CAPACITY BUILDING OF CHIEF TRAINERS ON THE IMPLEMENTATION OF

THE NATIONAL LEARNING CAMP (VISAYAS CLUSTER)

Presented by:

Denn Marc P. Alayon

Supervising Education Program Specialist
Bureau of Learning Delivery
Student Inclusion Division

LECTURE-DEMONSTRATION
IN GRADE 8 ENGLISH LESSON 1
FOR ENHANCEMENT &
CONSOLIDATION CAMP
 Count off.
Prepare your yell.
 CHANTS

LECTURE, LECTURE?YES! YES

DEMO, DEMO? AHA! AHA!

MAC AND CHEESE? EVERYBODY FREEZE!

WATERFALLS? SSHHH! SSHHH!
 TODAY’S PROGRAM OF ACTIVITIES
Time Activity
7:45 AM - 8:00 AM Management of Learning (MOL)

8:00 AM - 10:00 AM Lecture-Demonstration in Grade 8 English Lesson 1 for Enhancement and Consolidation
Camp
10:00 AM - 12:00 PM Lecture-Demonstration in Grade 8 English Lesson 1 for Intervention Camp

12:00 PM - 1:00 PM Lunch Break

1:00 PM – 4:00 PM Lecture-Demonstration in Collaborative Expertise

3:30 PM - 5:00 PM WORKSHOP

Your Task: Prepare for the Return Lecture-Demonstration to be presented tomorrow
 LESSON DESIGN
 Lessons are directed by the teacher and designed to be highly interactive among
learners with their teacher and learners with their peers.

 Its strength is that it focuses on both student and teacher learning.

 Primary focus of the lessons is on learners revising and then applying previously
taught subject content to support problem-solving and/or comprehension activities
focused on applying knowledge, skills, and understanding to real-world problems.

 Appropriate timings per lesson component are indicated to guide the teacher in
pacing the lesson.
CAPACITY BUILDING OF CHIEF TRAINERS ON THE IMPLEMENTATION OF
THE NATIONAL LEARNING CAMP (VISAYAS CLUSTER)

Presented by:

Denn Marc P. Alayon

Supervising Education Program Specialist
Bureau of Learning Delivery
Student Inclusion Division

LECTURE-DEMONSTRATION
IN GRADE 8 ENGLISH LESSON 1
FOR ENHANCEMENT &
CONSOLIDATION CAMP
GRADE 8 ENGLISH
LESSON 1
Reading the Text - Narratives
MOST ESSENTIAL LEARNING COMPETENCIES

 Recognize positive and negative messages conveyed in a text

(Q2);

 Compare and contrast own opinions with those presented in

familiar texts (Q2);

 Determine various social, moral, and economic issues

discussed in the text listened to (Q3) (EN8LCIIIh-7.4).
 01 Short Review

Lesson
02 Lesson Purpose
Components
03 Language Practice

04 Lesson Activity

Lesson
05 Conclusion
 SHORT REVIEW
01 (7 minutes)

This component settles the class quickly and review or

preview previously encountered information and/or
content in the form of a few targeted questions that are
relevant to the current lesson.
 COMPONENT 1: SHORT REVIEW

Look at this book cover.

Last year, you learned about

narratives.

What is a narrative?

Give some examples of a

narrative.

This book contains a short narrative.

 COMPONENT 1: SHORT REVIEW

Q1. Write down one (1) thing

you are expecting to see in this
book.

Q2. With a partner, discuss

your answer and together write
down three (3) things you Q3. There are many different categories
expect to see in a narrative. of narratives – one of them is folktales or
legends, as in this book.

Can you think of three (3) more?

 LESSON
02 PURPOSE
(3 minutes)
This component allows teachers to
explain the purpose/intention of the
lesson to learners and establish its link
with their prior knowledge or
experience.
COMPONENT 2: LESSON PURPOSE

“In this lesson, we are going to

look at a short narrative and
we are going to learn some
strategies for reading
narratives that you may not
have seen before by looking at
this story in detail.”
 LANGUAGE
03 PRACTICE
(5 minutes)

This component concerns language use (words or phrases that

are to be used in the text) that have the potential to cause
difficulties for learners to understand. Hence, their use is
practiced and meanings are unlocked.
COMPONENT 3: LANGUAGE PRACTICE

This narrative is titled Juan Gathers

Guavas.

It is a folktale from the Philippines.

What is a folktale?
 COMPONENT 3: LANGUAGE PRACTICE
Below are words that are important in the narrative we will read. Let’s
practice these words.

a feast of guavas fastened

neighbors swollen

hastened folktale
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

a meal made up of a lot of guavas; ‘feast’

a feast of guavas also means a celebration meal with a lot of
people

We are currently celebrating our town fiesta with a

feast of guavas on our table.
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

neighbors people who live near each other

Our neighbors’ house is just a few meters away from

our house.
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

hastened hurried

I hastened finishing this essay since it is due for

submission this afternoon.
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

fastened locked

My mother fastened all our doors to keep us secured

during night time.
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

puffed up; enlarged, bloated, bigger than

swollen usual because of an infection, a bite, or an
injury

His right hand is swollen, bigger than usual, and does

not look normal due to infection.
 COMPONENT 3: LANGUAGE PRACTICE
CONTEXT CLUES: Determine the meaning of the unfamiliar word/phrase
based on its context in the sentence.

a legend or myth; usually belonging to a particular

folktale cultural group (tribe) and having a moral or meaning
or an explanation of the creation of the world,
animals, or natural phenomena

The story of how pineapples came to existence, which

was told to me by my grandmother when I was young,
is one of my favorite folktales.
 COMPONENT 3: LANGUAGE PRACTICE
Look at the spelling of the following words. Say them and their meanings.

a feast of guavas fastened

a meal made up of a lot of guavas; locked
‘feast’ also means a celebration meal with a lot of
people
neighbors swollen
people who live near each other puffed up; enlarged, bloated, bigger than usual
because of an infection, a bite, or an injury

hastened folktale
hurried a legend or myth; usually belonging to a particular cultural group
(tribe) and having a moral or meaning or an explanation of the
creation of the world, animals, or natural phenomena
 COMPONENT 3: LANGUAGE PRACTICE
Let’s put them in a sentence.
Example: ‘I am going to Juan’s house to celebrate his birthday with a
big meal that will be a feast of guavas.’

a feast of guavas fastened

a meal made up of a lot of guavas; locked
‘feast’ also means a celebration meal with a lot of
people
neighbors swollen
people who live near each other puffed up; enlarged, bloated, bigger than usual
because of an infection, a bite, or an injury

hastened folktale
hurried a legend or myth; usually belonging to a particular cultural group
(tribe) and having a moral or meaning or an explanation of the
creation of the world, animals, or natural phenomena
 COMPONENT 3: LANGUAGE PRACTICE
With your partner, write a sentence for each of the other words in the list.

a feast of guavas fastened

a meal made up of a lot of guavas; locked
‘feast’ also means a celebration meal with a lot of
people
neighbors swollen
people who live near each other puffed up; enlarged, bloated, bigger than usual
because of an infection, a bite, or an injury

hastened folktale
hurried a legend or myth; usually belonging to a particular cultural group
(tribe) and having a moral or meaning or an explanation of the
creation of the world, animals, or natural phenomena
 This component addresses the key
idea(s) for the lesson. It involves learners
applying known content to solve real-
LESSON
world problems. 
04 ACTIVITY
(25 minutes)
 COMPONENT 4: LESSON ACTIVITY
Component 4A: Reading the Text

Juan Gathers Guavas

https://bit.ly/438RZMH
 COMPONENT 4: LESSON ACTIVITY
Component 4A: Reading the Text

Juan Gathers Guavas

One day, Juan’s father sent him to get some ripe guavas for a number of the
neighbors had come in and he wanted to give them something to eat.
Juan went to the guava bushes and ate all the fruit he could hold, and then he
decided to play a joke on his father’s guests instead of giving them a feast of
guavas. A wasp’s nest hung nearby. With some difficulty, he succeeded in taking
it down and putting it into a tight basket that he had brought for the fruit.
 COMPONENT 4: LESSON ACTIVITY
Component 4A: Reading the Text

He hastened home and gave the basket to his father, and then as he left the
room where the guests were seated, he closed the door and fastened it.
As soon as Juan’s father opened the basket, the wasps flew over the room;
and when the people found the door locked, they fought to get out of the
windows. After a while, Juan opened the door, and when he saw the swollen
faces of the people, he cried.
“What fine, rich guavas you must have had! They have made you all so
fat!”.
 COMPONENT 4: LESSON ACTIVITY
Component 4B: Questions

Q1. Who are the characters and what are involved in this
narrative?

WHO WHAT
ANIMAL THING
 COMPONENT 4: LESSON ACTIVITY
Component 4B: Questions

Q2. What is the event that initiated the conflict in

the narrative?

Q3. Does the author intend readers to admire Juan

for his cleverness or not? Why? Give reasons for
your answer.
 COMPONENT 4: LESSON ACTIVITY
Component 4C: Questions
GROUP DISCUSSION

Q4. Find three (3) pieces of evidence that show Juan

has planned his ‘joke’ very carefully.
Q5. What can you say about the ending of the story?
Does it give a ‘resolution’ to the story? Give
reasons for your answer.
Q6. Imagine Juan is your friend. What would you say
to him about this ‘joke’?
 COMPONENT 4: LESSON ACTIVITY
Component 4C: Questions
GROUP DISCUSSION

Q7. What positive and negative messages are

conveyed in the narrative?

POSITIVE NEGATIVE
MESSAGES MESSAGES
 Juan Gathers Guavas

One day, Juan’s father sent him to get some ripe guavas for a number of the
neighbors had come in and he wanted to give them something to eat.
Juan went to the guava bushes and ate all the fruit he could hold, and then he
decided to play a joke on his father’s guests instead of giving them a feast of
guavas. A wasp’s nest hung nearby. With some difficulty, he succeeded in taking
it down and putting it into a tight basket that he had brought for the fruit.
 He hastened home and gave the basket to his father, and then as he left the
room where the guests were seated, he closed the door and fastened it.
As soon as Juan’s father opened the basket, the wasps flew over the room;
and when the people found the door locked, they fought to get out of the
windows. After a while, Juan opened the door, and when he saw the swollen
faces of the people, he cried.
“What fine, rich guavas you must have had! They have made you all so
fat!”.
 LESSON
05 CONCLUSION
(5 minutes)

This component is designed to offer a student-focused overview to the

main intentions of the lesson and confirm lesson mastery by stimulating
discussion and reflection on learners’ new learnings.
 COMPONENT 5: CONCLUSION
Questions

1. The focus of the lesson was on learning about how

narratives work. How has the lesson helped you to
understand this?
2. Which questions were easy to answer? Why?
3. What strategies did you use to answer the harder
questions?
COMPONENT 5: CONCLUSION

In the next lesson,

we will look at another
narrative to give you more
practice with reading and
interpreting them.
THANK YOU!
HOPE YOU ENJOYED
TODAY’S
LEARNING CAMP!