Taleof2 dreams teachersguide

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Taleof2 dreams teachersguide

  1. 1. Teacher’s Guide (for use of the story in teaching).Pre-reading: Establishing a context and purpose for readinga. Show a map of the Philippines and identify the province of Mindoro. Briefly present theprovince’s quick facts: geography, population, native food, livelihood, tourist spots and ethnicpeople, like the Mangyan, who live there.b. Talk about the book’s cover: What contrasts do you see? What differences can you spot onthe book’s illustrated cover? What is a parable?Write the answers of students on the board or on a clean manila paper/cartollina. Set thereading context and purpose by telling students that the story to be read is about two friends butwith different dreamsMotivation question: What do you dream to be when you grow up?Motive question: What factors can make our dreams come true?During reading: Engagement and involvement in the story and the booka. How different is Pedro’s dream from Juan’s?b. Who is the Mangyan between the two characters? Why did you say so?c. Looking at the illustrations, what places has Juan visited? What has Pedro done andachieved over the years?d. Why did Juan decide to come back to Mindoro?e. What does the line their tight embrace bridged the years spent apart mean? What does it tellyou about the friendship of Pedro and Juan?Post reading: Extending students’ learning/reading experience and the appreciation of thestory and the booka. Using a Venn Diagram, note the differences and similarities of Pedro and Juan. From thisVenn Diagram, write a short essay or description of their friendship.b. Think of your best friend. What things do you share in common? What differences setyou and your friend apart? Make a card for your friend as a token of your friendship. Write adedication or a poem on the card.c. Know more about Mindoro and the Mangyan. Make a poster of the information you gathered.You can interview a person from Mindoro, do research in the library, or go online for furtherinformation and content on your poster.Note: Teacher may group the class in threes. Each group may be given a Post reading activity(a, b or c) depending on the group’s learning abilities and profile. Teacher may also choose topick one Post reading activity for the class to do.

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