LESSON 3.

2 A SAMPLE LITERACY CURRICULUM

The term is synonymous with program, plan, or simply a GUIDE. Every teacher finds it useful to have a well-defined c_rr_c_l_m.

WHAT DO I KNOW? Are you familiar with these terms? Preschool Elementary Pupils Out-of School Youth Adults

Joselito is a 5-year old boy. He lives with his family in the slums of Tondo. His father is a jeepney driver. Her mother does laundry for other families. Joselito doesnt attend a Kindergarten classs. His family does not have the money to pay for preschool. If you go to a place like Joselitos and gather children like him who didnt attend Kindergarten for a literacy class, what learning experiences will you provide the children? Try to make a list of these experiences.
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ ____________________________________

Suppose the DSWD invites you to have a literacy class for farmers who never went to school, what are some learning experiences do you have in mind for them?
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ ____________________________________

In this lesson, you will be oriented on types of literacy learners and a corresponding program and sample curriculum guide for each type.

THE LITERACY LEARNERS ARE:

1. 2.

3.

4.

5.

Preschoolers in Day Care Centers Slow learners enrolled in schools but need special assistance Out-of-school Youth who intend to go back to formal school Out-of School Youth interested for immediate employment Adults

WHAT DO I WANT TO KNOW?

Types of Literacy Programs The learning experiences in the forms of lessons and activities in a literacy class are based on the characteristics and needs of the learners. Earlier in Module 2 were mentioned the specific characteristics and needs of the different types of literacy learners. Many types of literacy programs and literacy curriculum are labeled according to the types of learners. Some types of literacy programs are:
o o o o

Adult Literacy Program Literacy Program for Mothers Literacy Program for the Marginalized Group Church-based Literacy Program

ADULT LITERACY PROGRAM This program involves teaching adults who have not been able to go to school or school drop-outs who possess no or little literacy skills. This program teaches them basic and functional literacy skills they will need in their daily lives such as computational skills, reading, and other communication skills in order to access, interpret, and critically utilize information to improve everyones quality of life.

Literacy Program for Mothers

This is a sub-type of the adult literacy program. A literacy program for mothers teaches mothers on basic literacy skills.

Literacy Program for Marginalized Group

This program caters specifically to the literacy needs of people in the marginalized sector. These are those who for some reason or circumstances are not given adequate opportunities in education, etc.

Church-Based Literacy Program

This is kind of program that is run by the religious sector. Contents of literacy lessons is usually fleshed with topics on religious teachings.
How does one organize a literacy program?
Usually, a program gets started this way: 1. Information on literacy needs is disseminated 2. Groups/sectors/individuals respond to the need 3. A group works on a plan for learners based on context-specific needs of the target

The literacy program for a specific target group is a product of the following: 1. Arrangement or negotiation with people concerned is done.
Examples: Barangay officials Partner organizations

Specific plan is presented. 2. Identification and invitation of learners 3. Orientation of learners

Goals/Expectations Schedules Learning Activities Evaluation of the program

The literacy teachers has always the following major considerations for the program:
The needs and aspirations of the target learners The program goals, e.g. learners want immediate employment Available resources for the class

Types of Literacy Programs

Literacy Programs for Preschoolers in Day Care Centers

Literacy Program for Reading Assistance for Pupils in Formal School Setting Elementary Grade Pupils (Grade 1 to 6) Remediation/Enhance ment of Skills

Literacy Program for the Out-ofSchool Youth High School Dropouts Ages 18-21 years old

Literacy Program for Adults

Types of Learner

Preschoolers (K1 to Prep)

Adults

Needs and Aspiration of target population Program Goals

Socialization

Intend to Go Back to School Intend to Look for Employment Preparation for the Equivalency Tests for future mainstreaming Enhancement of skills necessary for personal growth and future employment Service, free materials, food, certificates, further assistance with networks and other org. Manpower, supplies, networks/connections

Intend to look for Employment

Assist in providing interactive, one-to-one activities to develop the learners confidence and love for learning Assist in the mastery of the competency required in their level Service, materials, food, certificates

Tutorial Services to Assist in the Regular School Loads, i.e. lessons, assignments

Livelihood and IGP Enhancement of skills necessary for personal growth and future employment

Motivations and Contributions of Partnering Org.

Services, materials, food

Service, free materials, food, certificates, further assistance with networks and other org. Manpower, supplies, networks/connections

Available Resources Policy Constrains

Manpower supplies

Manpower Supplies

Duration of the program, schedules, number of

Duration of the program, schedules,

Duration of the program, schedules,

Duration of the program, schedules,

You may want to examine the Literacy Coordinating Councils Roster of Effective Literacy Development Practices enumerated below. Study These programs and find how they can help you. a. Lahat Kasali sa Kaunlaran ng Lupi b. Butuan City Literacy Program c. Project Barangay Apokon d. Eskwelang Pansakahan Ng Nayon

A Sample Literacy Curriculum Guide

Now, take a closer look at the sample curriculum guide for a particular literacy program. Curriculum Guide for Preschoolers in a Day Care Center
Types of Literacy Programs Literacy Programs for Preschoolers in Day Care Centers

Types of Learner Needs and Aspiration of target population Program Goals

Preschoolers (K1 to Prep) Socialization Assist in providing interactive, one-to-one activities to develop the learners confidence and love for learning Assist in the mastery of the competency required in their level Service, materials, food, certificates Manpower supplies Duration of the program, schedules, number of volunteers

Motivations and Contributions of Partnering Org. Available Resources Policy Constrains

First Quarter June to August About 8 to 10 Week Program of 30-60 minute session per day Learners: Preschooler in a Day Care Center Aims of the Course:

1. Provide activities to develop the following specific skills in listening, speaking, reading, and writing.
LISTENING Ability to understand main ideas and some details from interactive exchanges and simple connected spoken texts on everyday personal and social topics found in face-to-face conversations. SPEAKING Ability to repeat basic expressions and utterances in introducing oneself with fair command of basic phonology, morphology, grammar, and vocabulary. READING Ability to understand main ideas and some details from simple connected texts such as signages, labels. WRITING Ability to copy correct letter forms in writing ones name with a fair command of spelling.

2. Present activities to integrate knowledge, skills in Math and Values Education, such as:
MATH Ability to associate number names and symbols 0 to 10. Ability to copy correct number names and symbols 0 to 10. VALUES EDUCATION Ability to show courteousness and respectfulness.

Week 1 Day 1

Specific Objectives Listen to answer wh-questions

Repeat basic expressions and utterances to greet others and tell details about oneself Read labels, sinages related to the lesson;

Content DAY 1

Learning Activities DAY 2

Evaluation DAY 3

Courteous Expressions Used In Greeting Hello Good Morning. Good Afternoon.

Wh-questions

A. Preliminary Activities
1.Opening/Energiz er Present the action song and let the class sings along.

Provide a performance test

Let the pupils answer the following whquestions. When do you say Good morning? Whom can you greet Hello? What will you say if you see your teacher in the afternoon? What will you say if you see your mother in the

When do you say Hello, hello, Good Morning? hello Hello, how do you Whom can you do? greet with Hello! Im glad to be with you What will you say And you and if you see your you and you teacher in the Trala-la-la-la-la-la afternoon? (2x)

Week 1 Day 1 Specific Objectives Content DAY 1 Learning Activities DAY 2 Teacher may encourage the pupils to do the necessary action. B. Developmental Activities 1. Presentation of the Lesson Teacher focuses on the word Hello and you. She may present a flashcard where the words are written. Provide another set of words: Good morning good afternoon Evaluation DAY 3 Conduct a group work to present a role playing using the courteous expressions. Give word text association test to find-out the mastery of skill in listening, writing, reading the following words: Hello, Good morning Good afternoon

Copy correct letter forms in writing ones name, number names, and/or symbols; Use courteous expressions when introducing oneself; and Show respectfulness by listening to the one who is speaking.

Week 1 Day 1 Specific Objective s Content DAY 1 Learning Activities DAY 2 Flashes these for the class to repeat. Tell a story to tell when these expressions are used. 2. Lesson Proper Ask questions to find-out if the pupil can tell when to properly use the courteous expressions. 3. Generalization Assist the pupils in summarizing lesson learned. Conduct a drill on key points to remember. Use courteous expressions Hello to friends Greet the older persons like teachers, parents with Good morning in the morning and Good afternoon in the afternoon Evaluation DAY 3

Week 1 Day 2-3

Specific Objectives Listen to answer wh-questions about oneself conversation Repeat basic expressions and utterances telling details about oneself
Read labels, sinages related to oneself; Copy correct letter forms in writing ones name, number

Content Day 2-3

Learning Activities Day 2-3

Evaluation Day 2-3

Expressions and Utterances

A. Preliminary Activities

Provide a performance test.

Let the pupils answer the following whquestions: What is your name? Who is your mother? Who is your father? Conduct a group work to present a role playing in asking and telling about oneself.

1. Opening/Energizer Used in Telling Let the class listen to a About Oneself recorded copy of My name the song Getting to is Know You. I am Pupils may sing-along. My mother is B. Developmental My father is Activities Wh-questions What is your name? Who is your mother? Who is your 1. Presentation of the Lesson Teacher tells that one can find out and know the person by asking and

Week 1 Day 2-3

Specific Objectives Use courteous expressions when introducing oneself; and show respectfulness by listening to the one who is speaking.

Content Day 2-3

Learning Activities Day 2-3

Evaluation Day 2-3

In telling about oneself or something about oneself, say: My name is I am My mother is My father is
To find-out something about someone, ask: What is your name? Who is your mother? Who is your father? 2. Lesson Proper Have a discussion about the lesson. Allow the pupils to repeat the expressions and wh-question in context.

Give word text association test to find-out the mastery of skill in listening, writing, reading the following words and phrases: My name is I am My mother is My father is What is your name? Who is your mother? Who is your father?

Week 1 Day 2-3 Specific Objective s Content Day 2-3 Learning Activities Day 2-3 Associate text in symbols and prints, do writing activity. 3. Generalization Assist the pupils in summarizing lesson learned. Conduct a drill on key points to remember: In telling about oneself or something about oneself, say: My name is I am My mother is My father is To find-out something about someone, ask: What is your name? Who is your mother? Who is your father? Evaluation Day 2-3

C. Application

WHAT DID I LEARN?

Take this test.

Activity 1 Directions: Underline the factors, which are generally considered in planning a literacy program.
The need and aspirations of the target population

Gender
The program goals The motivation and contributions of partnering communities or organizations Previous grades Available resources

ACTIVITY 1.1 Directions: Write the letter of the correct answer. A. Needs and aspirations B. Program goals C. Motivations and contributions D. Resources E. Policy constraints ___1. manpower ___2. number of volunteers ___3. certificate of completion ___4. assist in the mastery of the competency required in their level ___5. socialization

ACTIVITY 2

Direction: Group the following examples according to the following which make-up a curriculum guide.

A. Preliminary Activity 2. Lesson Proper C. Application 1. Review Discussion Recitation 2. Brainstorming Actual Opener/Energizer Giving of Examples Performance - Song Generalization Demonstration - Games Repeat basic expressions and utterances to Evaluation greet others and tell details about oneself Teacher Made Test Read labels, sinages related to the lesson; Actual Performance: Copy correct letter forms in writing ones Role Playing, Dialogue name, number names, and/or symbols; B. Development Activities 1. Presentation of the Lesson - Dialogue - Listening Activity - Video Presentation Expressions and Utterances Used in Telling About Oneself I live in I am ___ years old. My birthday is on ______. Wh-questions Where do you live? How old are you When is your birthday?

Specific Objectives

Content Day 1

Learning Activities Day 1

Evaluation Day 1

ACTIVITY 2.1
Direction: Complete the curriculum guide with possible learning and evaluation materials.
Week 1 Day 4-5
Specific Objectives
Listen to answer whquestions Repeat basic expressions and utterances to greet others and tell details about oneself Read labels, sinages related to the lesson; Copy correct letter forms in writing ones name, number names, and/or symbols; Use courteous expressions when introducing oneself; and Show respectfulness by listening to the one who is speaking

Content Day 4-5 Expressions and Utterances Used in Telling About Oneself
A.

Learning Activities Day 4-5

Preliminary Activities 1. Opener/Energizer _________________________ _________________________ ____ B. Development Activities 1. Presentation of the Lesson _________________________ _________________________ ____ 2. Lesson Proper _________________________ _________________________ ____ 3. Generalization Assist the pupils in summarizing lesson learned. Conduct a drill on key points to remember. _________________________ _________________________ ____

Evaluation Day 4-5

I live in .. I am __ years old. My birthday is on ____.

Wh-questions Where do you live? How old are you When is your birthday?

_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ ___

ACTIVITY 3: PREPARE A CURRICULUM GRID FOR YOUR TARGET POPULATION. USE THE GRIDS BELOW. Literacy Curriculum for

___________________________________ ___
______ Quarter ______to _____ About ____to ____ Week Program of ___-____Minute Types of Literacy Programs Session Per Day
Target Population / Type of Learner
Needs and Aspirations of the Target Population Program Goals Motivations and Contributions of Partnering Organization Available Resources

Learner: ________________________________________________ _________________________________________________ ______ Aims of the Course: _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _____________________________________

Specific Objectives

Content Day 1

Learning Activities Day 1

Evaluation Day 1

Module 4: LITERACY CLASS: HOW TO TEACH

WHAT THIS MODULE IS ABOUT

As a college student doing work of a literacy volunteer, you will be assuming the role of a teacher. This module will give you the rudiments or basics on how a teacher like you prepares for teaching.
Objectives of This Module
After going through this module, you will be able to: 1. Identify the essentials in preparing and conducting a literacy lesson; 2. Prepare a lesson plan.

DID YOU KNOW THAT

PREPARATION HAS ALWAYS BEEN AN IMPORTANT PART OF TEACHING.
Teaching does not start when the bell rings. Neither does it end when the bell rings once more. Teaching includes preparation before and after teaching.

There is NO teacher who can say that she just goes to class without preparation. Even the experienced teachers cannot say that.
You have to prepare your lesson plan the materials and your emotional state before going to the class. Hence, this module on How To Teach.

LESSON 4.1 PRE-TEACHING

WHAT DO I KNOW?
You are scheduled for an out-of-town trip. How do you prepare for it? Preparation is a crucial step in the accomplishment of a task. There are things that you have to do before you embark in any activity. In teaching, you do the same thing. You prepare for it. What do you have to have to prepare before teaching? List down your answers. ______________________________________ ____ ______________________________________ ____ ______________________________________ ____

WHAT DO I WANT TO KNOW?

The key to a successful task lies in the preparation. If you are well-prepared for a task, you will be confident in doing the task. Chances are your performance will be better. For your literacy class, these tips that follow will help you.

A. Have a long-range plan. If you will handle a class for two months for three (3) hours every Saturday, then have a whole plan for that period. Your daily session lesson will come from that big plan. Sometimes, you call the long-range plan the curriculum plan.

HERE IS AN EXAMPLE OF A PLAN. Learners: 4-5 year olds in Baseco (Children have not been in any pre-school class. They come from poor families. Most of the parents did not even finish their elementary education. Most of the fathers are contractual workers and the mothers are usually unemployed.) No. of Learners: 30 Duration of Class: 4 months (12 Saturdays, 36 hours) Every Saturday, 8:00 11:00a.m. Venue: Barangay Center

LITERACY TEACHING PLAN Competenci Values

es Topics Myself Pride in oneself.

Activities Listening to a poem. Brainstorming/Discussio n Recitation/reading of the poem. Integration of writing, spelling, valuing, etc.

Materials Needed Poem about oneself Pictures of boys and girls Photo Album

Sessi on No. 1

The Family

Respect for the elders.

Listening to a story. Read Aloud activity Discussion Sharing Integration of skills in language, values education etc.
Watching a play Group discussion Integration of values, and art appreciation activity.

Short Story about a family Family pictures Stick puppets

Play about the people in a community Pictures

Our Neighbors

Love for work.

The Community

Concern for the environment

Viewing Discussion Group work: diorama making

Diorama showing the places in a community Board Writing materials Myth about the origin of the country Map of the Philippines Audio/Video recorded songs and dances Video/cassette player Pictures Biography Stories about Significant people; Pictures

Our Country

Nationalism

Listening to a selection Reading a selection Group Interaction Integration activity on values, civics, etc. Watching a video Listening activity Brainstorming Actual Performance Sharing Integration activities Reading/listening activity Brainstorming Interview Integration activities

Songs and Dances

Loyalty

People and Places

Respect and Appreciation

B. DRAW/PREPARE SMALL LESSONS FROM THE BIG PLAN.

When you already have the bigger picture, you can now prepare a lesson for each session. Look at particular topics and develop your lesson for a session. In the above example, you will need 12 lessons because there are 12 sessions. Each lesson is good for 2 hours.

C. BE FAMILIAR WITH MATERIALS A TEACHER USUALLY USES.

You can easily associate teachers with blackboard, chalk and eraser. But thats not all that the teacher needs. Usually, the teacher uses pentel pen, manila paper, cartolina, masking tape, writing pad, and real objects. Sometimes, you need more than these to be able to conduct an activity effectively. If you dont have the needed materials you have to be creative and resourceful. You have to make use of the things that can be found in the learners surroundings.

LOOK AT THE FOLLOWING EXAMPLES THAT ILLUSTRATES TEACHER RESOURCEFULNESS.

For preschoolers: If there are no crayons available, you may ask you learners to gather different parts of plants (leaves, flowers, stems) and teach them how to use these color their works. For adults: You are going to teach them how to make siopao. You need a streamer but nobody has one. Instead, you may ask the class to bring a big pot and a metal strainer that is as big as or bigger than the pot. This may be used as an alternative streamer.

1.

2.
3.

To face your learners for the first time may not be easy. You may be nervous. You may be excited. But if you believe you are wellprepared, things will be a lot easier whether you class is under the trees or in an ideal classroom. To be prepared for the initial meeting, you are expected to: Have a list of the learners; Have mastered your lesson plan; and Have some knowledge on classroom management.

E. PREPARE FOR THE FIRST MEETING.

List of Learners Try to remember names of your learners. Devise a way of remembering their names. If you can find out information about them before the first session, the better and easier it will be for you to know how to treat and build rapport with them. Lesson Plan The lesson plan is the teachers guide in the daily lessons. This will be discussed further in the next lesson.

Some Ground Rules for the Class

Learners
Asking

practice courtesy.

Greetings

permission when going out, etc.

Learners

are expected to come on time. Each learner is expected to know his permanent seat. Each learner is expected to participate in all activities.

WHAT DID I LEARN?

As a literacy volunteer, do you think you are prepared to do your job? What makes you think you are prepared? What preparation do you think you still need?
I CAN DO THESE! I NEED MORE HELP IN THESE.

LESSON 4.2 THE LESSON

WHAT DO I WANT TO KNOW?

Developing a lesson for a single session is not easy task. You may experience difficulty in coning up with activities and topics for each session . In order to develop an appropriate lesson for the literacy learners that you are handling, you should be aware of their various characteristics. In addition, you have to be familiar with the parts of a lesson for each session. This will make the teaching easy for you. You must also be clear of what you really want to accomplish in the session. In planning for and conducting a session, you have to consider these: 1. Goal/s 2. Topic/s 3. Material/s 4. Learning Activities

THE LESSON PLAN

A lesson plan is a necessary tool for teaching a successful lesson. It is a framework that outlines the steps of a teaching session. It serves as the skeleton of your lesson. It helps in giving you a clear direction. Its parts are: I. Goals II. Topic/s or Content/s III. Materials IV. Learning Activities A. Introducing the Lesson B. Lesson/Activity Proper C. Evaluation/Concluding Activity

PARTS OF A LESSON PLAN

Goal/s A must in every lesson are the objectives. Objectives are the lessons goals. These are statements of what you expect the literacy learners to have learned and what they should be able to do after completing a session. You should identify goal/s that the learners can attain given the time, resources and learners that you have. Once you have you goals, ask yourself: Is the goal specific? The goal identifies a particular skill to be developed or concept to be learned. measurable? Student learning can be observed and measured in different ways.

Cont..
attainable? The goal can be achieved by the learners within the given time and resources. result oriented? The goal can yield immediate and long-term results. time bound? The goal can be achieved within a definite time frame. If you answered yes to all of these questions, you have formulated a good lesson goal.

Sample Goals For Adult/OSY Learners (Out-of-School Youth) Learners will be able to: 1. identify ways to minimize household waste 2. explain how our choices and actions can contribute to improving the environment 3. identify ways or activities on recycling

Topic/s This part identifies the subject matter/topic/skill that is being emphasized/developed in the session. Having a single topic will make a lesson more organized, specific, and focused. You have to choose a topic that is meaningful and engaging to the learners. When choosing a topic, as yourself: How relevant is the topic to the learners lives and experiences? Will the learners relate to the topic? Sample topic: Adult/OSY Learners Basura Bags: Reduce, Reuse, Recycle

Materials These pertain to those items needed to assist in achieving a lessons goals. In a cooking class, one might need a pot, pan, ladle, knife, chopping board, stove, etc. In a history class, a globe or map may be needed. Such necessary materials are noted in ones lesson plan. They serve as a reminder of things needed on hand with which to conduct the lesson. You have to consider the means by which your learners can et hold of and bring the materials which will be needed. Give enough time for them to look for and prepare the materials. Always opt for cheaper materials to be used. Sample Materials: Adult/OSY Learners Poster board (old cardboard boxes) Plain (unruled) paper Markers

Learning Activites This part consists of an outline of the various activities that are aimed towards the goal/s you identified. Selection of the type of learning activities to use will largely depend on the following issues: What you plan to achieve (the objectives). How many children are expected to participate. How much knowledge the street children already have on the subject. How much time you have (partly based on the time available to the street children) for the teaching session or activity. How much participation you expect from the children during the session. What resources are available to you for the teaching session.

In choosing the activities, consider the following questions: How will I treat the topic/subject matter? What strategies shall I employ? What questions shall I ask? How will the learners react to the activity and style of presentation? Will they understand the content through the selected activities? Will they play an active part in the lesson or will it be boring and tedious for them? Will the activities make the learners reach the goal? The activities should reflect the objectives . If you plan to impart knowledge, use talks or group discussions. For skills use practical exercises. For changing attitudes, use role plays.

A. Introducing the lesson When it is time to formally begin the session, you should make sure that everyones attention is directed to you before addressing the entire class. These are various ways in which students attention may be directed towards you. Here are some: Start with a cheerful greeting. Pray. Sing action song. Have a word/thought for the day. When you have the students attention, you may proceed with a purpose-setting activity. The activity will help set the mood and thinking of the entire group. It may be a quote, a set of instructions to do something, a stick figure cartoon, a series of pictures or photograph, a short TV ad or a stimulating question that is related to the topic at hand. It will make the class sense the purpose of what they are going to do.

Sample motivation or Purpose-Setting Activity: Adult/OSY Learners Show them a picture of a Smokey Mountain. Ask them what actual junks and treasures they can find in that place. Ask the class to think about what will happen if we, as a society, produce and throw away more and more products without recycling or reusing them? Let the learners engage in sharing their personal ideas. B. Activity Proper Once the learners are properly motivated, you may proceed with your main activity. An activity, which may be done by group or individually, is a good way to make learners learn skills and concepts independently (under the supervision of the literacy teacher). It should be adapted to the needs of your literacy learners and to the resources that are available in the community. It should engage learners actively in meaning-making process. The common and effective teaching methods you can use are: group discussions, demonstrations, field visits, games, roleplay, brainstorming, problem-solving sessions.

ROUP DISCUSSION
During group discussions, the learners do more talking than the teacher. This method provides an opportunity for everybody to participate during the teaching session.
A demonstration is a practical skill presented by the teacher or an invited resource person. Demonstration are successful if they are followed by practice sessions for literacy learners. This method allows the literacy learners to experience real situations. To be effective, the choice of the place to be visited should be relevant to the subject you are teaching or what the learners want to learn.

Demonstration

Field Visit

Problem-Solving Activities
Learners, through the teacher facilitator, are made to sense a problem that exists. Cooperatively, they also suggest solutions.

Games
Many educational games are available which could be used to teach different literacy learners. The critical part of an educational game is the learning question that come after the active part of the game. These questions are intended to help the learners in analyzing what they have done and in drawing important conclusions. It is important that the games used are culturally appropriate and acceptable in your community. They should also be appropriate to the age of the child.

EXAMPLE
Game: Morse Code Objective: Communicate skills, team building, sensitivity Age participant: 9 years or older Instructions:
Participants form 2 groups. Facilitator sits in the middle. Everyone places their hands behind their backs. The facilitator sends a message by pressing the hands of each of the first member of the group. Each member then relays the same number of presses to the next member in the line. The last member of each team speaks out the number. The first team that speaks out the number gets a point. Play the game for several rounds. Learning Questions: Discuss the importance of non-verbal communication. Talk about the skills involved in non-verbal communication.

Role Play/Drama
This is a method in which problems are outlined, acted out and discussed. During role play, learners act out roles of certain people in real life. The method is useful in teaching attitudes. Situations suited for simulations are: a sari-sari store to give learners an experience in making a budget, stay within budget, and counting change for bills. In teaching them about the concept of local election, learners may do a mock election. The teacher may prepare the materials needed including ballot forms, ballot boxes, list of candidates, campaign paraphernalia, etc. which are used in an actual election. Orient the learners on what they are supposed to do on the actual Election Day and let them do the voting similar to that of the real one.

Brainstorming
Brainstorming is a fast moving activity during which you gather as many ideas as possible from the learners. It stimulates them to generate ideas. The method is most useful at the beginning of a teaching session.

Songs, jingles and raps

Contents can be more easily learned when learners give it a tune or make it into rhyme through their personally composed songs, jingles and raps. Adding movement to the music or rhyme provides an extra sensory input to the brain and probably enhances the learning. Spelling a word is easier if you sing it to a familiar tune. The ABC song is an example of a piggyback song, a song in which new words or concepts are set to familiar melody.

EXAMPL E:

Teach learners to end a sentence with a period with this song sang to the tune of Row, Row your Boat. Stop, stop, stop the words With a little dot Use a period at the end So theyll know to stop.

Mnemonics Strategies These strategies assist students in recalling important

information. Examples are: We remember the number of days each month with the help of this rhyme:

Thirty Days Hath September Thirty days hath September, April, June, and November, February has twenty-eight alone, All the rest have thirty-one, Excepting leap-year , thats the time When Februarys days are twenty-nine.
Hands-on Activities Concrete experience is one of the best ways to make long lasting neural connections. Aristotle said: What we have to learn to do, we learn by doing. Let the learners do the actual task. In teaching them how to cook, let them cook real food. In teaching them how to sew, let then sew clothes.

C. Evaluation/Concluding Activity Always plan to access the learners in order to find out if they have achieved the goals for the session. Evaluation can be formal or informal. Formal evaluation makes use of quizzes and other written examination usually given by the teacher at the end of a lesson. These may be in different forms such as multiple choice, completion, true-false, matching items, and essay. Informal evaluation may be done through a drama presentation, a debate, class observation, interviews, or plain dialogue between the learners.

TARGET LEARNER: ADULT LEARNER IN A LITERACY PROGRAM

I.

Goal(s):

1. identify road signs 2. show understanding of road signs by reacting to the signs appropriately 3. understand the value of following road signs II. Topic: Road Signs III. Materials Sample road signs (on manila paper or cartolina) Sheet of paper Marker pentel pen

IV. Learning Activities A. Introduction Show various signs. Ask the learners what they should do when they see the road signs. Have discussion of their ideas. B. Activity/Lesson Proper 1. Talk about creating a board game involving road signs 2. Ask the learners to prepare short role play using the road signs brainstormed earlier. 3. After the presentation, discuss the action in the presentation. Discuss the road signs and highlight important words and symbols. 4. Show incomplete comic strips regarding accidents on the road. Let the learners predict what causes are and the effects of the particular situation.

Assessment: 5. Ask students to narrate traffic accidents that they have witnessed and/or experienced and what lesson they have learned from it. 6. Give a short quiz on identification of road signs and how should one act when a road sign is seen.

Suggestions for Next Lesson Example: Read back and expand the traffic accidents story; bring in road atlas and plot an imaginary trip (work on recognition of road names)

WHAT DID I LEARN?

Prepare your own lesson plan that aims to attain the specified objectives.

Target Learner: ____________________________

I. Goal(s): 1. follow directions in a recipe 2. understand the meaning of basic cooking terms 3. work cooperatively with other members of a group II. Topic: III. Materials IV. Learning Activities A. Introduction B. Activity/Lesson Proper C. Assessment