Lesson:

Process of Community Immersion Community immersion general takes on

different overlapping phases, similar to performing community organizing
strategies called social preparation phase, integration, social analysis, and report
writing and termination of project.
objectives
At the end of this unit, the student must be able to:Verbalize the process of
immersion as a guide for rendering service to the communities;Design a
community immersion plan of implementation following the process; and
internalize the importance of carrying out the steps of community immersion in
series.
Discussion
This phase regards the identification of the community where the students will be
immersed at. Trainees will have to prepare themselves physically, mentally, and
spiritually for many tasks ahead.
AREA SELECTION Factors to be considered in area selection:1. Group or
communities to be chosen to the deprived, depressed, and underprivileged
(DDU)2. Willingness of local groups and community leaders to work with you on
community projects.3. Anticipated activities and demands fall within your
available resources and ability to meet them.4. Presence of development agencies
and other support institutions aiding the areas.5. Stable peace and order situation.6.
Accessibility. Successful community immersion also relies on how quickly and
how often you can visit the community.
EVALUATE
Present an illustration that will depict the systematic process of project
implementation In this lesson, you have learned about the concepts of community
immersion. With regards, you will be asked to think critically and answer the
following questions.
1. Why it is important to assess the community needs?
2. What are the importance of community immersion? How will you respond on
the following situations?
1. You are interviewing the head of a household during a community needs
assessment survey when suddenly, all other family members started hanging
around your interview areas. Children started to be noisy. They climb your back
and pull your arms. Parents are unaware that the children were already bothering
you. They went telling story to you about the community. What will you do so that
you can better facilitate the interview?
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2. During your regular community visits, you encountered a member of barangay
council. He came to you and said in front of the people that he was not informed of
the project you are undertaking. Although you remembered that this council
member was not present when you paid a courtesy call to the barangay leaders.
What will you do to convince him and the rest of the community of your good
intention?
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1. Personalize it
An extension activity is a good way for students to relate the topic to themselves.
In this way, the topic becomes more relevant and can make communication about
the topic more meaningful. Students also tend to remember more when the
language or topic is personalized. A simple extension activity would be to ask
students their opinion about a topic: What do you think about…? Do you agree
with…? Which do/would you prefer…? What would you do about…? More
extensive activities might include students creating a set of questions and
interviewing their partner, writing a personal response to a topic, or taking their
own photos and creating an oral narrative using an app such as Foolable.
2. Integrate higher-order thinking skills
Thinking skills can be categorized into lower-order (remembering, understanding,
applying) and higher-order (analyzing, evaluating and creating). If students have
been learning vocabulary, they have most likely been learning the definition
(remembering), seeing the new words in context (understanding), and completing
gapped sentences with the words (applying). An analyzing extension activity might
ask students to categorize the new words (you can provide the categories, or
students could create their own categories), or you might ask students to compare
the words to other words – for example, finding synonyms and deciding what the
difference in nuance is between the words. If the words are used in a reading or
listening text, you could ask students why certain words or phrases were used
(evaluating). Students might also use the words creatively – in writing their own
sentences (creating).

3. Review regularly
Hermann Ebbinghaus famously showed how much we forget over time, and how
memory can improve with regular revision. Have a set of extension activities for
the purpose of review in your teacher’s toolkit. Flashcards, revision games,
spelling games, and pronunciation activities are all examples of extensions you can
use for quick revision. An extension activity can also serve to review what has
come before in previous units.

4. Give some choice

All classes have a mix of students with different abilities and strengths, so it’s a
good idea to give students options to choose from according to what they feel they
can do. For example, you might want students to show their understanding of a
text. One option could be to write a summary (more language needed), another
might be to create an infographic or timeline (less language needed). Another way
to increase choice and provide differentiated instruction is to vary how much
students have to produce. For example, you could ask students to write 1-3 true
sentences about themselves and 1 false one. They then read their sentences to each
other and guess which one is false.
5. Have some time extenders up your sleeve
for when you finish your lesson plan and still have 5-10 minutes left, or when you
have fast finishers. Some standard activities include: (1) Students write 1-3
questions or sentences using the grammar structure they’ve been studying; (2)
Pairs write 3-5 gapped sentences with the vocabulary from the section. They swap
with another pair and complete each other’s sentences; (3) Students work in pairs –
each student changes 5 words in a reading text. Student A begins reading the text.
When student B hears a word that is different from what is in the text, s/he says,
‘stop’, quotes the word from the text, and then takes over reading where student A
left off.

6. Integrate an informal assessment

Extension activities can simply be a way to informally assess whether students
have grasped the language or skill aim of the lesson.

One way to do this is with ‘can do’… statements. Write a list of ‘can dos’ based on
your lesson aim on the board for students to copy. For example, if the aim of the
lesson is “Students will be able to order a meal from a menu.”, then the ‘can do’
statement might be: “I can order a meal from a menu”. Students tick ü the things
they feel they can do. You can then discuss these or collect them up. No ticks =
need revision.

Another simple assessment is a “ticket out the door”. If, for example, you have
been working on a certain language point, you could ask students to write 3
sentences using that language. These are collected up and used to assess whether
you need to spend more time on the language point in subsequent lessons.

7. Make it different, interactive, or just plain fun

Extension activities that focus on interaction or competition can be very engaging
and can make a change from the norm. Try some team competitions that focus on
language, skills, or topics. One time-honored example is a grammar auction, in
which teams ‘buy’ sentences they think are correct. Teachers can also create board
games based on language in the units or play an online quiz using an app such as
Quizlet.

8. Turn it into a project

Projects are a great way to integrate several skills, including the 21st-century skills
of communication, collaboration, critical thinking, and creativity. They also cater
for mixed abilities because students can do them at their own language level.
Projects should start with a question that gets students interested in finding out
more. At this point, they may ask more questions or make hypotheses. Students
should then do some research to find out the answers to their questions. Research
can include surveys, interviews, or internet searches. You could even invite a
knowledgeable speaker into the classroom. Once they have done their research,
students then decide how they will show it. What is important here is that they
present their finished product to an audience – another class, the whole school, the
headmaster, or parents, for example. When planning a project, think of the aims
and work backwards.
Activity 1
Fun Spelling Games
Use some fun spelling games from time to time to spark interest in your upper-
grade students. These simple games will add variety to language instruction, and
they have built-in vocabulary enrichment, too!

Game #1 - Word Sandwiches

Use the printable version of our games to print and go. Here is a peek at Game 1.
The full text of all three games also appears below.
To solve a "word sandwich," students need to add a short word in the blanks
between the first and last letters that are already supplied. A definition is provided
to help them identify the missing word.

Example: T _ _ _ B Insert a soft droning sound to spell a part of the body.

Answer: T H U M B

Ask students to first solve these ten words. Then assign students to work in pairs to
make at least 3 more-word sandwiches to share with the class. Or, if playing at
home, ask 1-2 family members to make a list for another 1-2 family members to
solve!

1. S _ _ _ K Insert a small vegetable and must utter.

2. W _ _ _ H Insert a small animal and have anger.

3. H _ _ _ T Insert a part of the body and have another organ of the body.

4. F _ _ _ S Insert a fib and have annoying winged insects.

5. S _ _ _ E Insert a small piece of metal and have the backbone.

6. S _ _ _ E Insert a label and have a raised platform.

7. G _ _ _ _ S Insert to wander and have groups of trees.

8. T _ _ _ _ Y Insert to corrode and have reliable.

Show the answer! 1.SPEAK 2. WRATH 3. HEART 4. FLIES 5. SPINE 6. STAGE

7. GROVES 8. TRUSTY
ACTIVITY 2
Scrambled Word