#4 ME
There are seven steps
to which order may vary but the content remains the same: (1) goals and
objectives (2) materials and resources, (3) anticipatory set or entry, (4)
instructional input (5) guided practice (6) independent practice, and (7)
assessment/ evaluation.
1.
Lesson Plan with a theme “Unity in Cultural Diversity”.
II.
Goals
and Objectives
After a 60-minute lesson, the pupils are
expected to:
1. give
examples of ways in which each person is unique yet has things in common with
others.
2. explain
why the ways in which each person and group can help enrich life for everyone.
3. show
active participation in classroom discussion by actively performing the task given.
Values: Cooperation, Creativity, Keen-Observation
III.
Materials
and Resources
Topic: The Beauty of Colors
References: The Colors of the Rainbow by
Jennifer Moore-Mallinos, Illustrations by Marta Fabrega.
Materials: video clip, DVD player,
television, white cartolina, crayons
IV.
Anticipatory
set or Entry
© Play
a video clip about rainbow. Afterwards, ask the students how many of them have
ever seen a rainbow. Call upon the pupils to describe the rainbows they have
seen. List the words used to describe a rainbow.
© Ask
the students to describe how a rainbow makes them feel and make a list of some
of the words used in their descriptions. Examine the words and ask the students
if the words describe good feelings or bad feelings.
© Ask
the students if they can explain why the rainbow makes them feel that way.
V.
Instructional
Input
© Ask
the students if they have ever thought of people as rainbows. Use their
responses as a way to introduce the book, The Colors of the Rainbow.
© As
you read aloud, hold the book up so students can see the illustrations. Comment
on the many colors that can be seen in the illustrations.
© As the class moves through the book, relate
the observations in the book to the students in the class, i.e., the many
shades of skin, count different colors of hair and hairstyles, the differences
in eyes, clothing styles, etc. Make lists for each item. (Be sensitive and careful of your manner and that of the students
during this part of the lesson so that students are not offended by anything
stated.)
© List some of the different styles of
restaurants in the community and ask about the different kinds of food served.
© Make
a list of some of the foods served in the restaurants. Ask the student, “Who
has eaten in some of the restaurants?” and “Who has had similar food at home?”
© Make
similar lists of other topics mentioned in the book, i.e. games, holidays, homes,
etc.
© At
the end of the reading and discussion, direct student attention to all of the
lists of differences found among the students in the classroom. Count them. Ask
if the students have ever thought about all of the differences found among the
members of their class.
© Now
make a list of the things they share in common: have hair, have clothing, have
eyes, have nose and ears, have voices and language, etc.
© Ask
the questions: “Are all of your friends JUST LIKE you? Do you ever think about
your differences when you are having fun together?”
© Ask
the questions: “What do you and your friend(s) enjoy doing together? What do
each of you enjoy doing with someone else or by yourself that you do not do
together? Are you still friends when you are doing something different?”
VI.
Guided
Practice
©
If the teacher has obtained a copy of
Jellybean Nation, prepare a plastic bag filled with jellybeans. If possible,
have beans of different sizes as well as different colors. Ask the students to
point out some of the differences among the jellybeans. Can they always tell
the flavor by the color? What about the scent found in some jellybeans? Use
other comments and observations found in the pamphlet to engage the students in
a discussion about differences and similarities among people.
©
If there is no concern in the class about
sugar, (as expressed in school rules/regulations and/or in parental preferences
or health folders via nurse, etc.) give each student 2 or 3 jellybeans to eat
as they do their hands-on exercise. Non-sugar jellybeans are available for
those who have diabetes, etc. If eating the jellybeans is not acceptable, place
them in a clear plastic jar or box to be used in math for guessing numbers,
identifying shapes, etc. or some other subject game. Alternatively, adapt the
exercise using many different buttons or other inedible objects.
VII.
Independent
Practice
©
Each student should have a bond paper. Fold
it in a half and then open the paper so that it is possible to see both halves.
They will be given a single color (avoid black or white) crayon and asked to
draw a rainbow using only that crayon on one half of the paper. Once that is
done, permit each student to have at least six different colors and instruct
them to draw another rainbow on the other half of the paper using the many
colors.
©
Ask them to select the rainbow that would
make their classroom a happier, better place to work and play. Cut the paper in
half and collect the rainbows selected to place around the classroom or on the
bulletin board. Before posting the rainbows, have them present their works in
front of the class and explain why they like feeling part of a rainbow.
VIII.
Assessment
Direction:
Draw a happy face (J) on
the space provided, if the sentence is correct but if it’s not, draw a sad face
(L)
otherwise.
_______ 1. People are like
rainbows. They bring color to one’s life.
_______ 2. People differ
from the color of skin, hair and eyes.
_______ 3.We cannot make
friends to people who are not the same with us.
_______ 4. A person who
wears traditional dresses promotes our culture.
_______ 5. Ana snob the food
served by Joan’s mother because she didn’t like penakbet.
_______ 6. Marah feels proud
of her skin’s color.
_______ 7. We should not
respect other’s belief and religion.
_______ 8. Dagul deserves to
be respected even he is too small.
_______ 9. We should not
laugh on people who have disabilities.
_______ 10. Janus was
annoyed to Niko because he doesn’t like to play sipa.
2.
SURVEY RESULTS
School: Villa Cuizon Elementary School
Respondents: Grade
IV-Lone
Researchers: Gizelle O. Yarcia
Julius Bill
I. Tabita
Jemalyn C.
Andrada
April Jean
N. Ignacio
May Ann A.
Cabida
Joshua
Ceasar R. Manzano
Maria Regina
B. Castillo
Table
1. Language Used at Home of Grade-IV Pupils of VCES
Language Used at Home
|
Frequency
|
Percentage
|
Rank
|
Bisaya
|
1
|
4.35
|
3.5
|
Iloco
|
11
|
47.83
|
1
|
Ingles
|
1
|
4.35
|
3.5
|
Tagalog
|
10
|
43.48
|
2
|
Table
2. Father’s Place of Origin of Grade-IV Pupils of VCES
Father's
place of origin
|
Frequency
|
Percentage
|
Rank
|
Aurora
|
1
|
4.35
|
4
|
Bataan
|
1
|
4.35
|
4
|
Isabela
|
1
|
4.35
|
4
|
MuÔoz, N.E
|
18
|
78.26
|
1
|
San Isidro,
N. E
|
1
|
4.35
|
4
|
Sultan
Kudarat
|
1
|
4.35
|
4
|
Table
3. Mother’s Place of Origin of Grade-IV Pupils of VCES
Mother's
place of origin
|
Frequency
|
Percentage
|
Rank
|
Baguio
|
1
|
4.35
|
6
|
Bulacan
|
1
|
4.35
|
6
|
Cabanatuan
|
1
|
4.35
|
6
|
Cagayan
|
1
|
4.35
|
6
|
Capiz
|
1
|
4.35
|
6
|
Isabela
|
1
|
4.35
|
6
|
Laguna
|
1
|
4.35
|
6
|
MuÔoz, N.E
|
14
|
60.87
|
1
|
North
Cotabato
|
1
|
4.35
|
6
|
South
Cotabato
|
1
|
4.35
|
6
|
Table
4. Father’s Occupation of Grade-IV Pupils of VCES
Father's
Occupation
|
Frequency
|
Percentage
|
Rank
|
Carpentry
|
2
|
8.70
|
3
|
Driving
|
5
|
21.74
|
2
|
Electrician
|
1
|
4.35
|
6.5
|
Farming
|
10
|
43.48
|
1
|
Fishing
|
1
|
4.35
|
6.5
|
Laborer
|
1
|
4.35
|
6.5
|
Painter
|
1
|
4.35
|
6.5
|
Security
Force
|
1
|
4.35
|
6.5
|
others did
not specify
|
1
|
4.35
|
6.5
|
Table
5. Mother’s Occupation of Grade-IV Pupils of VCES
Mother's
Occupation
|
Frequency
|
Percentage
|
Rank
|
baby sitter
|
4
|
17.39
|
3
|
Doing laundry
|
2
|
8.70
|
5.5
|
farming
|
5
|
21.74
|
1.5
|
house keeping
|
3
|
13.04
|
4
|
housemaid
|
2
|
8.70
|
5.5
|
tailoring
|
1
|
4.35
|
7.5
|
Vendor
|
5
|
21.74
|
1.5
|
others did
not specify
|
1
|
4.35
|
7.5
|
Table
6. Source of Family Income of Grade-IV Pupils of VCES
Source of
Family Income
|
Frequency
|
Percentage
|
Rank
|
Livestock
|
3
|
13.04
|
3
|
Poultry
|
15
|
65.22
|
1
|
selling goods
|
5
|
21.74
|
2
|
Table
7. Aspects to which the Family is Known of Grade-IV Pupils of VCES
Aspect to
which the Family is Known
|
Frequency
|
Percentage
|
Rank
|
business
|
2
|
8.70
|
3
|
dance
|
3
|
13.04
|
2
|
family of teachers
|
1
|
4.35
|
5.5
|
farming
|
14
|
60.87
|
1
|
Good in
mathematics
|
1
|
4.35
|
5.5
|
music
|
1
|
4.35
|
5.5
|
politics
|
1
|
4.35
|
5.5
|
Table
8. Grade IV Pupils’ Attitudes at School and at Home
Questions
|
number of pupils who said yes
|
number of pupils who said no
|
number of pupils who said sometimes
|
Do you tell bad words?
|
5
|
7
|
11
|
I go to school every day.
|
21
|
0
|
2
|
I listen to my teacher to
learn.
|
22
|
0
|
1
|
I respect my classmates.
|
16
|
2
|
5
|
I hurt my classmates and
sometimes I tell them bad words.
|
1
|
17
|
6
|
I always do my assignments.
|
16
|
1
|
6
|
I love to play.
|
20
|
0
|
3
|
I am playing inside the
classroom even my teacher is around.
|
1
|
15
|
7
|
I always participate in school
activities.
|
13
|
3
|
7
|
I obey my parent's command.
|
19
|
0
|
4
|
I obey my teacher's command.
|
20
|
1
|
2
|
I have a lot of friends.
|
18
|
4
|
1
|
While studying, I eat to easily
understand the lesson.
|
1
|
12
|
10
|
While studying, I play to
easily understand the lesson.
|
2
|
20
|
1
|
The result of the survey indicates that Grade
IV pupils differ in the language they are spoken in their home and in the
school.(Refer to table 1). Some speaks Iloco, Bisaya and English in their homes
while most of them prefer Tagalog. While they are in the school, Tagalog is the
widely used language and there are only few said that they speak English.
Most of the places to which their parent
originates are MuÔoz, Nueva Ecija. There are other towns /cities
and provinces cited such as Isabela, Cagayan, Aurora, Bulacan, Baguio, Bataan
and Laguna. Far provinces were also identified like Sultan Kudarat, North and
South Cotabato.
With regards to parent’s occupation of Grade
IV pupils, farming, carpentry, laboring, selling and doing laundry are the
common job. Other occupation cited were driving, fishing, security force,
tailoring etc. aside from their jobs, they also cited other income of their
family such as taking care chickens, ducks and pigeons (poultry) , pigs,
carabaos and cows (livestock). Some also have sari-sari store.
Base on the respondents, their families are
known for farming, dancing, singing, politics, good in Mathematics, business
and coming from family of teachers.
I have also
include 14 questions in my survey to Grade IV pupils of VCES to which they are
going to put check on the space if their response are “yes”, “no” and
“sometimes”. The questionnaire administered was in Filipino so that they can
understand well the questions and information the researcher was asking for.
According to
the result, among Grade IV pupils only few of them answered no, 5 answered that
they speak bad words and 11 admitted that they speak bad words. Almost go to
school every day as shown in the table but there are two identified that
sometimes they do not go to school. Only one pupil answered that he/she doesn’t
listen sometimes to the teacher to learn.
2 of them do
not show respect to their fellow classmates while 5 answered sometimes.
However, still large number answered yes and is significant or related to the next
question, “I hurt my classmates and
sometimes I tell them bad words.”.
On the study
related habits, 6 pupils answered that sometimes they are not doing their
assignments and one admitted that he/she are not making assignments. Most of
them said that they love to play as shown in the table 2. With respect to that,
7 pupils that they still play inside the classroom even the teacher are around.
Half of the respondents participate in school activities while 3 answered no,
and 7 answered sometimes they do not participate in classroom activities.
Base on the
survey, among the respondent’s they much follow to their teacher rather than
with their parents but 1 pupil answered that he/she doesn’t follow her/his
teacher.
Meanwhile, most
of them have a lot of friends and only 4 answered no, and 1 answered sometimes
he/she have a lot of friends.
While studying,
some prefer to eat and play while listening to the teacher.(Refer on the
table.)
Conclusion
Based on the
information gathered among 23 Grade IV pupils of Villa Cuizon Elementary School
who served as respondents of the survey, learners shows diversity in terms of
the languages they used in school and in their homes, places to which their
parents originates and to where is their family is known, occupation of parents
and other source of income, culture, and study related habits.