Success in Silence: Jaryll Indino's Success Story

Title: A Lesson Plan for Success in Silence: Jaryll Indino’s Story of Diligence

Topic: Born to Succeed

Learning Objectives:

Expressive Objectives

1. Develop admiration for Jaryll’s success story
2. Realize that disability does not hinder success
3. Instill that success is attainable through diligence, not through physical prowess
4. Show appreciation for their teachers/mentors

Instructional Objectives

1. Deduce the meaning of the given vocabulary using context clues
2. Complete a modified anticipation guide before and after reading
3. Write the correct past forms of the verbs
4. Retell what they have read using word prompts
5. Observe proper pauses, stop, intonation in reading
6. Infer character traits
7. Compare and contrast two stories
8. Get the main idea of a given text

Subject Matter:

This selection tells the story of Jaryll Endino (Jarell Indino) who is a deaf participant of the National Festival of Talents (NFOT). He proved that with diligence and perseverance, one is capable of succeeding in life. Through the help of his mentors and teachers, he learned sign language and electrical wiring installation for which he gained recognition in division, regional and national level competitions.

This text appears under the topic Born to Succeed. We believe that the main character has shown perseverance and diligence at a very young age which enabled him to succeed despite the difficult life circumstances he was in. His hearing impairment did not hinder him from pursuing what he really wanted to be. Through his diligence, he learned wiring installation quickly. Moreover, this text is related to the theme such that it highlights how Jaryll’s diligence and perseverance have paved the way for him to achieve his heart’s desires and interests.

Materials: Printed copies of the reading selection; copy of the video clip; illustrations; writing materials

Procedure:

PREREADING

• Activating Background Knowledge

Task 1: Ask: What comes into your mind when you hear the words physical disability?

Task 2: Video Watching (https://youtu.be/I_rGL0dyaQs)

Task 3: Mind Mapping

Directions: Written on the board is the word SUCCESS. Think of words/phrases that you can

associate with the word success. Write your answer around it.

• Developing Vocabulary

Directions: Identify the meaning of the underlined word/phrase using context clues. Write your

answer on the space provided.

• Developing a Purpose for Reading

a. Motivation and Motive Question

b. Modified Anticipation Guide

Directions: Tell whether each statement in the table is TRUE OR FALSE by checking under the

proper column in the BEFORE Reading Portion.

READING

Oral reading by the teacher and the students Click here for the Reading Material

Task 1:Distribute the printed reading materials to the class.

Task 2: Read the text and tell the students to follow along silently. Do remind them to take note of pauses,stops, and proper intonation.

Task 3: Oral Reading: Call on some students to read the text orally.

POST READING

• Engagement Activity 1 (Individual Activity)

Modified Anticipation Guide

Directions: Tick the right emotion in the AFTER Reading Portion.

• Engagement Activity 2 (Small Groups)

Retelling the Text Using Word Prompts

Task 1: Complete the table of verbs below. Then retell what you have read using the correct past tense form of the verbs given below. Some words have also been provided to serve as your prompts.

Task 2: The following words appeared in the text. Retell the reading selection using the correct past forms of the verbs given above and the words/phrases found in the box.

Answering Comprehension Questions

Task: Discuss among yourselves each of the questions given below. Then write your group’s answers on the manila paper given to you.

Character Sketch

Task: You are provided with a sketch of Jaryll’s head. Discuss among yourselves what character traits he has based on the reading selection. Then write your answers on the sketch.

Writing a Letter

Task: As you may recall, Jaryll’s mentor/teacher did not give up on him. Instead, they believed in him and gave him their full support for they saw his potential to succeed. Now, imagine yourself as Jaryll writing a letter to his mentor/teacher expressing his gratitude for what they did to him.

Comparing and Contrasting

Task: As you may recall, you watched a documentary video about the story of Aleeia earlier in our lesson. As a group, compare and contrast that of Aleeia’s story with Jaryll’s. Use the Venn Diagram graphic organizer provided to your group.

• Engagement Activity 3 (Whole Class Discussion)

Click here for the Rubric for Small Group Activities

ENRICHMENT/CURRICULUM CONNECTIONS

Social Studies

• In a group of 5 people, make a research on three (3) people whose disability/impairment did not bar them from becoming successful. What qualities do they have? Present their short biographies to the class next meeting.
• As a group, make a research on at least 5 different livelihood programs that are available for people with disabilities and the agencies/offices that offer them. Prepare a comprehensive list of such and present your findings to the class next meeting.

Science (Psychology) and IT

• Prepare a 3-5 minute PowerPoint presentation on what grit is and how important it is, especially among people who think so low of themselves because of their disability or impairment. Please ensure that the content of your presentation shall come from credible resources like published research work, journals on sciences or psychology, and other academic research/journals.

Writing

• Write a letter addressed to Jaryll, telling him what you like about his character and how his story has inspired you. Your letter should not be more than 200 words and not less than 100 words. Type it on a short bond paper following a single spaced format.

Speaking

• As a group, interview at least 2 persons with disabilities. If possible, ask for your interviewees’ basic information such as their name, age, educational background, and disability/impairment they have. Ask what problems they have encountered brought about by their disability and how they have dealt with them. Record your interview. The video length should not exceed 5 minutes.

EXPLICIT TEACHING OF A READING COMPREHENSION SKILL: GETTING THE MAIN IDEA

1. Introduction

When a person is trying to express or explain something, some people ask certain questions like “What is your point?, What are you trying to tell?" In reading, knowing or recognizing the “main idea” or “gist” is the most important key in reading comprehension. Today, we are going to learn how to get the main idea of a given text.

2. Teaching/Modeling

Recognizing a main idea

• Look for the general versus specific idea
• Use the topic to lead you to the main idea
• Find and use clue words to lead you to the main idea

3. Guided Practice (Pair Work) Click here for the worksheet

Directions: Look for a partner and work on the exercise. Identify the general and specific idea.Write letter G for general idea and S for specific idea, on the space provided.

4. Independent Practice Click here for the worksheet

Directions: Read each passage and ask yourself, "What is the author doing in this paragraph?" Write your answer in the summary box and then think of an appropriate title for the passage based on the main idea of the passage.

5. Application Click here for the worksheet

Directions: Read each paragraph and determine its topic. Then select the answer choice that tells the stated main idea sentence.

(CLICK HERE FOR THE FULL PLAN)

References:

Buchanan, E. (n.d.) English 52-Topic and Main Idea. Slideshare. Retrieved from https://www.slideshare.net/elizabethabuchanan/english-52-topic-main-idea

Elder, J. (n.d.) Entryways into College Reading and Learning. Retrieved from http://highered.mheducation.com/sites/0073123587/student_view0/chapter8/topic_and_stated_main_idea_multiple-choice_exercise.html

Felstead, M. (2016). Success in silence: Jaryll Endino’s story of diligence. DEPED. Retrieved from:http://www.deped.gov.ph/2019/02/04/success-in-silence-jaryll-endinos-story-of-diligence/

Group Presentation Rubric adapted from cet.usc.edu/cet/wp-content/uploads/2016/.../ group presentation_grading_rubric.docx

Langan, J. (2005). Ten steps to improving college reading skills. Townsend Press. United States. Fourth edition

Morton, D. (n.d.). Reading Worksheets. Retrieved from https://www.ereadingworksheets.com/free-reading worksheets/reading-comprehension-worksheets/main-idea-worksheets/

Oxford Dictionary: Definitions and Meanings. Retrieved from https://en.oxforddictionaries.com/

Severino, H. (2015). I Witness: ‘Ibang Pagtingin’. GMA News.[Video] Retrieved from https://www.youtube.com/watch?v=Cmz6-rv26yc)

Study.com. (2003) What is a physical disability?. Retrieved from https://study.com/academy/lesson/what-is-a-physical-disability-definition-types-quiz.html