#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.

Credits to: http://www.joanbauer.com/guides/4%20Action%20Initiative%20Lessons%201-Elementary%20School.pdf

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.