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
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