BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior Learning

Background or purpose

Sequencing is the easiest skill for pupils to understand. Pupils see many examples of sequencing in their lives and have done many activities in which order of things make a difference.

To activate pupil's background knowledge about sequencing they will be challenged to fill in the missing letters of the alphabet. With this, pupils will be able to recognize the correct order of the letters in the alphabets.

Strategy

Cooperative Learning is a strategy that allows pupils to work cooperatively with group members.

Materials

✔ Pupil Activity Sheet 1A “What's Next?” on page 12 ✔ Pupil Activity Sheet 1B “What's Next?”on page 13 ✔ Assessment 1 “What's Next?” on page 14

✔ Pencil ✔ Notebook

Activity 1 “What's Next?”

1. Group pupils into four or as desired. 2. Distribute to each group the following:

(Note: Teacher may enlarge the activity sheets and let each group copy them in their notebooks.)

 Group 1 and 3-Pupil Activity Sheet 1A “What's Next?” on page 12  Group 2 and 4-Pupil Activity Sheet 1B “What's Next?”on page 13 3. Let them do the activity.

4. Check pupils' outputs.

5. Process the activity by asking the pupils the following: • Were you able to write the missing letters correctly? • What helped you identify the next letter?

Formative Assessment

To assess pupils' understanding, let them answer individually Assessment 1 “What's Next?” on page 14.

Roundup

Pupils should have identified and written the correct order of the alphabet.

2. Setting the Context

Background or purpose

Sequencing of events is a process which refers to putting events or actions in order. The activity in this stage allows pupils to sequence the events in the comic strip.

Moreover, pupils will also write one sentence/caption describing the event in each comic strip.

Strategy

Comic Strip is a sequence of drawings that tells a story.

Materials

Teacher Resource Material 1 “Arrange It” on page 15-16 Assessment 2 Group Checklist for “Arrange It” on page 17 brown envelop

paste/glue

Activity 2 “Arrange It”

(Prepare and cut Teacher Resource Material 1 “Arrange It” on pages 15-16 and put each set in an envelop.)

1. Group the class into six or as desired. 2. Distribute one envelop to each group.

3. Explain to them the instructions for the activity.

4. Present and explain the criteria as to how they will be rated. 5. Let them do the activity.

6. Call each group to present their outputs.

7. Process the activity by asking the pupils to tell a short story about the comic strip they're working on.

Formative Assessment

Use Assessment 2 Group Checklist for “Arrange It” on page 17 to assess pupils' work.

Roundup

Pupils should have arranged in sequence the events in the comic strip and have written a sentence/story about it.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

Most stories are told or written in sequence. The events are arranged so that readers can understand them better.

Strategies

Pictures are good visual prompts or stimulation in the classroom.

Story Telling with Props is a session where storyteller prepares pictures, cut out or real objects which are important to the story. By using these props during pertinent points to make the story more visual. The storyteller can help the listeners see clear images. Sequencing is a strategy that refers to putting events or actions in order.

You can use the following: ● puppets

● stuffed toys ● life-size costumes ● masks

Take note of the following:

✔ Use expressions in telling the story. You can use a sad face( ) when you are in the saddest portion of the story, happy face ( ) etc...

✔ Use different voices for the different characters. Like a small voice for the fly or big voice for the spider.

✔ Show interesting and beautiful colored pictures(if possible) when you tell the story.

Graphic Organizers

Story board is a graphic organizer that used to tell a story in sequence. Chain of Event is a graphic organizer used to organize stages of an event.

Materials

Pictures

Stuffed toys (Spider and Fly),puppets, masks, and costumes Pupil Activity Sheet 2 “Connect It” 18

Teacher Resource Material 2 “The Spider and the Fly” on pages 19-20 Pupil Resource Material 1 “Events” on page 22

Pupil Activity Sheet 3a “Story Board” on page 23 Pupil Activity Sheet 3b “Chain of Events ” on page 24 Assessment 3 Rubric for “Cooperative Work” on page 25

Activity 3: Before Reading “Connect It!”

1. Distribute to each group Pupil Activity Sheet 2 “Connect It!” on page 18. 2. Explain the instructions if needed.

3. Let them answer the activity sheets.

4. Call group representatives to present their outputs. 5. Check pupils' output.

Answer key:

• Spider-Fly • Butterfly-Nectar • Snake-Rat • Bird-Worm

Activity 4: During Reading “Read with Props”

(Note: Prepare the pictures beforehand. Options: puppets, stuffed toys, life-sized costumes,etc for the activity.)

1. Present the motive question:

• What do you think will happen to Miss Fly?

2. Begin reading the story. Refer to the reading text “The Spider and the Fly” on pages 19-20.

3. Ask comprehension questions such as: Answer the motive question.

Where did the black spider live? Why was he very hungry? What was his plan? Why?

(Add more questions for comprehension)

4. Process the activity by asking pupils :What lesson did you get from the story?

Activity 5: After Reading “Sum It Up!”

1. Group pupils into four. Two groups may work on the same task.

2. Distribute to each group the reading text on pages 19-20 and Pupil Resource Material 1 “Events” on page 22.

 Group 1 and 2-Pupil Activity Sheet 3a “Story Board” on page 23  Group 2 and 3-Pupil Activity Sheet 3b “Chain of Events ” on page 24 3. Give them time to do the task.

4. Call each group to present their outputs.

5. Process the activity by asking pupils:Were you able to sequence the events in the story? How?

Formative Assessment

Activity 5 will be assess using Assessment 3 Rubric for “Cooperative Work” on page 25.

Roundup

Pupils should have arranged the events in the story in order.

4. Check for Understanding of the Topic or Skill

Background or purpose

In this stage, pupils will role play their best-liked parts of the story heard. The role play activity will also demonstrate pupils understanding of the story.

Strategy

Role Play is a strategy that engages students to take on a role for the purpose of exploring different situations.

Materials

Assessment 4 Rubric for “Role Play Activity” on page 26

Activity 6 “Best-Liked Parts”

1. Group the class into six.

2. Let each group act out their best-liked part of the story heard. 3. Give them time to prepare and rehearse.

4. Call each group one at a time to present its role play activity.

5. Process the activity by calling few volunteers to share their insights about the activity.

Formative Assessment

Use Assessment 4 Rubric for “Role Play” on page 26 to assess the performances of the pupils.

Roundup

Pupils should have acted out their best-liked parts of the story heard.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

Pupil's knowledge about sequencing will be checked in this stage. Pupils will be challenge to arrange pictures in correct order. Pupils will also talk about the pictures using

preposition and prepositional phrases.

The grammar focus of this module are prepositions and prepositional phrases.

Strategy

Cooperative Learning is a strategy that allows students to work cooperatively with group members.

Material

manila paper glue/paste scissors

Pupil Resource Material 2a“Sequence It” on page 29 Pupil Activity Sheet 5a“Sequence It!” on page 30 Pupil Resource Material 2b “Sequence It” on page 31 Pupil Activity Sheet 5b“Sequence It!” on page 32 Answer Key on page 33

Assessment 5 Rubric for “Sequence It” on page 34

Activity 7: “It's in the Text”

1. Discuss interactively with pupils Teacher Resource Material 3 “Prepositions and Prepositional Phrases” on page 27.

2. Present Pupil Activity Sheet 4 “It's in the Text” on page 28. 3. Let them answer the activity sheet individually on page 28. 4. Give them enough time to do the task.

5. Process pupils' answers.

6. Collect pupils papers for recording.

Activity 8:“Sequence It”

1. Group pupils into four. Let them choose a leader and a presenter.

2. Enlarge and cut individually pictures . Place them inside a brown envelop. Please refer to the following resource material for the pictures:

• Student Resource Material 2a“Sequence It” on page 29 • Student Resource Material 2b “Sequence It” on page 31

3. Distribute the following to each group (Each envelop has one set of pictures). Two or more groups may do the same task.

 Groups 1 and 3-Student Resource Material 2a“Sequence It” on page 29 and Pupil Activity Sheet 5a“Sequence It!” on page 30.

 Groups 2 and 4-Student Resource Material 2b “Sequence It” on page 31 and Pupil Activity Sheet 5b“Sequence It!” on page 32.

4. Explain to them the instructions of the activity. 5. Give them enough time to do the activity. 6. Call each group to present their outputs. 7. Check pupil's output.

8. Process the activity by asking pupils' to share what they have learned from the activity.

Formative Assessment

Answer Key on page 33 for Activity 7.

Use Assessment 5 Rubric for “Sequence It” on page 34 to check pupils' outputs.

Roundup

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purpose

In this stage, pupils will be engaged in a spelling activity. Pupils will spell correctly the words heard in auditory discrimination.

Strategy

Spelling is the writing of word or words correctly heard in auditory discrimination.

Materials

Paper pad pencil

Activity 9 “Spell It!”

(Note: This is a whole class activity.)

1. Instruct pupils to get a clean sheet of paper.

2. Tell pupils to write the correct word from the given choices that corresponds to a given consonant blend.

3. Read first the consonant blend in the first column and then give out the choices in the second column for them to choose.

4. Let the pupils spell the words that begins with the consonant blend. ch car chair can

br brother bat band

sp salt Sam spot

gl glad gum got

tr tip top tram

gr grapes gear goat

fr fun from flu

pl pear plus pure

sp spy soap soak

cr crab car case

5. Tell pupils to exchange papers with their seat mates for checking.

Formative Assessment

Use this criteria for giving points to pupils work.

10-9 correct answers Very Good 8-6 correct answers Good 5-3 correct answers Fair 2-1 correct answers Poor

Roundup

Students should have written the correct spelling of the words heard from dictation.

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.

Pupil Activity Sheet 1a

“What's Next?”

DIRECTIONS:

● Study the alphabet box. Some letters are missing. ● Write the missing letters in the box.

Pupil Activity Sheet 1b

“What's Next?”

DIRECTIONS:

● Study the alphabet box. Some letters are missing. ● Write the missing letters in the box.

Assessment 1

“What's Next?”

Directions:

● Fill in the missing numbers in the boxes below. ● Be ready to present your answers to the class.

1

__

3

__ __

6

__

8

__ __

Teacher Resource Material 1

“Arrange It”

Instructions:

● Arrange the comic strips in order.

SET A

SET C

Assessment 2

“Group Checklist for “Arrange It”

Group

No.

Arranged

the

pictures

in order.

Elabora-ted

essential

details.

Produce

d a neat

and

clean

output.

Worked

well as a

team

No. of

Check

Marks

Pupil Activity Sheet 1

Connect It!

Directions: Connect by drawing a line to match the animal with the food they eat.

RAT

FLY

FLOWER

Reading Text

The Spider and The Fly

(adapted)

Story Teller:

Once upon a time, there was a

black spider who lived in the Acacia tree. He was

very hungry.

Show to class a picture or stuffed toy of a black spider.

He had not eaten for three days. There had not

been a fly or bug near his house, because of that

the black spider made a plan.

SPIDER:

(

I will make a bigger house.

Then I can catch some flies and bugs. I can catch

some mosquitoes too.

 Show a sample picture/drawing of a spider web.

Or you can let your students draw a spider web.

 Use expressions in telling the stories.

Story Teller:

So the spider spun a bigger web.

SPIDER:

Now I can catch more insects.

Show a picture of a fly or let your pupils draw a fly.

SPIDER

: Good morning, Miss Fly. I am very glad to

see you around.

FLY

Good morning, Mr. Spider. How are

you today? Are you not going outside to work.

SPIDER

: I am fine. Thank you. No, I will not go to

work today because I have to make my house

bigger.

FLY:

Your house gets bigger and bigger.

SPIDER:

Will you come inside my house, Miss Fly?

Come, rest a while. We can talk about anything.

FLY:

Thank you, Mr. Spider, but I have work to

do. I have to look for food for rainy days. I will

come after work.

SPIDER:

You are always working from morning until

afternoon. Yet you are still pretty. Your wings are

pretty and your eyes are soft and shiny. Have

others told you that you are very lovely?

FLY

: Oh, Mr. Spider,you make me happy. I am

glad you think that I am lovely.

SPIDER

: Come inside and have fun with me.

shiny eyes. But alas! The spider grabbed her. He

bit her and ate her.

Show the class this picture, to help them

visualize the event in the story.

SPIDER:

Poor foolish fly! She thought that she was

lovely. How foolish could she be!

---Pupil Resource Material 1

Directions:

● Study carefully the following strips.

● Cut and arrange the strips in the correct order.

● Glue the pictures to the graphic organizers assigned to your group.

Once upon a time, there was a black spider who was very hungry. He had not eaten for three days.

The spider grabbed her. He bit her and ate her.

The spider made a plan. The spider spun a bigger web to catch more insects.

The foolish fly flew inside the spider's house.

Pupil Activity Sheet 3a

“Story Board”

Directions:

● Revisit the reading text and fill in the necessary information to complete the chain of events in the organizer. ● Be ready to present your outputs to the class.

Event 2

Event 1

Pupil Activity Sheet 3b

“Chain of Event”

Directions:

● Revisit the reading text and fill in the necessary information to complete the chain of events in the organizer. ● Be ready to present your outputs to class.

Event 1

Event 4

Event 2

Assessment 3

Rubric for Cooperative Group Work

Criteria

Exceptional

3

Admirable

2

Acceptable

1

TOTAL

POINTS

Group

Presentation

All members

participated

actively with

full

enthusiasm on

the activity.

At least 75% of

the members

actively

participated in

the activity.

At least half of

the members

actively

participated in

the activity.

Shared

Responsibility

Responsibility

for task was

shared evenly.

Responsibility

was shared by

most group

members.

Responsibility

was shared by

half of group

members.

Content

Accuracy

were accurate

All details

and arranged

in sequential

form.

Most details

were accurate

and were not

sequentially

arrange.

Somewhat

accurate and

details were

not arranged

sequentially.

Roles within

the group

Each member

performed

Assessment 4

Rubric for “Role Play”

Criteria 3 2 1 POINTS

Content The simulation demonstrates the sequence of events

in the story.

The simulation demonstrates some events in the story.

The simulation demonstrates few events in the story.

Participation All members participates actively in the

activity.

Some members participate actively

in the activity.

Only one or two members participates actively in the

activity. Presentation All members

participated actively with full enthusiasm on the

activity.

At least 75% of the members actively participated in the

activity.

At least half of the members actively participated in the

Teacher Resource Material 3

“Preposition and Prepositional Phrases”

Prepositions

are words that show the relationship between a

noun or a pronoun and others words in a sentence.

The following are the most commonly used prepositions:

on, in, after, before, up, down, above, below,to etc...

Example of prepositions used in sentences. (Prepositions are

underlined.)

1. The ants live in an anthill.

2. Rania drove to the beach.

3. Nanette goes to market on Saturday.

4. Fatima brushes her teeth after eating.

Prepositional Phrase

is a group of words containing a

preposition, a noun or pronoun object of the preposition, and

any modifiers of the object.

Example of prepositional phrases:

in an anthill ,to the beach ,on Saturday, after eating

Example of prepositional phrases used in sentences.

(Prepositional Phrases are underline.)

1. The ants live in an anthill.

2. Rania drove to the beach.

Pupil Activity Sheet 4

“It's in the Text”

Directions:



Study the following sentences.



Identify the preposition and the prepositional

phrases.



Write them under the proper heading.

Sentences Preposition Prepositional phrase

1. There was a black spider

who lived in the Acacia

tree.

2. Divilyn goes to market

on Sunday.

3. Mofrada arrived on

time.

4. I will come after work.

5. Irene was up before

everybody else in the

house.

6. Rosebell washes her

face before sleeping.

7. King Poseidon lived

below the sea.

Pupil Resource Material 2a

“Sequence It”

Directions:

● Study the following pictures carefully.

● Arrange correctly the life cycle of a fly by writing first, second etc. below each picture.

Pupil Activity Sheet 5a

“Sequence It”

Directions:

• With your group, arrange the pictures in order using first, second etc. to show the life cycle of a fly.

• Write a sentence below each picture using preposition and prepositional phrases.

• Be ready to present your output to the class.

Title

Pupil Resource Material 2b

“Sequence It!”

Directions:

● Study the following pictures carefully.

● Arrange correctly the life cycle of a Spider by writing first, second etc.

Pupil Activity Sheet 5b

Directions:

• With your group, arrange the pictures in order using first,second etc., to show the life cycle of a spider.

• Write a sentence below each picture using preposition and prepositional phrases.

• Be ready to present your output to the class.

Title

Possible Answers

Set A

First,The female spider lays the eggs on a silken sheet.

Second,The female spider covers the eggs with layers of silk to protect them. Spider starts life inside an egg.

Third,The egg usually hatch in a very short time. A baby spider is shaped like its mother,but may be lighter in color.

Lastly,When the baby spider grows too big it must shed its skeleton. The spider is now an adult.

Set B

First,Mother fly lay eggs in clamps. Second,The eggs will hatch within 24 hours into a tiny larvae or maggots.

Third,After about 4 t0 6 days the maggot will turn into pupa.

Assessment 5

Rubric for “Sequence It'

Criteria 3 Excellent

2 Very Good

1 Good

POINTS

Content

Pictures are arranged in sequential form. Uses Preposition and prepositional phrases in telling about the picture.

Presentation

Work is neat and tidy Writing is clear

and concise.

Cooperation

Works cooperatively with

the group with no need for adult

intervention.

For the Teacher:

Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage

_1.

Activating Prior Learning

2.

Setting the

Context

3.

Learning

Activity Sequence

4.

Check for

Understanding

5.

Practice and

Application

6.

Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage