A resource produced through the support of AusAIDon behalf of the Australian Government

PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)

Teacher Support Material in English

THELITTLE HEN

Published by thePHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)

REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)Department of Education, Culture and Sports

Region VII, Central VisayasCebu City

Copyright © 2001 by PROBERevised Edition 2010

COPYRIGHT NOTICE

Milagros G. Gabuya Instructional Designer - Elementary English

Writer

The production of this Teacher Support Material (TSM) has been made possible with the assistance of the P - A PROBE RLMC VII Staff.

This edition has been revised for online distribution through the Learning Resource Management Development System (LRMDS) Portal by Region VII-Bohol under Project STRIVE for BESRA, a project supported by AusAID.

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines. How-ever, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.”

This material was developed within the Project in Basic Education (PROBE) imple-mented by the Educational Development Projects Implementing Task Force (EDPITAF) of the Department of Education, Culture and Sports (DECS) in collaboration with the Bureau of Elementary Education, Bureau of Secondary Education and the Commission on Higher Education. Prior approval must be given by the PROBE Management Unit lodged at EDPITAF and the source must be clearly acknowledged.

THE LITTLE HEN(Teacher’s Guide)

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Description This Teacher Support Material which uses the rebus of “The Little Hen” is designed to reinforce vocabulary concepts for pupils in the primary level. Emerging readers respond positively when texts are interspersed with familiar pictures. With this material, encouraging the pupils to tell the class about the rebus they have made can maximize vocabulary usage. Since the teacher can select the pictures that are relevant to the pupils, they learn the pictures and quickly associate the vocabulary.

Target Audience

Grades One and Two Pupils

Subject Matter/Learning Competencies

Answering who, what, when, and where questions

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(P.E.L.C. Grade I & II B. 2. 2.1) Third Rating PeriodReact to what the character said/did in a story listened to (P.E.L.C. Grade I & II B. 5.1.) Third Rating Period

Duration

Two 80-minute periods

Objectives

At the end of the lesson, the pupils will be able to:

• answerwho,what,whereandhowquestionscorrectly• reacttowhatthecharacterssaid/didinthestory• retellthestoryintheirownwords• participateactivelyinthegroupworkofmakingarebus.

Procedure1. Let the pupils identify the following objects using some

picture cards: little hen, cat, dog, and mouse corn grains and corn plant.

2. Distribute a copy of the rebus of “The Little Hen” to each pair of pupils in the class.

3. Teacher tells the story using the rebus of “The Little Hen”. The pupils read silently along with the teacher.

4. Have a comprehension check-up about the story. Encourage the pupils to recall the story by asking who, what, when and where questions.a. Who found some grains of corn one day?b. What did the little hen do with the corn grains?c. When was the corn good to eat?

CONTENTS

Description 1 Target Audience 1

Duration 1

Subject Matter/Learning Competencies 1

Objectives 1

Preparation 2

Procedures 2

Teaching Hints 6

Evaluation 6

Resource List 7

Reference 8

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d. Where did the dog, cat, mouse and hen live?5. Let the pupils have a pantomime or role play about the

story. Let the pupils retell the story in their own words,6. Conduct a reaction session to what the characters said

and did in the story:a. Was it good for the cat and dog to sleep all day?b. Was it good for the little hen to keep looking for

food?c. What can you say when the dog, cat, mouse did

not help the little hen in doing the work?d. What can you say when the chicken did all the

work?e. Was it good for the chicken to share the food

even if her companions did not help her?f. What about you, what would you do if your

brothers/sisters do not help you at home?7. Involve the pupils in creating their own rebuses. They

may change the pictures (characters). For example, instead of having a little hen, they can use a little turkey. Instead of having a cat, they can use cow, or horse and so on.

8. Teacher reads while the pupils listen to the new rebus they have cooperatively made.

9. Let the pupils answer some questions on noting details about the new rebus they made.

Teaching Hint

Ideally, the rebuses should be printed in color. But if a color printer is not available, the teacher must use his/her own creativity by coloring the pictures with crayons or watercolor to make them more attractive.

The teacher must show interest and enthusiasm when she tells the pupils the rebus. He/She must tell the story with

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appropriate facial expression, voice and gestures.

Evaluation

Learning outcomes will be measured by the pupils’:• answeringofquestionscorrectly• participatingactivelyinthegroupwork• reactingtowhatthecharactersaid/didinthestory.

Resource List

Teacher’s GuideRebus-“The Little Hen”Picture cards of: • littlehen • cat • dog • mouse • cornplant • grainsofcorn

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