Reading Plan

Republic of the Philippines
Department of Education
MIMAROPA REGION
COMMUNITY VOCATIONAL HIGH SCHOOL
CATCH-UP FRIDAY READING GUIDE IN ENGLISH
I. General Overview
Catch-up National Reading Program - English Grade Level: Grade 8
Subject:
Time: 8:15-9:15 8-Emerald Date: February 2, 2024
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
At the end of the session, the Grade 8 readers shall be able to:
Session 1. read literary works in variety of styles;
Objectives: 2. apply strategies to comprehend words and ideas; and
3. analyze author’s purpose and evaluate author’s bias in writing
III. Teaching Strategies

Components Duration Activities and Procedures
ACTIVITY: Spelling
PRE- Instructions:
READING
 Flash the set of words in the slide.
10
 Ask the students to read silently the words in the
(Introductio minutes
word bank.
n and Warm-
Up)  On a ¼ sheet of paper, have the students spell 10
words chosen by the teacher.
DURING 10 ACTIVITY: Silent/Independent Reading
READING minutes Instructions:
 Ask the students to read silently the reading text.
Concept (Allot 10 minutes of the time)
Exploration  Learners will use their individual reading log
indicating the number of minutes spent in reading
the text.
Why Gender Inequality Often Starts at Home
Home is where the heart is. But it’s also the first place
where children are socialized into gender norms, values
and stereotypes.
From the moment babies are born, their assigned sex
(male or female) immediately begins to shape how they
should be treated, what opportunities they should receive
or how they should behave according to dominant gender
stereotypes in their society.
In fact, studies have shown that an individual’s sense of
being either male or female is determined by the way they
are treated by others. Based on their environment, children
learn very quickly (from as young as 9 months old in some
cases) that boys and girls are different – they have their
own colours, toys, abilities and particular interests.
These differences and assigned roles based on sex
become a rationale for many ideas about what boys and
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girls can and cannot do. For example, most societies expect
females to behave in a dependent and emotional way while
males are expected to be strong and independent.
The most damaging impact of restrictive gender norms
is that they hurt everyone – people are expected to conform
to ideas which limit the spaces and the behaviours they
may wish to participate in because it may not be an
acceptable gender norm for their assigned sex.
Gendered norms also result in girls and women
experiencing violence and harassment while boys and men
experience higher rates of substance abuse and completed
suicide. In addition, body image issues are dominant
among both sexes, with a large percentage of both men and
women agreeing that they’re self-conscious about their
physical form. But these widespread ideas about what it
means to be a woman, girl, man or boy can begin at home
by working with parents to help identify and counter
dominant gender norms.
ACTIVITY: Comprehension Check
 Let the students answer the questions from the
POST 10 reading material.
READING minutes  What type of bias of bias is shown from the text?
 Give some examples of situations from the text that
indicate bias.
ACTIVITY: Sharing of insights
10  Ask the students: What insights have you learned
Valuing
minutes from the text that you have read?
 Allow 2-3 students to share their insights.
ACTIVITY: Reflection
Journal 20
Think about your childhood. How were you expected to
Writing minutes
behave because of your gender?
Prepared by:
ALEXIS MECHAELA L. MIRAPLES

Teacher III
Checked by: Noted:
MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

Master Teacher I Principal II
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I. General Overview
Subject:
Time: 8:15-9:15 8-Emerald Date: February 16,
9:35-10:35 8-Diamond 2024
(60 minutes)
II. Session Outline
Session 1. narrate or discuss the different parts of the story,
Objectives: 2. provide their own ending for the story, and
3. reflect on the theme of the story.

Activity: LISTEN TO A SONG
Strategy: Active Learning
PRE-
READING Instructions:
10 Play the song “Count on Me” sung by Bruno Mars.
(Introductio minutes Ask the students the processing questions:
n and Warm-  Did you like the song?
Up)  What do you think is the theme of the song?
 What lines from the song tell you that the song is
about friendship?
Activity: DROP EVERYTHING and READ (DEAR)
Strategy: Independent Reading
DURING
Instructions:
READING
15  Provide learners with an opportunity to read the
minutes given text/material.
(Reading
 Instruct them to silently read the given text/material
Proper)
for 15 minutes.
Emphasize that there would be no interruptions nor
quizzes to be given to them after the reading session.
Activity: WHAT IS THE ENDING?
Strategy: Cooperative Learning
Instructions:
 Have the readers discuss the story they have read
POST 5
with their seatmate.
READING minutes
 Give them time to discuss their preferred ending of
the story for them to know if their impression of the
story is good or not so good.
 Ask students to rate the ending given by their
seatmate.
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Activity: STORY RETELL

Strategy: Reflective Thinking
Instructions:
Ask volunteers to share with the class parts of the story.
10
Valuing Teacher will begin the story telling then another student
minutes
will continue the story in chronological order.
Let students share their answer to the question:

 What is the importance of having a friend? Is it
helpful or not?
Activity: MY LESSON
Strategy: Divergent Thinking
Instructions:
 Prompt students to reflect on this:
Journal 20
Do you think the theme “Crime does not pay” suits
Writing minutes
the story well?
Let students explain the theme “Crime does not pay”? and
relate it to the present peace and order situation in the
Philippines. Let them write a 5-sentence reflection about it
on their notebooks.
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
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CATCH-UP FRIDAY READING GUIDE IN FILIPINO
I. General Overview
Catch-up National Reading Program - Filipino Grade Level: Baitang 8
Subject:
Time: 7:15-8:15 8-Emerald Date: Pebrero 16, 2024
(60 minutes)
II. Session Outline
Session
Title:
1. Nababasa ang kwento nang may pang-unawa
Session 2. Naipapaliwanag ang kahulugan ng salitang ginamit sa pangungusap
Objectives: 3. Nasasagot ng mga mag-aaral ang mga gabay na tanong
4. Nakasusulat ng sariling repleksyon tungkol sa kwentong binasa
Key Paglinang ng talasalitaan at pag-unawa sa binasa
Concepts:

Gawain 1: PAGLINANG NG TALASALITAAN
Panuto: Tukuyin ang kahulugan ng mga salitang
nakahilig sa bawat pangungusap. Piliin ang sagot sa
ibaba.
paligsahan malapit mabagal

pumanaw matauhan
1. Sa kabila ng kanilang pagkakaiba ay matalik silang

PAUNANG 10
magkaibigan.
PAGBASA minuto
2. Pareho rin silang aktibo sa klase at sa mga patimpalak.
3. Kahit matumal ang kita ng mga magulang ni Lino ay ni
minsan hindi nawalan ng pambayad sa proyekto dahil
nandiyan si Tomas.
4. Noong mahimasmasan na ito ay lumapit siya sa
pintuan at binuksan niya ang pinto.
5. “Patawad dahil wala ako noong kailangan na kailangan
mo ako,” sabi ni Lino sa harap ng kabaong ng yumaong
kaibigan.
Gawain 2: TAHIMIK NA PAGBASA
Panuto: Tahimik na babasahin ng mga mag-aaral ang
HABANG 15
kwento. Pagkatapos, sasagutan nila ang reading log.
BUMABASA minuto
Isusulat nila ang pamagat ng kwentong binasa at oras na
ginugol sa pagbasa nito.
PANAPOS NA 5 GAWAIN 3: PAGLINANG NG PAG-UNAWA
PAGBASA minuto Panuto: Batay sa nabasang kuwento, sagutin ang mga
katanungan sa ibaba.
1. Ano ang paksa ng akda?
2. Sino-sino ang mga tauhan sa kuwento. Ilarawan ang
bawat isa.
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3. Ano ang mga pagbabaong naganap sa magkaibigan?

4. Kung ikaw si Lino, ano ang gagawin mo kung niyaya ka
ni Tomas? Bakit?
GAWAIN 4: PAGBABAHAGI
Panuto: Tumawag ng 2-3 mag-aaral upang magbahagi
10
Pagpapahalaga ng kanilang natutunan mula sa akda.
minuto
 Ano ang aral na iyong natutunan sa binasang
akda?
GAWAIN 5: REPLEKSYON
Panuto: Sagutin ang tanong sa pamamagitan ng pagsulat
Journal 20 ng isang repleksyon.
Writing minuto Sino ang iyong pinakamatalik na kaibigan? Isulat ang
isang hindi malilimutang karanasan na nangyari sa
inyong magkaibigan.
Inihanda ni:

Guro III
Tiniyak ni: Pinagtibay ni:

Dalubguro I Punungguro II
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I. General Overview
Subject:
Time: 8:15-9:15 8-Emerald Date: February 23,
9:35-10:35 8-Diamond 2024
(60 minutes)
II. Session Outline
Session
The Hands of the Blacks by Luis Bernardo Honwana
Title:
1. recognize the highlights or the important parts of the story
Session
2. create a product or output that uses content to support one’s stand
Objectives:
3. relate one’s view about the theme of the story through reflection
writing
Reading level basis (based on assessment done by the English
Key Teachers)
Concepts: Level 1: Students who fall under frustration
Level 2: Students who fall under instructional

ACTIVITY: Listen to a Song (for all levels)
Instructions:
PRE-  Play the song “Black like Me” sung by Mickey
READING Guyton
10  Ask the students the processing questions:
(Introductio minutes 1. Did you like the song?
n and Warm- 2. What do you think is the theme of the song?
Up) 3. What lines from the song tell you that the song is
about black people? Can you state those lines?
 Introduce the story: The Hands of the Blacks
ACTIVITY: Silent/Independent Reading
Instructions:
DURING  Ask the students to read silently the reading text.
READING (Level 2)
10
 Teacher on the other hand will focus on the students
minutes
Concept under Level 1.
the text.
POST 10 ACTIVITY: Share It
READING minutes  Let the learners identify the elements of the story,
e.g. character, setting, conflict and theme (Level 1)
 Ask volunteers to explain with the class the part of
the story they consider the most touching or moving.
(all levels)
 Let students share their thoughts about the last
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paragraph of the story. (Level 2)

“After telling me all this, my mother kissed my
hands. As I ran into the yard to play the ball, I
thought that I had never seen a person cry so much
when nobody had hit them”.
ACTIVITY: Quest for Equality
Instructions:
 Ask the students to answer the question based on the
options below that will highlight their skill and/or
preference.
 Tell them to choose among these options: illustration,
15
Valuing poem/song, drama script, and a short essay.
minutes
Question:
 What solutions can you suggest to promote equality
among men? (Level 1)
 What evidence can you provide to prove that black
people do not have opportunities the whites have?
(Level 2)
ACTIVITY: Relative Thinking (all levels)
• Prompt students to relate their view about racial
discrimination and this quote:
“It is not our differences that divide us. It is our inability to
Journal 15
recognize, accept and celebrate those differences.”
Writing minutes
Have them write a 10-sentence reflection in their
notebooks. Their reflection should specifically highlight the
theme or the values reflected in the story.
Prepared by:

Teacher III
Checked by: Noted:


JHS/ENG-ACAD/AMLM
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MIMAROPA REGION
I. General Overview
Subject:
Time: 7:15-8:15 8-Emerald Date: Pebrero 23, 2024
(60 minutes)
II. Session Outline
Session Ang Ugat ng Kahirapan ni Gregorio V. Bituin, Jr.
Title:
Key Paglinang ng talasalitaan at pag-unawa sa binasa
Concepts: Reading Level: Level 2 Instruksyunal

Gawain 1: PAGLINANG NG TALASALITAAN
Panuto: Tukuyin ang kahulugan ng mga salitang
nakahilig sa bawat pangungusap. Piliin ang sagot sa
ibaba.
PAUNANG 10
PAGBASA minuto kolehiyo marami sinabi
kulang sa kaalaman humawak ng malaking halaga

HABANG 15
kwento. Pagkatapos, sasagutan nila ang reading log.
BUMABASA minuto
Isusulat nila ang pamagat ng kwentong binasa at oras na
GAWAIN 3: PAGLINANG NG PAG-UNAWA
Panuto: Batay sa nabasang kuwento, sagutin ang mga
PANAPOS NA 10 2. Sino-sino ang mga tauhan sa akda? Tukuyin ang
PAGBASA minuto tinuran ng bawat isa ukol sa kahirapan.
3. Anu-ano ang mga dahilang nabanggit ng mabuting tao
tungkol sa ugat ng kahirapan?
4. Kung ikaw ang tatanungin, ano ang ugat ng
kahirapan? Bakit?
10
Pagpapahalaga ng kanilang natutunan mula sa akda.
minuto
 Ano ang aral na iyong natutunan sa binasang
akda?
Journal 15 GAWAIN 5: REPLEKSYON
Writing minuto Panuto: Sagutin ang tanong sa pamamagitan ng pagsulat
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ng isang repleksyon.
Magtala ng isang karanasan sa iyong buhay na
ikaw/ang iyong pamilya ay nakaranas ng matinding
kahirapan at paano mo/ninyo ito napagtagumpayan.
Inihanda ni:

Guro III

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
Time: 8:15-9:15 8-Emerald Date: March 1, 2024
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
Laughter
Title:
1. develop reading skills like pronunciation drill, spelling, writing
Session sentences, etc.
Objectives: 2. enhance reading and comprehension skills
3. write a short composition that is similar to the content of the text
read
Key Teachers)

ACTIVITY: Sparking Learner’s Interest (for all levels)
Instructions:
 The learners will be asked to arrange jumbled letters
PRE- to form these words from the text:
READING laugh evidence species relieving
15 jokes facial involuntary tension
(Introductio minutes relaxes rhythmic muscles chemicals
n and Warm-  The teacher will guide the students in pronouncing
Up) the arranged words correctly reminding them of
encountering these in the reading selection.
 Learners will also be asked to use some of the words
in sentences.
Instructions:
READING (Level 2)
10
minutes
the text.
POST 10 ACTIVITY: Comprehension Check
READING minutes  Let the students answer the questions from the
reading material.
1. What is laughing?
2. What does the statement, “There are jokes, jobs,
and shows that are made to make us laugh,” imply in
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this selection?
3. In what way does laughing prevent us from getting
sick?
4. If laughter increases blood flow, which body
system does it help?
ACTIVITY: Sharing of insights
10  Ask the students: What insights have you learned
Valuing
minutes from the text that you have read?
 Allow 2-3 students to share their insights.
ACTIVITY: Relative Thinking (all levels)
Journal 15 • The learners shall write a paragraph consisting of 7
Writing minutes to 10 sentences on the topic:
“Why is laughter the best medicine?”
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
Time: 7:15-8:15 8-Emerald Date: Marso 1, 2024
(60 minutes)
II. Session Outline
Session Ang Kwento ni Mabuti ni Genoveva Edroza-Matute (Buod)
Title:
Key Pag -unawa sa binasa
Concepts: Reading Level: Level 2 Instruksyunal

Gawain 1: PAGLALARAWAN
PAUNANG 10 Panuto: Tukuyin ang mga larawan at magbigay ng ilang
PAGBASA minuto salitang naglalarawan tungkol dito.

HABANG 15 kwento. Pagkatapos, sasagutan nila ang reading log.
BUMABASA minuto Isusulat nila ang pamagat ng kwentong binasa at oras na

2. Sino-sino ang mga tauhan sa kuwento. Ilarawan ang
PANAPOS NA 10
bawat isa.
PAGBASA minuto
3. Ano ang problemang pinagdaraanan ng bawat tauhan
sa akda?
4. Kung ikaw si Fe, gagawin mo rin bang inspirasyon si
Mabuti? Bakit?
10 ng kanilang natutunan mula sa akda.
Pagpapahalaga
minuto  Ano ang aral na iyong natutunan sa binasang
akda?

Magtala ng isang karanasan na nagpapakita ng iyong

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katatagan sa kabila ng mga pagsubok sa buhay.
Inihanda ni:

Guro III

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
Scheherazade and King Shahrayar: Arabian Nights
Title:
Session 1. identify key points in the story through plot diagramming
Objectives: 2. create a poster-slogan about women empowerment
3. reflect on the theme of the story
Key Teachers)

Components Duratio Activities and Procedures
n
Activity: A WOMAN’S VOICE FOR CHANGE (all level)
(https://www.youtube.com/watch?
v=8hx0ajieM3M&t=105s)
Instructions:
 Play the video about Malala Yousafzai’s Nobel Peace
PRE- Prize acceptance speech.
READING  Ask the students the processing questions:
15 1. Why did Malala Yousafzai win the Nobel Peace
(Introductio minutes Prize?
n and Warm- 2. What part of Malala’s speech do you like the
Up) most?
3. Do you think Malala Yousafzai is worth
emulating? Why or why not?
 Introduce the story: Scheherazade and King

Shahrayar: Arabian Nights
Instructions:
READING (Level 2)
10
minutes
the text.
POST 10 Activity: SCHEHERAZADE’S TALE
 Ask the students to find a partner (Level 2) or in
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groups (Level 1) and complete the plot diagram in

their reading activity notebook.
Activity: GIRL POWER IN COLORS AND WORDS

Instructions:
 Ask the students to create a poster (Level 2) and
10 slogan (Level 1) about women empowerment
Valuing
minutes highlighting the idea of women’s power in
advocating for peace and equality in the world.
 Let other students share their creative output in
front of class.
Activity: TRIBUTE FOR WOMEN (all level)
Instructions:
Journal 15
 Prompt students to share their thoughts by writing a
Writing minutes
short paragraph about a woman who plays a
significant role in their life.
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
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MIMAROPA REGION
I. General Overview
Subject:
(60 minutes)
II. Session Outline
Session Tila Ibon Kung Lumipad: Kwento ng Kalakasan ng Isang Babae
Title:
Session 2. Nasasagot ng mga mag-aaral ang mga gabay na tanong
Objectives: 3. Nakasusulat ng sariling repleksyon tungkol sa kwentong binasa
Pag -unawa sa binasa

Key
Reading Level: Level 2 Instruksyunal
Concepts:

Gawain 1: PAGLALARAWAN
PAUNANG 10 Panuto: Tukuyin ang mga larawan at magbigay ng ilang
PAGBASA minuto salitang naglalarawan tungkol dito.


PANAPOS NA 10 2. Sino ang mga tauhan sa kuwento. Magbigay ng ilang
PAGBASA minuto paglalarawan.
3. Ano ang iba’t ibang katauhan ni Darna sa akda?
4. Bakit maituturing na simbolo ng kalakasan ng
kababaihan si Darna?
10 ng kanilang natutunan mula sa akda.
Pagpapahalaga
minuto  Ano ang aral na iyong natutunan sa binasang
akda?

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Anong katangian ang maituturing na kalakasan ng

isang babae? Ipaliwanag.
Inihanda ni:

Guro III

JHS/ENG-ACAD/AMLM
(043) 288-6490
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I. General Overview
Subject:
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
Ramayana
Title:
Session 1. identify key points in the story through plot diagramming
Objectives: 2. create a poster-slogan about women empowerment
Key Teachers)

Components Duratio Activities and Procedures
n
Activity: A WOMAN’S VOICE FOR CHANGE (all level)
(https://www.youtube.com/watch?
v=8hx0ajieM3M&t=105s)
Instructions:
 Play the video about Malala Yousafzai’s Nobel Peace
PRE-
Prize acceptance speech.
READING
 Ask the students the processing questions:
15
1. Why did Malala Yousafzai win the Nobel Peace
Prize?
n and Warm-
2. What part of Malala’s speech do you like the
Up)
most?
3. Do you think Malala Yousafzai is worth
emulating? Why or why not?
 Introduce the story: Ramayana

Instructions:
READING (Level 2)
10
minutes
the text.
POST 10 Activity: EVENT EXPEDITION (all level)
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Arrange the story chronologically. Write A for the first

event, B for second … and J for the end the story.
Activity: BEING RESPONSIBLE (all level)

Instructions:
 Ask the students this question:
10
Valuing Do you value your duties and responsibilities as
minutes
student, child, sister/brother or friend? In what
ways?
 Let the students share their answers.
Activity: TRIBUTE FOR WOMEN (all level)
Instructions:
Journal 15
 Prompt students to share their thoughts by writing a
Writing minutes
short paragraph about a woman who plays a
significant role in their life.
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
Ramayana by Valmiki
Title:
Session 1. identify key points in the story through sequencing
Objectives: 2. create a puppet out of the characters in the story
Key Teachers)

Activity: Wordle and Tell (all level)
Instructions:
 Present the wordle to the students and let them
choose a word to relate with the main topic-
PRE- Responsibility.
READING
15
n and Warm-
Up)
 Introduce the story: Ramayana

Instructions:
READING (Level 2)
10
minutes
the text.
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Activity: EVENT EXPEDITION (all level)

Instructions:
POST 10
Arrange the story chronologically. Write A for the first
READING minutes
event, B for second … and J for the end the story.
Activity: RAMAYANA PUPPETS (all level)

Instructions:
Choose a character
from Ramayana and make a
10 puppet of it. Write the
Valuing
minutes puppet’s name at the back of
its body. If done, present the
puppet to the class by telling
something about the chosen
character.
Activity: BEING RESPONSIBLE (all level)

Instructions:
Journal 15  Let the students reflect on this question:
Writing minutes How do you value your duties and responsibilities
as a student, child, sister/brother or friend?
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
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I. General Overview
Subject:
(60 minutes)
II. Session Outline
Ang Mga Maruruming Kamay ni Maymay ni Ryan V. Labana
Session Title:

Key
Concepts:

Gawain 1: DANCE CHALLENGE
Panuto: Sayawin ang Tamang Paghuhugas ng Kamay Dance
PAUNANG 10
Challenge. Pagkatapos, tukuyin kung ano ang kaugnayan ng
PAGBASA minuto
dance challenge sa akdang babasahin.


PANAPOS NA 10
2. Sino ang mga tauhan sa kuwento? Magbigay ng ilang
PAGBASA minuto
paglalarawan.
3. Ano ang suliraning kinaharap ng tauhan sa kuwento?
4. Paano nagwakas ang kwento?
Pagpapahalag 10 Panuto: Gumuhit ng isang kamay at isulat ang aral na iyong
a minuto natutunan sa binasang akda. Pagkatapos, tumawag ng ilang
mag-aaral upang magbahagi.
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Panuto: Sagutin ang tanong sa pamamagitan ng pagsulat
Journal 15
Writing minuto  Ano ang iyong naramdaman bago at matapos basahin ang
akda? Ano ang nakapagpabago sa iyong isipan matapos na
mabasa ang akda? Ipaliwanag.
Inihanda ni:

Guro III

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
(60 minutes)
II. Session Outline
Si Inday at ang Bago Niyang Selpon ni Van Garzon
Session Title:

Key
Concepts:

Gawain 1: ANG ALING NATANGGAP
Panuto: Magpapakita ang guro ng isang larawan.
Pagkatapos, sasagutin ng mga mag-aaral ang
tanong na: “Ano ang natanggap mong regalo
PAUNANG 10
noong ika’y nagtapos ng pag-aaral sa
PAGBASA minuto
elementarya?”


PANAPOS NA 10
2. Sino ang mga tauhan sa kuwento? Magbigay ng ilang
PAGBASA minuto
paglalarawan.
3. Ano ang suliraning kinaharap ng tauhan sa kuwento?
4. Paano nagwakas ang kwento?
JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
Pagpapahalag 10 Panuto: Tumawag ng 2-3 mag-aaral upang magbahagi
a minuto ng kanilang natutunan mula sa akda.
• Ano ang aral na iyong natutunan sa binasang akda?
Panuto: Ipaliwanag ang katagang ito sa pamamagitan ng
pagsulat ng isang repleksyon.
Journal 15
Writing minuto
“Hindi mo malalaman ang tunay na halaga ng isang bagay o tao
hangga’t hindi ito nawawala sa iyo.”
Inihanda ni:

Guro III

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
The King and the Wise Man
Title:
1. identify the meaning of words taken from the text
Session
2. understand the content of the story read through answering
Objectives:
comprehension questions
3. reflect on the theme of the story through writing poem and slogan
Key Teachers)

Activity: VOCABULARY MATCHING (all level)
Instructions:
 Let the students match the words with their correct
PRE- meanings.
READING A B
10 1. clever a. extremely angry
(Introductio minutes 2. foretell b. a sentence of death
n and Warm- 3. furious c. intelligent
Up) 4. execution d. to predict (the future)
5. strict e. demanding with rules and behavior
 Introduce the story: The King and the Wise Man

Instructions:
READING (Level 2)
10
minutes
the text.
POST 15 Activity: COMPREHESION CHECK (all level)
JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
Instructions:
READING minutes Let the students answer the comprehension questions from
the reading material.
Activity: SHARING OF INSIGHTS (all level)
Instructions:
10 • Ask the students: What lesson have you learned from the
Valuing
minutes text that you have read?
• Allow students from each reading level to share their
insights.
Activity: BEING A LEADER OR BEING CLEVER
Instructions:
• Let the students choose who they like between the King
Journal 15
and the Wiseman. Ask the students to create a poem (Level
Writing minutes
2) and slogan (Level 1) about the characteristics or attitude
they like the most from their chosen character.
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
I. General Overview
Subject:
Time: 8:15-9:15 8-Emerald Date: April 5, 2024
9:35-10:35 8-Diamond
(60 minutes)
II. Session Outline
Session
My Mother Had Only One Eye by: Anonymous Author
Title:
1. give the meaning of unfamiliar words from the story
Session
2. analyze the central themes of the story
Objectives:
3. reflect on personal connections to the story’s themes of love, sacrifice, and
forgiveness
Reading level basis (based on assessment done by the English Teachers)
Key Level 1: Students who fall under frustration
Concepts: Level 2: Students who fall under instructional

Activity: VOCABULARY MATCHING (all level)
Instructions:
Form correct words by rearranging the letters to form the correct
word from the story.
 MNEMRRBAETASS: a feeling of shame
 LEYL: a loud utterance or shout
 CKHSA: a hut or cabin
 OLSBIVIUO: not aware about what is happening
PRE-  LAGIUHNG CKTOS: an object of laughter
READING
10 Answer:
(Introductio minutes 1. Embarrassment
n and Warm- 2. Yell
Up) 3. Shack
4. Oblivious
5. Laughing stock
• Ask the students to pronounce the word correctly after answering

the activity.
• Let students construct sentences using the words they have
correctly formed from the activity
 Introduce the story: My Mother Had Only One Eye
DURING 10 ACTIVITY: Silent/Independent Reading
JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
Instructions:
READING  Ask the students to read silently the reading text. (Level 2)
 Teacher on the other hand will focus on the students under
minutes
Concept Level 1.
Exploration  Learners will use their individual reading log indicating the
number of minutes spent in reading the text.
Activity: COMPREHENSION CHECK (all level)
Instructions:
Let the students answer the comprehension questions from the
reading material.
1. What is the son’s reaction to his mother’s disability in the
POST 15 beginning of the story?
READING minutes 2. What major event happened during the son’s childhood that
changes his view on his mother?
3. How does the son’s view of his mother change throughout the
story?
4. What did the mother sacrifice for her son?
5. How does the mother teach her son the value of forgiveness?
Activity: SHARING OF INSIGHTS
Instructions:
• Ask the students:
10
Valuing What lesson did you learn from the mother’s life story? (Level 1)
minutes
How does the story demonstrate the idea that love goes beyond
physical appearance? (Level 2)
• Allow students from each reading level to share their insights.
Activity: REFLECTIVE JOURNAL (all levels)
Instructions:
Journal 15
• Let the students reflect on their own relationships with family
Writing minutes
members, moments of sacrifice or forgiveness, and the importance
of empathy and understanding through journal writing.
Prepared by:

Teacher III
Checked by: Noted:

JHS/ENG-ACAD/AMLM
(043) 288-6490
MIMAROPA REGION
JHS/ENG-ACAD/AMLM
(043) 288-6490

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Republic of the Philippines

CATCH-UP FRIDAY READING GUIDE IN ENGLISH

III. Teaching Strategies

Why Gender Inequality Often Starts at Home

ALEXIS MECHAELA L. MIRAPLES

Checked by: Noted:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN ENGLISH

III. Teaching Strategies

Activity: STORY RETELL

Let students share their answer to the question:

ALEXIS MECHAELA L. MIRAPLES

Checked by: Noted:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN FILIPINO

III. Teaching Strategies

paligsahan malapit mabagal

1. Sa kabila ng kanilang pagkakaiba ay matalik silang

3. Ano ang mga pagbabaong naganap sa magkaibigan?

ALEXIS MECHAELA L. MIRAPLES

Tiniyak ni: Pinagtibay ni:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN ENGLISH

III. Teaching Strategies

paragraph of the story. (Level 2)

ALEXIS MECHAELA L. MIRAPLES

Checked by: Noted:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN FILIPINO

III. Teaching Strategies

Gawain 2: TAHIMIK NA PAGBASA

ALEXIS MECHAELA L. MIRAPLES

Tiniyak ni: Pinagtibay ni:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN ENGLISH

III. Teaching Strategies

ALEXIS MECHAELA L. MIRAPLES

Checked by: Noted:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN FILIPINO

III. Teaching Strategies

Gawain 2: TAHIMIK NA PAGBASA

GAWAIN 3: PAGLINANG NG PAG-UNAWA

Magtala ng isang karanasan na nagpapakita ng iyong

katatagan sa kabila ng mga pagsubok sa buhay.

ALEXIS MECHAELA L. MIRAPLES

Tiniyak ni: Pinagtibay ni:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN ENGLISH

III. Teaching Strategies

 Introduce the story: Scheherazade and King

groups (Level 1) and complete the plot diagram in

Activity: GIRL POWER IN COLORS AND WORDS

ALEXIS MECHAELA L. MIRAPLES

Checked by: Noted:

MA. LAARNI G. BRUCAL DELIA L. ENRIQUEZ

CATCH-UP FRIDAY READING GUIDE IN FILIPINO

Pag -unawa sa binasa

III. Teaching Strategies

Gawain 2: TAHIMIK NA PAGBASA

GAWAIN 3: PAGLINANG NG PAG-UNAWA

Journal 15 GAWAIN 5: REPLEKSYON

Anong katangian ang maituturing na kalakasan ng