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.
No comments:
Post a Comment