UNIT
III
B.
STRENGTH IN UNITY
Affective • • •
There are four Lessons in this unit. Lesson 9 The Filipinos: The Country’s Treasure Lesson 10 People Who Help in the Community Lesson 11 National Symbols Lesson 12 The Filipino Traditions
C.
Psychomotor • •
GENERAL OBJECTIVES • •
Give importance to various groups of population, especially the working members of the population, and consider them as treasures of the country.
Lesson 9
THE FILIPINOS: THE COUNTRYʼS TREASURE (14 days)
II.
MAJOR CONCEPT There are three groups of population in the Philippines — the young, old, and working groups. Each one is important and is considered a treasure of the country. The government gives particular attention to the needs of the working members of the population for they work and contribute immensely in the growth and development of the country. I.
SPECIFIC OBJECTIVES
A.
Cognitive • • • • • •
28
Identify the members of the country’s population Define the word “population” Identify the three groups of population of the country Compare the three groups of population to one another Describe the characteristics and traits of the members of each group Enumerate the programs of the government to address the needs of the Filipinos
Respect the different members of the country’s population Defend one’s stand for or against the actions of the people Give importance to the efforts of the government in serving the people Make a collage about the different members of the country’s population Use recycled materials in making cut-out representations of different members of the population Sing a song related to the lesson Make a chart on a manila paper showing the different groups of population
TOPICS Groups of Population, page 123; The Young Population, page 124; The Old Population, page 125; The Working Population, page 126; Taking Care of the People, page 127
III. MATERIALS Basic text; pictures of old, young, and working population from old newspapers and magazines; old folders; paste; manila paper IV.
METHODS
A.
Preparation 1. Recall your lesson about landforms and bodies of water. Ask the students why these are called the country’s treasures. Use their answers as a springboard in introducing the concept of the people as an important asset and treasure of the country. Ask this question, “Why are people called the country’s treasure?” 2. Ask the pupils to share their ideas about the concept of population. Compare their answers and ideas to what is written on page 123.
3. Explain the concept of population. Let the pupils know that they are members or part of the population of their school. Ask them what they think about the school’s population. Use the gender and age of the pupils and teachers as guide when they answer the question.
6. Let the pupils give examples of the jobs and professions of the working members of the population. 7. Identify the working population. 8. Discuss the programs that the government undertakes to serve and protect the people. Let the pupils read pages 127-129 to give them additional information on how to take care of the different members of the population. 9. Have the pupils answer Check Yourself on page 129. 10. Make a summary of the lesson. Make sure that the pupils will understand and remember the following concepts. a. The term population refers to the number of people living in a particular place. b. The population of a certain place is composed of three groups — the young, old, and working members. c. Working members of the population contribute immensely to national growth and development. 11. Have the pupils read Things to Remember on page 130. 12. Ask each pupil to choose one concept and explain how he or she understands it. Also, have him or her read the part in the basic text where the said concept can be found.
Ask this question, “Who comprises the population of a barangay, town or city? Is the population of the three similar to the population of our school?” Have the pupils enumerate the similarities or differences between the places mentioned.
B.
Development of the Lesson 1. Show a picture of three members of the family who belong to three different generations — the grandfather/grandmother, father/mother, and son/daughter. Tell the pupils to analyze the picture. Focus on the age of each member of the family. 2. Discuss to the pupils that the population of the country is composed of three groups. Let them read pages 133-137 of their textbook. Discuss the different groups that compromise the country’s population. Have the pupils describe the characteristics of each group. 3. Ask the pupils to compare the young members of the population to the old and working members. Use the concepts found on pages 124-126 as guide in the discussion. Do the following activity. Choose 15 pupils who will represent the three different groups of population. Each group will have five students and will describe the characteristics and traits of the group that they represent. Use the concepts on pages 124-126 in describing each group. 4. Have the pupils enumerate examples of what the old members of the population can still do. 5. Let the pupils demonstrate their respect to the senior citizens.
C.
Application of Skills 1. Let each pupil complete the following chart with data about their family members. Name Work/position Age Young population Working population Old population
2. Guide the pupils in making a family tree. 29
V.
EVALUATION 1. Let the pupils answer Things I Learned on pages 130-131. 2. Let the pupils work on Things I Will Do on page 132. Answers may vary. 3. Let the pupils draw a healthy, happy, and productive citizen. ANSWERS TO THE EXERCISES IN LESSON 9 ˛
˛
˛
VI.
Check Yourself, page 129 1. ✓ 2. ✓ 3. ✗
4. 5. 6.
✓ ✓ ✓
Things I Learned, pages 130-131 1. c 6. 2. c 7. 3. c 8. 4. b 9. 5. c 10.
a a b c b
Things I Will Do, page 132 1. ✔ 2. ✔ 3. ✔ 4. 5.
MAJOR CONCEPT Filipinos have shown their unity in many occasions, be it in times of prosperity or in times of hardship. The same unity is also demonstrated in the services that people with special skills provide for their countrymen. Providing such services is a symbol of a people that is united and concerned for the welfare of one another. I.
SPECIFIC OBJECTIVES
A.
Cognitive • • • •
B. 6. 7. 8. 9. 10.
✔
C.
• • • II.
Give importance to people who help in the community Help other people in their needs even in a small way Participate actively in all community projects
Psychomotor • •
ENRICHMENT ACTIVITIES
Point out the different needs of the people Identify those who help in the daily needs of the Filipinos Explain how people with special skills help in the daily needs of the Filipinos Describe the different activities in the community that foster unity among the people and assist in the needs of Filipinos
Affective • • •
✔ ✔
1. Let the pupils interview the conditions of the senior citizens in their family. Let them know the projects and programs given to them by the government. 2. Prepare a graph of the three groups of population in their family and relatives 3. Present a dramatization of the three groups of population a. Group 1 — Young population b. Group 2 — Old population c. Group 3 — Working population 30
Lesson 10 PEOPLE WHO HELP IN THE COMMUNITY (15 days)
Sing a song that stresses unity Act out the work of a Filipino who helps in the country’s progress Fill out a checklist about unity View a slideshow of the different people who help in the community Take an interactive quiz about helpers in the community
TOPICS Filipinos Who Produce Basic Needs, pages 135-139; People Who Provide Services, page 140
III. MATERIALS Basic text; pictures from old newspapers and magazines; map of the Philippines; other reading materials; and Filipinism CD-ROM 2 IV.
METHODS
A.
Preparation 1. Ask the pupils to observe their surroundings and remember the things made by man. Afterwards, group them into four. Each group will write on the board all man-made things that they have observed. They may write as many as they can. OUR COMMUNITY HELPERS Food
Clothing
Shelter
Services
2. Have the pupils analyze what were written on the board. Ask them which among those written should be grouped together and why. Have them write their answers on the board.
B.
Development of the Lesson 1. Ask the pupils to open their textbooks on page 134. Discuss how each group of Filipinos helps their countrymen. Use the chart below to guide the flow of the discussion. 2. Discuss how the farmers, fisherman, and the other people in the community help the country and the Filipinos. Let the pupils read pages 135-136, 137-139, and 140-141. Have the pupils fill out the necessary information in the chart. They should also do Check Yourself after discussing each topic on pages 136, 137, and 141.
3. Let the pupils analyze the chart. Ask them about the services provided by each group. Discuss what they do to help in the daily needs of the Filipinos. Have the pupils do the following activities. a. Choose a group of pupils who will represent a small population. b. After that, choose another group of pupils who will represent a large population. Show a picture of a vegetable or sack of rice. Ask the pupils which of the two population needs basic necessities more. c. Discuss to the class how people in a community help one another with their needs. d. Ask the pupils to speculate on what would happen if Filipinos who provide services to their countrymen would suddenly stop working. 4. Have the pupils prepare a short skit showing Filipinos who provide services to their countrymen. Remind them to clearly introduce whom they are portraying and the service that they provide to the Filipinos. Example: a. I’m a farmer. I plant and harvest palay so that Filipino families will have rice to eat. b. I’m a teacher. I teach the children how to read, write, and compute. c. I’m a fireman. I help put out fires that break out in the community. 5. Using the Filipinism CD-ROM 2, view a slide show of the different people who help in the community. Let them make a list and report this to class. 6. Help the pupils come up with this conclusion: Filipinos help one another to attend to their needs. 7. Identify some members of the pupils’ family who are helping in the community. Let them make a list and report this to class. 8. Let the pupils read and analyze Things to Remember on page 143. 9. Let the pupils sing altogether the song on page 147. Let them provide appropriate action to the song. 31
C.
Application of Skills 1. Guide the pupils in expressing how they can show respect and appreciation of the people who help in the community. 2. Let the pupils make a card of thanks for a particular community helper. 3. Encourage the pupils to make a collage of the different people who help in the community.
V.
B.
1. 2. 3. 4. 5.
d a e k i
6. 7. 8. 9. 10.
h g c b j
C.
1. 2. 3.
b a c
4. 5.
b a
6. 7. 8. 9. 10.
✗ ✗ ✗ ✓ ✗
EVALUATION 1. Let the pupils answer Things I Learned on pages 143-145. 2. Let the pupils answer Things I Will Do on page 145. 3. Have the pupils do exercises A and C in Things I Can Do on pages 146-147. Have them follow instructions carefully. 4. Give a short quiz about the lesson.
˛
Things I Will Do, page 143 1. ✓ 2. ✗ 3. ✓ 4. ✓ 5. ✓
ANSWERS TO THE EXERCISES IN LESSON 10 ˛
˛
˛ ˛
32
VI.
Check Yourself, page 136 1. FR 2. LG 3. FM
4. 5.
FR LG
Check Yourself, page 137 1. B 2. FW 3. FW
4. 5.
B B
Check Yourself, page 141 1. ❤ 2. ✕ Things I Learned, pages 143- 145 A. 1. T 6. 2. T 7. 3. F 8. 4. T 9. 5. F 10.
3. T T F F T
❤
ENRICHMENT ACTIVITIES 1. Group the pupils into five. Assign them to write a poem or short story about any Filipino who provides services to his/her countrymen. 2. Let each group do a research. Identify Filipinos who have done extraordinary work for the country. 3. Let the class work on Things to Learn on My Computer on page 147. The slides show and the interactive quiz on people who help in the community may also be accessed at i-learn.vibalpublishing.com.
Lesson 11
NATIONAL SYMBOLS (15 days)
MAJOR CONCEPT Our national symbols tell something about our country and people. They represent the Filipino identity. Let us instill in our pupils respect for our national symbols.
I.
SPECIFIC OBJECTIVES
A.
• •
Identify the different symbols of our country Determine the importance of each symbol to our country — Describe the different symbols of our country — Recognize the national language as a national symbol of the country — Interpret the colors of the Philippine flag and visualize what they represent — Recognize Dr. Jose Rizal as the national hero of the country Explain the meaning of other national symbols Give evidence or proof for choosing these symbols to represent the qualities of the Filipinos
• • •
Show the importance and value of these symbols of the country by means of the following: — Respect for the national flag — Respect for the national anthem — Listen to folklore stories or poems written in Filipino Feel proud of our national symbols because they represent the aspirations of our people Show respect to our national symbols Use and be confident in speaking the national language
IV.
METHODS
A.
• • •
Pronounce the words/lyrics of our national anthem clearly and correctly Participate actively in cleanliness and beautification programs of the different monuments of our heroes Draw and color correctly the Philippine flag Sing with pride the song, “Ako ay Pilipino”
Preparation 1. Develop the understanding of the concept of national symbol. Explain that a symbol represents or stands for a person, a place, or real object. Examples: crown — a king/kingdom; cross — the church 2. Show pictures, models, or replicas of some of the national symbols of the Philippines or from other countries like the United States. Examples: nipa hut baro’t saya barong Tagalog coat and tie baseball sampaguita a rose sipa winter suit 3. Ask the class which things remind them of the Philippines. Let them explain why.
B.
Development of the Lesson Note: This part of the lesson will discuss the national symbols one by one, each topic will have its own strategies.
Psychomotor •
TOPIC National Symbols, pages 148-161
III. MATERIALS Basic text; pictures; newspapers and magazines that show activities related to the national symbols; CD of the song, “Ako ay Pilipino”; map of the Philippines; replicas of some national symbols; chart; and sand table
Affective •
C.
A.
Cognitive • •
B.
II.
C.
Application of Skills 1. Assign pupils to be leaders during flag ceremony and let them show their respect to the Philippine flag. Let them show pride in singing the national anthem. 2. Let the pupils draw and color properly the Philippine flag. 33
V.
EVALUATION
3. Discuss when is the correct time that the flag should be raised or lowered. Enumerate the proper behavior to be observed when the flag is being raised or lowered. Explain the importance of showing respect for our national flag and the national anthem. 4. Give the importance of the national anthem to our country after reading the text on page 151. Emphasize the data on when it was first played, the people who composed the hymn and wrote the lyrics of the song. 5. Give the summary of the lesson. Motivate the pupils to give a few sentences about the following: a. The flag and the Philippine national anthem (Lupang Hinirang) are symbols of our country. b. We become easily identified by other people through our flag and national anthem. 6. Let the pupils do Check Yourself on pages 149-150.
1. Let the pupils answer Things I Will Do on page 160. 2. Let the pupils answer Things I Can Do A and B on page 161. 3. Let the pupils make a list of the things that should be done and things that should not be done during the flag ceremony. II.
B.
TOPICS The National Flag, pages 149-150; The National Anthem, pages 149- 151
III. METHODS
A.
Preparation 1. Show the flag of the Philippines. Let the pupils describe it. Show flags of other countries. Inform the class that the Philippine flag represents/ symbolizes our country. 2. Ask the class why the flag is an important symbol of a country. Encourage the pupils to give answers to the questions. List all the answers given on the board . 3. To support the answers given by the pupils, refer to pages 149-150 of the book.
B.
Application of Skills 1. Conduct a flag ceremony in your class. Group the class into four. Let each group sing one after the other. The rest of the class must observe the group performing using the following standards for singing the national anthem. a. Did they stand up straight? b. Did they place their hand over their left chest near their heart? c. Did they sing with feeling? f. Did they look at the flag while singing? e. Did they pronounce every word clearly and correctly? The group which comes up with the best singing is the winner. 2. Let the pupils do exercise D of Things I Can Do on page161.
Development of the Lesson 1. Discuss the data on the book giving emphasis on the following: a. colors of the flag b. meaning of the colors of the flag c. what the three stars symbolize d. what the rays of the sun represent e. the importance of our flag f. the proper way of respecting our flag 2. Let the pupils sing a portion of the Philippine national anthem on page 151. Ask the pupils to sing with feelings the national anthem.
34
C.
IV.
ENRICHMENT ACTIVITIES 1. Each group will prepare a poster or slogan which shows respect to our flag and national anthem. 2. Request a pupil to sing the national anthem with feeling.
II.
C.
C.
TOPIC
1. Divide the class into four. Let each group make a simple research in the library on the following topics: a. the president of the Philippines known as the “Father of the National Language” who approved that Filipino is the national language of the Philippines b. dialects commonly spoken by Filipinos c. different translations of a phrase in different dialects like “Thank you,” which is “Salamat po” in Filipino and “Daghan salamat” in Visayan. 2. Encourage the pupils to speak and write correct Filipino
The National Language, page 152 III. METHODS
A.
Preparation 1. Let the class listen to a recorded conversation of students speaking in different dialects like Ilocano, Kapampangan, Waray, Cebuano, and Ilonggo. 2. Did you understand what they were saying? 3. Who are those children speaking in different dialects? 4. From what provinces are they? Do you think they understand each other?
B.
IV.
EVALUATION 1. Let each pupil copy any Filipino song or poem. Example: Bayan Ko 2. Conduct a skit using Filipino in the script. 3. Present different activities during the Buwan ng Wika.
V.
ENRICHMENT ACTIVITIES 1. Make a poster or slogan about our national language. 2. Collect poems written in Filipino. Write them on a chart. 3. Share some scenes or topics discussed in a television show for children. Use our national language in the discussion.
II.
D.
Development of the Lesson 1. Ask the class this question, “What will happen if all these people coming from the different provinces talk to each other in different dialects or languages? 2. Encourage the pupils to share their opinion about the question. Write all the answers on the board. 3. Ask the class, “Do you speak any other dialect? What dialect do you speak?” Tell the class, “There are many children coming from other countries. But why can they understand each other? What language do they use?” Let them learn more about these on page 152 of the basic text. 4. Have an interaction on the topic read. Emphasize the importance of a national language -Filipino- to our country. 5. Formulate a conclusion about the lesson. Example: Our national language is Filipino. Let us use it everyday. Let us be proud of it. It gives us our identity as a people. 6. Let the pupil do Check Yourself on page 152.
Application of Skills
TOPIC National Hero, page 153
III. METHODS
A.
Preparation Examine the pictures of Dr. Jose Rizal on page 153. Know more about Jose Rizal from his works and writings.
B.
Development of the Lesson 1. Narrate some anecdotes about Dr. Jose Rizal. Emphasize his love for his country. 2. Narrate a short story about Jose Rizal’s childhood. 3. How did Rizal show his love for our national language? 4. Give the characteristics of the national hero. 35
C.
Application of Skills
National animal National costumes b. Group B: National dance National tree National fruit National house c. Group C: National game National bird National fish 6. Guide the group on what information to look for and how to deliver the information gathered. 7. Motivate the class to participate actively in the activities of the group. Cooperative work will give good results. Example: Picture Parade. Paste pictures of the national symbols on a cardboard. Parade the pictures and give some characteristics of the symbol. 8. Prepare a retrieval chart like the one below:
Group the class into four. Have each group write a short essay, poem, or story conveying love of country. II.
E.
TOPIC Other National Symbols, pages 153-157
III. METHODS
A.
Preparation 1. Show pictures of other national symbols in a movie roll. 2. Ask the question, “Why were they chosen as national symbols of our country?” Example: Sampaguita
B.
Development of the Lesson 1. Encourage the pupils to give their answers to questions in the opening activities. List down all the answers. 2. Tell the class that they will know more about national symbols on pages 154-157 of the book, like the following: • National Flower — Sampaguita • National Costume — Baro’t saya and barong Tagalog • National Tree — Narra • National Bird — Eagle • National Fish — Bangus 3. Learn more about the characteristics of the national symbols like national house, the national dance, and the national game on page 156. 4. More of the characteristics of other national symbols like the national leaf, national fruit, and national animal are found on page 157. 5. Divide the class into three groups. Assign each group a national symbol. Let the groups look for more information about the national symbols assigned to them. a. Group A: National flower National leaf
36
National Symbols Flower Leaf Animal Costumes Dance Tree Fruit House Game Fish Bird
Characteristics
Reason for Being Chosen as a National Symbol
9. Let the pupils do Check Yourself on page 154. 10. Discuss the ways on how we can show our pride in the national symbols that give our country its identity. 11. Guide the pupils in forming the conclusion or summary of the lesson, like the following: a. Our country has many national symbols. b. Our national symbols tell something about our country and people. c. We must respect and be proud of our national symbols. 12. Conduct a flag ceremony and observe the proper ways of showing respect to our national flag.
C.
EVALUATION 1. Let the pupils answer Things I Learned on page 159. 2. Let the pupils read and answer Things I Will Do on page 160. ANSWERS TO THE EXERCISES IN LESSON 11 ˛ ˛ ˛
Check Yourself, page 149 1. c Check Yourself, page 150 1. T Check Yourself, page 152 b
˛
VI.
Application of Skills 1. Have the class read and understand the concepts in Things to Remember on page 158. 2. Let the pupils work on exercise C of Things I Can Do on page 161. 3. With the help of the P.E. teacher, learn the steps of the national dance, Cariñosa. 4. Bring some of the national symbols like the ball used in playing sipa, barong Tagalog, and baro’t saya. 5. Play the national game, sipa. 6. Draw and color the national symbols.
V.
˛
Things I Learned, page 159 1. T 5. T 2. F 6. F 3. T 7. F 4. F 8. T Things I Will Do, page 160 1. c 4. a 2. a 5. a 3. c
1. 2. 3. 4.
Make an art about the national symbols. Use an oslo paper. Prepare a collage or mural showing the national symbols. Conduct a group dance. Dance the Cariñosa gracefully. The pupils will learn more about the national symbols from the website of the NCCA. They can click the Children‘s Corner tab then click the flag icon.
Lesson 12
I.
SPECIFIC OBJECTIVES
A.
Cognitive
a F
THE FILIPINO TRADITIONS (15 days)
MAJOR CONCEPT One of the things that unite the Filipinos is culture. A big part of Filipino culture is the celebration of civic and religious traditions. Cooperation, unity, and a sense of responsibility are evident when Filipinos celebrate such traditions.
• 2.
T T F T
ENRICHMENT ACTIVITIES
• 2.
9. 10. 11. 12.
Describe one’s own religion and the religions of other Filipinos. Discuss the different religious celebrations and traditions of Filipinos like Christmas and Ramadan: a. Describe the celebration of various religious traditions b. Point out how the Filipinos help one another in celebrating their religious traditions 37
• •
B.
•
• • • • •
A.
Make a collage from various cut-out pictures of houses, people, schools, buildings, and other public places Make a chart of traditions and celebrations of our ancestors Cut out pictures of old magazines and newspapers showing different ways on how Filipinos welcome New Year Interview an elderly person regarding the traditions and celebrations during his or her time Celebrate Independence Day in class Draw a community celebrating a religious tradition.
Preparation 1. Start the lesson with a discussion about the days that the government declares as legal holidays. Ask the pupils why such days are declared as holidays. Have the pupils list on the board the different holidays that they are familiar with whether these are religious or civic in nature. 2. Have the pupils analyze what they have written. Ask them to point out the holidays that are similar in nature. Discuss what the pupils do during each of the holidays that they have listed on the board.
Acknowledge the fact that civic and religious traditions unite the Filipinos Give importance to the celebration of civic and religious traditions
3. On another side of the board, have some pupils list under one column the holidays that are religious in nature, while in another column, the holidays that are civic in nature. Explain the difference between a civic and religious celebration. 4. Introduce to the pupils the concept of tradition by giving examples of celebrations that are celebrated every year. Examples are Christmas, New Year, or a family reunion. Point out that celebrations done every year are called traditions. 5. Give other examples of traditions that are commemorated in the country, community, or family.
B.
Development of the Lesson 1. Discuss the Lesson on pages 162-174 of the basic text
TOPICS
2. Read about the religious traditions of the Catholic Filipinos in the Philippines on pages 163-166.
Religious Traditions of Catholic Filipinos, page pages 163-166; Religious Traditions of Muslim Filipinos, pages 167-168; Civic Traditions of Filipinos, pages 169-173; Other Filipino Traditions, page 174
3. Have the pupils present a short skit depicting these religious traditions in their families and communities such as Lenten season, Santacruzan, All Saint’s Day, and Christmas.
III. MATERIALS Basic text; cut-out pictures showcasing Filipino traditions; map of the Philippines; calendar; and paper flowers 38
METHODS
Psychomotor •
II.
IV.
Affective •
C.
Enumerate the ways Filipinos help one another in celebrating their religious traditions Discuss the different civic traditions of the Filipinos like Independence Day and Labor Day a. Give the importance of celebrating such civic traditions b. Describe the ways Filipinos celebrate their civic traditions c. Point out how the Filipinos help one another in celebrating their civic traditions
4. Have the pupils read about the other religious traditions on pages 167-168. Point out the differences in the commemorations of the Holy Week by the Catholics and the Ramadan by the Muslims.
2. Guide the pupil in creating a simple piece of art showing one of the Filipino traditions. Use recycled materials. 3. Organize a celebration of any of the Filipino traditions. Think of games and activities that will make the celebration more joyful.
5. Let the pupils read and discuss the civic traditions of Filipinos on pages 169-173. Discuss how these events have become part of the country’s civic traditions. Give the importance of each civic tradition such as the following: a. People’s Day — February 25 – importance of freedom and unity b. Independence Day — June 12 – freedom from foreign colonizers c.
Araw ng Kagitingan — April 9 – bravery and heroism of Filipinos
V.
EVALUATION 1. Let the pupils answer Things I Learned on pages 175-176. 2. Have the pupils work on Things I Will Do on pages 176-177. Answers may vary.
d. Labor Day — May 1 – appreciation for the workers e.
National Heroes Day — Last Sunday of August – Bravery and heroism of Filipinos
f.
Bonifacio Day — November 30 – courage and love for country
ANSWERS TO THE EXERCISES IN LESSON 12 ˛
Check Yourself, page 164 Answers may vary.
˛
Check Yourself, page 166 1. c
2.
a
Check Yourself, page 168 1. c
2.
a
g. Rizal Day — December 30 – Martyrdom of Jose Rizal 6. Help the pupils come up with the following conclusions:
˛
a. The Philippines has different traditions and celebrations b. There are religious and civic traditions in the Philippines c.
These traditions show the identity and characteristics of the Filipinos
7. Conduct a celebration of some of the religious and civic traditions like the following: a. Lenten season
e.
Ramadan
b. Santacruzan
f.
People’s Day or EDSA
c.
g. Labor Day
Christmas
d. New Year
˛ ˛ ˛
h. Rizal Day
Application of Skills 1. Let the pupils work on Things I Can Do on page 177.
Check Yourself, page 173 1. c Things I Learned, pages 175-177 A. 1. Christmas 2. Hari Raya Puasa 3. Ramadan 4. Workers B.
8. Answer Check Yourself on pages 164, 166, 168, 171, and 173.
C.
Check Yourself, page 171 1. b 2. c
˛
1. 2. 3.
b c b
3.
c
2.
a
5. 6. 7.
Pasyon Helena Qur’an
4. 5.
b a
Things I Will Do, pages 176-177 Answers may vary.
39
VI.
ENRICHMENT ACTIVITIES 1. Let the class read altogether the Summary on page 178. Group the class into two. Let them dramatize some of the religious and civic traditions of the Filipinos. a. Group 1 — religious traditions b. Group 2 — civic traditions 2. Conduct a celebration and a parade of the following: a. Independence Day b. Araw ng Kagitingan 3. Have the pupils make a presentation of how the Filipino workers unite in celebrating Labor Day. 4. Let the pupils surf the internet for outstanding workers who have rendered or contributed their services to other people. Let them use Model Filipinos to find this out.
UNIT TEST I.
Write the letter of the correct answer. 1. The number of people living in a particular area is called a ____. a. community c. group b. population* d. neighbors 2. One way to take care of the people is to protect them from ____. a. danger* c. opportunity b. education d. services 3. The most important treasure of a country is the _____. a. forest c. sea b. land d. people* 4. The national anthem was first played in _____. a. Calamba, Laguna c. Kawit, Cavite* b. Malolos, Bulacan d. Tanauan, Batangas 5. If a person gives food to his neighbors or visit his friends who are sick, that person is said to be _____. a. hardworking c. persistent b. thoughtful* d. patient
40
II. Write True if the statement is true and False if the statement is incorrect. _______ 1. There are people who help us so that we can have food True to eat, clothes to wear, and a house to live in. _______ 2. Any person in a community can build a house or False building. _______ 3. Farmers and street sweepers are considered profesFalse sionals. _______ 4. Muslims have religious celebrations and traditions like True the Catholics. _______ 5. We can be prosperous even if we do not work as long as False we welcome the New Year with lots of merry-making. _______ 6. Filipinos will succeed in anything they do if they will True cooperate with one another. _______ 7. Christmas is a time for members of the family to get True together. _______ 8. Any Filipino can live on his own without the help of False other Filipinos. _______ 9. A dressmaker makes clothes for women. True _______ True 10. A child can help a victim of natural calamities. III. Group the following people under the column indicating the group to which each one belongs. Pia, 7 Aling Agnes, 40 Impong Ted, 79 Alex, 15 Dr. Coronel, 31 Young Members of the Population
Flor, 28 Lolo Tony, 69 G. Gil Cruz, 56 Jay, 2 Mang Jose, 90 Working Members of the Population
Lala, 1 Rudy, 80 Jonjon, 6 Mang Richard, 72 Bb. Narag, 38 Old Members of the Population
III. Answer Young Members of the Population Pia, 7 Alex,15 Jay, 2 JonJon, 6 Lala,1
Working Members of the Population Aling Agnes, 40 Dr. Coronel, 31 G. Gil Cruz, 56 Flor, 28 Bb. Narag, 38
Old Members of the Population Impong Ted, 79 Lolo Tony, 69 Mang Jose, 90 Rudy, 80 Mang Richard. 72
IV. Match the descriptions in column A with the celebrations in column B. B A a. Labor Day __h__ 1. Holy book of the Muslims b. Christmas __k__ 2. Colorful celebration of the people of Aklan c. All Souls’ Day __j__ 3. Story of Jesus Christ’s d. Maulid-Un-Nabi life __i__ 4. Tribute to the unity of e. mosque the Filipinos __f__ 5. Doctor, dentist, nurse, f. professionals engineer g. chapel __a__ 6. Tribute to workers in the factories, construch. Qur’an tions, farms, and mines __d__ 7. Celebration of the birth i. People’s Day of Muhammad j. pasyon __b__ 8. This celebration begins with the misa de gallo k. Ati-atihan __e__ 9. Place where Muslims pray __c__ 10. People remember their departed loved ones
V. Write the letter of the correct answer. 1. Lola Mameng is a widow who lives alone in her house. Her only daughter is in the United States. She is a distant relative and lives near your house. What would your family do to help her? a. We would advise her to go to the United States. b. We would send her to a home for the aged. c. We would ask her to live with us.* d. We would tell her to live in a hotel. 2. You received two invitations this week; one for a dance party and the other for a singing contest. The contest will feature Filipino music. You want to watch the contest but your friends are convincing you to go to the party. What would you do in this situation? a. I would tell them to ask our other friends. b. I would scold them if they insist. c. I would go to the dance party. d. I would tell my friends that I will watch the contest.* 3. Somebody gave your mother one bag of pito-pito and other medicinal plants. She does not believe in using medicinal plants even if the Department of Health has already certified their effectiveness. What would you tell your mother? a. I would hide the medicinal plants. b. I would give the medicinal plants to my friends. c. I would convince my mother to use the medicinal plants.* d. I would sell the medicinal plants to whoever wants them. 4. You have a new classmate who is not yet fluent in speaking Filipino. How would you help your new classmate? a. I would talk to her in Filipino.* b. I would not talk to her at all. c. I would let her read books written in Filipino. d. I would talk to her in English. 5. You are shy while your sister is cheerful. You do not like it when you hear her sing while doing household chores. What would you do in this situation? a. I would scold her. b. I will sing along with her.* c. I would turn on the radio. d. I would tell our mother that she is not doing her work. 41