A TEACHER’S GUIDE BOOKLET

FOR
FOURTH YEAR ENGLISH

OUR HIDDEN
PARADISE

Reprinted
by the Philippines-Australia Hastening the Impact of PROBE (HIP)
under the AusAID Vulnerable Groups Facility (VGF)

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education
Region VII, Central Visayas
Cebu City
Copyright 1999
Reprint Edition 2002
Adopted 2009 by LRMDS

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such
work for profit.”

This material was developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force
(EDPITAF) of the Department of Education (DepEd) in collaboration with the
Bureau of Elementary Education, Bureau of Secondary Education and the
Commission on Higher Education. Prior approval must be given by the
PROBE Management Unit lodged at EDPITAF and the source must be clearly
acknowledged.

Angie Tingcang
ISF-Secondary English
Division of Siquijor
Writer

The production of this Teacher Support Material (TSM) has been made possible with the
assistance of the PA-PROBE RLMC VII Staff.

This TSM package has been adopted for online distribution through the Learning Resource Manage-
ment Development System (LRMDS) Portal by Region VII under Project STRIVE for BESRA, a project
supported by AUSAID.
 8. Using the non-verbal representation of the topic and the list of words/
phrases/sentences, let each group write a paragraph about their topic
using Activity Sheet 2. Let students choose their own title.
9. Instruct each group to bring at least one brochure to be used for the
next session.

Day 3

Skill:
Making a brochure

Procedure:
1. Have each group take out the brochure and let members examine
the content of the brochure.
2. Have each member note the content of the brochure and its physical
appearance.
3. Let the group members discuss what they think should be in the
brochure but is not included in the brochure being examined. OUR HIDDEN PARADISE
4. Let a group member accomplish Activity Sheet 3.
A TEACHER’S GUIDE BOOKLET FOR
5. Let a group representative present to the class the group output.
This presentation of output is done by showing to the class the FOURTH YEAR ENGLISH
brochure examined and telling the class what pieces of information
are found in the brochure and the information which the group
believes should be included but not found in the brochure.
6. Let each group make a brochure about their assigned topic by
following the steps below:
* prepare the materials needed such as sheets of bond paper, colored
pens, crayons, pentel pens
* fold the bond paper into half
* draw an illustration about your topic with a title on the first page
* write the pieces of information about the assigned environmental
asset on the inside pages
* write the names of the members of the group on the back page.
7. Put the finished brochures on display on the board for viewing by
the whole class.
(Note: If the time allotment for this activity is inadequate, the activity may be
continued the next session or may be given as an assignment.)

4
 * Let students with the same shape of the cut cartolina group
together.
* The environmental asset written on the cut cartolina shall be the
assigned topic for the group.
2. Have the group choose its leader and rapporteur.
3. Have the group identify a local environmental assets found in the
locality.
4. Each member shall contribute key ideas/words/phrases about the
topic. The group rapporteur shall record these ideas in Activity
Sheet 1.
5. As soon as all key ideas about the topic have been given, the group
shall come up with a non-verbal representation either in a form of a
semantic map, diagram, outline or a chart. The key ideas written
on Activity Sheet 1 should be reflected on the graphic representation.
6. Have the group representative present and explain to the class the
graphic representation the group has made. Before dismissing the
class, assign each group to bring pictures relevant to their assigned
topic in preparation for the next day’s activity.

Day 2

Skill:
Writing a paragraph about an environmental asset

Procedure:
1. Assign each group a corner in the room.
2.Have each group post their pictures about the assigned
environmental asset in their respective corner.
3. Have each member of the group view the pictures.
4. On the manila paper, have each student in the group take turns in
writing relevant words/phrases/sentences about the picture. Give
the group five minutes to do this.
5. After 5 minutes, have the group transfer to another corner and do
steps 3 and 4.
6. Do this until the groups return to their original base.
7. Have the group mount the graphic representation done by the group
the day before. Beside it, place the manila paper with the words/
phrases/sentences about the pictures which the group members
wrote earlier.

3
Preparation:
1. Students are expected to have adequate background on transitional
devices, referents, expanding a topic sentence, writing an essay and CONTENTS
parts of an essay
2. Before this material is to be used, students should be given prior
assignment on local environmental assets ( e.g. land resources, water
resources, forest resources, historical landmarks, tourist/scenic Description 1
spots). This should be given preferably two to three days before
the scheduled use of this material. Target Audience 1
3. Assign students to collect brochures to serve as models.
4. A review on semantic mapping, the diagrams (i.e. the tree diagram, Competencies 1
the grid, the flow chart), outlining needs to be done before this
material is to be introduced. Duration 1
Evaluation:
The success of the use of this material will be measured by: Objectives 1
* observation of students’ participation in the group activities
* accomplishment of tasks Preparation 2
* production of a brochure.
Evaluation 2
Resource List:
2 pieces of manila paper for each group, pentel pens/colored pens,
Resource List 2
crayons, bond paper, activity sheets, strips of cartolina cut into different
shapes
(Note: The strips of cartolina shall be cut into square, circular, rectangular and Procedure 2
triangular shapes. Land resources shall be written on the square strips, water
resources on the rectangular strips, historical spots on the circular strips, tourist/
scenic spot on the triangular strips. The number of strips should be equivalent to
the number of students in the class. Multi-colored strips is ideal.)

Day 1

Skill:
Making a graphic/non-verbal representation

Procedure:
1. Organize the class into four groups. Grouping may be done by
doing the following steps:
* Give each student a piece of the cut cartolina with a written
environmental asset on it.

2
Description:
This material is designed to support secondary English teachers in
their efforts to provide students relevant opportunities to use language
in a communicative setting. They focus mainly on local environmental
assets to awaken the national consciousness of students as well as
provide them with familiar materials to work on. Furthermore, this
material utilizes group ensuring that realistic opportunities to
communicate and to use the language is made to occur as students
work on the tasks provided for them.

Target Audience:
Fourth year students

Subject Matter:
Scanning the environment
English IV, SEDP series, Unit III

Competencies:
Writing (3.1) Organize ideas through non-verbal
representations such as diagram, charts,
semantic maps, outlines
(5.1) Logically organize and connect discourse
through the use of a key idea, statement,
support sentences, appropriate transitional
devices, restatements, referents

Duration:
Three (3) English periods (2 hours)

Objectives:
After doing the activities in this material, students should be able to:
* write paragraphs about a local environmental asset using non-verbal
representations (i.e. outlines, diagrams, semantic map, etc.) as guide/
support/scaffold in organizing ideas
* make a brochure about a local environmental asset.

1
Activity Sheet 3

Examining a Brochure

A. Items found in the brochure

1.

2.

3.

4.

5.

B. Items that should have been included in the brochure

1.

2.

3.

4.

5.