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.