Lesson Plan 9

March 3 was a big day for everyone in the Literacy Training Service (LTS) Program. That day's session was to be our last session with our kids, and the final two meetings (on the 10th and 17th) were to be devoted to post-assessment. Post-assessment, if you will recall an earlier post about pre-assessment, is pretty much the same thing. We're even using the same pre-assessment packet to evaluate our students' reading and comprehension capabilities, except we'll be using a different story. But more on that on another post!

For the final session, my student Arvin and I tackled the letters 'N' and 'U', bringing our total letter count to 12 out of the 28 Filipino Alphabet letters.

"The Roadtrip"

To say that this session was memorable would be an understatement. This was the day we happened to catch two of our classmates riding with our professor (they had just gotten on when we spotted them) and our professor invited us to ride with her, too! (Hello, saved 7 pesos on jeepney fare!)

I took this video to immortalize that instance forever.

Bingo

The day's activities consisted of letter bingo, where I showed him different pictures, arranged randomly on a pile, and gave him a goal of forming at least one straight line. When I showed him a picture, his task was to identify the first letter of the word and tick it off on the paper.

As you might recall from my earlier posts on evaluating Arvin, he is a very fast learner and grasps new concepts easily, his one weakness is his rashness and carelessness. When I showed him a picture of a bird, which in Filipino is ibon, he was supposed to tick off the letter 'I' on his bingo card, but instead ticked off the letter 'E'. I pointed to him and asked why he chose that letter, and immediately noticed his mistake. In this I am very lucky, as he grasped how to identify and differentiate the 'E' and 'I' sounds quicker than the other students in the program.

Narda at Nanding and the Wordless Picture Book

This session's stories consisted of the story of Narda and Nanding, two siblings who live in a nipa hut and go to their aunt's backyard to play, but end up getting caught in the rain and catching a fever. Arvin and I tackled pronouncing and writing the letters 'N' and 'U', with words like 'nipa' (nipa palm), 'ninang' (godmother or aunt), 'nanay' (mother), 'ube' (purple yam), and 'ubas' (grapes).

For the wordless picture book, Arvin was showed a story of a boy who witnessed the logging of a forest, and as a result, when a typhoon hit their community several houses were destroyed and damaged. I was surprised, when, after letting him narrate, he used the example of Typhoon Yolanda (international name Haiyan) as the typhoon in the story.

This week we repeated last week's routine of making our own picture books, even Arvin. I made him draw two scenes from a reading activity and write the corresponding sentence on the blank space provided.

Preparation

Next meeting, on March 10, will be the beginning of Arvin's post-assessment. I'll have to start preparing the lesson and the assessment packet. Wish Arvin luck!