MALINTA NATIONAL HIGH SCHOOL

Teacher LEONARD S. DALUZ Learning Area ENGLISH

Grade Level GRADE 8 Quarter FOURTH
Section Edison- Franklin-Einstein-Archimeded
Day M-T-TH-F/ M-T-TH-H/T-W-TH-F/T-W-TH-F
Time 12:30-1:30/ 1:30-2:30/ 3:30- 4:30/ 4:50-5:50
Building/Room MB 304/ 308/305/203
I. OBJECTIVES

The learner demonstrates understanding of South and West Asian literature as an expression of
A. Content Standards philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion in listening
and viewing materials; word decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in
composing and delivering a memorized oral speech featuring use of properly acknowledged information
Standards
sources, grammatical signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior
C. Learning Competencies/ 1. EN8LT- IVd- 13: Identify notable literary genres contributed by South and West Asian writers.
Objectives
2. EN8V- IVe- 15: Use various strategies in decoding the meaning of words.
3. Compare the theme of the literature read from the past readings.
(Write the LC Code for each)

II.CONTENT The Wonder Tree

III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages 3. Textbook pages
4. Additional Materials
2. Learner's Materials pages
from Learning Resource(LR) Portal

B. Other Learning Resources ppt presentation/google pictures/copy of text

IV. PROCEDURES
A. Reviewing previous Daily Routine
lesson or presenting the
new lesson

B. Establishing a purpose Crossword Puzzle: Identify the synonyms of the terms given.
for the lesson

C. Presenting Connotation for Recitation: Students think of any word or group of words related to the word
examples/instances of the "VISITOR".
new lesson

D. Discussing new Present memes about visitors. Raise question, "How does it reflect on filipino values/culture?
concepts and practicing
new skills #1

E. Discussing new Silent reading of the text: The Wonder Tree.

concepts and practicing See appendix for the copy.
new skills #2
F.Developing mastery Sequencing of Events: Arrange the events in “The Wonder Tree”. Put 1 as the first and 6 as
(Leads to the last.
Formative SET A
Assessment 3) • ___ A stranger came and announced to Ali Ben Ahmed that
Sheik Ben Nedi will visit their tribe next day.
• ___ A fairy spoke to her and told her to stop crying because she shall have a gift.
• ___ Zuleka went to and sat on a great stone near the wall and wept because she cannot find
a good gift.
• ___ The great Sheik came and was so happy of the gift from Zuleka.
• ___ Everyone in the camp busied themselves finding a good gift for Sheik Ben.
• ___ The next day, a tall tree arouse where she wept yesterday.
SET B
• ___ A stranger came and announced to Ali Ben
Ahmed that Sheik Ben Nedi will visit their tribe next day.
• ___ The great Sheik came and was so happy of the gift from Zuleka.
• ___ A fairy spoke to her and told her to stop crying because she shall have a gift.
• ___ Zuleka went to and sat on a great stone near the wall and wept because she cannot find
a good gift.
• ___ The next day, a tall tree arouse where she wept yesterday.
• ___ Everyone in the camp busied themselves finding a good gift for Sheik Ben.
SET C

• ___ Zuleka went to and sat on a great stone near the wall and wept because she cannot find
a good gift.
• ___ Everyone in the camp busied themselves finding a good gift for Sheik Ben.
• ___ The great Sheik came and was so happy of the gift from Zuleka.
• ___ A fairy spoke to her and told her to stop crying because she shall have a gift.
• ___ A stranger came and announced to Ali Ben Ahmed that Sheik Ben Nedi will visit their
tribe next day.
• ___ The next day, a tall tree arouse where she wept yesterday.

G. Finding practical The WH-questions: (By line)

applications of concepts 1. Who are the characters in the story and what are their
and skills in daily living characteristics? 2. Why was the visit of Shiek Ben
Nedi a big deal to the tribe of Ali Ben Ahmed? 3. How did
people prepare for Shiek's coming?
4. What did Sheik Ben Nedi consider as the most precious gift? Why?

H. Making generalizations Compare and contrast the Philippines in terms of treating visitors using a Venn Diagram. (As a
and abstractions about class)
the lesson

I. Evaluating learning In 3-5 sentences discuss how the same and how different the characteristic of Arabs and
Filinos in treating visitors.

J. Additional Activities for

application or remediation

V. REMARKS
 Edison-
VI. REFLECTION Franklin-
Einstein- 0 0 0 E. Which of the teaching strategies worked well? Why
A. No. of Learners who earned 80 Archimed did these work?
% in the evaluation ed
F. What difficulties did I encounter which my principal
B. No. of learners who require
or supervisor can help me solve?
additional activities for remediation

C.Did the remedial lesson work? No. of

learners who have caught up with
lesson G.What innovation or localized materials did I use/
discover which I wish to share with other teachers?
D. No. of learners who continue to Using teacher-made
require remediation rubrics

Prepared by: Checked by:

LEONARD S. DALUZ
Student Teacher AMIECooperating
RUTH B. BERNARDO
Teacher
 Lesson Plan Submission Record

Name: REZITTE E. MABLES

Master
Week

Week
Head Teacher's
No.

No.
Date Teacher's
Signature
Remarks
Signature
1 June 17,2016 21

2 June 24,2016 22

3 July 1,2016 23

4 July 8,2016 24

5 July 15,2016 25

6 July 22,2016 26

7 July 29,2016 27

8 August 5,2016 28

9 August 12,2016 29

10 August 19,2016 30

11 August 26,2016 31

12 September 2,2016 32

13 September 9,2016 33

14 September 16,2016 34

15 September 23,2016 35

16 September 30,2016 36

17 October 7,2016 37

18 October 14,2016 38

19 October 21,2016 39

20 October 28,2016 40
mission Record

Grade Level: 10
Master
Head Teacher's
Date Teacher's
Signature
Remarks
Signature
November 4,2016

November 11,2016

November 18,2016

November 25,2016

December 2,2016

December 9,2016

December 16,2016

January 6,2017

January 13,2017

January 20,2017

January 27,2017

February 3,2017

February 10,2017

February 17,2017

February 24,2017

March 3,2017

March 10,2017

March 17,2017

March 24,2017

March 31,2017
 MALINTA NATIONAL HIGH SCHOOL
Teacher AMIE RUTH B. BERNARDO Learning Area
Grade Level GRADE 8 Quarter
Section Edison Franklin Einstein Archimedes Date : August 2, 2018 (Thurs)
Day M-T-Th-FM-T-Th-FT-W-Th-FT-W-Th-FSection: Einstein
Time 12:30-1:30 1:30-2:30 3:30-4:30 4:50-5:50 Date :
Building/Room MB 304 MB 308 MB 305 MB 203 Section:
I. OBJECTIVES
The learner demonstrates concrete understanding of prosodic features of
A. Content Standards skills, using unfamiliar words and linear texts through oral literatures of sel
countries to familiarize oneself with values while knowing his/her identity
The learner presents an informative and creative exhibit to show the
B. Performance
Standards
traditions and values of selected Afro-Asian countries.

C. Learning Competencies/ 1.EN8LT-Ih-3 Explain how literature may be influenced by culture, history, environme
Objectives
2. EN8V-Ih-6: Determine the meaning of words by noting context clues.
(Write the LC Code for each) 3. Perform differentiated tasks activities through
II.CONTENT The Ramayana (An Indian Epic)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages none 3. Textbook Materials
4. Additional
pages
2. Learner's Materials pages none from Learning Resource(LR) Portal
B. Other Learning Resources English Time 8 pp.57-58, teacher-made rubric, video clips, copy of the te
IV. PROCEDURES
A. Reviewing previous YOUR INITIAL TASK 1: Recall students prior knowledge about culture of Ind
lesson or presenting the some pictures.
new lesson
YOUR INITIAL TASK 2: Present the objectives of the lesson to the class.
B. Establishing a purpose
for the lesson

Name Your Hero Game: Using descriptive clues, identify the people being
reveal their picture. Then tell what are their characteristics that made them h
C. Presenting
examples/instances of the
new lesson

Unlocking of difficult words: Using context clues and structural analysis, i

meaning of words being used in the epic.
D. Discussing new 1. Sita is the beloved wife of Rama and he dearly loves her so much
concepts and practicing 2. Because of her selfishness, Kaiyeki planned to dethrone the King.
new skills #1 3. Rama, Sita and Lakshman left the palace and ba
forest. 4. She requested that Rama be exiled
in the forest.
 YOUR TEXT 1: Raise the motive question, "What are you willing to do to sho
faithfulness to the people you value most?".
E. Discussing new Instruct them view the short clip of Ramayana, then be able to rea
concepts and practicing the events that happened in the epic to complete the "Trails of Rama" diagra
new skills #2 video and on the copy of the literary text.
NOTE: The reading of the text was given as an assignment prio
discussion of the lesson.

YOUR TEXT 2: Let students give their insights about the epic by using critica
questioning stategy. Critical thinking question guide:
1. Why did King Dasharatha grant Queen Kaiy
F.Developing mastery
exile Rama in the forest? If you were King Dasharatha, would you also do the
(Leads to
2. How did Rama showed his heroism in the
Formative
Assessment 3) 3. In your opinion, is Sita and Rama deserv
and faithfulness to each other? Explain.
4. How did Sita shows her fa
husband?

G. Finding practical YOUR DISCOVERY TASK 1: Go back to the motive question, "What are you
applications of concepts show your love and faithfulness to the people you value most?" and let stude
and skills in daily living question in relation to their own experiences.
H. Making generalizations
and abstractions about What is the message of the epic, "The Ramayana"?
the lesson
YOUR DISCOVERY TASK 2: Divide the class into four groups. Then, each gr
cards that explains the expected outcome of the group that they will present
are given 10 minutes preparation time and another 2 minutes for presentatio
used in grading outputs of other groups. (Please refer the attached rubric.)
Group 1: Hero in You: Complete the diagram by describing Rama's characteri
him a hero.
I. Evaluating learning
Group 2: Love Angle: Explain the kind of love shown by the charcaters of Ram
Ravana in the epic using the graphic organizer.
Group 3: Ramayana Sociogram: Identify the connection of the charcters in
the diagram.

J. Additional Activities for

application or remediation

V. REMARKS

VI. REFLECTION
Edison Franklin Einstein Archimedes E. Which of the teaching strategies w
did these work?
A. No. of Learners who earned 80
% in the evaluation
 F. What difficulties did I encounter w
B. No. of learners who require or supervisor can help me solve?
additional activities for remediation

C.Did the remedial lesson work? No. of

learners who have caught up with
lesson G.What innovation or localized mate
discover which I wish to share with o
D. No. of learners who continue to
require remediation

Prepared by: Checked by:

AMIE RUTH B. BERNARDO MA. CORAZON B. QUIJANO
Subject Teacher Head Teacher III
CHOOL
ENGLISH
FIRST
st 2, 2018 (Thurs)

ing of prosodic features of speech, study

ough oral literatures of selected Afro-Asian
ile knowing his/her identity as an Asian.
reative exhibit to show the different
ed Afro-Asian countries.

y culture, history, environment and other factors.

noting context clues.

none
none
ic, video clips, copy of the text, ppt presentation

wledge about culture of India by showing

he lesson to the class.

identify the people being described to

teristics that made them heroes.

s and structural analysis, identify the

dearly loves her so much.

ed to dethrone the King.
man left the palace and banish into the
sted that Rama be exiled for fourteen years
are you willing to do to show your love and

mayana, then be able to read and sequence

he "Trails of Rama" diagram based on the

ven as an assignment prior to the

ut the epic by using critical thinking

ide:
sharatha grant Queen Kaiyeki's request to
tha, would you also do the same?
showed his heroism in the epic?
n, is Sita and Rama deserving of their love

How did Sita shows her faithfulness to her

e question, "What are you willing to do to

value most?" and let students answer the

four groups. Then, each group receives task

oup that they will present in class. Students
r 2 minutes for presentation. A rubric will be
fer the attached rubric.)
scribing Rama's characteristics that made

n by the charcaters of Rama, Sita and

nection of the charcters in the story using

h of the teaching strategies worked well? Why

e work?
 difficulties did I encounter which my principal
rvisor can help me solve?

innovation or localized materials did I use/

r which I wish to share with other teachers?

B. QUIJANO