Philippines Thematic Unit (1)

7/23/2019 Philippines Thematic Unit (1)

http://slidepdf.com/reader/full/philippines-thematic-unit-1 1/22

Tinikling - Philippine Bamboo Dance

Teacher: Tina Rollins

Grade: 3rd

Standards:

Music: Performance: Rehearse, Evaluate and Refine: MU: Pr5.1.3b Rehearse to refine technical

accuracy, expressive qualities, and identified performance challenges.Social Studies: Societies experience continuity and change over time:4.3 The student will investigate an example of continuity and/or change and connect that

continuity and/or change to a contemporary issue.Objectives:

• Students will perform the traditional dance of the Philippines. Given dancing steps from

the teacher with 90 % accuracy.

• Students will be able to identify the legend and history surrounding the dance bycompleting a quiz with 85% accuracy or better.

Materials:

•

2 bamboo poles, wooden dowels or PVC piping, each 8-18 ft. long (or home-made bamboo poles: two water bottles connected by a cotton string)

• two 2x4's cut 30 inches long, with tape marks placed on the blocks approximately 3”

from each end(this will provide a guide that will show the width to separate the poles.Ideally, a set of poles and 2x4's should be provided for every four students)

• Authentic music for the dance can be found by searching for “music for tinikling” or trythese web sites:http://www.imeem.com/warburrton/music/dz6zkKD_/fiesta-filipina-tinikling/

http://www.giancruz.com/portfolio/imd110/city/musicvideos.html

• Video of the dance:http://www.youtube.com/watch?v=8SqZRQWC6AQ

http://www.youtube.com/watch?v=_nisbR3D5vQ• Philippine Map



Background for Teachers:

• The Legend of Tinikling: In the 1500s, the natives lost control of their land and

became caretakers of the land for the King of Spain. The people who worked

too slowly would be punished. Their punishment was to stand between two

bamboo

poles

cut

from

the

grove.

Sometimes,

the

sticks

would

have

thorns

jutting out from their segments. The poles were then clapped together to beat the

native's feet. By jumping when the bamboo sticks were apart, the natives tried

to escape this cruel form of punishment.

• Origin of Tinikling: Tinikling originated in the Visayan Islands, on the Island of

Leyte. Dancers imitated the tinikling birds’ legendary grace and speed as they

walked between grass stems, ran over tree branches, or dodged bamboo traps set

by rice farmers.

• The Dance Today: The legend of punishment later became the dance of today.

Tinikling soon became a challenge, an art, and a dance. It is performed on certain

Sundays

in

the

Philippines, and

the

movement

of

the

sticks

is

now

smooth

and

the clapping is gentle.

Procedure:

Introduction:

• T:” Today we are learning about the Philippine. Do any of you know where thePhilippines are located on the map?”

• Wait for answers and ask a student to locate the country on the map.

• Help student locate the Philippine on the map.

Body:

• T:” Now we are going to listen to some music from that country?”

•

T:” What do you think about it? Do you like it?”• T:” Now let’s watch a traditional dance from the Philippine called the Tinikling.”

• While watching the video, explain the history of the dance and how it became the

traditional Philippine dances.(see info in background)

• T:” Doesn’t that look neat? How about we try to learn this dance?”

• Dance instructions:

• If enough tinikling sets are available, students should be put into groups of 4 and

spread around the gym floor or other large space.

• If there are not enough sets of equipment for every 4 students to have a set, 6!8

students can be put at a set of poles.

•

Make sure to rotated students so every students get a chance to dance and operate the poles. (Establish a rotational order for dancing and moving the poles.)

• Description of Idea Rhythm of the poles:

• 3 counts – in!out!out with the poles always maintaining contact with the boards.

• The students who are moving the poles will need to sit on their knees on the

floor.

• The rhythm created by moving the poles is begun with the poles together in the

center of the boards.

• The poles are hit together for count 1.



• The poles are then separated and tapped wide on the boards 2x. These are

counts 2 and 3. This 3 count movement continues throughout the dance. It can

be cued by saying: “in!out!out”.

• Allow the students who are manipulating the poles to practice without the dancers.

• Remember to cue and keep the rhythm of the poles steady and consistent.

•

**** It

is

important

for

the

students

who

are

creating

the

rhythm

with

the

poles

to be told to slide the poles along the boards when they are separating or

closing them. Lifting the poles could catch the ankles of the dancers and trip

them. Also caution students about holding the poles; remind them that fingers

need

to

be

on

the

outside

of

the

poles.

Failure

to

hold

the

poles

properly

could

result in slammed fingers when the poles are brought back together.

• Dance Patterns:

• Basic Step – ! Meter

• Cue with the words: Out!in!in, out!in!in.

• Begin with right shoulder to the poles

• Step on left foot (count 1)

• Leap with right foot then left foot to center of poles (counts 2!3)

• Leap to opposite side of poles with right foot (count 1)

• Leap to inside of poles with left, right (counts 2!3)

• Leap outside with left foot (count 1 – continue repeating step as described

above)

• This step can be reversed by beginning with the left shoulder to the poles.

• Rocking Step:

• Facing poles

•

Step

on left

toot

(count

1)

• Leap right to center, Hop on right foot (counts 2!3)

• Leap left foot to opposite side outside of poles (count 1) Back is now to the

poles

• Reverse movement placing right foot back between the poles and hop (counts 2!3)

• Leap on left foot back to original starting position (count 1 – continue repeating

step as described above)

• Jumps:

• Begin facing either end of the poles

• Jump and straddle poles (count 1)

•

Jump

2x

in

center

of

pole

(counts

2

&

3)

• Jump and straddle the poles (count 1 – continue repeating steps as describe

above)

• After students have practiced all the steps ask them to perform the steps in a

combination

o 4 basic steps, 4 rocking steps, 4 jump steps.

• Repeat the entire sequence.

• Variations: If students have gotten very good at the steps listed above ask them

to take 2 sets of poles and boards and arrange them in a “tic!tac!toe” formation



Conclusion:

• Each dancer will begin in a corner and attempt to move around the formation.

• Ask the students to figure out how to use the basic step so that all four dancers

can move simultaneously around the poles.

• After the dancers have determined how to move around the poles, they will find

it

a

challenge

to

get

everyone

moving

together

and

dancing

around

the

poles

to

get back to their home positions.

• (HINT: Dancers will do the basic step making a " turn on each step and moving

around the poles.)

Assessment:

• Students can be assessed on both their ability to execute the steps properly and

rhythmically move the poles. A rubric can be set up that is based on rhythm,

memory, creativity, and presentation of the routine.

• Students will be given a quiz to recollect the legend and history surrounding the dance.

Adaption:

•

Children with learning disabilities will have extra time to learn the steps and one to oneinstructions to help them understand the sequence of the dance.

• Children with physical disabilities will get.Rational:

I think it is important for my students to learn about multiculturalism, the location of the worldgeography, culture and custom. These elements makes my lesson strong and thorough. My

students will be able to perform the dance and will be able to understand its history.

Extensions:

• This activity can be made into a Christmas presentation by making ankle bells (jingle bells threaded on elastic) for each dancer and wrist bells for each person moving the

poles. Look for a Christmas song with a! time signature. (“Silver Bells” would workgreat and would make the tinikling activity a festive holiday celebration!)

• Student will demonstrate the further understanding of Philippine culture and triple

rhythm by: making their own rhythm pattern in triple meter and create the correspondingdance steps for tinikling.

References:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9713#.VHva_rstCW9



Assessment:

Tinikling Evaluation

Students Name:___________________ Date:______________

Not at All Some Most All

Master Tinikling Poles: 1 2 3 4

Know Dance Step: 1 2 3 4

Creative: 1 2 3 4

Overall Scores:_____________



Quiz:

Students Name:-______________________ Date: ____________

1. What is the name of the dance? ___________________________________________

2. In what country is the dance preformed? _____________________________________

3. Before the dance became a dance, what was it used for? __________________________



SAWIKAIN (Idioms)

Teacher: Takara Brownridge

Title: SAWIKAIN (Idiom)Subject(s): Language Arts

Grade(s): Third grade

Standards:

• Language Arts L.3.5

o Demonstrate understanding of figurative language, word relationships and

nuances in word meanings.

• Music Re7.2.3a

o

Demonstrate and describe how a response to music can be informed by the

structure, the use of the elements of music, and context (such as personal

and social).o

Objectives:

• Students given the examples will construct and draw pictures of the given idiom, with70% accuracy.

• Students will figure out the literal meaning of a idiom given an idiom list with 80%accuracy.

Materials Needed: Idiom worksheet, list of Filipino idioms, and list of idioms.

Brief Description: Students will learn the Filipino word for idiom, what a idiom is, and how to

decipher one.

Lesson:

1. At the beginning of a figurative language lesson during Asian Heritage month in March,the teacher will feed off of the geography lesson on the Philippines and give a lesson

about language in the culture.2. Teacher will begin to introduce the word sawikain. The origin and the meaning.

a. The word sawikain is used in the language Tagalog, one of the many languagesspoken in the Philippines. This word in English is idiom.

3. The teacher will then ask students if the know what an idiom is.4. Teacher will then explain what a idiom is

a. An idiom is an expression that means something different than what it says.5. The teacher will then show examples of idioms. First starting off with idioms from the

Philippines. Using a translator the students will be able to hear how the phrase should besaid. The teacher will have the English translation.



a. Butas ang bulsa- “hole in pocket”. Meaning poor. b. ilaw ng tahanan- “light of the home.” Refers to Mother.

c. Makati ang dila- “Talkative”. Refers to someone who talks a lot.6. The teacher will then give examples of American idioms and use them in a sentence.

a. “Piece of cake”- Something is very easy to do.

i.

My homework is a piece of cake! b. “Hit the Hay”-Go to sleep.i. I am so tired; I am going to hit the hay.

c. “Call it a day”-To end iti. I am going to call it a day.

7.

Teacher will then ask the students if anyone has heard of these phrases, or if they haveany of their own that they have heard.

8. Teacher will then explain how idioms are used in the same way in America and in thePhilippines.

9. After an idiom explanation, the teacher will then provide the students with a list of simpleidioms used in a sentence and ask them to pick three of their favorites.

10.

The teacher will start with an example of the activity. The students will figure out whatthe idiom actually means.

a. “I am drawing a blank of the answer”- This means I do not know the answer.11. The students will the partner up and pick a few to do with their partner.

12. As the class works on this activity the teacher will walk around and make sure that theyare getting the activity and understanding the meaning of idioms.

13. After each group has finished, each individual student will pick one idiom sentence oftheir choice to use on the worksheet.

14. As the students work on their worksheets, the teacher will have traditional music from thePhilippines playing in the background.

a. Kulintang. sa Taguig sa maharlika

i.

This music is used to bring people together, and is listened to in a socialaspect.15. After the students have each completed a worksheet the teacher will bind them together

into a class idiom book.

Assessment:

• Do the students understand what an idiom is?

o Ask the students to write down what an idiom is at the end of the lesson andcollect the papers afterwards.

•

Are the students correctly interpreting idioms?o Collect each paper and check to see if the idioms are correctly interpreted.

• Do the students understand the Filipino word for idioms?

o Have everyone say the word together.

Adaptations/ Extensions:

• For those who do not like music playing while they are working can have on noise proofheadphones to concentrate.

• Students who need extra help can work with a para to complete their work.



• Students who speak other languages can listen to each sentence on a pre-recorded

Spanish version of the sentences.

• Teacher could do a flipped classroom lesson where they listen/watch the lesson at homeand come to class the next day prepared to do the activity.

Why is it important that students learn my lesson?

•

Idioms are used all of the time and for students to be able to know them, are veryuseful.

• Figurative language is an important piece of the English language.

• The different culture they are experiencing learning Filipino idioms is very different.Connections:

• This lesson could go into a music lesson. The students could learn in full detail about themusic they listened to as they did their assignment. They could make instruments and

make a performance out of it.





Teacher: Ms. Alexis Hullaby

Grade Level: 3rd Subject: Social Studies

Point of Focus: Philippines

Standards:

(SS) History: In this unit, students will recognize and evaluate the significant people and events

that shaped their hometown and/major city in Kansas, and other cities of the world. They willanalyze how these people and events contribute to the way the citizens of their town/city and

citizens of other metropolitan areas are perceived and function today. Students will understandthe motivation and accomplishments of notable individuals, particularly early settlers,

entrepreneurs, and civic and cultural leaders specific to their hometown. They will analyze theimpact of experiences of groups of people who have contributed to the development of

towns/cities. They will analyze the experiences of groups of people who have made historical

and cultural contributions to their community and compare it with other communities. Studentswill investigate the significance of events, holidays and ceremonies that are important to theircommunity.

Music MU:Cr1.1.3a: Improvise rhythmic and melodic ideas and describe connection to specific

purpose and context (such as personal and social)

Objectives and Goals:

* Our third grade class will compare the similarities of the Philippines symbolic bird, the

Sarimanok to our state bird the Meadowlark by researching the importance and history of both

birds, students will show their understanding by presenting their findings to their peers.

* Students will integrate wind music to accompany their presentation by finding songs that help

emphasize their description of the birds.

Introduction:

* Teacher will ask students “Where are you originally from?”

o Let some student’s share where they are from.

* Teacher will talk about the Kansas State bird, the Western Meadowlark

o The state bird was made official in 1937.

o They have a black and white striped head, yellow cheeks, and a distinctive “V” on theirchest/breast.

o It is the state bird for 6 other states.

* The Sarimanok bird is a legendary bird of the Maranao people who originated from a majorisland in the Philippines.



* Depicted to have colorful wings and a feathered tail, holding a fish in its beak or talons (feet).

Direct Instruction:

* Teacher will read the book About Birds: a guide for children by Cathryn Sill.

* The class will discuss what about birds do they like the most.

* Teacher will assign students into groups

o First based off of where they are from.

* Minimum 5 students a group

o Then those who are singled out will form a group

ACTIVITY

* Students will research their state bird

o Refer to worksheet for requirements

* T- All this week we have been focusing on the Philippines.

o Today we will be researching about the symbolic bird the Sarimanok bird.

o We will be learning about the story of the bird

* Instructions:

o Each group will research the history of the Sarimanok bird.

o Refer to worksheet for requirements

o Students will create a visual using their IPad (powerpoint, or a picture app)

* Two students from each group will grab an Ipad for researching

* One student will grab the supplies to present

* There will be two students per Ipad, one person to research and the other to record theirfindings

* Students should be able to tell the class what’s the story behind the Sarimanok bird.

o Students will have 45 minutes to work in their groups to create their visual for the class andfind their facts.



* Students are in charge of assigning who will do which tasks

* Refer to worksheet (Task Titles)

o Student will also have to find wind music to help compliment their bird.

* Encourage students to use Youtube.

o Students will then present their findings to the class

Guided Practice:

* Teacher will have a completed example of a visual.

* Teacher will have a completed example of the state bird activity

* Refer to worksheet (Alaska State Bird)

Closure:

* Students will journal what they learned about other groups bird. Students should write a

paragraph 3-5 sentences about things that they found interesting about the bird.

o Encourage 7 sentences.

* While journaling the teacher will play some traditional Filipino music in the background.

*

Independent Work:

* Students will color a traditional Sarimanok Bird.

Required Materials and Equipment:

* Book: About Birds, by Cathryn Sill

* Sarimanok bird worksheet (Coloring Page

* Pens

* Pencils

* Ipads

* Markers

* Crayons



* Colored Pencils

* Paper

Assessment:

* Teacher will read their journals and check to see if they wrote actual things that the presenters

talked about. Teacher will also check for understanding of the knowledge.

* Throughout activity the teacher will be checking for full participation from all students.Making sure that the students are all working together.

Adaptation:

* If there are no Ipads or electronic devices available the teacher can have students go to theschool library and find books about birds.

* Also, students can use poster board instead of powerpoint or other apps to give the visual

section of the assignment

o Teacher would then have to bring in pictures of the bird and students would grab two picturethat they liked the most to add to their project board.

Rationale:

* Furthering this unit on the Philippines students should understand the connections fromcontinent to continent. There are a lot of things that America has in common with other

continents. Like the fact that we use birds as symbols. Student also should be comfortable withspeaking in front of their classmates.

Resources

http://www.adfg.alaska.gov/index.cfm?adfg=birdviewing.iconicbirds&species=willowptarmiganhttp://en.wikipedia.org/wiki/Willow_ptarmigan http://www.census.gov/foreign-

trade/top/dst/current/balance.htmlhttp://www.statesymbolsusa.org/Kansas/bird_western_meadowlark.html

http://tugayaartifactsblog.wordpress.com/2014/03/04/sarimanok-the-legendary-bird-of-maranao-tribe-



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Philippines Thematic Unit (1)