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.