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My Relationship with Nature

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  1. My Relationship with Nature I – HOPE Saint Louis High School Baguio City, Philippines

  2. NATURE • The material world and its phenomena. • The world of living things and the outdoors.

  3. My Relationship with Nature • Week 1:Drawing Inspiration From Nature • Week 2:The 3R’s of Waste Management • Week 3:Learning from Nature

  4. Drawing Inspiration with Nature 1. OBJECTIVES: Note the use of intentions to express feelings Appraise schema for conjectures and hypothesis made while reading a text Recall ideas from previous readings for a better understanding of text Write a well constructed paragraphs using descriptive titles Recognize the need to work cooperatively and responsibly in today’s global village through literature

  5. 11. SUBJECT MATTER: • “Out in the fields with God”, • The Parable of the Mountain View • The Parable of the Trees • Rain, Rain, Go Away

  6. 111. PROCEDURE: A. MOTIVATION: D1. Spring board Imagination activity D2. Question and Answer D3. Poem Reading by Group Alfred Joyce Kilmer, "Trees"... D4. Semantic Web Making from The Parable of the Trees D5. Reflection

  7. Imagine that you are in a forest... continue the springboard • 1) How did you feel as you explore the forest? Did you enjoy your exploration? Why? • 2) Could you still see a place similar to what you have just imagined? Where? If none, why? • 3) If you were to live in the place you just imagined, what would be the first thing you would do?

  8. How do you go about attaining something that you want so much? What would you do if there were obstacles scattered along the way? Let us find out if the characters in the selection we'll read today were able to attain what they set out to do

  9. Trees • Recall of the poem written by Alfred Joyce Kilmer, "Trees"... I think that I shall never seea poem as lovely as a tree. What a lovely creation the tree is indeed! Not only is it a thing of beauty and a source of inspiration, but it is also a source of many things for man. In spite of this, however, what has man done to trees? Even giant trees have been felled one by one, devastating the brush and undergrowth. Our hills, dales, and jungles have been ruthlessly denuded. And this is all because of man's greed for money and material things.

  10. Trees by: Joyce Kilmer (1886-1918) I Think that I shall never see A poem lovely as a tree.   A tree whose hungry mouth is pressed Against the earth's sweet flowing breast;   A tree that looks at God all day, And lifts her leafy arms to pray;   A tree that may in Summer wear A nest of robins in her hair;   Upon whose bosom snow has lain; Who intimately lives with rain.   Poems are made by fools like me, But only God can make a tree.

  11. Have students recall the message learned from the parable. • Ask students to present their semantic webs.

  12. Drawing Inspiration with Nature Elizabeth Browning You Beautiful Details of Nature

  13. Can you imagine life without rain? Have students share ideas on what life would be if there would be no rain

  14. B. PREPARATION: D1. Class Recitation-Q and A D2. Silent Reading of the Text D3. Poem Reading by Group Alfred Joyce Kilmer, "Trees"... D4. Conducting close analysis of the text. D5.Unlocking of difficulties

  15. C. Evaluation: D1. Poem Analysis “Out in the Fields with God” D2. Question and Answer of the Text D3. Writing an Essay Alfred Joyce Kilmer, "Trees"... D4. Appraise Students Composition D5. Role Playing

  16. The Parable of the Fig Tree

  17. Rain, Rain, Go Away Rain rain go away,Come again another day.Little Johnny wants to play;Rain, rain, go to Spain,Never show your face again!

  18. Out in the Fields with God

  19. Out in the Fields with God I. The little cares that fretted me,I lost them yesterdayAmong the fields above the sea,Among the winds that play,Among the lowing of the herd,The rustling of the trees,Among the singing of the birds,The humming of the bees. II. The foolish fears of what might passI cast them all awayAmong the clover-scented grass,Among the new-mown hay,Among the hushing of the corn,Where drowsy poppies nod,Where ill thoughts die and good are born-Out in the fields of God.

  20. The Parable of The Mountain View

  21. The 3R’s of Waste Management 1. OBJECTIVES: Recognize issues pertaining to garbage problem of the country Identify sequence of adjectives Recall ideas from previous readings for a better understanding of text List down lessons learned in the discussion Defend “the need to work cooperatively and responsibly in today’s global situation”

  22. 11. SUBJECT MATTER: • “Recycling: Answer to our Garbage Predicament” • Eco-Waste Management • Environmental Improvement

  23. 111. PROCEDURE: A. MOTIVATION: D1. Showcasing of Recycled home-decor D2.Presenting waste management schemes D3. Addressing perennial garbage Problem D4. Valuing the importance of waste management D5. Action Plan

  24. B. PREPARATION: D1. Reading And Comprehension D2. Persuasion speech D3. Vocabulary Development D4. Brainstorming D5.Unlocking of difficulties

  25. Recycle To put or pass through a cycle again, as for further treatment. • To extract useful materials from (garbage or waste). • To extract and reuse (useful substances found in waste).

  26. Eco-Waste Management • the collection, transport, processing, recycling or disposal, and monitoring of waste materials. • usually relates to materials produced by human activity, and is generally undertaken to reduce their effect on health, the environment or aesthetics • involve solid, liquid, gaseous or radioactive substances, with different methods and fields of expertise for each

  27. Environmental Improvement • Enhancement of visual amenity and public enjoyment of the countryside • Encouragement of environmental awareness • Encouragement and development of waste minimisation, re-use and recycling strategies • Development and implementation of litter prevention initiatives

  28. Showcasing of Recycled home-decor A setting in which someone or something may be displayed, especially to advantage.

  29. Presenting waste management schemes • Latin schEma, figure, from Greek skhma • systematic plan for a course of action • a series of steps to be carried out or goals to be accomplished

  30. Addressing perennial garbage Problem Requiring mandatory actions and plans to lessen and reduce garbage waste.

  31. Valuing the importance of waste management Understanding the significance of managing waste reduction. To give a positive outcome out of recycled garbage materials.

  32. Action Plan Steps that must be taken or activities that must be performed well, for a strategy to succeed . Consist of three importance elements.

  33. 1. Teacher shows the class the following media: recycled home décor, vase, flower arrangement, wall décor, toys, bags, belts 2. She asks the students if they know the price of each item then informs them that the said recycled objects command a high price when craftsmanship is exceptional. 3. Unlocking of Difficulties

  34. Ask the class to present their waste management schemes. Ask them to imaginethemselves in a meeting where proposals are to be presented and then critiqued. Encouragestudents to analyze the advantages and disadvantages of each of the proposals

  35. From our previous discussion, we came to know that there really is money in garbage. • How many of us here don't care for money? Of course everyone is interested in money thatwould augment income and so we share with our family and friends the secret about money in garbage, or zero waste management, the total recycling of refuse or waste. Aside from a houseto- house information campaign, we can also prepare leaflets or write-ups to be distributed to the community members.

  36. Important Elements of an Action Plan 1. Specific Task: what will be done and whom 2. Time Horizon: when will be done 3. Resource allocation: what specifics funds are available for specific activities

  37. Learning From Nature 1. OBJECTIVES: Note significant details in different texts Write phrases adding Identify sequence of adjectives Recall ideas from previous reword modifiers Distinguish the features of a fable Report findings in class

  38. 11. SUBJECT MATTER: • Differentiating listening texts clues indicating the speech • Different forms of single word modifiers • Elements of a short story • Different forms of single word modifiers

  39. 111. PROCEDURE: A. MOTIVATION: D1. Studying paragraph text D2.Recalling Three Types of Paragraph Texts D3. Story-Telling D4. Recalling the lessons learned for the week

  40. Studying paragraph text When do we usually listen closely to a speaker? Name some instances when we listen and not say anything. Why do we have to listen to the speaker closely? Today, you will listen to three texts. Tell where you expect to hear these texts, who the speaker is and who make up the listeners.

  41. Recalling Three Types of Paragraph Texts 1.What were the three texts we listened to yesterday? 2.You are to listen to them again but this time you have a different task for each text. * Listening to note significant details and plotting them in a chart 1. Listen to text 1 again to answer these questions. Put your answers in this grid

  42. Story-Telling • one of the earliest forms of folkart • probably first consisted of simple chants that praised the dawn, expressed the joy of being alive, and were used to ease the drudgery and boredom of laborious tasks. • story can be of a real event or it can be made up. • is often a part of our everyday conversations.

  43. Recalling the lessons learned for the week • Are you fond of stories? • What type of stories do you like to listen to? • Find a partner and exchange ideas about your favorite stories (Give them a little time for this activity)

  44. Class, do you know that even teachers have their favorite type of story? Mine is the fable, a brief story which teaches a lesson on life and whose characters are usually animals. Would you like to know how fables came about? Let me tell you about it. I will stop now and then ask you to answer some questions before I continue the story.

  45. Although the bag of food was heavy at the start, it became lighter each day as more and more food was consumed. The load carried by the other slaves did not get any lighter. Every evening before going to bed, Aesop entertained the other slaves with short stories, the characters of which were sometimes men, sometimes elements like the sun and the wind, but most often were animals with human abilities. But the stories always had a lesson to teach. These were called the moral of the story.