L1 L2- NLC PPT for Grade 10 intervention

NLC Lessons Grade 10

1. Lesson 1 The shadow of kapre

2. Component 1: Lesson Introduction

3. Questions to ponder: What can you see in the pictures? Do you believe in ghosts or monsters? Are you afraid of them? Do you like ghost stories? Do you know any ghost stories? What kind of monsters or ghosts do we have in stories and myths from the Philippines?

4. Component 2 Listening to the Text

5. Guide questions: What did the narrator’s friend tell her about the house? How old was the narrator when her family moved to this house? What is a kapre ? If you can’t see the kapre , how do you know it’s there? Did the narrator see the actual body of the kapre ? If so, Where was it?

6. What sounds did the narrator hear and how do they add to the general mood of the story? How does the writer change her/his feelings through language devices and narrative techniques as she narrates events in What ways did her emotions transform over time? Reflecting on the cultural and mythological context of this Filipino creature, examine its psychological impression on an observer’s senses. What can influence these experiences or perceptions with regard to the beholder’s background and already formed opinions about such beings?

7. Component 3: Focus Words

8. Component 4: Speaking-Listening Activities 1. Have you heard any stories about other ghosts or monsters? 2. Have you ever heard any stories about a Kapre ? 3. Do you believe them? Why or why not? 4. With your partner, tell the story about the “The Shadow of a Kapre ” that you just heard.

9. Component 5: Lesson Conclusion ▪ Work with a partner. One of you is the narrator of the story and the other is the friend. ▪ Have the conversation between the narrator and the friend about the narrator’s house and the kapre

10. Lesson 2 The shadow of kapre

11. Component 1: Review Previous Lesson Can you remember the story about the kapre ? Help the teacher retell the story.

12. Component 2: Review Focus Words and Word Meanings ▪ Repeat the focus words after the teacher. ▪ Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know?

13. Component 3: Word Study Regular and Irregular Verbs What is a verb? Can you find some examples in the focus word list?

14. VERb (A verb is a word that tells you what someone or something is doing or what is happening, e.g. whispered, looked, pounded, shone, froze.) Let’s take the verb ‘pound’. If we talk about something that happened in the past, we add the suffix -ed to show it is past tense. What tense is ‘pound’ in the focus word list? (past tense) It’s past tense because it adds -ed. Circle all the words in the focus word list that end in -ed

15. When a verb ends in a consonant that makes a soft sound or voiceless consonant - a soft sound or voiceless consonant like ‘k’, ‘ sh ’, ‘p’, ‘f’, the -ed sounds like ‘t’ as in ‘looked’. When a verb ends in a vowel sound like ‘ er ’, or a consonant that makes a loud sound or voiced consonant - a consonant that makes a loud sound or voiced consonant like ‘b’, ‘g’, ‘v’, the -ed sounds like ‘d’ as in ‘whispered’. When a verb ends in ‘d’ or ‘t’, the -ed sounds like -ed as in ‘pounded’.

16. What other verbs can you find in the focus word list?

17. ‘shone’ and ‘froze’ belong to the group of irregular verbs. They are called irregular because they do not add the suffix -ed. They have different forms for the past simple tense. Do you know what the present tense forms of ‘shone’ and ‘froze’ are?

18. Component 4: Flash Cards Look at the Flash Card graph on page 3 of this workbook. ▪ Listen to the teacher reading the flash cards for Week 1 and repeat after them. ▪ Work with a partner or in a group to read the flash cards and record your score. ▪ How many flash cards can you read in one minute?

19. Component 4: Flash Cards

20. Component 5: Reading and Fluency Practice Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. ▪ Go back to look up the word in the word meanings list if you need to. ▪ Practice reading Text 1 with the teacher and in groups.

21. Component 6: Lesson Conclusion A regular verb adds -ed to the end of the base form of the verb. An irregular verb has a different form and does not add -ed. When a verb ends in a consonant that makes a soft sound or voiceless consonant like ‘k’, ‘ sh ’, ‘p’, ‘f’, what sound does the -ed make? (‘t’ as in ‘looked’). When a verb ends in a vowel sound like ‘ er ’, or a consonant that makes a loud sound or voiced consonant like ‘b’, ‘g’, ‘v’, what sound does the -ed make? (‘d’ as in ‘whispered’). When a verb ends in ‘d’ or ‘t’, what sound does the ed make? (-ed as in ‘pounded’).