Tara Na, Biyahe Tayo!

 LANGUAGE PROJECT CALIFORNIA FOREIGN SAILN L evel III ACTFL Reading Proficiency Unit, PART I Tara Na, Biyahe T
ayo! Filipino 2012 Summer Myrna Ablana Myrna Ablana Tara Na, Biyahe Tayo! Notes for the Teachers Goal: Students will appreciate the natural beauty of the Philippines and will be proud of its rich and diverse culture. ObjecOves: 1. Students will label Philippine map with its most popular places to visit. 2. Students will create a mind mirror to write down their thoughts about the Philippines and its people. 3. Students will play jeopardy to show their knowledge of the song. 4. Students will demonstrate understanding of the song through the following acBviBes: matching pictures and words, capBon it, fill-­‐in the blanks, etc. 5. Students will create wordle to show knowledge of vocabulary words. 6. Students will use a word chart to put words under different categories such as places, cognates, and food. 7. Students will create a slogan to convince people to travel to the Philippines. Level : Beginner and Intermediate (Stage I, II) designed as an overview unit for my Filipino 1-­‐2 class. Tara Na, Biyahe Tayo! Notes for the Teachers Standards: 1.1
2.1
3.1: 4.1: ACTFL Students engage in conversaBons, provide and obtain informaBon, express feelings and emoBons, and exchange opinions. Students demonstrate an understanding of the relaBonship between the pracBces and perspecBves of the culture studied. Students reinforce and further their knowledge of other disciplines through the foreign language. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Tara Na, Biyahe Tayo! Notes for the Teachers Standards: World Language Content Standards for California Public Schools A.1.1.h. Students address discrete elements of daily life including vacaBons and travel maps, desBnaBons and geography. A.1.1.o Students address discrete elements of daily life including technology. B.1.1 Students engage in oral, wriQen, or signed (ASL) conversaBons. B.1.5 Students idenBfy learned words, signs (ASL) and phrases in authenBc texts. C.1.1 Students associate products, pracBces, and perspecBves with the target culture. D.1.1 Students use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. E.1.0 Students use language in highly predictable common daily seSngs. ACTFL Reading Proficiency Guidelines Notes for the Teacher I. 
Before Reading (Into) 1.
Quick draw – Students will draw their answer to the following quesBons. Pretend that you will travel to a different country next summer. -­‐Where will you go? Which sites would you visit? -­‐ Who would go with you? -­‐What fun acBviBes would you do? 2. Pair share/Class share -­‐ Students will find a partner to share their drawings and what they mean. 3. Scavenger Hunt – Divide the class in groups of four. Give each group a list of objects that they could find within five minutes. The first group to turn in the most number of objects will be declared winners. Each member of the group will receive a toy car to symbolize going on a trip. Standards: B.1.1, B.1.5, E.1.0, 1.1 ACTFL Reading Proficiency Guidelines Notes for the Teacher II. 
Global AcOviOes (Through) 1. Message of the Song -­‐ The teacher will play the song, “Tara na, Biyahe Tayo! Students will close their eyes and listen to the lyrics and the rhythm of the song. A_erwards, students will receive a small index card where they will write down five words that they remember from the song. They will also answer the quesBon: What do you think is the message of the song? 2. Mind Mirror – The students will listen to the song for the second Bme. A_erwards, the teacher will give students a copy of Mind Mirror. They will fill in the page with two symbols, two drawings, two original phrases, and two quotes from the lyrics of the song. They will color the Mind Mirror and share it with a group of four students. 3. Match Me -­‐ Students will draw an arrow to match the words with the pictures. Standards: A.1.1.h, B.1.1, B.1.5, E.1.0, 1.1 ACTFL Reading Proficiency Guidelines Notes for the Teacher III.  Reading for Details (Through) 1. Word Chart – Students will get a copy of the song. Each student will read aloud two lines from the song. A_er the reading, students will get a copy of the Word Chart. They will fill the chart out with words from the song and write them down underneath the correct column. 2. Where in the Philippines? – Students will start their research in the computer. They will be given a copy of a blank map of the Philippines and correctly label it with the different places menBoned in the song. As part of the research, they will also write down the name of the food, or fesBval or natural aQracBon that makes those places popular to visitors/tourists. 3. Not Here -­‐ Students will encircle the word that does not fit. Standards: A.1.1.h , A.1.1.o, B.1.5, E.1.0, 1.1, 3.1, 4.1 ACTFL Reading Proficiency Guidelines Notes for the Teacher IV. LinguisOc AcOviOes (Through) 1.
Fill-­‐in the Blanks – Complete each sentence with the correct answer. 2. Wordle -­‐ Students will create a Wordle, a word cloud, which includes all the vocabulary terms that they learned from the song. 3. CapOon It! – Students will write down a capBon for each picture and share the capBons with the class. Standards: A.1.1.o, B.1.1, B.1.5, E.1.0, 3.1 ACTFL Reading Proficiency Guidelines Notes for the Teacher V.  Post Reading AcOviOes (Beyond) 1. Jeopardy – Students will be divided into groups of four. To play, each group will be given a chance to pick a category and a dollar value. The teacher will give a "clue", and then the group gives their response to the clue in the form of a quesBon. If they get the correct answer, they earn points. 2. I’m a genius -­‐ Contestants will be given a word that they need to guess at a specific amount of Bme (1 minute). To do this, they have to ask a “Yes” or “No” quesBons unBl they are able to guess the word. They could ask quesBons such as: Is this a place? Is this a person? Is this an animal? (Teachers could limit the categories.) 3. Poster/Slogan – Students will create a colorful and powerful slogan /poster to persuade people to travel to the Philippines. Standards: A.1.1.h, A.1.1.o, B.1.1, B.1.5, C.1.1, D.1.0, E.1.0, 1.1, 2.1, 3.1 I.
Reading Proficiency Unit TARA NA, BIYAHE TAYO Paghahanda sa Pagbasa ♦ Kakaiba ka ♦ Madaliang Pagguhit ♦ Pagbabahagi ♦ Hanap Na II.  Mga Gawaing Global ♦ Pakikinig sa Awit ♦ Isip-­‐Salamin ♦ Pagtatapat-­‐tapat III.  Pagbabasa sa mga Detalye ♦ Tsart ng mga Salita ♦ Saan sa Pilipinas? IV. Gawaing Pangwika ♦ Punan ang Patlang ♦ Wordle ♦ Kapsiyon V.  Post-­‐reading AcOviOes ♦ Jeopardy ♦ Batang Henyo ♦ Slogan/Poster Paghahanda sa Pagbasa A. Madaliang Pagguhit (Sagutan ang mga tanong sa inyong kuwaderno sa pamamagitan ng pagguhit). Nagpaplano kang magbiyahe sa ibang bansa sa susunod na bakasyon. -­‐ Saan ka pupunta? -­‐ Sino ang mga kasama mo? -­‐ Ano ang mga lugar na pupuntahan mo? Magbigay ng tatlo. -­‐Ano ang mga gagawin mo roon? B.  Pagbabahagi •  Kumuha ng kapareha at ibahagi ang iyong mga kasagutan. •  Makinig na mabuB sa mga sagot ng iyong kapareha. •  Ibahagi ang mga sagot ng iyong kapareha sa harap ng klase (kung ikaw ay matatawag ng iyong guro). C.  Hanap Na! • HaBin ang klase sa grupo ng apat na bata bawat grupo. • Bigyan ang bawat grupo ng listahan ng mga bagay na kanilang BBpunin sa loob ng limang minuto. • Ang unang grupo na makakapagbigay ng pinakamaraming bagay sa listahan ang siyang mananalo. Sila ay makakatanggap ng mga laruang kotse bilang simbolo ng paglalakbay. HANAP NA (Listahan) 1. Pera mula sa ibang bansa 2. Isang lapis na kulay asul 3. Isang papel na kulay pula 4. Isang ID kard 5. Isang larawan ng sasakyan 6. Isang larawan ng magandang lugar 7. Isang bote ng tubig 8. Isang aklat o libro 9. Isang telepono 10. Isang kalendaryo Mga Gawaing Global A.  Mensahe ng Awit • Patutugtugin ko ang isang awit na pinamagatang “Tara na, Biyahe Tayo!” • Nais kong ipikit ninyo ang inyong mga mata habang kayo ay nakikinig at pakinggang mabuB ang lyrics ng awiBn. • Pagkatapos ninyong marinig ang awit, bibigyan ko kayo ng isang maliit na index card. • Isusulat ninyo sa index card ang limang salita na inyong narinig sa awiBn. • Isusulat ko sa isang tsart ang mga salita na inyong natandaan. • Sasagutan ninyo ang tanong na ito: Ano kaya ang mensahe ng awit na inyong pinakinggan? Tara Na B.  Isip-­‐Salamin • Patugtugin kong muli ang “Tara na, Biyahe Tayo!” • Ano ang inyong nakikita o naiisip habang inyong pinakikinggan ang awiBn? • Bibigyan ko kayo ng kopya ng “Mind Mirror.” • Dito ninyo ililista, isusulat o iguguhit ang mga bagay (simbolo, larawan, mga salita) na pumasok sa inyong isipan habang kayo ay nakikinig sa awiBn. • Kulayan ito. Tara Na Mind Mirror C. Pagtatapat-­‐tapat: Pagtapat-­‐tapaBn ang mga larawan at salita. Bangus Sisig Bulkang Mayon Bulkang Taal Lechon Luneta Park Durian Intramuros Pagbabasa sa mga Detalye A.  Tsart ng mga Salita • Alamin naBn kung ano ang ibig sabihin ng pamagat o Btulo ng awiBng, “Tara Na, Biyahe Tayo.” • Sa pangatlong pagkakataon, pakikinggan ninyo ang awiBn at panonoorin ang mga larawan sa video. • Babasahin ko ng malakas ang lyrics ng awiBn. Tara Na (youtube) Ikaw ba’y nalulungkot
Naiinip, nababagot
Buhay mo ba’y walang saysay
Walang sigla, walang kulay.
Bawat araw ba’y pareho
Parang walang pagbabago.
Tara na, biyahe tayo
Kasama ang pamilya
Barkada at buong grupo
Para mag-enjoy ng todo.
Halika biyahe tayo
Nang ating makita
Ang ganda ng Pilipinas
Ang galing ng Pilipino.
Napasyal ka na ba
Sa Intramuros at Luneta
Palawan, Vigan, at Batanes
Subic, Baguio, at Rice Terraces
Namasdan mo na ba
Ang mga vinta ng Zamboanga
Bulkang Taal, Bulkang Mayon
Beach ng Boracay at La Union.
Tara na biyahe tayo
Mula Basco hanggang Jolo
Nang makilala ng husto
Ang ating kapwa Pilipino.
“Tara na, Biyahe Tayo” Halika, biyahe tayo
Nang ating makita
Ang ganda ng Pilipinas
Ang galing ng Pilipino.
Halika biyahe tayo
Nang ating makita
Ang ganda ng Pilipinas
Ang galing ng Pilipino.
From city to city
7000 and a hundred plus islas
Sa mahal kong Pilipinas
Luzon, Visayas, Mindanao
Ating puntahan
Huwag maging dayuhan
Sa sariling bayan.
Nakisaya ka na ba
Sa Pahiyas at Maskara
Moriones at Ati-atihan
Sinulog at Kadayawan.
Namiesta ka na ba
Sa Penafrancia sa Naga
Umakyat sa Antipolo
Nagsayaw sa Obando.
Nasubukan mo na bang
Mag-rapids sa Pagsanjan
Mag-diving sa Anilao
Mag-surfing sa Surigao.
Natikman mo na ba
Ang sisig ng Pampanga
Duriang Davao, bangus Dagupan
Bicol express
At lechong Balayan.
Tara na, biyahe tayo
Nang makatulong
Kahit paano
Sa pag-unlad ng kabuhayan
Ng ating mga kababayan.
Tara na, biyahe tayo
Upang ating matamo
Ligaya at pagkakaibigan
Kaunlaran, kapayapaan.
Halika, biyahe tayo
Nang ating makita
Ang ganda ng Pilipinas
Ang galing ng Pilipino.
Tara na biyahe tayo
Upang ating matamo
Ligaya at pagkakaibigan
Kaunlaran, kapayapaan.
Halika, biyahe tayo
Nang ating makita
Ang ganda ng Pilipinas
Ang galing ng Pilipino.
Halika, biyahe tayo
Halika biyahe tayo
Halika, biyahe tayo
Halika, biyahe tayo
Halika, biyahe tayo.