NAME: GLENN E.

VILLAFUERTE DIVISION: DAVAO CITY

SCHOOL: STA. ANA NATIONAL HIGH SCHOOL DATE: OCTOBER 6, 2018
Second Quarter

DEMONSTRATION TEACHING
READING STRATEGY

I. OBJECTIVES
LEARNING COMPETENCIES EN8RC-IIa-2.18: Relate content or theme to previous
experiences and background knowledge

EN8RC-IIh-2.15: Organize information in tables, graphs, and

SPECIFIC LEARNING
OUTCOMES/OBJECTIVES (KSA)
maps.
At the end of the given period, the students shall have:
a. related previous experiences and background
knowledge to the given text,
b. organized information using the KWL Chart and
c. expressed the good insights learned in the text
through collaborative learning activity.

II. CONTENT
SUBJECT MATTER KWL Reading Strategy
TIME ALLOTMENT 1 Hour
MATERIALS Laptop, LCD projector, Activity Handouts, White board,
Markers, , etc.
REFERENCES retrieved from: https://msu.edu/course/ on October 4,
2018

retrieved from: https://www.news.com.au on October 4,

2018

III. LEARNING PROCEDURES

A. PRELIMINARIES > Prayer
> Greetings
> Checking of Attendance
> Classroom Management
B. REVIEW > Simple recall of the previous lesson:
(Other Reading Strategies)
C. INTRODUCTION The class will be divided into groups.
(Activating Prior Knowledge) Each group is composed of 5 members.
Each group will be given a flash card.
They will explain the words on the flash cards.
MOTIVATION
The students will be asked to answer the following
questions:
Inquiry Based Strategy:
 How are these words related to one another?
 What do you think is the connection of these words
in our lesson today?
D. Presentation of the new KWL Reading Strategy
lesson • What I [K]now- What you know about the topic?
• What I [W]ant to learn- What you want to learn?
• What I have [L]earned- What you learned?

E. Integration (Science Integration)

1. Learning Activity (Strategy)
2. Abstraction/ (HOTS) “Why Women Talk More Than Men?”

1. Pre reading activity Knowledge K- what do you know?

Ask students what they already know about language

and gender.

What do they already know about levels of talkativeness

of men and women?

2. The teacher will write down student’s responses on the

KWL Chart specifically in the “L” column.

3. The teacher will now focus on key categories to be

examined in the text.

4. Let the students ask themselves these questions…

What they want to find out?

Call the students to generate a list and record on the
KWL Chart specifically in the “W” column.

5. Read the text; Why Women Talk More than Men?

(See attached text)

6. After reading the story it is time to ask the students….

What did you learn?
Did we find out what we wanted to know?

Was there anything not covered in the text?

Record all responses on the KWL Chart.

Why Women Talk More than Men?

K W L
 There is a Are women really Women are
connection more talkative reported to
between than men? speak 20,000
language and words a day
gender. while men speak
an average of
7,000 words.
What accounts
Women and men for the difference Foxp2 protein is
are on different in the frequency one of the genes
levels of of language use associated with
talkativeness. between men language.
and women?
It was shown that
women have
higher levels of
this protein than
men.

Q&A

HOTS
1. How did you arrive to these responses?
2. Why do you think these questions (referring to the
‘W’ column) relevant to the given text?
3. How important these pieces of information
provided in the ‘L’ column in real life situation?
4. Why do you think it is necessary to recall previous
knowledge and experiences of the topic and relate
it to the text?

IV. EVALUATION:
Collaborative Learning Approach

Each group will be assigned to read a text.

(Science Integration)

Group 1 – What is Stress?

Group 2 – Simple Ways to Live a Healthy Lifestyle
Group 3 – What is depression?
Group 4 – What is Physical Exercise?

(See attached texts)

1. Before reading the text, the students have to fill out the two (2) columns of
the KWL/KWL Chart – the “K” and the “W”
2. After providing pieces of information in the first two columns of the chart,
they will start reading the text.
3. After reading the text, they will fill out the “L” column in the KWL Chart.
4. The group’s output will be assessed using the rubrics below:

RUBRICS
 Content 20 points
Organization of Ideas 20 points
Group Collaboration 10 points

TOTAL 50 points

How does the “KWL Reading Strategy” help you understanding the text?

V. ASSIGNMENT:

Based on the above activity, are the questions in the “W” column were being
answered in the “L” column?

If there are some questions under the “W” column which were not addressed, how
are you going to find answers to these questions?

REMARKS:

REFLECTION:

Prepared by:

GLENN E. VILLAFUERTE
Teacher I, SAHNS

Checked by:

ELENITA C. BOSTON
Master Teacher I