Intel Teach to the Future Workshop on Teaching Thinking with Technology

The Stories from Indigenous Pilipino

Authors
Abayon, Wella Faith
Arzaga, Rica Mae
First and Last Name Lavilles, Rewey
Loquinario, Charlie
Luna, Ma. Lizel
School Name University of St la Salle- IS
School University of St. la Salle College of Education
School Address LaSalle Avenue, Bacolod City
Classroom Information
Subject Area
English
Grade Level(s)
Grade 7, First Quarter
Unit Overview
Unit Title
The Katutubo stories
Unit Summary

This unit will be summarized through a video presented in the class. It includes the retelling of
myths such as The creation, Tungkun Langit and Alunsina and Malakas and Maganda that
originally created by the native Filipino. The students will study how myths affect the culture of
native people. In this unit, the students will have 2 checkup quiz and a writing activity. At the end
of a week, the group of students should come up a video presentation retelling a certain story that
each group assigned to do. The class would have a group page in a social media (facebook)
where they can post their videos; through gaining the most likes the group will achieve extra
points.
Building the Foundation
Habits of Learning Taxonomy
Producing a Video
Checking the flow of the story
Comparing the different culture depending to the place where it is located
Uses subject verb agreement
Summarizing of the stories
Identifying different Philippine tribes and their literary works

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Intel Teach to the Future Workshop on Teaching Thinking with Technology

K-12 Learning Competencies

Reading Comprehension
EN7RC-Ii-14: Follow directions using a map
Listening Comprehension
EN7LC-Ii-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation,
juncture, and rate of speech
EN7LC-Ii-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate
of speech that affect meaning
Viewing Comprehension
EN7VC-Ii-10: Determine the truthfulness and accuracy of the material viewed
Vocabulary Development
EN7V-Ii-22.3: Explain the predominance of colloquial and idiomatic expressions in oral
communication
Literature
EN7LT-Ii-1: Discover literature as a means of connecting to a significant past
EN7LT-Ii-3: Explain how a selection may be influenced by culture, history, environment, or other
factors
Writing and Composition
EN7WC-Ii-2.2: Retell a chosen myth or legend in a series of simple paragraphs
Oral Language and Fluency
EN7OL-Ii-1.14.5: Observe and use correct juncture/phrasing and rate of speech when reading
sample passages (prose or poetry)
Grammar Awareness
EN7G-Ii-11: Observe correct subject-verb agreement
Learning Objectives
The Students must have:
Used a map to locate the habitat of Katutubong Pilipino.
Differentiate the colloquial and idiomatic expressions in communication.
Dramatized thought creating a video retelling a Philippine literature ( The origin, Alunsina
and Tungkung langit, Si Malakas at Si Maganda)
The students must listen to a recorded myth/legend and answer the questions that follow.
The students must summarize a given myth/legend.
The students must have enumerated the different types of discourses
written sentences with the correct use of the subject verb agreement
rriculum-

Essential Question
1. What is the connection between the myths with culture of the people?
2. Why is it myths important with culture of people?

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Intel Teach to the Future Workshop on Teaching Thinking with Technology

Unit Questions
1. Why is it important that we consider the correct volume, projection, pitch, stress,
intonation, juncture, and rate of speech in oral communication? Or in speech
delivery?
2. Why do we need to study Philippine myths?
3. Why it is needed that we should observe phrasing in delivering a passage?
4. Why do we need to follow the subject verb agreement?
Content Questions
1. How to read a map?
Framing Questions

2. What are the areas that could affect a speech?

3. What is the definition of oral communication?
4. What are the differences between colloquial and idiomatic expression in oral
communication?
5. What is literature?
6. What is a myth?
7. What is a legend?
8. What are the rules in subject verb agreement?
Student Assessment Plan
Assessment Summary
A weeklong activity will be announced through a video this will serve as an intro to the activities
the students will have. Every after a discussion of the stories the students will have a short quiz to
examine their comprehension. The students are expected to have a video making project at the
end of the week. They will retell the three stories discussed in class which are The Creation,
Tungkung Langit and Alunsina and lastly Malakas and Maganda. Together with the video, they
should make a summary on the story they got. The summary should observe the rules in subject
verb agreement. The video will be graded according to the given rubrics. This project have a little
twist where as the student will be posting their videos in social networking site (Facebook) to gain
as much likes they can collect. The group that creates the video that gain more likes will have an
additional score.
Assessment Timeline

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Intel Teach to the Future Workshop on Teaching Thinking with Technology

Before Project Work While Students Work on

After Project Work Ends
Begins Projects
Giving of instructions The teacher will check the Project will be graded
The rubric will be progress of the project according to the rubric
discussed Teacher will cater further given
Brief discussion will be questions about the project students will write a
conducted. that confuse the students. reflection letter

Unit Details
Approximate Time Needed
1 week, 50-minute lesson, 5 times per week
Prerequisite Skills
Reading for information, basic writing skills, and basic knowledge on the elements of the plot and
subject verb agreement, basic ability in video editing.
Procedures
Day 1
The class will begin with a prayer. As an introduction, the students will watch a Powtoon
video as an introduction to their upcoming project they will also receive a copy of the rubric
and also the summary of the story. The class will also have a review in Colloquial vs.
Idiomatic expressions through a short game.
Day 2
The class will begin with a prayer. The teacher will discuss the first and the second stories,
namely "The Creation" by Igorots and the story of "Tungkung Langit and Alunsina". The
students will also have a checkup quiz about the two stories. Before the
Day 3
The class will begin with a prayer. The teacher will discuss the last story "Si Malakas at si
Maganda" the students will also have a quiz on the story of the day. The teacher will check
the progress of the video they are making as a project through a checklist.
Day 4
The class will begin with a prayer. Then they will have a group game to recapitulate on
three stories. On this day video will be posted online and will have a day to gain as much
likes as possible to gain extra points. Given a maximum of 40 minute time the teacher will
give out the first three pages of the activity sheets for the students to answer.
Day 5
The students video will be evaluated and final scores will be posted online. The class will
also share their reflection on the stories. The teacher will give last page of activity sheet,
which will be the reflection paper to the students to answer.

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Intel Teach to the Future Workshop on Teaching Thinking with Technology

Accommodations for Differentiated Instruction

Extended time for slow learners
Resource Groupings through count off method( for the group video making)
Student: Week long calendar of activities
Written quiz and activity
Gifted Group teamwork to help the one that needs to improve.
Student: Lead the group
Materials and Resources Required For Unit
Printed
Teacher made hand-outs, Work sheets,
Materials:
Supplies: Activity sheets, Video (soft copy) and Summary of the story (hard copy)
Technology
Camera/ video camera, Printer, Paper, Television, Laptop
Hardware
Technology - Weebly.com
Software Facebook.com
Cole, m. C. (2003). Creation Myths from the Philippines. Retrieved from
Creation Myths : http://www.pitt.edu/~dash/creation-phil.html#thecreation
Jocano, F. L. (2013, April 9). Philippine Literature. Retrieved from
http://phillitusls.blogspot.com/2013/04/tungkung-langit-and-alunsina-as-
Internet
adapted.html
Resources:
Teofilo del Castillo. (2009, September 4). LITERATURE OF THE PHILIPPINES.
Retrieved from http://sharcyliteracy.blogspot.com/2009/09/si-malakas-at-si-
maganda.html

2006 Intel Corporation. All rights reserved. Page 5 of 5