LESSON 1: COMPONENTS OF INSTRUCTIONAL PLANNING

2. On the other hand, what was unique in each definition? What do you think are the reasons for these uniqueness?

3. If you were to handle a class where some or the students come from indigenous groups, how would you prepare? Why?

IV. APPLY Culture is composed of many elements. Some of these are values, language (Salvatore, 2012), symbols, objects (Watts, 1981), groups, and norms (Hebdige, 2012). These elements may be classified into three: (1) Sense-making, (2) Artifacts, and (3) Groups. The goal of this activity is for you to create a short socio-cultural profile of a pre-determined community or group. Proceed to your groups (groups of five) and strategize how you would go about creating the socio-cultural profile. Like mentioned above, you need to find out about a community's values, language, symbols, objects, groups, and norms. You may do this by observing a community or by interviewing its members. Use the following key questions:

Elements of Culture

Sense-making — is the multiple representation of meaning of a given object, person, or event. Different people provide different meanings to a certain object. This may depend on their values and their language (Salvatore, 2012). What values are prominent in the community? What specific words or phrases do they always use? What do they mean by it? Key Questions

A rtifacts— is defined as anything belonging to a group of people that provides information about the said group's culture. It may include symbols, traditional objects found in archeological sites, or more modern objects like cellphones, televisions, laptops, etc. (Watts, 1981).

Groups — different cultures usually have sub-groups inside which are called subcultures. These are groups that have their own norms and values that sometimes retain a few of the parent culture's general principles (Hebdige, 2012). What objects does the community use or own? What are their significance? What symbols or emblems were used by the community? Why?

What significant groups can be found in the community? What are the organizations? What are the expected patterns of behavior or belief in these groups?

Rubric for Community Socio-cuitural Profile Instructions: Each group will create a community socio-cultural profile based on the key questions provided.

Category

Dynamic (25%)

t Poor

Profile does NOT include economic, political, and social life of the community. (0-15%) Profile includes economic, political, and social life of the community but was NOT rigorously described. (16-20%) Profile includes economic, political, and social life of the community which were rigorously described. (21-25%)

Observation of community (25%)

Data (20%)

References (20%)

Not written thoroughly. (0-15%) Written thoroughly but does NOT address all questions in the profile. (16-20%) Written thoroughly and all questions in the profile were addressed. (21-25%)

Data gathered were NOT valid nor precise. (0-12%) Data gathered were valid but NOT precise. (13-16%) Data gathered were valid and precise. (17-20%)

References used were NOT reliable. (0-12%) References used were reliable but the people interviewed were NOT community leaders. (13-16%) References used were reliable and the people interviewed were community leaders. (17-20%)

2

3 Satisfactory Mllllll Excellent

Relevance to the community (10%)

Profile does NOT Profile reflects the Profile reflects the reflect the values and values but NOT the values and the the pertinent issues pertinent issues pertinent issues in the in the community. in the community. community. (0-6%) (7-8%) (9-10%)

Lesson Synthesis:

What would happen to a class if the teacher does not consider the students' culture? In your own words, how would you define culturally-responsive education? What are some of the instances when you would need to create or understand a community's socio-cultural profile? Explain your answers.

LESSON 5.2: KNOWING THE MOTHERTONGUE Lesson Objectives: At the end of the lesson, students are expected to: • list and analyze various definitions of mother tongue from different authors and language institutions; • explain national and international laws and policies related to Mother Tongue-

Based Multilingual Education; and • construct illustrations and examples of their own mother tongue; or another language they have studied using the five language knowledge. Instructional Materials Needed: access to the library/Internet

I. ACTIVATE

Learning Activities:

What is mother tongue? How is it defined by linguists and language institutions? The goal of this activity is for you to scan the various definitions of mother tongue from different authors and institutions. Go to the library or search the Internet for different definitions of mother tongue. Write your definitions on the blanks provided. 1. The mothertongue is defined as

II. ANALYZE

Have you heard of linguistic interdependence hypothesis? Linguistic interdependence hypothesis mentions that language proficiency skills, like speaking, listening, reading, and writing developed using one language, may also transfer to higher language proficiency skills in another language. This means that the speaking, listening, reading, and writing skills developed using mother tongue may also transfer to the student's secondary language when he/she learns the new language (Paia, Cummins, Nocus, Salaun, & Vernaudon, 2015). Do you believe in this hypothesis? Why or why not?

The goal of this activity is for you to summarize and reflect upon the international and the national policies about the mother tongue as a medium of instruction. Look for the policies listed below. Summarize each policy in the blanks provided.

United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), Articles 13.1-2 and 14.1

The Declaration of the Rights of Persons Belonging to National or Ethnic, Religious, and Linguistics minorities of 1992

RA 10157: The Kindergarten Education Act of 2011, Section 5

III. ABSTRACT

The goal of this activity is for each group to reflect critically about the mother tongue. Bring your list of mother tongue definitions from the previous activity and proceed to your pre-determined groups. Discuss the said definitions with your group using the guide questions below. Encourage every member to speak and recognize everyone's opinions. Present your group's answers to the class. 1. What common themes do you observe from the definitions listed above?

Why do you think these themes are repeated?

2. Using your own words, how would your group define mother tongue?

3. In your group's opinion, what are the aspects of the mother tongue language should a teacher study? Why?

4. Do you agree with using the mother tongue as a medium of teaching? What are its advantages and disadvantages?

Nelson Mandela, a highly influential South African political leader, was once quoted saying, "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." (BBC News, n. d.) Do you believe in this quote? Why or why not? How would you understand another person's language? How would you study the said language?

The mother tongue, or any language, may be studied and understood through different aspects. It may be examined using the five knowledge of the language which are: (1) Phonology, (2) Morphology, (3) Syntax, (4) Semantics, and (5) Pragmatics.

The goal of this activity is for you to formulate illustrations or examples of each of the five language knowledge using your own mother tongue or another language you have studied. Form groups of 3 and identify a mother tongue (specifically the mother tongue of all the group members) that you will use as an example.

Language knowledge ,

Examples Phonology is defined as the study of patterns in speech sound. It consists of knowing about the sounds of a language and of describing the said sound (Brentari, Fenlon, & Cormier, 2018). Phonemes - d language. listinctive units of sound within a Allophones - the different ways to pronounce a single phoneme. For instance, in the word "top", the "t"is usually pronounced as a "th" (Fromkin, Rodman, Hyams, 2018). Morphology is defined as the rules of language that govern word formation. Morpheme - the smallest unit of a word that has information about the word's meaning and purpose. For example, in the word "farmer", there are two morphemes which are "farm" and "-er".The former indicates an area of land used for growing crops while the latter indicates a person who works in the said area of land.

Root word - a term that form the basis of another word. These are usually nouns, verbs, adjectives, or adverbs. Affixes - morphemes placed either at the beginning, middle, or end of a root word to come up with a new meaning