California Foreign Language Project

SAILN Tier III
ACTFL Reading Proficiency Unit

THE ADARNA BIRD
Filipino Language
Rey Idos
April 6, 2013

ANG IBONG ADARNA
Notes for the teacher
Goal: Students will learn about various perspectives of the Filipino culture such as the
high level of love, respect, and care of the children to their parents especially at
their old age, forgiveness and family loyalties, and honoring commitments.
Objectives:
Students will
Students will
Students will
Students will
Students will
Students will
Students will

draw a colorful bird and describe it to their classmates.
play the typewriter game to increase knowledge in spelling in Filipino.
play the flyswatter game to increase vocabulary.
identity adjectives from the story.
able put the story in a chronological order.
able the Venn diagram to compare characters.
classify words in their proper group.

Level: High Beginner; Intermediate
Time Frame: 5 hours or 2.5 days (block schedule) or 5 days
(non-block schedule)
Rubrics: Teacher designed to measure student achievement.

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STANDARDS FOR FOREIGN LANGUAGE LEARNING (ACTFL)
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of
the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of
the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through
the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language
studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures
studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment
and enrichment.

1. The teacher will say an English translation of the words written on the board. —  Typewriter Game – Divide the class into two equal numbers.ACTFL Reading Proficiency Guidelines Notes for the teacher I. 3.1. Each student from each group is assigned a letter. Have a each group spell the vocabulary word by saying loudly the letter assigned to the student. Before Reading (Into) —  Quick Draw – Students will draw a colorful bird and describe it to the class in the target language. 5. Two volunteers are asked to participate. Each volunteer is holding a flyswatter.2.1.2 . all students within the group will say the word loudly. The first student who swats the translation of the English word stated by the teacher wins. —  Standards: 1. The first group that spells the word correctly wins. After the last letter is mentioned. —  Flyswatter Game – Several vocabulary words are written apart from each other on the board.

reread the story with a different set of students acting out the story. toy knife. bread Procedure: Assign a name of a character from the story to a student. Students will then reread the story silently. The students will act out the story while the teacher reads the story. Ermitanyo Lemon or calamansi . . Don Juan. Don Diego.ACTFL Reading Proficiency Guidelines Notes for the teacher The Story: Ang Ibong Adarna Realia: Name tags for the following names: Haring Fernando. water in a bottle. Don Pedro. If time permits. Ibong Adarna.

“Sa Bundok Tabor.” “Saan makukuha ang ibong Adarna?” sabay-sabay na tanong ng tatlong prinsipe. Lungkot na lungkot ang tatlong anak ng hari dahil habang tumatagal. Maraming manggagamot ang tinawag. nang biglang magkasakit ang hari na si Haring Fernando. dumating ang isang ermitanyo.” . Si Don Pedro ang panganay. Maligaya sana ang buong kaharian.Ang Ibong Adarna Noong araw sa kaharian ng Berbanya. lumalala ang sakit ng kanilang ama. “Walang gamot dito maliban sa awit ng ibong Adarna. Isang araw. “Hindi bale. may isang hari na may tatlong anak na lalaki.” ang sagot ng matandang ermitanyo. Don Diego naman ang pangalan ng pangalawa. pero walang makapagpagaling sa kanya. pero mahirap ang paghuli.” sagot ni Don Pedro. Nang tingnan ang sakit ni Haring Fernando. sabi ni ermitanyo.“ako ang unang hahanap sa ibong Adarna. At si Don Juan ang bunso sa tatlong prinsipe.

Sa Bundok Tabor nakatira ang ibong Adarna. Naghintay si Don Pedro sa ilalim ng puno. naging bato si Don Pedro.Katakot-takot na hirap ang pinagdaanan di Don Pedro sa paghahanap sa ibong Adarna. pag natulog ang ibong Adarna. Piedras Plata sang tawag sa punong iyon. Dahil sa ganda ng kulay at awit ng Adarna. sa isang magandang-magandang punongkahoy. Maraming bundok at gubat siyang narating pero hindi niya nakita ang Bundok Tabor. Nagtiis siya ng maraming gutom at pagod bago niya nakita ang bundok na hanap niya. Masama iyon dahil bago matulog. umawit ito nang pitong ulit at pitong ulit din na nagpalit ng magagandang kulay ang kanyang balahibo. Bago matulog. Balak niiya. . umuuwi ang Adarna sa puno para matulog. Daig ang reyna sa ganda ng kanyang balahibo. hindi napigilan ni Don Pedro ang antok. saka niya aatakihin ang puno para hulihin ang ibon. Magandang-maganda ang ibong Adarna. Tuwing gabi. Dumating ang ibong Adarna sa Piedras Platas. umiipot ang Adarna at ang malalaglagan ng ipot ay nagiging bato. Nang mangyari ito.

” Naawa si Don Juan.Sumunod si Don Diego kay Don Pedro. Ibinigay niya sa matandang ketongin and kanyang natitirang tinapay at tubig. nakatulog din si Don Diego sa ilalim ng puno. Pero dahil sa sarap ng awit ng Adarna. Tila mamamatay sa hirap ang matanda. At tulad ni Don Pedro.” pakiusap ng matanda kay Don Juan. “Amang. Isang matandang ketongin ang nasalubong niya sa daan. naging bato si Don Diego. . Nagtiis din siya ng maraming gutom at hirap. “pahingi naman ng kaunting tinapay at tubig. sumunod namang naghanap si Don Juan. Nang hindi umuwi si Don Diego. Nagtiis din siya mg maraming gutom at hirap bago narating ang Peidras Platas.

binigyan niya si Don Juan ng tatlong bagay: kalamansi. Ang mabubuting tulad mo lamang ang maaaring humuli sa Adarna. nananatiling gising si Don Juan. Tuwang-tuwa at nagmamadaling pinuntahan ni Don Juan ang bundok na tirahan ng ibong Adarna. Don Juan. hinihiwa niya ng labaha ang braso at pagkaraan ay pinapatakan ng kalamansi. Alam ko kung paano mo mahuhuli ang ibong Adarna.” nasisiyahang sabi nito. Pinilit niyang labanan ang antok habang umaawit ang ibon. . tutulungan kita. At pagipot ng Adarna. at isang bote ng agwa bendita.Biglang nagbago ang anyo ng matandang ketongin. “Dahil sa iyong kabutihang-loob. nakahanda na si Don Juan. Dahil sa kirot. “Salamat. labaha. nakailag si Don Juan.” Tinuruan ng matanda si Don Juan ng gagawin. Pagkatapos. Pag inaantok na siya. Nang dumating ang Adarna.

Pagkatapos. hangang-hanga sila sa ganda at milagrosong awit ng ibon Adarna. Hangang-hanga sila sa katapangan ni Don Juan. Tuwang-tuwang nagyakap ang tatlong magkakapatid. Naging mga tao ang mga batong nawisikan niya. parang himalang bigla siyang gumaling at lumakas. WAKAS . winisikan niya ng agwa bendita ang mga bato sa ilalim ng Piedras Platas.Nang pumikit ang Adarna. Noon din ay bumalik sila sa kaharian ng Berbanya. hinuli ito ni Don Juan. Nang marinig ni Haring Fernando ang awit ng Adarna. Pero higit sa lahat. Kasama sa naging tao sina Don Pedro at Don Diego. Nagdiwang ang buong kaharian sa nangyari.

Match the pictures of the characters or setting with the adjectives.2. Global Activities (Through) 1. What makes up a story? characters. Write the appropriate word.II. events. 3. 3. Adjectives: Look for 10 adjectives in the story . solution. problem. Create a conversation “bubble form” using the adjectives from the story. 2. Standards: 1. Draw the character or setting. setting. Use the ten adjectives in a sentence.1 .

       II. GLOBAL ACTIVITIES ACTIVITY: Adjectives ( Panlarawan) English   youngest   eldest   happy   prosperous   ill   well   high   difficult   brave   magical   many   hungry   fa9gued   wondrous   enchan9ng   mys9cal   magnificent   dangerous   melodious   kind   kindhearted   well   strong   good   Filipino   pinakabata   pinakamatanda   masaya   masagana   maysakit   magaling   mataas   mahirap   matapang   milagroso   marami   gutom   pagod   nakamamangha   kabighabighani   mahiwaga   napakarilag   delikado   masarap  na  awit   mabait   mabu9   maayos   malakas   mabu9   .

 Use  the  adjec9ves  in  a  sentence. .ACTIVITY  :  WHAT  THE  ADARNA  LOOKS  LIKE? Write  ten  or  more  adjec9ves  about  Ibong  Adarna.

   BUBBLE CONVERSATION.                                                   II. GLOBAL ACTIVITIES 2. ACTIVITY: Use the adjectives in .           a sentence     .

hari ___________ 5.  Don Diego ___________2. balahibo ___________ 15. puno ___________8. ibon ___________ 4. bendita ___________ 13. Kaharian ___________ 3. Don Pedro ___________ 14. GLOBAL ACTIVITIES 3. ilalim ng puno ___________ 11. tinapay ___________ 12. tuwing gabi ___________9. bato ___________ 10. bundok ___________ 7.         ano sino ______________1.II. gamut saan kailan . ACTIVITY : Write the appropriate word for the following words or phrases. awit ___________ 6.

1. 2. (Venn Diagram) Standards: 1. Then. In a small group. Ask question: Do you remember how the Adarna looks like? Look for it among the drawings and encircle it. Color all the birds and use adjectives to describe each bird. 3.2. What do you think will happen next???? The students will complete the given scenario with a correct answer.1 . The students should be able to describe each bird and explain why it is or not the Ibong Adarna. the eagle. the students will look for the Ibong Adarna. 3. and the hornbill. identify which of these birds is the turkey. Do a compare and contrast chart. What are their similarities and differences.3.III. the peacock.1. Detail Activities (Through) 1. Describe the three sons. the vulture.1.

DETAIL ACTIVITIES 1. DIFFERENT TYPES OF BIRDS:                                                                                                                         .III.

Don Juan started his own quest. DETAIL ACTIVITIES 2. He also went through hunger and pain. ACTIVITY: WHAT HAPPENS NEXT?? • The kingdom was happy and prosperous. What happens next? ______________________________________________ • When the Ibong Adarna came. an old wise man came and saw the ailing king. until King Fernando suddenly fell ill. What happens next? _____________________________________________ • One day. What happens next? _____________________________________________ • Don Diego followed Don Pedro. What happens next? _____________________________________________ • The old leper suddenly changed his appearance. What happens next? _____________________________________________ • When Don Diego did not return. Don Juan was ready? What happens next? ________________________________________________ • When King Fernando heard the song of the Ibong Adarna… What happens next? ________________________________________________ . What happens next? _____________________________________________ • Don Pedro faced many difficulties in his search for the magical bird.III.

(Venn Diagram) Don  Pedro Don  Diego Don Juan . Do a compare and contrast chart. What are their similarities and differences. Describe the three sons. DETAIL ACTIVITIES 3.III.

verb.2. 1. what would you do if your son/daughter or sibling did something wrong? Would you forgive them? Why or why not? • What would you do if you encounter someone asking for food or help? 3.1 . Discussion of Filipino values: Group discussion and how they can relate to the following values. the verbs as past and present. 2.2.2. 2. and adjectives as comparative and superlative. adjectives). Vocabulary: Classify the picture and words in the proper group ( noun. 2. 1.IV. 4. Family oriented Responsibility Generosity Simplicity Forgiveness Respectful Standards: 1. Linguistic Activities ( Through) 1.2. Divide the class into small groups and give each group a Filipino value to discuss.3. Role play the following scenarios: •  As a son/daughter what would you do if your parent is seriously ill and need your help? • As a parent or a sibling. 5. Another activity to challenge the advanced students is to specifically identify the nouns as common or proper.1. 3.1.

 Where  do  they  belong? Nouns  (  Pangngalan)   Common  Nouns  (  Pangngalang  Pambalana)     Past  (  Nakaraan)   Verbs  (  Pandiwa)   Adjec9ves  (  Pantangi)   Proper  Nouns  (  Pangngalang  Pantangi)   Present  (  Kasalukuyan)   Future  (  Panghinaharap)   .  Ac9vity:  Vocabulary.Classify  the  words  .  LINGUISTIC  ACTIVITIES 1.IV.

LINGUISTICS ACTIVITIES Activity 2. what would you do if your son/daughter or sibling did something wrong? Would you forgive them? Why or why not? • What would you do if you encounter someone asking for food or help? .IV. Role play the following scenarios: •  As a son/daughter what would you do if your parent is seriously ill and need your help? • As a parent or a sibling.

Divide the class into small groups and give each group a Filipino value to discuss. LINGUISTIC ACTIVITIES Activity 3. Discussion of Filipino values: Group discussion and how they can relate to the following values.IV . Family oriented Responsibility Generosity Simplicity Forgiveness Respectful .

7 . The students will identify the members of the family. Let’s Cook: Find a recipe of your family’s favorite Filipino dish. 10. 3. 1. Let’s Draw: Draw their own version of Ibong Adarna. Let’s Sing: Sing a family song.1. 3. After Reading ( Beyond) Enrichment Activities 1.V. 2.2. 2. 4. Let’s Talk and Answer: Given the following questions.2.1.2. 5. Follow the directions to color the different types of birds that can be found in the Philippines. 4.2 . 4. 8. Let’s Act: Role play your favorite scene from the story. 5. “Ibong Adarnaaaaaaaaaaaaaaaaaaaaaaaaaaaa” Standards: 1. 1. the students will answer correctly based on the story. Let’s Play: Who has the longest tune will win. 6.1. They will describe the roles and responsibilities of the family members. 5.Let’s Identify. 2. Let’s Watch & Color: Show a video clip about the birds from the Philippines.2. 9. Make a family tree.3.1. Let’s Dance: Show some dance steps that your family do during family gatherings/ traditions.1. 3. Take pictures or do a power point or flip chart on how to cook the dish. Let’s Write: The students will write a Thank you note to one of the members of the family for something they have done to show appreciation.

They will describe the roles and responsibilities of the family members. After Reading ( Beyond) Enrichment Activities 1. Make a family tree. Word bank • Tatay • Nanay • Lolo • Lola • Kuya • Ate • Bunso • Kapatid • Tito • Tita • Pinsan . The students will identify the members of the family.Let’s Identify.V.

 What is the author trying to tell us? h. What is the solution? e. What is the theme of the story? i. Let’s Talk and Answer: Given the following questions. What are the main events? f. What did you learn from the story? . Where did the story happen? b.V. After Reading ( Beyond) Enrichment Activities 2. Who are the chracters? c. the students will answer correctly based on the story. Questions: Elements of the story a. What is the problem? d. What is the moral lesson of the story? g.

V. Let’s Write: The students will write a Thank you note to one of the members of the family for something they have done to show appreciation. After Reading ( Beyond) Enrichment Activities 3. .

5. Let’s Sing: Sing a family song. Let’s Dance: Show some dance steps that your family do during family gatherings/ traditions. .V. After Reading ( Beyond) Enrichment Activities 4.

V. Let’s Watch & Color: Watch a video clip about Birds from the Philippines. . 7.. Follow the directions to color the different types of birds that can be found in the Philippines. Let’s Draw: Draw their own version of Ibong Adarna. After Reading ( Beyond) Enrichment Activities 6.

Let’s Cook: Find a recipe of your family’s favorite Filipino dish. After Reading ( Beyond) Enrichment Activities 8. . Take pictures or do a power point or flip chart on how to cook the dish.V.

10.V. “Ibong Adarnaaaaaaaaaaaaaaaaaaaaaaaaaaaa” or any word from the story. After Reading ( Beyond) Enrichment Activities 9. Let’s Play: Who has the longest tune will win. Let’s Act: Role play your favorite scene from the story. .