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    Majada in Integrated School: Learning Competencies

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    Ellaine Limosinero
    This document contains a lesson plan for a Grade 8 English class in Calamba City, Philippines. The lesson plan focuses on teaching students about Korean folklore through the story "The Tale of the Woodcutter and the Tiger." It outlines objectives, content standards, procedures, activities, and assessments. The lesson involves students reading and discussing the story, completing group and individual activities to demonstrate their understanding, and reflecting on family members. The teacher reflects on strategies that worked well and areas for improvement.

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    Majada in Integrated School: Learning Competencies

    Uploaded by

    Ellaine Limosinero
    136 views5 pages
    This document contains a lesson plan for a Grade 8 English class in Calamba City, Philippines. The lesson plan focuses on teaching students about Korean folklore through the story "The Tale of the Woodcutter and the Tiger." It outlines objectives, content standards, procedures, activities, and assessments. The lesson involves students reading and discussing the story, completing group and individual activities to demonstrate their understanding, and reflecting on family members. The teacher reflects on strategies that worked well and areas for improvement.

    Original Description:

    english 8 dll

    Original Title

    sep 25 2019

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    This document contains a lesson plan for a Grade 8 English class in Calamba City, Philippines. The lesson plan focuses on teaching students about Korean folklore through the story "The Tale of the Woodcutter and the Tiger." It outlines objectives, content standards, procedures, activities, and assessments. The lesson involves students reading and discussing the story, completing group and individual activities to demonstrate their understanding, and reflecting on family members. The teacher reflects on strategies that worked well and areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    136 views5 pages

    Majada in Integrated School: Learning Competencies

    Uploaded by

    Ellaine Limosinero
    This document contains a lesson plan for a Grade 8 English class in Calamba City, Philippines. The lesson plan focuses on teaching students about Korean folklore through the story "The Tale of the Woodcutter and the Tiger." It outlines objectives, content standards, procedures, activities, and assessments. The lesson involves students reading and discussing the story, completing group and individual activities to demonstrate their understanding, and reflecting on family members. The teacher reflects on strategies that worked well and areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Republic of the Philippines

    Department of Education
    Region IV – A CALABARZON
    Division of Calamba City
    MAJADA IN INTEGRATED SCHOOL
    Grade & Section: Date: September 25, 2019
    Grade 8 Time: CATTLEYA: 7:30 – 8:30 AM
    ENGLISH Grading: FIRST GRADING
    I. OBJECTIVES
    Content The learner demonstrates understanding of: East Asian literature as an art form inspired and
    Standards influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
    expository texts; strategies in listening to long descriptive and narrative texts; value of literal and
    figurative language; and appropriate grammatical signals or expressions suitable to patterns of
    idea development.
    Performance The learner transfers learning by composing and delivering a brief and creative entertainment
    Standards speech featuring a variety of effective paragraphs, appropriate grammatical signals or
    expressions in topic development, and appropriate prosodic features, stance, and behavior.
    Learning EN8RC-IIa-2.22: Evaluate the personal significance of a literary text.
    Competencies EN8RC-IIa-2.18: Relate content or theme to previous experiences and background knowledge.
    (Write the LC code
    for each)
    Objectives 1. Identify the personal significance of the Korean literary
    2. Relate content or theme by citing similar traditions of Filipinos showing the love for their
    family
    3. Express enjoyment in reading the short selections from Korea by participating actively in the
    prepared activities

    II. CONTENT
    The Tale of the Woodcutter and the Tiger ( Korean Folklore )
    III. LEARNING RESOURCES
    REFERENCES 1. Teacher’s Guide Pages:
    2. Learner’s Materials Pages: Learning Module pp. 318
    3. Textbook Pages:
    4.Additional Materials: Laptop, TV, Visual Aids, copy of reading text, music of the songs (mp3)
    5. Other Learning References: K to 12 Curriculum Guide (May, 2016) p. 177
    IV. PROCEDURES
    A. Reviewing What are the kinds of sentences according to structure?
    previous lessons or Give examples.
    presenting new
    lessons
    B. Establishing a The teacher will play two songs entitled ―Eye of the Tiger and ―Roar.
    purpose for the
    lesson
    C. Presenting Students will discuss the statements below before they proceed to the lesson proper.
    examples/
    instances of new
    lesson
    (Presentation)
    D. Discussing new Activities: Reading the selection.
    concepts and
    p00racticing new
    skill #1
    (Modeling)

    E. Discussing new The learners will discuss the details of the story by telling the parts where the elements of the short
    concepts and story arise and will be guided by the questions below.
    practicing new skill
    #2 1. Identify the characters in the story. What roles do the characters play in the tale? What are the
    characteristics of these characters that you admire/don’t admire?
    (Guided Practice)
    2. What particular event or circumstance in the story has contributed to the Tiger‗s way of looking at
    things in a different way? How has this new way of looking at things being passed on to the next
    generation?
    3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would be your own way of saving
    yourself from danger?

    4. What would you do if that sense of duty and shared destiny passed on to you is in conflict with your
    own principles and beliefs in life?

    5. Could this tale be used as basis for you to have a glimpse of how the Koreans at present are coping with
    the challenges of modernity? Explain

    F. Developing Group Activity:


    mastery (leads to
    formative The learners will come up with the comprehensive view of the tale and the elements of the short story by
    assessment 3) doing the ― Picture Perfect‖ activity. The leader will prepare a short description of the picture that his/her
    members had shown. Their performance will be graded according to the rubric below.

    G. Finding practical
    application of the
    concepts and skills
    in daily living
    H. Making
    generalization and
    abstraction about
    the lesson
    I. Evaluating Express Me through a Picture:
    Learning
    The learners will show their love for their family who were in heaven already by drawing them on a one-
    fourth sheet of paper. Their performance will be graded according to the rubric.
    J. Additional
    activities for
    application and
    remediation
    V. REMARKS
    Items Cattleya
    5
    4
    3
    2
    1
    0

    Mean
    MPS
    VI. REFLECTION
    A. No. of learners ___ of Learners who earned 80% above
    who earned
    80% in the
    evaluation.
    B. No. of learners ___ of Learners who require additional activities for remediation
    who require
    additional
    activities for
    remediation.
    C. Did the ___Yes ___No
    remedial ____ of Learners who caught up the lesson
    lesson work?
    No. of learners
    who got
    caught up in
    the lesson
    D. Number of ___ of Learners who continue to require remediation
    learners who
    continue to
    require
    remediation.
    E. Which of my Strategies used that work well:
    teaching ___ Group collaboration
    strategy ___ Games
    worked well? ___ Power Point Presentation
    Why did this ___ Answering preliminary
    work? activities/exercises
    ___ Discussion
    ___ Case Method
    ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/
    Poems/Stories
    ___ Differentiated Instruction
    ___ Role Playing/Drama
    ___ Discovery Method
    ___ Lecture Method
    Why?
    ___ Complete IMs
    ___ Availability of Materials
    ___ Pupils’ eagerness to learn
    ___ Group member’s Cooperation in doing their tasks
    F. What __ Bullying among pupils
    difficulties did I __ Pupils’ behavior/attitude
    encounter __ Colorful IMs
    which my
    principal or
    supervisor can
    help me solve?
    G. What Planned Innovations:
    innovation or __ Localized Videos
    localized __ Making use big books from
    materials did I views of the locality
    used to __ Recycling of plastics to be used as Instructional Materials
    discover which __ local poetical composition
    I wish to share
    with the
    teachers?

    Prepared by: Noted by:

    ELLAINE REBECCA A. LIMOSINERO CRISTINA F. GRUMAL


    Teacher I English Coordinator

    Checked by:

    DR. HEIDI C. LANTACON


    Principal I

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