Lesson Plan in Catch-Up Friday

Date: March 15, 2024 Grade Level 8

School: Florentino Torres High Quarter 3rd
School
NRP Reading Enhancement

I. OBJECTIVES
The learner demonstrates an understanding of Southeast Asian literature as a mirror to a
A. Content Standards
shared heritage; coping strategies in processing textual information; strategies in
examining features of listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
B. Performance Standard The learner transfers learning by composing and delivering a persuasive speech based on
an informative essay featuring the use of properly acknowledged information sources,
grammatical signals for opinion- making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior
B. Learning Competencies
and Objectives At the end of the 50-minute period, the students should be able to:
 arrive at meaning of words through pictures and context clues;
 read to comprehend and appreciate literature as a mirror to a shared
heritage;
 share his/her own story using his/her memories of childhood; and,
 relate one’s experience to someone else’ using Venn diagram.
II. Content / Topic/ Skills My Childhood Sweetest Memory by Gemma B.
Espadero
III. LEARNING  Laptop, projector, PowerPoint presentation chalkboard, smartphones,
RESOURCES worksheet, pen & paper.
A. References
B. Materials / Equipment
IV. PROCEDURE
A. Preparation 1. Opening Prayer and Greetings
(3 minutes) 2. Checking of Attendance
3. Word of the Day
4. Establishing classroom rules

B. Lesson Proper 1. Pre-Reading

(15 minutes)
A. Activating Prior Knowledge
The students will be shown pictures and will be asked a question.

Ask this question-What are the pictures about?

 B. Vocabulary Building:
Directions: Complete the sentences below by choosing the correct word
from the box. gratify paddy mortar
and pestle emerging
survived pounder

1. The man worked in the field from dusk to dawn as a ________(pounder) of

rice in the rice field or ________ (paddy).

2. Herecalled how he used the (mortar) and ________(pestle) to grind the rice
from the husk.

3. From his clear memory, he ________(survived) this process of milling the rice
grain.

4. These experiences ________(gratify) his hardships in life

.
5. Rice milling machine is better than a ________.

6. ________ (Emerging) issues and challenges caused by modernization are

unavoidable.

2. During Reading
Reading In Chorus
The students will be reading the text entitled “My Childhood Sweetest Memory”
by Gemma B. Espadero.
(20 minutes)
My Childhood Sweetest Memory
by Gemma B. Espadero

The power of traditional culture can

gratify hand pounding of paddy is a
great sight the power of mortar with a
pestle is missing for this kind of power
is greatly seen
as the traditional milling process of rice
grain But as time passes by, this
culture dies; As technology brings
changes this time The emerging
issues on pollution arise,
I wish I could turn back the hands of
time; Where the traditional milling
process survived, For I was once a
pounder of this paddy
And it lives in my childhood sweetest
memory.

1
 Checking Comprehension:

1. What culture is being referred to in the text?

2. List down 3 words/ /phrases that reveal the setting of the poem.
3. Please refer to the pictures provided earlier. Choose pictures that you think
the speaker had experienced in his life as suggested in the text. Be ready to
explain your answer.
4. Why do you think the speaker wished to turn back the hands of time?
5. If you were the speaker, would you also wish to pound rice grains with a
mortar and a pestle? Expound your answer.

Partner Reading the Text.

Students will find their partners and begin to read the text one after the other.

3. After Reading

1. Compare and Contrast.

Think of your childhood sweetest memory. Then, compare or contrast the
(12 minutes) writer’s sweetest
memory with yours by listing them down.
Use the Venn diagram to highlight possible similarities and/or differences.

The Writer’s Sweetest My Sweetest

Memory Memory

---------------------------------- ------------------------------------
_________________________ __________________________

2
 2. Story Telling

Students will tell a story to his/her partner about this/her sweetest childhood
memory. They will be asked to use the questions below as their guide.

1. What is your sweetest childhood memory?

2. What latest technology has influenced your childhood memory?
3. If you were to turn back the time, what experience from childhood would you
wish to go back to? Explain.

VI. ASSIGNMENT
Research on Filipino Traditional Culture before Technology moves in. List at least 3.
Prepare to present to the class next meeting.
REMARKS/ NOTES

Prepared by: Checked by:

Maria Katrina Dominique “TJ” S. Tuazon Marichu J. Hernandez

Catrina A. Sanchez Head Teacher VI
Grade 8 Teachers of English

Noted:

Maria Eva S. Nacion Vicente M. Victorio Jr.

Principal EPS-English