CALIFORNIA FOREIGN LANGUAGE PROJECT SAILN TIER III ACTFL READING PROFICIENCY UNIT. Filipino Language
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1 CALIFORNIA FOREIGN LANGUAGE PROJECT SAILN TIER III ACTFL READING PROFICIENCY UNIT Filipino Language
2 Anak Ofelia C. Rayos April 2013
3 ANAK NOTES TO THE TEACHER GOAL: Students will draw out the basic structure of a Filipino family and the relationships among members, identify basic Filipino family values, and relate these concepts to their own familial experiences.
4 OBJECTIVES: Students will infer the meaning of unfamiliar words from context clues. Students will share ideas about their respective families using a family tree. Students will illustrate the most important events in the song in chronological order, pointing out the transformation of the main character.
5 OBJECTIVES: Students will compare and contrast their respective families with a typical Filipino family along structure, relationship among members, and dominant family values. Students will reinforce their skills in the use of the progressive form of verbs. Students will participate in various activities appropriate to their preferred learning style to demonstrate their learning. Students will practice their communication skills in the interpretive, interpersonal and presentational modes.
6 Level: Filipino 102 (College freshman) Intermediate -High Time Frame: 4 sessions (2.5 hours per session) Rubrics: Teacher/Student designed to measure progress or participation Standards: ACTFL Standards
7 OUTLINE OF ACTIVITIES 1. Pre-reading (Into) a. Family tree Tell me about your family. b. Values inventory Put a check before each family value that you hold. c. Visualization/Identifying unfamiliar vocabulary Listen with closed eyes as the song is played the first time. At the second playing, write down words or phrases you are not familiar with.
8 OUTLINE OF ACTIVITIES 2. Global Activities (Through) a. Reading aloud/reading for main ideas/ Skimming In your small group, choral-read one stanza of the song. Then, each of you selects a line or two that appeals to you the most, and explain why it appeals to you. b. Story board- What is the main event in each stanza? Illustrate it using stick figures, then write a sentence about each drawing. c. Think-Pair-Share- Compare and contrast your family with the typical Filipino family in terms of structure, relationships, and values. Then discuss your output with a partner.
9 OUTLINE OF ACTIVITIES 3. Detail Activities (Through) a. Understanding story details Answer each question based on what you understand from the song. b. Values identification Match the phrase with the family value that it expresses or implies. c. Completing a flow chart Go back to your story board. Then, use your drawing as basis to create a flow chart showing the transformation of the main character.
10 OUTLINE OF ACTIVITIES 4. Linguistic Activities (Through) a. Vocabulary development Match the given word with its closest meaning. b. Progressive form of verbs Identify the verb marker denoting an ongoing past or present action. c. Paragraph completion Complete each sentence in the paragraph using the correct progressive form of the verb.
11 OUTLINE OF ACTIVITIES 5. Post-reading Activities (Beyond) 5.1 Connecting with the Theme a. Gallery Walk In one sentence, write an objective comment, a question, or a personal response to the song, post your comments, then go around the gallery to read the comments of your classmates. Afterwards, write a personal response following the paragraph frame. b. Aphorism writing What two family values did you derive from the song? Create an aphorism to illustrate each value, then share your output with the class. c. Collage making Read up on Filipino family values then prepare a collage based on the information you will gather. Remember to build your collage around one dominant Filipino family value.
12 OUTLINE OF ACTIVITIES 5. Post-reading Activities (Beyond) 5.2 Connecting with the singer: 1. Library/Online Research. Read up on the life of Freddie Aguilar to be able to find out why he wrote the song. What other Filipino family values are revealed in Aguilar s brief biography? 2. Online Research. Learn more about Freddie Aguilar and what the Anak Foundation does. What Filipino family values does he reflect in this project? 3. Freddie Aguilar Look-and-Sing-Alike. Work in groups of 5 or 6 members to prepare and present an artistic interpretation of the song.
13 OUTLINE OF ACTIVITIES 5. Post-reading Activities (Beyond) 5.3 Connecting with the Song - Dramatization. Form small groups of 5 or 6 members and dramatize the song. You may add other characters, e.g., grandmother, grandfather, sister or brother. Each participant will have at least two speaking lines.
14 OUTLINE OF ACTIVITIES Post-reading Activities (Beyond) 5.4 Surf the net to find at least one person who likes the song Anak or any of its international translations. Open the road to communication and, friendship, by sharing with him/her your personal connections to the song and how it has touched your and other people s lives.
15 ANAK - FREDDIE AGUILAR Noong isilang ka sa mundong ito Laking tuwa ng magulang mo At ang kamay nila and iyong ilaw At ang nanay at tatay mo y Di malaman ang gagawin Minamasdan pati pagtulog mo At sa gabi y napupuyat and iyong nanay Sa pagtimpla ng gatas mo At sa umaga nama y kalong ka Ng iyong amang tuwang-tuwa sa iyo.
16 ANAK - FREDDIE AGUILAR Ngayon nga ay malaki ka na Nais mong maging malaya Di man sila payag Walang magagawa Ikaw nga ay biglang nagbago Naging matigas ang iyong ulo At ang payo nila y sinuway mo Di mo man lang inisip na Ang kanilang ginagawa y para sa iyo Pagkat ang nais mo y Masunod ang layaw mo Di mo sila pinapansin.
17 ANAK - FREDDIE AGUILAR Nagdaan pa ang mga araw At ang landas mo y naligaw Ikaw ay nalulong sa masamang bisyo At ang una among nilapitan Ang iyong inang lumuluha At ang tanong, Anak, ba t ka nagkaganyan? At ang iyong mga mata y biglang lumuha ng di mo napapansin Nagsisisi at sa isip mo y Nalaman mong ika y nagkamali Nagsisisi at sa isip mo y Nalaman mong ika y nagkamali Nagsisisi at sa isip mo y Nalaman mong ika y nagkamali.
18 SYNOPSIS The story teller is addressing Anak, the subject of the song, narrating to him the transformations in his (Anak s) life in chronological order. Stanza 1 describes the excitement of his parents about his birth, the care and attention they pour on him, and the trust and obedience he shows to them. Stanza 2 jumps to a few years later when Anak begins to demand some freedom from his parents persistent presence in his activities. In the language of the narrator, he becomes obstinate to his parents advice and begins to go his own way.
19 SYNOPSIS In stanza 3, the narrator reveals that Anak has been pulled into bad company enmeshing himself in vices. In the same stanza, Anak realizes his mistake, and, in deep remorse, goes back to his teary-eyed mother who lovingly takes him back. The depth of the regret of Anak is expressed by the three-time mention of the last line Nagsisisi ang sa isip mo y nalaman mong ika y nagkamali (Regretful that you made the wrong choice.)
20 WORD CLOUD
21 PRE-READING ACTIVITY 1 FAMILY TREE (ACTFL STANDARD 1.1) Sinu-sino ang bumubuo ng iyong pamilya? Ipakilala mo sila. Gamitin na halimbawa ang larawan sa ibaba.
22
23 PRE-READING ACTIVITY 2- VALUES INVENTORY (ACTFL 1.2, 2.1, 3.1) Panuto: Basahin ang mga pangungusap tungkol sa pinahahalagahan na kaugalian ng pamilya. Lagyan ng tsek [/] ang pangungusap na pinaniniwalaan o ginagawa mo. 1. Ang aking mag-anak ang pangunahing inspirasyon ko sa aking mga gawain. 2. Mahalaga sa akin ang pagbibigay galang sa aking mga magulang, kapatid, at iba pang miyembro ng pamilya. 3. Itinuturing kong miyembro ng aming pamilya ang aking lolo, lola, tiyo, tiya, at mga pinsan. 4. Kung may problema, kadalasan kong takbuhan ang aking mga magulang, kapatid, o pinsan.
24 PRE-READING ACTIVITY 2- VALUES INVENTORY (ACTFL 1.2, 2.1, 3.1) 5. Sa aming mag-anak, ang araw ng Linggo ay araw ng pagsisimba/pagsasamba. 6. Ramdam ko ang pagmamahal ng aking mga magulang, kapatid, lolo, lola, tiyo, tiya, at mga pinsan. 7. Malaki ang impluwensiya ng aking mag-anak sa aking pagkatao. 8. Handa akong tumulong sa aking mga magulang, kapatid, pinsan, tiyo, tiya, lolo, at lola. 9. Sa panahong ako y nalulungkot, ang pinakamatibay na suporta ay galing sa aking maganak. 10. Utang ko sa aking mga magulang ang aking buhay.
25 PRE-READING ACTIVITY 3 VISUALIZATION/ IDENTIFYING UNFAMILIAR WORDS (ACTFL STANDARDS 1.2, 2.1, 2.2) Anak - Freddie Aguilar Panuto: Sa unang pagtugtog ng awitin, makinig habang nakapikit ang mga mata. Sa pangalawang pagtugtog, isulat sa kuwardeno ang lima hanggang sampung salitang bago sa iyong pandinig.
26 GLOBAL ACTIVITY 1 READING ALOUD/READING FOR MAIN IDEAS/SKIMMING (ACTFL STANDARD 1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.1, 5.2) Panuto: Sa inyong grupo, pumili ng isang saknong sa awitin na gustung-gusto ninyong lahat. Basahin ito nang sabay-sabay. Pagkatapos, bawat isa sa inyo ay pipili ng isa o dalawang linya, basahin ito sa grupo, at ipaliwanag kung bakit nagustuhan ito.
27 GLOBAL ACTIVITY 2. STORY BOARD (ACTFL STANDARDS 1.2, 3.2) Panuto: Ipakita ang pinakamahalagang pangyayari sa bawat saknong sa pamamagitan ng pagguhit ng stick figures. Pagkatapos, sumulat ng isang pangungusap tungkol sa pangyayaring iyong iginuhit. Unang saknong
28 GLOBAL ACTIVITY 2. STORY BOARD (ACTFL STANDARDS 1.2, 3.2) Pangalawang Saknong Pangatlong Saknong
29 GLOBAL ACTIVITY 3. THINK-PAIR-SHARE (ACTFL STANDARDS 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2) Panuto: Ihambing ang iyong mag-anak sa mag-anak na Filipino batay sa komposisyon, pag-uugnayan, at itinuturing na mahalagang kaugalian. Magbigay ng isang pagkakahawig at isang pagkakaiba sa bawat batayan. Gamitin ang graphic organizer sa ibaba para sa iyong sagot. Pagkatapos, humarap sa katabi at pag-usapan ang sagot ng bawat isa.
30 GLOBAL ACTIVITY 3. THINK-PAIR-SHARE ACTIVITY SHEET
31 DETAIL ACTIVITY 1. UNDERSTANDING STORY DETAILS (ACTFL STANDARDS 1.2, 2.1, 2.2, 3.1, 3.2) Panuto: Sagutin ng Tama o Mali ang bawat pangungusap base sa awitin. 1. Ang awitin ay iniuukol kay Anak. 2. May mga nakatatandang kapatid si Anak. 3. Masaya ang nanay at tatay sa pagdating ni Anak sa kanilang buhay. 4. Maliit pa si Anak ay mahirap nang turuan ng tama. 5. Hindi mahal ni Anak ang kanyang mga magulang kaya niya sinuway ang utos nila. 6. Ang nanay ang madalas na nag-aalaga kay Anak. 7. Ang tatay ay abala sa trabaho kaya walang oras para kay Anak. 8. Ugali sa pamilyang Filipino ang sundin ang payo ng magulang. 9. Kay Nanay humingi ng tulong si Anak nang nakita niya ang kanyang mali. 10.Hindi tinulungan ng nanay ang anak kahit na nagmakaawa ito.
32 DETAIL ACTIVITY 2. VALUES IDENTIFICATION ( ACTFL STANDARDS 2.1, 4.2) Panuto: Ikonekta ang parirala o pangungusap sa Hanay A at ang tugmang mahalagang kaugalian sa Hanay B. Pansinin ang mga nakaitaliks. Hanay A Hanay B 1. Noong isilang ka sa mundong ito Pagpapakasakit Laking tuwa ng magulang mo 2. At sa gabi y napupuyat ang iyong nanay Paggalang Sa pagtimpla ng gatas mo 3. Nais mo y maging malaya Pagmamalasakit Di man sila payag walang magagawa 4. Una mong nilapitan Pagmamahal sa mga bata Ang iyong ina 5. At ang tanong, Anak ba t ka Pagpapakumbaba nagkaganyan. 6. Nagsisisi at sa isip mo y Pagtitiwala sa magulang Nalaman mo y ika y nagkamali.
33 DETAIL ACTIVITY 3. COMPLETING A FLOW CHART (ACTFL STANDARDS 1.2, 1.3, 2.1) Panuto: Balikan ang iyong story board at gamitin ang drowing na basehan sa paggawa ng flow chart na naglalarawan ng pagbabago ng pangunahing tauhan. Isulat sa loob ng kahon ang pangungusap na naglalarawan sa ginagawa o nararamdaman ni Anak sa bawat saknong. Pansinin ang salitang nasa itaas ng bawat kahon sa pagsulat ng pangungusap.
34 DETAIL ACTIVITY 3. COMPLETING A FLOW CHART (ACTFL STANDARDS 1.2, 1.3, 2.1) Noon Ngayon Nagdaan ang mga araw
35 LINGUISTIC ACTIVITY 1A. VOCABULARY DEVELOPMENT (ACTFL STANDARD 1.2, 2.2, 3.1, 3.2) Panuto: Ikonekta ang parirala sa kahulugan nito. 1. Naging matigas ang ulo a. magulang ang nagtuturo ng tama 2. Ang landas ay naligaw b. mahirap turuan 3. Kamay ng nanay at tatay c. labis na ang ilaw pagbibigay 4. Sunod ang layaw d. gumawa ng hindi mabuti
36 LINGUISTIC ACTIVITY 1B. VOCABULARY DEVELOPMENT (ACTFL STANDARD 1.2, 2.2, 3.1, 3.2) Panuto: Ibigay ang kahulugan ng salitang may salungguhit base sa awitin. 1. Minamasdan sa pagtulog 2. Sinuway ang utos 3. Napupuyat ang nanay 4. Nagsisisi sa pagkakamali 5. Hindi pinapansin
37 LINGUISTIC ACTIVITY 2. RECOGNIZING THE PROGRESSIVE FORM OF VERBS (ACTFL STANDARD 1.1, 1.2, 3.1) Panuto: Sa Hanay A, kopyahin ang pandiwa na nasa anyong pangkasalukuyan. Sa Hanay B, isulat ang salitang ugat, at sa Hanay C, isulat ang idinagdag sa salitang-ugat. Hanay A Hanay B Hanay C 1. ginagawa gawa -in-; ga
38 LINGUISTIC ACTIVITY 3. USING THE PROGRESSIVE FORM OF VERBS (ACTFL STANDARDS 1.2, 3.1, 3.2, 4.1) Panuto: Kumpletuhin ang bawat pangungusap gamit ang progressive form ng pandiwa. Natatangi ang pamilyang Pilipino sa komposisyon at relasyon ng mga miyembro. Ito ay (buo) binubuo ng ama, ina, anak, lolo, lola, tiyo, tiya, at mga pinsan. Ang mga malalapit na kaibigan ay (turing) din na miyembro ng pamilya. Ang lolo at lola, lalo na kung matanda na, ay (tira) sa bahay ng anak, imbis na sa nursing home. Ganun din ang mga miyembro ng pamilya na may kapansanang pisikal o mental.
39 Ang paglagay sa mga magulang na may edad na sa isang pasilidad ay (pakita) ng kawalan ng utang na loob. Sa mga suliranin ay sama-sama ang mag-anak na (isip) ng solusyon at (hingi) ng tulong sa Panginoon para sa kalutasan ng mga ito. Kasama din ang lahat na (diwang) sa oras ng tagumpay. Sa lahat ng panahon, sila ay (damay) at (tulong) sa isa t-isa. Tunay ngang kaayaaya ang pamilyang Filipino.
40 POST-READING ACTIVITY 1. CONNECTING WITH THE THEME (a) Gallery Walk (ACTFL Standards 1.1, 1.2, 1.3, 3.1, 4.2) Paraan: 1. Sumulat ng isang tahas na puna, tanong, o personal na tugon tungkol sa awitin. 2. Idikit ito sa nararapat na kapsyon sa galeriya. 3. Kung tapos na ang lahat sa paggawa at pagdikit ng mga puna, umikot sa galeriya, basahin ang mga nakasulat at gumawa ng talaan.
41 4. Repasuhin ang iyong talaan at pumili ng paksa na pinakamahalaga at kawili-wili sa iyo. 5. Humanap ng kapareha sa pagtalakay ng paksa. 6. Pagkatapos, humanap ng pangalawang kapareha sa pagtalakay ng parehong paksa. 7. Base sa sarili mong opinyon, at mga nakalap sa galeriya at kaklase, sumulat ng isang talatang personal na tugon sa awitin. Gamitin ang sumusunod na balangkas.
42 BALANGKAS NG TALATA Ang awiting (titulo ng teksto) ni (pangalan ng may-akda) ay nagturo sa akin ng dalawang liksiyon tungkol sa (ang temang natutunan mo). Una dito ay ang. (aral na natutunan mo). Mahalaga ito sa akin dahil (paliwanang). Ang pangalawa ay (aral na natutunan mo). Naniniwala akong ito ay (paliwanag). Ibabahagi ko ang mga aral na ito sa aking.
43 POST-READING ACTIVITY 1.CONNECTING WITH THE THEME (b) Paggawa ng Talinghaga (ACTFL Standards 1.3, 2.1, 5.2) Panuto: Magbigay ng dalawang pinahahalagahang kaugalian ng pamilyang Pilipino na napulot mo sa awitin. Gumawa ng talinghaga na naglalarawan sa bawat kaugalian. Ilagay ito sa poster board. Ipaliwanag nang pabigkas ang bawat talinghaga sa isa o dalawang pangungusap.
44 POST-READING ACTIVITY 1.CONNECTING WITH THE THEME (c) Paggawa ng Collage (ACTFL Standards 1.2, 1.3, 2.1, 3.2) Panuto: Alamin ang iba pang pinahahalagahang kaugalian ng mag-anak na Pilipino sa mga website na sumusunod: mga_katangian_ng_pilipino.htm; Pilipino. Gumawa ng isang collage base sa mga kaugaliang makakalap. Pumili ng pangunahing kaugalian at gawin itong pokus ng iyong collage.
45 POST-READING ACTIVITY 2. CONNECTING WITH THE SINGER (a) Pananaliksik sa Aklatan o sa Internet (ACTFL Standards 1.2, 3.1, 5.1, 5.2) Basahin ang talambuhay ni Freddie Aguilar at sagutin ang mga sumusunod. Ilahad ang bawat sagot sa kumpletong pangungusap. 1. Saan ipinanganak si Freddie Aguilar? 2. Saan siya lumaki? 3. Ano ang kanyang karanasan na naging inspirasyon niya sa awiting Anak? 4. Anu-ano ang iba pang mahahalagang kaugalian ng pamilyang Pilipino ang natuklasan mo sa talambuhay ni Freddie Aguilar? Ang mga sumusunod na website ay makapagbibigay ng mahalagang impormasyon: - en-wikipedia.org/wiki/freddie_aguilar - freddieanakaguilar.com/bio.html
46 POST-READING ACTIVITY 3. CONNECTING WITH THE SINGER (b) Pananaliksik sa Internet (ACTFL Standards 1.2, 3.1, 5.1, 5.2) Dagdagan ang kaalaman tungkol kay Freddie Aguilar at ang ginagawa niya para sa ibang tao. Sagutin sa kumpletong pangungusap ang bawat tanong sa ibaba: 1. Ano ang pangunahing proyekto ng Anak Foundation? 2. Sinu-sino ang sumusuporta sa mga proyekto ni Freddie Aguilar? 3. Anu-ano ang mahahalagang kaugaliang Pilipino ang nakita mo sa proyektong ito?
47 POST-READING ACTIVITY 2. CONNECTING WITH THE SINGER (c) Kaya Mong Parisan si Freddie Aguilar? (ACTFL Standards 2.1, 2.2, 5.2) Panuto: Panoorin ulit ang bidyo. Sa inyong maliit na grupo, maghanda at gumawa ng malikhaing pagtatanghal ng awitin. Kailangan ang isang mang-aawit na sumasabay sa kumpas ng gitara. Pwedeng sabayan ng sayaw na nagpapakita ng mensahe ng awitin at kaugaliang Filipino. Anak - Freddie Aguilar
48 POST-READING ACTIVITY 3. CONNECTING WITH THE SONG Pagsasadula (ACTFL Standards 1.1, 1.3, 2.1, 2.1, 4.2, 5.1, 5.2) Panuto: Bumuo ng maliit na grupo 5 o 6 na miyembro at isadula ang awitin. Maaaring magdagdag ng ibang tauhan gaya ng lolo, lola, ate o kuya. Ang bawat tauhan ay may bibigkasin na hindi bababa sa dalawang linya.
49 POST-READING ACTIVITY 3. CONNECTING WITH THE SONG Pakikipag-ugnayan sa Mundo. Panuto: Sa internet, maghanap ng isang taong nagkagusto sa awiting Anak o ang salin nito sa anumang wika nga mundo (world language). Simulan ang daan ng komunikasyon at pagkakaibigan sa pamamagitan nga pagsalaysay tungkol sa iyong personal na koneksiyon sa awitin at kung paano nagbigay ito ng inspirasyon sa iyo at sa ibang tao.
50 REFERENCES en.wikipedia.org/wiki/freddie_aguilar freddieanakaguilar.com/bio.html philippines.com/philippine-culture-/values-and-family.html philippines.blurtit.com
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