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De J esus, AC B.
MARIKINA POLYTECHNIC COLLEGE
Sta. Elena, Marikina City

An Integrated Lesson Sequence for
The Girl who Silenced the World for Five Minutes
by: Michael Foster
Developed by: Ann Clarisse B.de Jesus
OBJECTIVES
At the end of the lesson, the Grade 10 students will be able to:
A. Realize that:
1. the call for change is urgent
2. everyone is an agent of change
B. Get different solutions for the problems from a speech listened
to
C. Respond to the text through the following activities:
1. Unlock the meaning of unfamiliar words used in the text
2. Explain a quotation based on their experience
3. Fill in a semantic map about world problems
4. Perform a tableau showing the suggested solutions to the
problems on the essay
5. Create a poster promoting environmental care
6. Write an inspirational poem
D. Modify subjects through the use of adjective phrase
1. Recognize adjective phrase
2. Construct sentences with adjective phrase

SUBJECT MATTER & MATERIALS
Selection: The Girl Who Silenced the World for Five Minutes by
Michael Foster
References:
Foster, Michael.(2010). The Girl who Silenced the World for Five
Minutes. Retrieved from www. pinterest.com on 06 August
2014.
Materials

Copy of the Text colored papers a busy park image

Semantic Map Problem-Solution paper for observation
diagram note and advertisement plan

I Make A Promise to Act (I.M.P.A.C.T) CONTRACT







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PROCEDURE
A. PREREADING
I. Developing of Concepts/ Vocabulary

A. The teacher will use the unfamiliar words in different
sentences. They will be asked to answer some questions.

1. Grown ups are matured and elder people. Draw a
grown up.
2. We hear about animals and plants going extinct every
day vanishing forever. Give several animals that are
going extinct.
3. You can make a change as tremendous as a mountain.
Is tremendous small?
4. I challenge you, please make your actions reflect your
words. How can you reflect your words to your action?
B. The teacher will ask the students to use the unfamiliar words
in meaningful sentences.
II. Developing a Purpose for Reading

Motivation-Motive Questions will be asked.

Motivation Question : If the world would listen to
you within 5 minutes, what would you tell its people?

A semantic map will be used where the students will be
asked to write the problems of the world that they know
and their suggestions on how to solve it.


Motive Question: What did the girl tell the world?

B. READING PHASE

The essay will be read aloud by the students. The class will be
divided into four groups. Each group will read their assigned
parts aloud.

World
Problems


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De J esus, AC B.
C. POST READING PHASE

I. Engagement Activity I (Small Group)

The class will be divided into four groups. They will be assigned
to accomplish the following tasks.

Group 1. Illustrate how Severn Suzuki is described in the
speech. Put a caption, briefly describing her, based
on the speech.
Group 2. Draw a broken and hurt world. List down the
reasons why mother earth is sad.
Group 3. Here are some colored papers. What have you felt
while reading the selection? Talk with your group
mates and create emoticons to show your emotion.
Put a caption.
Group 4. Create a poster about the part of the speech that
touched you the most.

II. Engagement Activities 2 (Group Activity)

a. Who is the speaker of the speech?
(Group 1 presents their output.)
b. What pushed her to make the speech?
c. What are the problems did she mention?

(Group 2 presents their output.)

d. What is the purpose of the speaker in delivering the speech?
e. What is the tone of the selection?
f. Is the speech well-developed? Why?
g. If you were the audience, what would you feel?

(Group 3 presents their work.)

h. What part of the speech touched you the most? Why?
(Group 4 presents their work.)
i. What solutions can you suggest to solve the mentioned
problems?
(All groups share their suggestions.)




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III. Enrichment Activities (Individual)

Activity 1. The father in the text told his daughter that You are
what you do and not what you say. Who are you? List down
the things that youve done to cure the following problems:

1. The starving children around the world whose cries go
unheard
2. Holes in the ozone.
3. Afraid to let go of wealth
Activity 2. You are given five minutes to go out of the classroom.
Within five minutes, take note of the environmental
problems that you observed within the school vicinity.









Activity 3. Write a three-stanza poem about the things you want to
tell the world.





SUGGESTED
SOLUTIONS
OBSERVATION NOTES:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
________________________________
_______________________

________________________________
_______________________



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Activity 4. As an advertisement supervisor, you were assigned to
create a commercial persuading others to act now to heal the
world. How would your advertisement go? Write your plans
below.






















IV. Skill Development

(Modifying Subjects through the Use of Adjective Phrase)

Step 1. Warm Up

Look at the sentence below.

We who have everything are still greedy.

What is the subject of the sentence?

What did the sentence tell about the subject?

Step 2. Discussion

The subject or the one being talked about is We.

It is modified and described by the words who have
everything and still greedy.

We call these groups of words adjective phrases because they
modify or describe the subject of the sentence.
The adjective phrase can be placed before, or after, the noun
or pronoun in the sentence.
MY ADVERTISEMENT
PURPOSE:
_____________________________________
_____________________________________
____
PLANS:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________


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Examples:

powerful and graceful truth very first conference
unbelievably difficult task the speech which has been
heard by millions

Step 3. Guided Practice

Describe the following subjects through the use of the
adjectives provided.

1. adults - leading concerned
2. animals - dying thousands
3. beggar - willing pitiful
4. ozone layer - destructed ill
5. dream - possible great

Step 4. Independent Wrap Up

Directions: Construct five sentences with adjective phrases for
the picture below. Underline the subject once and
the adjective phrase twice.


1._______________________________________
2._______________________________________
3._______________________________________
4._______________________________________
5._______________________________________


V. EVALUATION


Directions: What can you still remember on the world
problems mentioned by the speaker? Fill in the problem-
solution diagram with the information given on the speech.
Think of a specific solution to solve it.



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Directions: Illustrate the world described by Ms. Suzuki.
Draw it on a short bond paper. Below your drawing, some
captions using the following words:

a. grown-ups
b. extinct
c. tremendous
d. reflect








Analytic Rubric for Scoring

Content The work clearly contains the 10
descriptive information on the text.
Creativity The work is pleasing to the eyes and 10
creatively done using colors and
materials.
Neatness The work is free from any destructive 5
and unnecessary details.


Directions: Underline the adjective phrase used in each
sentence.

1. The girl who silenced the world made a difference.
2. The world was touched by the wonderful and touching
speech theyve heard.
3. Severn Suzuki is one of those persons who dared to break
the silence of the world.
4. We should act now to make this world a better place .
5. The heart-breaking world problems the world is facing
should be our eye opener to change our ways of lives.


Problem Solution
The World as described by the Girl who
Silenced the world for Five Minutes


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De J esus, AC B.
Directions: Fill in the I make a Promise to Act Contract
(I.M.P.A.C.T. Contract) with the pledge you vow to do to
make this world a better place. As you do so, use and underline
at least five adjective phrases. Be sure to encircle the subject
that it modifies.























C. Vocabulary Skills

Directions: Complete the thought of the sentences below by
filling in the words from the box.







1. The _________ amount of people contributes to the
pollution.
2. They are prohibiting the hunting of _______ animals for its
welfare.
3. She was able to __________ with what theyve discussed.
4. The ___________are expected to serve as the model of the
children.





I Make A Promise to Act
I.M.P.A.C.T CONTRACT
_________
Date
I,(your name) of (your
address) make a promise to
___________________________________
___________________________________
___________________________________
___________________________________
Tremendous reflect
grown-ups extinct


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Directions: Find some words that mean the same as the
following words. Then use these two together in a sentence.

a. tremendous
b. reflect
c. extincts
d. grown-ups

1._______________________________________________
2._______________________________________________
3. _______________________________________________
4._______________________________________________


VI. ASSIGNMENT

Create things made from recycled materials. Present it in the
class. You will be graded according to the following criteria:

Resourcefulness The materials used are recycled 10
and show resourcefulness.
Usefulness The materials are of great use. 10
Creativity The materials are remarkably 10
innovative.