Maryhill College, Inc.

Higher Education Department

College of Teacher Education

I. Objectives

A. Content Standard:
The learner demonstrates an understanding of how Anglo-American literature and other text types
serve as means of valuing other people also how to use processing information strategies, different
forms of adverbs, and conditionals for him/her to play an active part in a Chamber Theatre
presentation.
B. Performance Standard:
The learner proficiently plays an active part in a Chamber Theatre presentation by employing
effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style, and Body Movements or Gestures.
C. Learning Competency:
Analyze literature as a means of understanding unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world
Objectives:
a. Demonstrate understanding of the particular topic in a material viewed
b. Analyze the article as means of valuing other people and other various circumstances in life
c. Explain the personal significance of the chosen individual within the specified context

II. Learning Content (Subject Matter)

A. Lesson: WE ARE NOT THE VIRUS ‘Health workers speak to UNICEF about their struggles’.
B. Materials: Answer sheets, Copy of the article, Laptop, PowerPoint, Video Clip
C. References:
- Pivot Learner’s material Quarter 2 English p.32
- https://www.youtube.com/watch?v=239mhJq34Ro
- https://www.unicef.org/philippines/stories/we-are-not-virus

III. Learning Tasks (Learning Strategies)

Teacher’s Activity Student’s Activity
Daily Routine
“Class, please arrange your seats properly and pick (The students will arrange their seats and pick up
up the pieces of trash under your chairs.” the pieces of trash under their chairs.)

Greetings
“Good afternoon, class!” “Good afternoon, ma’am Judie!”

Prayer
“Before we begin the lesson this afternoon, let us first “Okay ma’am. Let us bow our heads and feel the
ask the guidance of almighty God to enlighten our presence of the Lord. Our Father… Amen.”
minds so we can completely understand the lesson.
Would you please lead the prayer, Ms. Cristy?

“Thank you, Ms. Cristy.”

Checking of Attendance
“Miss Secretary, do we have any absentees for “None ma’am”
today?”

“Very good class!”

Recall
“Who would like to give some recap of what you’ve “Last meeting, we tackled the Unchanging Values
tackled since last meeting?” in the VUCA World.”

“Alright, very good!”

We all know that COVID-19 has been a significant

part of our lives, and I know each of you has had
different experiences throughout the pandemic. Now,
I would like to hear about your experiences and the
challenges you may have faced during this period.

Who among you would like to share their experiences (Some students will share their experiences or
or struggles encountered during that time? struggles encountered during that time.)

A. Activity
Before we proceed with our lesson for today, I have a
video for you to watch. It is relevant to our topic, and
I believe it will provide additional insights.

Class, get a small piece of paper, and then write one “Okay Ma’am!”
word that best describes how you feel after watching
the video.

Title: A Frontliner’s Sacrifice

Okay, who would like to share their answer? What

one word did you write that best describes what you “Sad”
are feeling while watching the video?

How did you come up with that word? “Upon watching the video, I felt sad because I can
feel the pain of the family of the frontliners. Well, it
is hard to not be with your loved ones during that
kind of situation.”

B. Analysis
What does the video depict? What is the video all “I think it’s about the struggles of the frontliners.”
about?
When you hear the word "frontliners," what comes to “When I hear the word "frontliners," I think of
your mind? dedicated and essential individuals, such as
healthcare workers and first responders.”

Do you think frontliners play a vital role in fighting “Yes, because they are the ones who risk their
COVID-19? lives just to save us.”

How do you think the frontliners helped us during the
pandemic?
“Frontliners played a pivotal role during the
pandemic by providing essential medical care,
enforcing safety measures, responding to
emergencies, maintaining the flow of essential
goods, and communicating crucial information to
the public.”

C. Abstraction
Before we start, here are the definitions of some
words from the article that you might encounter.

Adulation, Lockdown, Outbreaks, Ridicule,

Stigmatization, and Triage.

Kindly read the definition of adulation. “It refers to excessive and insincere praise or
admiration.”

Thank you! Next is lockdown. “Lockdown is a state of restricted movement or

access, often imposed for security or health
reasons.”

Okay, next is the outbreaks. What do we mean by

“Sudden occurrences or occurrences of a disease,
outbreaks?
typically referring to a rapid increase in cases.”

How about ridicule?

“The act of mocking or making fun of someone or
something.”
 “The process of unfairly labeling or branding
individuals or groups, often leading to negative
perceptions or discrimination.”

Excellent! Next is stigmatization; kindly read.

“The prioritization and sorting of patients or tasks

based on urgency or importance is, often applied
in emergency or medical contexts.”

The last one is triage.

(Students raise their hands)

In 2020, Jacques Gimeno published an article entitled

“WE ARE NOT THE VIRUS ‘Health workers speak
to UNICEF about their struggles.” (Students reads)

Now, I need four volunteers from each group to take

turns reading each part of the article, and while they
are reading, kindly look at your copy so you can
follow.

When the COVID-19 pandemic hit the Philippines in

early March, people started looking for answers.

In a country that has faced disease outbreaks, the

sight of doctors and nurses aiding the sick is
comforting to many. It came as a surprise when some
people started to turn against frontline health workers
shortly after the lockdown in mid-March.

Reports of health workers being attacked became “The article aims to communicate the experiences
news, with many experiencing eviction, ridicule, and and challenges faced by health workers during the
harassment. Despite public adulation for their heroic COVID-19 pandemic.”
sacrifices, frontline health workers fear for their lives
as the risk of stigmatization weighs almost as heavy
as their exposure to the virus.

“So, let's take a moment and analyze the first part.

What do you think it's all about?”

“That’s correct! Overall, the article seems to advocate

for an understanding of the struggles health workers
face and the need for support and recognition amid
these challenging circumstances.”

It’s lonely in the front line

One of the first to provide support as COVID-19
broke, UNICEF responded to requests from the
Department of Health (DOH) and delivered tents to
hospitals to help manage the triage and isolation of
suspected cases and to increase the overall capacity
for the response.

At Sta. Ana Hospital in the capital Manila, one of the

government-run hospitals that received a UNICEF
tent, the medical staff say they’re fortunate because
the management provides living quarters and meals.

Being in the front line exposes them to immediate

risks, so they’ve come to rely on each other.

But when they find themselves alone at times, fear

gets to them and hits the hardest during end of shift.

“We face an internal struggle at the end of the day,”

says Jose Karganilla, a 32-year-old nurse. “What if I
get sick? I’m on my own.”

His colleague and friend, Patrick Tan, 31, believes the

pandemic makes some of them question why they do
what they do. “Some of us struggle to accept that
we’re risking our lives,” he says as he weighs his next
words. “We’re working with one foot in the grave.”

Sanita Uy-Vistal, a laboratory scientist, praises her

colleagues in the front line. But she sometimes wishes
they could get support, too. “This part of the article conveys the emotional and
psychological challenges faced by health workers
“People always see doctors and nurses. They don’t on the front lines during the COVID-19 pandemic.”
see the lab scientist behind all this,” Sanita says. “We
handle the specimen for testing which exposes us to
a greater risk.”

“Based on what you've read, what do you think it's

trying to convey?”

“Good job! So, it highlights the loneliness of the front

line, where health workers, despite relying on each
other, confront the immediate risks of their roles.”

Finding the balance

With the number of cases increasing in the Philippines
every day, DOH says some 15,000 additional medical
personnel are need. Recently, the government
enacted the Bayanihan to Heal as One Act, a law
improving support to health workers. The City of
Manila followed suit with an ordinance prohibiting
discrimination against health workers.

Jose is thrilled about these developments but

cautions that he and his colleagues may be reaching “This part of the article conveys the escalating
the tipping point – physically and mentally.
“It’s not if, but when, we get sick. When I do, I hope I
have enough strength to fight for my own life,” Jose
says.
challenges faced by health workers in the
Philippines as the number of COVID-19 cases
continues to rise.”

“How about this one, what do you understand?”

“Excellent! It discusses the need for additional

medical personnel, acknowledging the strain on the
existing healthcare workforce.”

For love of fellowmen and family

When asked why they continue to work despite the
risks, they told UNICEF the same thing. They’re
serving in very trying times, but every patient they
send home alive and well far outweighs the negativity.

“Nursing isn’t just a profession, it’s a calling,” Patrick

says. “My purpose is to help people and my
colleagues.”

Jose, Sanita and Sarah have been away from home

since March. Their families worry about the attacks
and the news of over 1,000 medical personnel sick
with COVID-19.

“I’m very happy when a patient gets well. I tell them to

hold their family close, something I can’t do right now,”
Jose says, apologizing for suddenly breaking into
tears.

UNICEF has been supporting the Government of the

Philippines in its COVID-19 response. To date, it has
procured 72,000 sets of PPEs, 64 multi-purpose
tents, and 200 mobile handwashing facilities to the
Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM). UNICEF has also been
providing technical assistance to the government in
risk communication and community engagement and “The mention of UNICEF's support illustrates
in various training activities for the COVID-19 collaborative efforts to aid health workers,
essential workforce such as infection, prevention and emphasizing resilience and selflessness amid
control training for community health workers challenging circumstances.”
reaching 2,800, and 719 health workers and sanitary
engineers and inspectors.

“Last, what do you think it talks about?”

“Yes ma’am!”
“None!”

“This part of the article highlights the unwavering

commitment and sacrifice of Filipino health workers
during the COVID-19 pandemic.”
(Students will answer)
“Do you understand the article?”
“Do you have any questions?”

Generalization
1. What does the article say about the medical
frontliners’ situation in the country?
2. How can the situation influence the Filipino medical
frontliners? “Okay ma’am!”
3. How should this situation be addressed?
4. What Filipino values can be gained from the given
text?

Assessment
“Now, we will have a short quiz, here’s the answer
sheet. Get one and pass.”

1. What did UNICEF provide to hospitals in response

to COVID-19, according to the article?
A. Financial support
B. Tents for triage and isolation
C. Vaccines
D. Educational materials

2. Why did some people in the Philippines turn against

frontline health workers after the lockdown in mid-
March?
A. Lack of public adulation
B. Fear of disease outbreaks
C. Reports of health workers being attacked
D. Increased capacity for response

3. What challenges do frontline health workers face,

according to the article?
A. Loneliness and fear of ridicule
B. Lack of support from UNICEF
C. Overwhelming public adulation
D. Absence of necessary medical equipment

4. What legislation did the Philippine government

enact to improve support for health workers, as
mentioned in the article?
A. Health Workers Protection Act
B. Bayanihan to Heal as One Act
C. Discrimination Prevention Act
D. Medical Personnel Rights Bill

5. According to the health workers interviewed, what

keeps them going despite the risks they face?
A. Public adulation
B. Financial incentives
C. Love for their fellowmen and sense of purpose
D. UNICEF's support for their families

D. Application
“MY HERO”
“During the pandemic, share a brief narrative about
the individual who served as your hero. Provide an
explanation of why this person holds such
significance for you. Additionally, highlight a specific
quality that he or she possesses that contributed to
their heroism.”

Here's the rubrics:

IV. Assignment
“Compose a reflective essay on the article titled "WE ARE NOT THE VIRUS: Health workers speak to
UNICEF about their struggles." Share your insights, emotional responses, and thoughts that the article
provoked. Consider discussing the impact it had on your understanding of the challenges faced by health
workers during the pandemic and any personal connections you drew from their narratives.”

Prepared by:
JUDIE FAITH C. LEONIDA