NATIONAL LEARNING CAMP INTERVENTION DAY 1 POWERPOINT PRESENTATION BY KIEV B. ALMIRA OF BANCAL NATIONAL HIGH SCHOOL

This powerpoint presentation is for teachers in NLC. this may help them in teaching and facilitating learning to learners

1. KIEV B. ALMIRA Subject Teacher INTERVENTION LEARNING CAMP DAY 1

2. Dear Lord and Father of all, Thank you for today. Thank you for ways in which you provide for us all. For Your protection and love we thank you. Help us to focus our hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as we listen and write. Guide us by your eternal light as we discover more about the world around us. We ask all this in the name of Jesus. Amen.

3. Lesson 1 – Speaking and Listening

4. “The Shadow of a Kapre ” b y Gerrilyn Cruz It is a story about the author when she was a young girl.

5. 1. What did the narrator’s friend tell her about the house?

6. 2 . How old was the narrator when her family moved to this house?

7. 3. What is a Kapre ?

8. 4 . If you can’t see the kapre , how do you know it is there?

9. 5. Did the narrator see the actual body of the kapre ?

10. 6 . Where was it?

11. 7. What sounds did the narrator hear and how do they add to the general mood of the story?

12. 8 . How does the writer change her feelings through language devices and narrative techniques as she narrates events in the story?

13. 9 . What ways did her emotions transform over time?

14. 10. 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?

15. Answer these questions: Have you ever heard any stories about a kapre ? Have you heard any stories about other ghosts or monsters? Do you believe them? Why or why not?

16. Activity: Work with a partner and retell story you know about a kapre or any other ghost or monster stories.

17. Final Task: You will work in pairs. One of you will be a narrator and the other is the friend. You are going to have a conversation about the narrator’s house and the kapre .

18. Lesson 2 – Introduce Reading Text

19. Lets review! Let us review briefly what the story “The Shadow of a Kapre ” is about.

20. VERB - It is a word that tells you what someone or something is doing or what is happening, e.g. whispered, looked, pounded, shone, froze.

21. Let’s take the verb “pound” if we talk about something that happened in the past, we add the suffix – ed or –d to show it is in past tense. What tense is “pound” in the focus word list?

22. When a verb ends in a consonant that takes 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”.

23. 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 voice consonant like ‘b’, ‘g’, ‘v’, the – ed sounds like ‘d’ as in “whispered.

24. When a verb ends in ‘d’ or ‘t’, the – ed sounds like – ed as in “pounded”.

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

26. ‘shone’ and ‘froze’ belong to the group of irregular verbs. They are called irregular because they do not add the suffix – ed or –d. they have different forms for past simple tense.

27. Do you know what the present forms of ‘shone’ and ‘froze’ are? ‘shine’ and ‘freeze’

28. Task: In pairs, take turns in reading the words in flash cards correctly. The goal is to read as many as you can correctly in one minute. Then, after everyone is finished, count how many answers are correct.

29. Reading and Fluency Practice: Turn to text 1 of your workbooks. Let us re-read the text. Take note of the words that are difficult or unfamiliar and later on we are going to discuss them.

30. Task to do!

31. Lesson 3 – Comprehension and Consolidation

32. We add suffixes to the end of words for different reasons. There are two suffixes in the focus word list that we will look at today: “- ly ” and “-y”.

33. We add suffix – ly to change an adjective into an adverb. Examples: The snail is slow. The snail moves slowly. ‘slow’ describes the snail ‘ slowly’ describes how the snail moves ADJECTIVE ADVERB

34. Can you find the words in the focus word list that ends in - ly ? ‘ wildy ’ ‘usually’ How did the narrator’s heart pound? How often does the kapre smoke? ‘wildly’ describes the word ‘pound’ ‘usually’ describes the frequency of the verb ‘smoke’ It pounded wildly. It usually smokes?

35. We add suffix –y to a noun(thing) to turn it into an adjective (describing word). This adds the meaning ‘having the quality of’ or ‘being like’ something Examples: The sky is full of clouds. The sky is cloudy. name of something ‘cloudy’ describes the sky NOUN ADJECTIVE

36. Can you find the words in the focus word list that end just in -y? ‘hairy’ ‘stringy’ Can you describe a kapre ? Can you describe its hair? It has a lot of hair The hair of kapre is like string It is hairy. It is stringy?

37. COMPREHENSION EXERCISE AND FEEDBACK - Re-read the story “The Shadow of a Kapre ” and in pairs, answer the comprehension exercise that follows . Individually write your answers in your workbooks.

38. Question words: Who What When Where Why How

39. Write words at random from the list below into the bingo grid – one word for each square. I will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. ▪ When you have crossed out 5 in a row across ( ), down ( ) or diagonally ( ), call out Bingo! The person who finishes first is the winner.

40. Answer the following: What have you learned today? Did you like the story? What did you like best about the lesson today? What do you need to work on tomorrow?