matching cause (or effect) to the strips of paper they are holding and tape the matching C&E on the board.

Cause	Effect
if a giant awakens	he'll be angry
because they are getting too weak	the Earth-healers cannot take care of the giants for long
due to the machine drilling too deep into the earth	there will be an earthquake
when the volcano is set off and the river is unleashed	there will be many deaths and much suffering
Jopi cannot see the Mayor sitting in the car	because the car windows are tinted too dark
if they ride in the jeepney with Eddie	they will get to the mountain much faster

D. Engagement activities

Group 1: Make a C&E paper chain with a cause then an effect that then becomes the cause for another effect, and so on and so forth – all from the story, including what you remember from the previous chapters.

Group 2: Make a C&E window using construction paper. The front will show a drawing of the cause taken from this chapter and has a frame around it. When you open the “window” a drawing of the effect is on the inside. Color both illustrations and decorate the window frame. Write down the C&E at the bottom.

Group 3: Write a Readers’ Theater script of a scene from the chapter that shows examples of C&E. Present in class.

Group 4: Cut out pictures or headlines from the Inquirer showing cause and effect. For example: A picture of flooding and people evacuating their homes.

E. Evaluation

The class will work on the Student Activity Guide on page H4, Learning section, (PDI, Oct. 1, 2012). Students' work will be evaluated by teacher before submission to the Learning editor the following Monday.

EARTH HEALERS LESSON PLAN (Chapter 3)

Chapter 3: Beneath the Mines

THIS lesson plan is for Chapter 3 of "Earth Healers" by Cyan Abad-Jugo (read it on p. I6, Learning, Inquirer, Sept. 24, 2012). I have substantially revised Group 3's output. I was hoping someone from the group would email me a revised lesson plan, but since nobody did, I went ahead and wrote this. Again, feel free to use just portions or all of this plan. I'd encourage teachers to seriously think of teaming up with the Science teacher beginning with this chapter because the students need to learn the scientific explanation for earthquakes. Please emphasize to the students that real earthquakes are not caused by giants rumbling and grumbling underground.

I. Objectives

Note details of the story’s setting
Use the dictionary and the thesaurus as writing tools
Identify the uses of figures of speech: alliteration and hyperbole
Write sentences using alliteration and hyperbole
Define and identify foreshadowing

II. Subject Matter

Defining and identifying the setting
Using the dictionary and the thesaurus
Understanding figures of speech
Writing sentences using alliteration and hyperbole

References:
1. Philippine Daily Inquirer Learning Section
“Earth Healers” by Cyan Abad-Jugo, Chapter 3: Beneath the Mines
2. Dictionary
3. Thesaurus

Materials:
Bond paper, pencil, scissors, coloring pencils

III. Procedure

A. Pre-reading activities:

1. Motivation

Set up the lesson by asking:

What are the parts of a story?
What does the setting tell you about a story?
How important is the setting in a story?
Have you experienced an earthquake?
Have you ever been to a mining site?

2. Motive Question

What kind of place did Jopi discover with Tim?

3. Unlocking of difficult words

Look up the meaning of each of the following words in the dictionary and use each in your own sentence.

seismic                         quivered                           fissure
shuddering                        shaft                           discernible
blasted                         discernnible                          sagely

B. During Reading

Shared Reading: Divide the class into three groups. Assign one group to read Jopi’s part, another group to read Tim’s part and the third group to read the rest of the text as narrator.

C. Post-Reading Activities

1. Comprehension check-up

a. So far, who are the characters in the story?
b. How did Jopi get underground?
c. How did the author describe the trip of Jopi and Tim to the mines?
d. Can you describe the setting of this chapter?
e. If you were Jopi, would you feel safe in this setting? Why or why not?
f. What caused the earthquake while Jopi and Tim were in the mines?
g. What is the earth’s crust made of?
h. Who put Jopi under a spell so he could see underground?
i. Why was Jopi put under the spell?

2. Engagement activities

The class will be divided into fIve groups to do different activities.

a. Readers Theater: Rewrite this chapter in your own words into a simple script that can be read in class.
b. Imagine what it is like underneath the mines from the descriptions of the author and make an illustration.
c. Find an example of a setting in the newspaper (example, a community, a house, a street). Cut out the picture and paste it on a piece of blank paper. Write a short story using this setting. Share your story with the class to illustrate how setting is an integral part of
d. Using a T-chart, compare and contrast the feelings of Jopi as he and Tim were going down the tunnel into the mines.
e. Interview with a Giant: Pretend you are face to face with one of the giants in this story. Ask questions about what they’d prefer to happen to the mines.

D. Reading-Writing Connection

1. Identifying alliteration

The author uses a figure of speech called alliteration to make her writing more interesting. Alliteration means repeating the same letter sound at the beginning of several words in a sentence. What letter sound is repeated in each of the following sentences from the story? In some sentences, there are two letter sounds that are repeated. (NOTE: Be sure to take out the italicized answers if you are going to reproduce these sentence on PowerPoint.)

a. Boiling, broiling, unbearable heat blasted into his face. (b)
b. The quaking ceased, shuddering to a stop. (s)
c. He saw so many giants, side by side and foot to foot, heaped high. (s, f, h)
d. Each movement made a sound, from a scritch to a scrape to a scrunch. (s)
e.. Some giants grimaced and groaned, as if struggling to surface from some dream. (g, s)

2. Identifying hyperbole

The author also uses the figure of speech called hyperbole, which means an exaggeration or excessive description used only for emphasis and not to be taken literally.

In the following examples from the story, the hyperbole is the italicized portion in each sentence. What do these words mean?

a. The tunnel was so cold Jopi felt as if he were freezing into an icy pebble.
b. Sometimes he felt he was hardening into a diamond.
c. You cannot go too far down underground or you will burn into a crisp.
d. The extreme temperature can make you feel like you’re freezing into a popsicle.
e. Jopi began to think he was sitting in an oven, with the knob turning slowly from low to medium to high.

3. Exercise #1 – Alliteration

Identify the letter sound in the alliteration in each sentence. Using a dictionary and a thesaurus, write your own version of the alliteration underneath each sentence.

1. Betty bought some butter but the butter was bitter.
2. The crazy cat climbed up the couch.
3. Don’t dream it, drive it.
4. I wait and wonder why she won’t walk with me.
5. Students who stay up late stunt their growth.
6. It is really vexing that in Vampire Village there are only vultures.
7. Maria must me at the market on Monday.
8. The dog dashed down the street.
9. Thank you for the thumbs up.
10. Fairy tales are fairly fun for families to read.

4. Exercise #2 – Hyperbole

In the following sentences, underline the hyperbole. Using a dictionary and a thesaurus, change each sentence by making up your own hyperbole.

a. The girl says she thinks of her “crush” gazillion times a day.
b. I’m dying of hunger and there’s absolutely nothing to eat in the kitchen .
c. Our town is so small if you blink at the welcome arch you will miss it.
d. My mother is so busy I have to make reservations two weeks ahead for a hug.
e. The boy’s school bag weighs a ton and if you carry it you will break your back.
f. I will kill you if you don’t call me.
g. He was so tired he thought he could sleep for a year.
h. The traveler would give a fortune for a bowl of soup.
i. Pacquaio is so bent on winning he turned into a raging bull in the ring.
j. She cried buckets of tears over him.

F. Student Activity Guide (Go to page I6, Learning, Inquirer, Sept. 24, 2012)

G. Evaluation

H. Integration with other subjects

Science: What is the earth’s inner structure? What causes earthquakes?
Art: Interpret this chapter through a storyboard.

EARTH HEALERS LESSON PLAN (Chapter 2)

Chapter 2: The Underground Rat

THIS lesson plan is for Chapter 2 of "Earth Healers" by Cyan Abad-Jugo (p. H4, Learning, Inquirer, Sept. 17, 2012). This is Group 2's output during the IIE Teachers' Workshop, with revisions by teacher Marnelli Bautista of Kabayanan Elementary School in San Juan. Teachers, parents and students: Feel free to use the entire plan or just parts of it.

I. Objectives
A. Analyze characters through differentiated activities.
B. Unlock difficult words through context and picture clues.
C. Write a letter to a character in the story.
D. Identify the emotions being expressed in the statements, pictures, and other media.

II. Subject Matter
A. Chapter 2 – The Underground Rat
Analyzing characters through graphic organizers
Writing Skills
Identifying emotions expressed in statements, pictures, and other media

B. Philippine Daily Inquirer Learning Section
“Earth Healers” by Cyan Abad-Jugo

Value Integration: Compassion

C. Pictures, video clips, exercises, art materials, graphic organizers

III. Learning Activities

A. Pre-reading activities

1. Motivation

The class will answer the first column of the KWL chart. The teacher may use guide questions if necessary.

KNOW	WANT	LEARNED
Parts, features of a rat • What do you know about a rat? • How does a rat look? • What do rats do? • Where do you usually find rats?	***	***

2. Vocabulary Development

The teacher will use context clues for the first two items and picture clues for the last three items.

a. beckoned – The teacher beckoned to the students who seemed to have forgotten the next scene for their acting class on stage.

What could the teacher do to beckon to the students? What does “beckon” mean?

1. To nod or gesture
2. To reprimand
3. To smile
4. To greet

b. jolted – My naughty cousin jolted his kid sister who was busy reading a story book.
1. ran
2. kissed
3. amazed
4. moved in a jerky or abrupt manner

How did the kid sister react after she was jolted? What does “jolted” mean?

c. whiskers – The cat’s whiskers framing its mouth are as soft as its fur.
1. mouth
2. tail
3. body
4. bristles or hairs growing on the side of the mouth of an animal

D. forepaw – The lion attacked and it raised its forepaw . It caught the animal by surprise.

What could be the equivalent of a “forepaw” in a human being?

1. Front limb of an animal
2. Back limb of an animal
3. Hind leg of an animal
4. wings

E. cavern – The cavern is big enough to house a group of mountaineers stranded on their journey.
1. space
2. lobby
3. enclosure
4. natural underground chamber/cave

Where can you find caverns? What does “cavern” mean?


3. Raising of the Motive Question

The students will construct their own questions based on the title of Chapter 2 or from what they still remember from Chapter 1, in order to set the purpose for reading.

KNOW	WANT	LEARNED
***	The teacher may either write the question on the board or allow the students to write on the board themselves.	***

B. During Reading Activities

Readers’ Theater (Pre-select some students to read specific story parts.)

C. Post-Reading Activities

1. Complete the KWL chart.

The class will have to go back to the KWL chart and check the questions that were answered from the Want column. Then, they will have to write down what else have they learned from the story.

2. Comprehension Check-up

a. Whose voice did Jopi hear as they went home in their tricycle? What did it say?
b. Who is Mang Celso? What happened to him according to Mang Pedring?
c. Who visited Jopi in the middle of the night? What did it want to do with him?
d. How did Jopi manage to go out with Tim without being seen by his parents?
e. If you were Jopi, would also go out with Tim or not? Why?
f. What details in the story would tell you of the dangers at the mines?

3. Differentiated activities

The class will be divided into six groups to do different activities.

a. Dress-a-character
Task: Choose a member to be dressed up as Tim, the Rat. Use any available materials to fit the description in the story. Provide a line or two that Tim can say in order to convince Jopi to come with him to the mines.

b. Different Perspective
Task: Fill out the graphic organizer below from the point of view of Tim to come up with a position statement regarding the mining activity in Mount Zoilo. (Please see the last page.)

c. Create-a-scene
Task: Act out a scene of how other animals and creatures can get the attention of Jopi and signal him for help like what the tree spirits and Tim did in the story.

d. Character Report Card
Task: Evaluate the character of Jopi with regards to his actions and feelings in the story. Write at least five adjectives and his corresponding grade for each. Provide one detail in the story that will support the grade you will give in your oral explanation.

e. Interview with Mang Celso
Task: Choose two members to act as Mang Celso and a news reporter. Use at least ten WH and YN questions to conduct an interview about his experiences as a victim of a mining accident.

f. Character Monologue
Task: Choose one member to act as another victim of a mining accident. She/he will narrate her/his experiences using past tense of the verbs. Provide props and sound effects if necessary.

F. Reading-Writing Connection
Choose any of the activities below:
1. Write a letter of support to any of the characters that you identify with in the story. Indicate your feelings and insights about what they did in the story and the reason why you are supporting them.

2. Write a get-well letter to Mang Celso. Discuss your feelings about the accident that took place and how you might want to help him in any way possible.

3. Write a wish list to Tim, the Rat. Choose a controversial or problematic place you wish to visit and convince him why he should accompany you there.

G. Skill Development

1. Using statements

Directions: Choose from the word below the emotion that is best expressed in the following statements.

a. Will I ever be as good as my father? Maybe I’ll never amount to anything. I am such a loser.
b. Gee, the talent scouts are coming to town. I better prepare for my solo act. My moment has finally arrived.
c. What a day! I failed in my Math quiz, I lost my favorite ballpen and now, my best friend wouldn’t talk to me. But, guess what? This day shall pass and tomorrow will be another day.
d. Oh, what did I do to deserve your kindness? This cake is my favorite and you bought it for me. You are such an angel. Thank you.
e. I can’t see why in the world you would buy an expensive gadget. You don’t even have a regular job yet.
f. It is already half past 8:00. If she is coming, she should have been here an hour ago. I wonder if she is really planning to join us.

confused                         excited                           disappointed
hopeful                            doubtful                         surprised

2. Using pictures

Directions: Form a triad. Choose any picture from the newspaper that elicits a specific emotion. Identify that emotion and explain the detail in the picture that best illustrates it.

3. Using multi-media

Directions: Watch the following excerpts from a video. (The teacher will show at least 5 video clips) What emotion is being expressed by the characters? If you were there in the scene, how would you have reacted? Act it out in the class.

H. Application (Using the Inquirer)
1. Look at the editorial cartoon. Discuss among your group mates the emotion that is highlighted in the issue. Explain the connection of the emotion to the drawing. (3 groups will work on this.)

2. Find a news story that features attachment of humans to animals. Compare the similarity to the story where Tim sought the help of Jopi so he could better understand the real scenario underneath the mines. (The remaining 3 groups will work on this.)

I. Generalization
What factors do you consider in getting the emotion being expressed by a character?

J. Evaluation
Directions: Complete the following statements. Write the appropriate emotion and explain your answer.
1. I feel ________ for Jopi because ________________________________.
2. I feel ________ for Tim because ________________________________.
3. I feel ________ for Mang Celso because __________________________.
4. I feel ________ for the people of Mount Zoilo because ______________.
5. I feel ________ after reading the story because _____________________.

K. Assignment
Create a mask that bears a single emotion. Be ready with a line or two that can go with that emotion and present it in class.


The lesson plan for Chapter 1: Mang Gorio's Cow will be posted another time. Sorry for this but the editor's schedule is currently toxic.

Unless . . .

THE most important word in "The Lorax" by Dr. Seuss, I think, is "unless" and if you've read the book, you'll most probably agree with me on this.

"Unless someone cares a whole awful lot, nothing is going to get better. It's not."

I made the mistake of attributing this quote to the Lorax in my story in the Learning section of the Feb. 27th Inquirer. The words are actually from an older, poorer, wiser and contrite Once-ler, a central character in this cautionary tale from the universally beloved Dr. Seuss.

If you haven't read the book and if you have children in the house who haven't either, I suggest you get a copy and read it (easy at 71 pages) before you all go see the movie, which is scheduled to be shown in March.

"Dr. Seuss' The Lorax" owes its animated 3D version to Universal and Illumination Entertainment, the same team that brought us the immensely wicked and enjoyable "Despicable Me". It features the voices of Danny DeVito as the Lorax, Zac Efron as the boy Ted, Taylor Swift as the girl Audrey, Betty White as the grandma, and Ed Helms as the Once-ler.

The book says nothing about why the boy has wandered into the Street of the Lifted Lorax, but the movie gives him a reason for being there.

"It' a girl, right?" guesses the Once-ler whom the boy seeks out for information on where he can get a real tree.

You see, where Ted and Audrey live (Thneed-ville in the new movie) there are no trees, this being long after the Once-ler and his factory have denuded and degraded the place. Now the town is entirely artificial but for the folks who live there. Thus Audrey's fondest wish is to see a real truffula tree.

The boy has no name in the book, and the girl is not even in the original story, but both are given names in the movie. I like it that they are named after Dr. Seuss, whose real name is Theodore Seuss Geisel (Ted for short), and his wife Audrey.

I've read that Geisel's widow gave a lot of input during the filming, so I have high hopes that this won't be one of those movies that are disastrously far removed from the original material.

Dr. Seuss first published "The Lorax" in 1971, long before Al Gore became the poster boy for global warming due to all kinds of human abuse of the planet. The story is amusing for its use of invented words and clever rhymes, a Seuss trademark (great for teaching phonetic reading to beginning readers) and distinctive illustrations (the trees, in candy colors, look delicious enough to eat).

Beyond this whimsical presentation, however, is a message that seems to have been made to-order for the present time.

Massive floodings? Frequent landslides? We all know what brings about these disasters.

"I speak for the trees for the trees have no tongues," says the Lorax to the enterprising Once-ler who has started to cut down the truffula trees at an alarming speed to mass produce "thneeds" or "the things that man needs". We all know that many "thneeds" are really not "needs" but "wants," don't we? Unlike the Lorax, however, we don't put up a fight.

The Once-ler, consumed by greed, doesn't heed the pleas of the Lorax and plunders what is once a paradise for the brown Barbaloots, the Swamee Swans and the Humming Fish. Trees are felled not just to make thneeds but also to make way for a factory and houses for the families who work the assembly line.

Soon after the last truffula tree is axed down, the place turns into a ghost town, breaking the Lorax's heart so bad it lifted itself up and out a hole in the sky.

Is there salvation for the world after this? Fret not because from Dr. Seuss' pen always comes a stroke of hope. The Once-ler, that dirty scoundrel, has saved a tiny truffula tree seed, it turns out. And this is where the "unless" quote comes in handy.

Dr. Seuss came out with a short-film version of "The Lorax" for television in 1972. Logging companies vehemently fought the airing of the short animation, so I've read, and that was that. Almost two decade later, when people had become more concerned about the environment, "The Lorax" was re-issued on VHS format, just in time for my children to enjoy it in their childhood years.

A remastered deluxe edition of this short-film in DVD format was released on Valentine's Day. Also, a pop-up edition of the book.

As for the new full-length 3D movie, it will be screened in the United States on March 2 on the occasion of the 108th birthday of Dr. Seuss.

It is slated for showing locally on March 14, which is too bad because by then the kids will be deep in final exams, if not already off on vacation. There won't be time for teachers to use "The Lorax" story to teach about conservation, about materialism and about the ill effects of progress.

I remember infecting a gifted class of fifth and sixth graders with my enthusiasm for Dr. Seuss. They had as much fun with "The Lorax" as I did teaching it, and what was nice was, well, it wasn't empty fun. (We also took up "How the Grinch Stole Christmas" in this Language Arts class around Christmas.)

Unfortunately, I cannot find my lesson plans for these Seuss stories, or I would have posted them here. But I know they will turn up one day when I'm not looking for them and when they do, I will definitely share them with our readers.

The possibilities for teaching a classic like "The Lorax" are almost limitless. You can plan all kinds of age-appropriate activities for the kids in their art, science, language and values classes. And the teaching doesn't have to be left to classroom teachers only.

Parents will get as much satisfaction from imparting to their kids the ideas and values in both the book and the movie. "The Lorax" is definitely a family story and will make for a great dinner-time family discussion.

The local distributors of "The Lorax," United International Pictures and Solar Entertainment, have teamed up with Greenpeace on a massive eco-awareness contest for students. For more, check out the Feb. 27, 2012 Learning section story on "The Lorax" (just click on the blue title).

The Valedictories that Made Me Cry

In the Feb. 6, 2012 LEARNING section, we excerpted from the heart-tugging valedictory addresses of two students of Sisters of Mary in Silang, Cavite. To understand why they spoke that way, you will need the back story...



STRANGE, a graduation in December, I thought, when I got the invitation from the Sisters of Mary, who in my book are the most adorable nuns in the world.

The Sisters of Mary (SOM) Residential schools for high school girls is called Girlstown. It is located in Biga, Silang, Cavite. Its counterpart for the boys is Boystown, which is in nearby Adlas.

SOM students come from the poorest families in the country. All of them would have stopped schooling after sixth grade if not for SOM. The sisters are not exaggerating when they say "our students come from the poorest of the poor families".

Sixth grade students in public schools in the most impoverished areas throughout the country who pass the SOM exams are accepted if their average grade is at least 80. Those who are from towns in Luzon and surrounding small islands are welcomed by SOM in Silang, Cavite. Those who are from the Visayas and from Mindanao go to SOM in Cebu.

Sometimes those who pass end up not coming to SOM because the parents don't want to let them go. There are parents who insist on the child helping out with the farming, the fishing or their particular livelihood. Some parents say they cannot bear the children to live apart from them, yet they have no money to send them to high school. In these cases, the sisters will go to the homes of the children who are serious about receiving a high school education and talk to the parents.

The sisters said they used to allow all the kids to go home at Christmas and for the summer break. But then they observed some of the kids would not return from vacation because their parents needed them to be home to help out with the farm or the household, or for some other reason. Because of this fear of not being permitted to come back to school, the students themselves would refuse to go home on breaks.

So SOM is home to these students for four years. This explains the tears at their commencement rites.

Students of SOM are educated, fed, clothed and housed for FREE. They have basketball courts, taekwando, swimming, and other sports. Plus a huge gym. They have a beautiful auditorium where they put up cultural presentations. They have a wonderful rondalla and a superb choir (everybody can sing in SOM). They have a nice kitchen where they learn how to cook and bake. They have greenhouses where they plant and harvest the vegetables they eat.

Both Girlstown and Boystown have impeccably clean campuses. The facilities are well-maintained. Considering SOM has thousands of students (11,000 including SOM in Cebu), this is amazing!

The students do the cleaning and other chores themselves. Across their classrooms are their living quarters. I've seen how clean and organized those quarters are. (The tables are set for lunch even before classes begin in the morning.)

Both SOM Girlstown and Boystown are our Inquirer in Education partner schools.

The students at both locations received free copies of the Inquirer, compliments of Bench, when we serialized Gilda Cordero-Fernando's story "The Magic Circle" (which was wonderfully staged in UP Diliman recently) in 2009.

Last year, they got free copies of Inquirer again, this time from Citibank, when we serialized a financial literacy module called "You can bank on it: Money matters for teens."

The teachers are dedicated. They have to be, to teach in these out-of-the-way schools. And they are among the brightest teachers I've met.

What is most commendable about the Sisters of Mary is that they don't just teach these kids academics. They make sure their students have livelihood skills so when they leave SOM, they are employable.

SOM Boystown and Girlstown depend on their generous benefactors for upkeep. If you care to make a donation, whether large or small, in kind (shoes, slippers, socks, etc.) or in cash, please call (046) 4140575 or 8652546 or fax (046) 4142575 or 8652830.

Read the speeches in the Inquirer's section Learning of today and post your comments here.


http://newsinfo.inquirer.net/140111/passionate-dreamers-never-quit

What Worked for Gabriel

(In observance of National Autism Consciousness Week in the Philippines, which this year falls on Jan. 22-29. Please feel free to share this with families of children with autism.)

When you write in the Inquirer every now and then about your son with autism, people you meet start talking to you as if they’ve met your son before.

“How’s Gabriel?” they ask. I’ve gotten used to their familiarity with my son. I figure this is what I get for writing for the largest selling broadsheet in the country

At one Autism Society of the Philipines forum, I gave the parents in the audience a list of things that worked for Gabriel that they could try with their kids.

Before I knew it, the Power Point version was being circulated on the Internet. Without annotation, those tips don’t make much sense, so I’ve made time to sit down and elaborate on those points for sharing here.

But first an update, for those who've been asking.

Gabriel was diagnosed with autism syndrome disorder (ASD) when he was almost 4 years old. He’s now 25.

In March last year, he finished his Library Assistantship program at Centro Escolar University.

It took him six years to finish this two-year course. I wasn’t in a hurry, his dad wasn’t in a hurry and he certainly was in no hurry. Like I’ve always said, he has a lifetime to learn what he needs to learn, and we his parents have the rest of our lives to watch him do it.

Over lunch once I brought up the subject of getting him some kind of work. Maybe a library job? He said no. How about in a bookstore, his dad said. Again, no.

“But everybody has to go to work,” I said. “Dad and I go to work, your sister goes to works, your cousins go to work...”

“Tito Conrad stays at home,” he said, referring to my brother Conrad.

What could I say? This uncle does stay at home, but that’s because he works from out of his home. He writes a business column and works with various organizations as a strategist.

“Well then, I’ll write,” Gabriel said. That night when I came home he showed me several pages of what he wrote. He had copied some pages from a book onto his notebook.

‘There,” he said, “I’m writing.”

A moment like this jolts you back to reality. Despite the progress we have made with Gabriel to teach him “the stuff of life,” he has apparently not picked up on many things—a classic weakness among people with ASD.

This young man, the son of two people who make their living writing and editing, does not realize that writing is both a physical act (pen in hand or using a keyboard) and a mental act (composing an original story to convey a message).

I praised him for keeping busy the whole afternoon. “That’s good writing, Gabe,” I said. “Next time, you’ll have to write your own story.”

I am sure he can do that. He’s always inventing names for characters that have no names in movies. He likes to make up stories when I ask him about certain scenes.

But back to the subject of work. Gabriel’s dad asked him one time, “Don’t you want to work so you’ll have money to buy your gluten-free cookies at Healthy Options?

“No, I don’t want to work,” he said.

“Don’t you want to work so you’ll have money to buy Belo soap for your face?” I asked.

“No,” he said. Then he looked at his dad. “You buy the gluten-free cookies, Dad.” Then he turned to me. “You buy the soap, Mom.”

Yes, we’ve raised a bully and a freeloader. And they said he wouldn’t amount to something!

Now for the tips… what have we done that worked wonders for Gabriel?


Encouraging language by asking him to “use his words”

When Gabriel was very young, every time he wanted something, he’d pull or push me to wherever he wanted me to get that thing for him. But I’d always say, “Use your words” and teach him the sound. “Koo-kie,” if he wanted a cookie. If he uttered an approximation of the word, if he even gave me as much as the “k” sound, I’d give him the cookie. This proved to be a good step in encouraging him to talk. Even now, whenever he’s getting frustrated and starting to make weird sounds (a sign that he’s about to lose his cool), we remind him: “Relax, use your words.”

Backward chaining for teaching him complex skills

For parents who are new in the game, backward chaining means teaching the last step first. For you, any task may be easy. For a child with autism, even the simplest task is daunting. So break down a task into steps.

Do you know how many steps are involved in putting on a shirt? Let’s say you’ve already laid out the shirt on the bed and now your kid has to put it on. What will that involve? (Out of habit, I'll be using the masculine pronoun from hereon.) Step 1, the child has put the shirt over his head. Step 2, he has to insert his left arm into the left sleeve. Step 3, he has to insert the other arm into the other sleeve. Step 4, he pulls down the shirt.

In backward chaining, you start with step 4. As soon as he pulls down the shirt, you praise him. Exaggerate the praise but be clear about what you’re praising (Good putting on your shirt! That’s sooo cool!) Make it fun (High five!). Note, I did not say “make fun.” I said make it fun.

Next you teach step 3, then step 2 and finally step 1.

By doing the first steps and letting Gabriel do the final step, we gave him the opportunity to get the task done easily. We framed him for success and minimized his frustrations.

We taught Gabriel the so-called life skills - how to brush his teeth, how to put on his shoes, how to button down his shirt, etc. – every task that involved many steps—using backward chaining.

Placing him in an age-appropriate regular classroom

The best place to learn language, make friends, play games, etc. is the regular classroom. I’m not discounting what special education (sped) classrooms can do. My son started in one. But after kindergarten, I made sure he was placed in a regular classroom. He was the only child with disability in his class every year, and a teacher’s aide was assigned to him. He was pulled out for speech therapy. But for the most part of the day, he was in a class with regular kids who did typical things and talked. Most important to us, he was with kids who cared for him and could help him. Some of the girls spoiled him rotten. One bright sped teacher started what she called a “pit crew” for Gabe. What’s the secret behind a racing champ’s success? The pit crew, that’s right. So that’s what Gabe had. His crew was made up of classmates who volunteered to assist him in many areas. They even videotaped the steps in borrowing a book from the library, the steps in eating at the cafeteria, etc.

Keeping "Talking" Notebooks

We kept a "Talking" Notebook (TN) for Gabriel’s classroom teacher and another one for his tutor. We would write down what happened at home that might have an effect on behavior at school (“He coughed all night and hardly slept.”) In turn, the teacher would write about what happened in school. (“During the fire drill Gabriel kicked the PE teacher on the leg.”)

The tutor would write down what skills were focused on that day. (“We started on the ‘more’ and ‘less’ concepts today.”) I’d write down what help Gabriel needed for school. (“Gabriel’s class is learning about the scenic spots in RP this week.”)

Why a TN? Children with ASD cannot talk much, if they talk at all. They can’t really tell you what went on in school or with the tutor.

I’ve kept all our TN. Every now and then, I leaf over them and read some entries. They take me back to a time when it seemed so much had to be done to help Gabriel and I always end up feeling thankful that we never gave up.

Beginning with 2-hour attendance at start of the school year, gradually adding an hour every week

All the years that Gabriel went to grade school and high school, we started with him going to class for only two hours the first two weeks of the school year. Then we added an hour every week. Just as you have to break down tasks into steps, it is important to do other difficult things in gradation. Six hours in school after a summer break is such a big chunk of time for a child with autism to handle on the first few days of school.

Holding a disability awareness session every year at school opening

Every year, I’d ask the new homeroom teacher (class adviser) to give me one hour in the morning to speak to the class. Gabe’s dad would take him to the donut shop while I was in his classroom. In that one hour, I’d tell his teachers and classmates things about Gabriel that I think he’d like them to know. I’d answer their questions (Why does Gabriel do this or do that?) I’d ask them questions. (What do you like about Gabriel?) I’d invite them to volunteer to be in my son’s Circle of Friends.

Making partners out of his teachers and tutors

We always stressed to the teachers and the tutors that we were a team, Gabriel’s team. We also included the principal, the school’s workers and the security guards. Do not antagonize any of these people. It is better to get them on your side, believe me. You have a very vulnerable child in their care. You need them to watch over him and be protective of him because you can’t always be there.

Whenever we needed to meet to discuss either problems or progress relating to Gabriel’s education, I’d always bring merienda for everybody. This is what you do with people whom you consider part of your family.

Taking advantage of “teachable moments”

We are all still learning, right? More so with our children. There are things that fall under the “must-know” list, such as, name, address, phone number, parents name, etc. Plus how to read signs like poison, enter, exit, men’s room, women’s room. These are the things that you need to teach first, and you need to review them every now and then because phone numbers change, people move and some signs become more complicated before they become simpler.

And then there are the other things that you will find you need to teach as your child is getting older. Even now, at his age, we still give Gabriel exercises on comprehension and communication.

Teaching him to mastery (errorless teaching)

Gabriel’s behavior therapists stressed this: If you’re going to teach a child with ASD something, it had better be right because as hard as it was for him to learn it, it would be even harder for him to unlearn something wrong.

Also, in teaching Gabriel, we didn’t stop teaching until he had mastered it. Pronouns, for example, are tough to teach to children with ASD (English pronouns are tough for Filipinos, too). So we taught each pronoun to mastery, which meant we didn’t stop until he was answering correctly 10 out of 10 times. We kept charts to monitor how he was doing with each skill. Once Gabriel has mastered something, he won’t forget it.

Of course, he has an unusually good memory, too. The other day, I was doing the crossword puzzle. It was asking for the name of Paul Bunyan’s ox, which I couldn’t for the life of me remember. So I asked Gabe. The ox is Babe, he said. He was right.


Allowing him to do what he enjoys doing

We’ve kept Gabriel engaged in something that he has fun doing. He likes painting, so he takes painting lessons every summer. Gabriel tried bowling, but he didn’t care much for it, as it turned out, so we stopped it. He enjoys swimming, so he has been taking swimming lessons, along with his dad (great for bonding). While I have yet to meet an autistic child who doesn’t like water, some children have all sorts of fear, so test the waters, as they say, before you insist on swimming lessons for your child. Make sure your swimming coach is a nice, patient person. Bert Lozada Swimming School has instructors who have special training on working with kids with disabilities.

Making the decision to take him wherever we go as a family

In my book, this is another must for parents of autistic children. After Gabriel was diagnosed with autism, we stopped taking him places because he was unbearably hyperactive. It was too inconvenient for us to deal with a kid like Gabriel at, for example, a restaurant where other diners were obviously irritated by a child who couldn’t sit still.

By leaving him at home, we didn’t have to worry about what he would do, didn’t have to apologize constantly for his behavior. But then, I always felt bad about leaving him at home and never enjoyed myself.

I talked to my husband and my daughter about how I felt and it turned out they felt the same way. So we agreed that from then on we’d take Gabriel wherever we had to go as a family. That was the only way he’d learn his social skills. We knew we couldn’t rehearse these things at home. If something untoward happened, then we apologized, we made up for it by paying if we had to, but we didn’t stop taking him.

Thanks to that family decision, Gabriel can now go to movies, join parties, ride an airplane -- go anywhere with us. We’ve been going to the movies once a week. For an autistic child, Gabe has been a ring bearer at an older cousin’s wedding, has watched plays on Broadway, has visited Disneyland and Disneyworld many times, has taken cruises, has traveled to Melbourne, Sydney, Thailand, Malaysia, Singapore, HK, and the US, specifically NY, Orlando, LA, SF and Sacramento.

Dressing him in the style the other guys his age are wearing

From haircut to shoes to backpack to shades to watch, Gabriel has always been “in.” He wears Adidas and Nike shirts and shoes. He wears straight leg jeans from Bench and Levis and Guess. His watch is a Swatch watch. He wears Rayban and Oakley shades. You don’t have to buy expensive brands. Just dress your child in the style other kids his age are wearing. Make him blend in. He’s already different, don’t make him stand out even more by dressing him in a shirt two sizes too small or too big.

IN THIS CORNER: InqSpots for Schools

In the Inquirer Learning Corner program, public schools will receive free subscriptions to the Inquirer through the sponsorship of readers (individuals, groups, corporations, etc.) The newspaper copies will be kept in a permanent place in the school where they can be made easily accessible to students and teachers, Monday to Friday from June to March.

What does a public school have to do get into the program?

The school must determine the permanent nook or corner it wants to transform into an Inquirer Learning Corner (ILC or Inqspot), which may be situated in the library, hall or cafeteria.

It must designate a teacher-in-charge (TIC) of the Inqspot. The TIC must submit a photograph of the ILC to the Inquirer Learning editor, indicating in the caption the following information: school name, school address, telephone number, fax number, email address, number of students, name of principal, and name of TIC.

The TIC will be responsible for receiving the copies daily and for displaying these in the Inqspot, making sure these are accessible to students and teachers all day. The TIC will also look after the cleanliness and safety of the corner. In addition, the TIC will coordinate with the Inquirer’s Learning editor on the scheduling of Inquirer in Education workshops for the teachers.

What is the responsibility of the Inquirer?

Inquirer will provide a logo for the news reading corner and a peg where to hang the donated copies. It will also hold workshops for teachers on how to use the newspaper in classroom teaching. The paper’s circulation team will see to the delivery of the sponsored copies on school days during the school year.

At the opening of each Inqspot an Inquirer editor will be present and the subscription sponsor will be invited to meet the students and perhaps have a discussion with them.

Inquirer will acknowledge school subscription sponsors through feature stories to be published in the Learning section.

How can readers help support public education through the program?

An individual or a group of individual readers who wish to donate copies of the Inquirer to a public school Inqspot will have to pay for a minimum of five (5) copies of the Inquirer daily, Monday to Friday, from June to March, to be delivered to a school of choice or one on the ILC program’s list of partner schools. The cost of the copies will be paid in full at the signing of the Memorandum of Agreement among the sponsor, the school and Inquirer. A sponsor may designate the recipient school provided that the school meets the requirements set above. A supporter may sponsor subscription for one school or as many schools as preferred, but every subscription must be for an entire school year.

Who can become a sponsor?

Corporations, owner-managed businesses, foundations, civic or church groups, alumni, and individual readers to whom learning is important and who want to help improve public education.

How will public school students benefit from this program?

The aim of the ILC is to create a place in every public school in the country where students and teacher can read the newspaper and discuss the news and issues of the day.

A study in the United States has found that students who used the newspaper in class scored up to 10 points higher on standardized tests than students who did not (http://www.wan-press.org/nie/articles.php?id=432).

Also, there is much evidence that the students who are exposed to the newspaper at an early age become readers for life. They grow into adults who are better informed about current events, are sharper critical thinkers, and are more involved in charity, community and political activities.

When students are taught to read, understand and analyze the news, they become well-informed individuals who know their rights, are open to new ideas and make informed decisions.

Partner teachers in the Inquirer in Education program who have used the newspaper to teach the class a serialized story in the Learning section have learned from first-hand experience that students may be introduced to newspaper reading without boring them to tears. The students got so used to reading the newspaper that, after the eight-week series, they began to miss the newspaper.

For more information, call Inquirer trunkline at 8978808 and ask for the Marketing Department or text 09183824061. Or email learning@inquirer.com.ph.