Lesson Plan in English 8 IV.

Assignment
1. Research, print and read The Story of the Aged
Teacher: Marcelo P. Tiangsing Mother
Assigned Sections: Plato, Hippocrates, Pythagoras A Japanese Folktale by Matsuo Basho.

Sept. 11, 2017 (MONDAY) Ref.

https://daydreamerthegirlwhocantbemoved.wordpress.c
CONTENT The learners display effective om/2011/07/27/the-story-of-the-aged-mother-a-
STANDARD understanding of the subject covered japanese-folktale-by-matsuo-basho/
throughout the week.
PERFORMANCE The learners answer and check their 2. After you have read the story, make a story
STANDARD mastery of learning through a test. map in your notebook using the ff.
DURATION 1 meeting SETTINGS
CHARACTERS
I. OBJECTIVES PLOT
At the end of the lesson, the learners are expected CONFLICT
to: THEME

1. follow instructions carefully before, during and

after taking the test; Remarks
2. identify the student’s strengths and weaknesses; ____________________________________________
and ____________________________________________
3. develop honesty in answering the test. __________________

Reflection
II. SUBJECT MATTER ____________________________________________
____________________________________________
Lesson: 1st Long Test (2nd Quarter) _____________________
Materials: colored cartolinas, answer sheet and
questionnaire
Reference: -
http://www.educationworld.com/a_lesson/worksheets/tlsb
ooks/pdfs/tls010-download.pdf
- http://www.nedpc.net/resources/Capitalization.pd
f

III. INSTRUCTIONAL PROCEDURE

1. Daily Class Routine
2. Motivation
3. Activities
a. Preparation of the answer sheets and
questionnaires
b. Distribution of questionnaires

4. Lesson Proper
Giving instructions
5. Application
Test Proper
6. Evaluation
Retrieval of the answer sheets & questionnaires
 1st Longtest in English 8 1st Longtest in English 8

I. Directions: Write the correct punctuation mark that I. Directions: Write the correct punctuation mark that
best completes each sentence. best completes each sentence.

1) When are we going to the museum 1) When are we going to the museum
2) You need to complete your homework on time 2) You need to complete your homework on time
daily daily
3) I took five items my jacket a fishing rod a 3) I took five items my jacket a fishing rod a
peanut butter sandwich a tooth pick and a pen knife. peanut butter sandwich a tooth pick and a pen knife.
4) Certain people are legends Marilyn Monroe 4) Certain people are legends Marilyn Monroe
James Dean Houdini and Charlie Chaplin. James Dean Houdini and Charlie Chaplin.
5) Put all the babies pictures together so we can 5) Put all the babies pictures together so we can
pick out a winner pick out a winner
6) The nurses meeting went on for three hours 6) The nurses meeting went on for three hours
7) Being first to arrive he sat down in the front 7) Being first to arrive he sat down in the front
row row
8) History one of my favourite subjects it is about 8) History one of my favourite subjects it is about
how people used to live how people used to live
9) It is so exciting to see you 9) It is so exciting to see you
10) Yippee We finally won the match 10) Yippee We finally won the match

II. Rearrange these words to make meaningful
sentences. Use proper capitalization if necessary.
11) people some to have work on saturday sunday and.
12) capital of california sacramento is the.
13) washington george born was february on 22, 1732.
14) i and merlita job do will the.
15) day thanksgiving in comes november.
II. Rearrange these words to make meaningful
sentences. Use proper capitalization if necessary.
11) people some to have work on saturday sunday and.
12) capital of california sacramento is the.
13) washington george born was february on 22, 1732.
14) i and merlita job do will the.
15) day thanksgiving in comes november.

III. A. Write the past simple tense and choose the
correct pronunciation.
16) offer …............... “t” “d” “id”
17) help …............... “t” “d” “id”
18) arrive ….............. “t” “d” “id”
19) wait ….............. “t” “d” “id”
20) believe …............... “t” “d” “id”
21) calculate …............... “t” “d” “id”
22) count …............... “t” “d” “id”
23) consider …............... “t” “d” “id”
24) fetch …............... “t” “d” “id”
25) destroy …............... “t” “d” “id”
III. A. Write the past simple tense and choose the
correct pronunciation.
16) offer …............... “t” “d” “id”
17) help …............... “t” “d” “id”
18) arrive ….............. “t” “d” “id”
19) wait ….............. “t” “d” “id”
20) believe …............... “t” “d” “id”
21) calculate …............... “t” “d” “id”
22) count …............... “t” “d” “id”
23) consider …............... “t” “d” “id”
24) fetch …............... “t” “d” “id”
25) destroy …............... “t” “d” “id”

B. Put the regular verbs in the correct category: B. Put the regular verbs in the correct category:

cry like stop wait stay fail need cry like stop wait stay fail need
practice agree marry explain hop practice agree marry explain hop
prevent bury use jog clap prefer prevent bury use jog clap prefer

-d only -ed only -ied double -d only -ed only -ied double
consonant consonant
+ - ed + - ed
 Lesson Plan in English 8
Teacher: Marcelo P. Tiangsing
Assigned Sections: Plato, Hippocrates, Pythagoras
Sept. 12, 2017 (TUESDAY)
CONTENT The learners demonstrate concrete
STANDARD understanding of the prosodic
features of speech, study and
research skills, making sense of
unfamiliar words, using non-linear
texts to show relationships between
ideas through oral literatures of
selected Afro-Asian countries and
informative texts to familiarize
oneself with the traditions and
values.
PERFORMANCE The learners present informative
STANDARD exhibit to show the traditions and
values of the selected Afro-Asian
DURATION
countries.
1 meeting
I. OBJECTIVES
At the end of the lesson, the learners are expected
to:
1. discover ones ideas/understanding through the
music presented;
2. generate the significance of a mother’s love and
wisdom as a worthwhile human value as it
enhances substance among the youth which
expands their experiences and ideals in life; and
3. participate actively in classroom
activities/discussion.
II. SUBJECT MATTER
Lesson: “The Story of the Aged Mother”A Japanese
Folktale
Materials: netbook and LCD projector
Reference: -
https://www.youtube.com/watch?v=SwDxev3bS74
- Serrano, J.B. and Lapid, M.G. (2001). English
Communication Arts and Skillsthrough Afro-
Asian Literature. Quezon City: Phoenix
Publishing House, Inc
III. INSTRUCTIONAL PROCEDURE
1. Daily Class Routine
2. Motivation
The teacher will play the chorus part of the
song entitled “Mama” by Spice Girls and ask
the students to close their eyes as they listen to
the song.
I never thought you would become the friend I never
had Back then I didn't know whyWhy you were
misunderstood So now I see through your eyes All that
you did was loveMama I love you. Mama I careMama I
love you . Mama my friend. You're my friend “
Group Activity
- The teacher will ask the one who is being talked about
in the song.
-The students will describe their/a mother by providing
words which starts with:
M O T H
E R
3. Lesson Proper
a. Discussion about the author
Matsuo Bashō, pseudonym of Matsuo
Munefusa (born 1644, Ueno, Iga province,
Japan—died Nov. 28, 1694, Ōsaka), the
supreme Japanese haiku poet, who greatly
enriched the 17-syllable haiku form and
made it an accepted medium of artistic
expression.
Interested in haiku from an early age,
Bashō at first put his literary interests aside
and entered the service of a local feudal
lord. After his lord’s death in 1666,
however, Bashō abandoned his samurai
(warrior) status to devote himself to poetry.
One term frequently used to describe
Bashō’s poetry is sabi, which means the
love of the old, the faded, and the
unobtrusive, a quality found in the verse.
b. Viewing (Story Presentation)
https://www.youtube.com/watch?v=9gOsU
8vzKk0
4. Generalization
Discussion of the short story through a
story mapping
Setting Characters Plot Conflict Theme
5. Application
Discussion of the following saying drawn out from the
story:
“with the crown of snow, there cometh wisdom”
“With the crown of snow cometh wisdom”
IV. Assignment
Think of your own mother and ponder on the words of
wisdom you gained from her. Write your acquired
wisdom and reflect how it changed you to be a better
person. Be able to come up with a creative output.

Remarks
-And as people get older many(but not all) tend to ____________________________________________
become wiser. More experiences. ____________________________________________
In the saying “with the crown of snow, there cometh __________________
wisdom”- the crown of snow is pertaining represents to
the elders, emphasizes the importance of them in Reflection
shaping our society. The word “there cometh wisdom” ____________________________________________
explained that as we get old our everyday experiences ____________________________________________
makes us intelligence or wit, and as we commit _____________________
mistakes or problems learning comes in our life. The
old folks who undergone on the different challenges in
life and had survive serves as our guiding path because
their varied experiences teach us to become wise or
wiser; wise enough to know right from wrong wise
enough to correct our mistakes.

6. Evaluation
The students are tasked to demonstrate how they love
and appreciate the love and wisdom they acquire from
their mothers through the following:
Group I – Role Play
Group II – Song
Group III – Tableau
Group IV – Talk Show/ Feature Story

Evaluation Rubric:

Content- 25 pts.
Collaboration- 20 pts.
Organization- 25 pts.
Presentation- 30 pts.

Total: 100 pts

STORY OF THE AGED MOTHER; JAPANESE
FOLTALE BY MATSUO BASHO
Long, long ago there lived atthe footof the mountain a
poor farmer and his aged, widowed mother. They
owned a bitofland which supplied them with food, and
their humble were peaceful and happy. Shining was
governed by a despotic leader who though a warrior,
had a greatand cowardly shrinking from anything
suggestive offailing health and strength. This caused
him to send out a cruel proclamation. The entire
province was given strict orders to immediately put to
death all aged people. Those were barbarous days, and
the custom of abandoning old people to die was not
common. The poor farmer loved his aged mother with
tender reverence, and the order filled his heart with
sorrow. But no one ever thought a second time about
obeying the mandate of the governor, so with many
deep hopeless sighs, the youth prepared for what at that
time was considered the kindestmode ofdeath. Just at
sundown, when his day’s work was ended, he took a
quantity of unwhitened rice which is principal food for
poor, cooked and dried it, and tying it in a square cloth,
swung and bundle around his neck along with a gourd
filled with cool, sweetwater. Then he lifted his helpless
old mother to his back and stated on his painful journey
up the mountain.
The road was long and steep; then arrowed road was
crossed and recrossed by many paths made by the
hunters and woodcutters. In some place, they mingled
in a confused puzzled, but he gave no heed. One path
or another, it mattered not. On he went, climbing
blindly upward – ever upward towards the high bare
summitofwhat is known as Obatsuyama, the mountain
of the “abandoning of aged”. The eyes of the old
mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving
heart grew anxious. Her son did not know the
mountain’s many paths and his return might be one
ofdanger, so she stretched forth her hand and snapping
the twigs from brushes as they passed, she quietly
dropped a handful every few steps of the way so that
they climbed, the narrow path behind them was dotted
at frequently intervals with tiny piles of twigs. At last
the summit was reached. Weary and heart sick, the
youth gently released his burden and silently prepared a
place of comfort as his last duty to the loved one.
Gathering fallen pine needle, he made a soft cushion
and tenderly lifting his old mother therein, he wrapped
her padded coatmore closely about the stooping
shoulders and with tearful eyes and an aching heart said
farewell. The trembling mother’s voice was full of
unselfish love as she gave her last injunction.
“Let not thine eyes be blinded,my son. A” She said.
“The mountain road is full of dangers. LOOK carefully
and follow the path which holds the piles of twigs.
They will guide you to the familiar way fartherdown”.
The son’s surprised eyes looked back over the path,
then at the poor old, shriveled hands all scratched and
soiled by their work of love. His heart smote him and
bowing to the grounds, he cried aloud: “oh, Honorable
mother, thy kindness thrusts my heart! I will not leave
thee.
Together we will follow the path oftwigs, and together
we will die!”Once more he shouldered his burden (how
light it seemed no) and hastened down the path,through
the shadows and the moonlight, to the little hut in the
valley. Beneath the kitchen floor was a walled closetfor
food, which was covered and hidden from view. There
the son his mother,supplying her with everything
needful and continually watching and fearing. Time
passed, and he was beginning to feel safe when again
the governor sentforth heralds bearing an unreasonable
order, seemingly as a boast of his power. His demand
was that his subjectshould present him with a rope of
ashes. The entire province trembled with dread. The
order must be obeyed yetwho in all shining could make
a rope of ashes? One night, in great distress, the son
whispered the news to his hidden mother. “Wait!” she
said. “Iwill think. I will think” On the second day she
told him what to do. “Make rope twisted straw,” she
said. “Then stretch it upon a row of flat stones and burn
it there on the windless night. ” He called the people
together and did as she said and when the blaze and
died, behold upon the stones with every twist and fiber
showing perfectly. Lay a rope of white head ashes. The
governor was pleased at the wit of the youth and
praised greatly, but he demanded to know where he had
obtained his wisdom. “Alas!Alas!” cried the farmer,
“the truth must be told!” and with deep bows he related
his story. The governor listened and then meditated in
silence. Finally he lifted his head. “Shining needs more
than strength of youth, ” he said gravely. “Ah, that I
should have forgotten the well-know saying, “with the
crown of snow, there cometh a wisdom!” That very
hour the cruel law was abolished, and custom drifted
into as far a past that only legends remain.
CHARACTERS The Aged Mother- main character of
the story, who has the wisdom that brings to save and
benefited their land. The Young Farmer- Son of the
Aged Mother. The Daimio- the despotic ruler of
shirano but later on he learned to give importance to
the old folks.
CONFLICT Man vs. Man- the Only Antagonist in the
story the daimio who proclaimed a law to immediately
kill all the aged people
SETTINGS At The Foot of the Mountain in Shinano,
Japan.
THEME A mother's love is something that no one can
explain it is made of deep devotion and of sacrifice and
pain, it is unselfish and endless. The Story of the Aged
Mother Japanese Folktale
SUMMARY A degree was given by a wicked ruler to
put to death all old people.A poor farmer took his aged
mother up a mountain to obey the degree, but could
not. He brought his mother down the mountain and hid
her. The wicked ruler demanded that a twisted straw
rope be made. It was the aged mother who told how to
make the rope. The son told the governor the story and
the degree was abolished.
 Lesson Plan in English 8 Irregular verbs are also known as strong verbs. Here
are nine that are used more often than the rest. These
Teacher: Marcelo P. Tiangsing nine irregular verb examples also happen to be among
Assigned Sections: Plato, Hippocrates, Pythagoras the most commonly used words in the English
language. They are:
Sept. 13, 2017 (WEDNESDAY)
Go
CONTENT The learners determine irregular Get
STANDARD verbs. Say
PERFORMANCE The learners use irregular verbs See
STANDARD accordingly. Think
DURATION 1 meeting Make
Take
I. OBJECTIVES Come
At the end of the lesson, the learners are expected Know
to:
4. Generalization
1. recall irregular verbs;
2. identify irregular verbs through a procedural Why is it necessary to study verbs?? Especially
presentation; and irregular verbs?
3. participate actively in classroom discussion.
5. Application
II. SUBJECT MATTER Group Task
Each group will be find and list down the verbs that
Lesson: Irregular Verbs they might encounter in their assigned procedural text.
Materials: colored cartolinas and marker Afterwards, they’ll give identify its verb kind and its
Reference: - past form.
http://www.gingersoftware.com/content/grammar- 1&2
rules/verbs/irregular-verbs/ Steps on how to be healthy
- 1. Get enough sleep. It not only keeps you
https://www.englishpage.com/irregularverbs/irregularver healthy but also you will be happier. ...
bs.html 2. Eat healthy foods. Avoid junk foods and
prefer eating fruits and green leafy
III. INSTRUCTIONAL PROCEDURE vegetables every day. ...
1. Daily Class Routine 3. Drink plenty of water. ...
2. Motivation 4. Exercise. ...
Group Task 5. Treat yourself. ...
The teacher asks students to distinguish the verbs 6. Have true friends. ...
which are regular verbs or not in the following: 7. Smile and laugh. ...
CRAWL UNDERSTAND 8. Enjoy hobbies.
DELIVER WRITE
FIND PRESENT 3&4
LEAVE TEACH |Steps on Calming Down In the Moment
EXPLAIN SPEAK 1. Stop what you're doing. One of the best ways
to calm down if you're already feeling
What do you call those verbs that are not regular? stressed is to stop interacting with the
How do regular verbs and irregular verbs differ? stressor, if possible. ...
2. Focus on your senses. ...
3. Lesson Proper 3. Take some deep breaths. ...
Discussion 4. Try to relax your muscles. ...
What Are Irregular Verbs? 5. Get some exercise.
Irregular verbs are verbs that don’t take on the
regular –d, -ed, or -ied spelling patterns of the
past simple (V2) or past participle (V3).
6. Evaluation
Individual Task
For each sentence below, fill in the correct form of the
verb in the space provided.
broke, broken 1. When I ____________________ my
leg, my friends scribbled cheerful
messages on the cast.
spended, spent 2. Nathan ____________________
most of his teenage years dressed in black
and alone in his bedroom.
catched, caught 3. The kindergarten teacher
_______________ chicken pox from one of her
students.
went, gone 4. The sign on the barbershop door said,
“Closed. I have ________________
fishing.”
wrote, writed 5. Before he was famous, the horror
author Stephen King taught high-school
English and _______________ short stories and novels
at night.
done, did 6. When my little sister broke the living-
room lamp, she told my parents that
I had ____________________ it.
bringed, brought 7. Seven people
____________________ potato salad to the church
picnic,
and only one person made a dessert.
chose, choosed 8. Although she was close to winning
$100,000, the game-show contestant lost
it all when she _________________ the wrong answer
to the final question.
drove, drived 9. In the Fourth of July parade, the
mayor __________________ an antique
Model T car that was owned by the city.
eaten, ate 10. My friend stuck to his diet for six days.
Then he ___________________ an entire gallon of ice
cream and a bag of Snickers in fifteen minutes.

IV. Assignment

Study irregular verbs for tomorrow’s exercises.

Remarks
____________________________________________
____________________________________________
__________________

Reflection
____________________________________________
____________________________________________
_____________________
 Lesson Plan in English 8

Teacher: Marcelo P. Tiangsing

Assigned Sections: Plato, Hippocrates, Pythagoras

Sept. 15, 2017 (FRIDAY)

The Great Wall of China in Beijing —
Ten-Thousand-Li-Long Wall
CONTENT The learners build up knowledge
STANDARD bank further with the rich and varied
ancient traditions of the Chinese and
Japanese.
PERFORMANCE The learners gather data using 3. Lesson Proper
STANDARD general references in making travel a. Reading an article/text
brochure. b. Searching for unfamiliar words
DURATION 1 meeting c. Comprehension Questions
1.) Describe the Japanese Tea Ceremony
I. OBJECTIVES 2.) Differentiate the Noh & Kabuki Drama.
At the end of the lesson, the learners are expected 3.) Why is it the celebration of the New Year
to: considered as the most significant and important
holiday?
1. recognize the differences between the Chinese 4.) What are the traditional Japanese clothing
and Japanese; mentioned in the article. Describe each.
2. identify Chinese and Japanese traditions and 5.) What are the six major aspects to consider in
values based on the informative text; and performing\ a Chinese Tea Ceremony?
3. prepare a travel brochure on the traditions and 6.) How would you describe a Chinese wedding?
values of China, Japan and Philippines. 7.) What does a chopstick being symbolized?
8.) Why is it a New Year one of the most prominent
II. SUBJECT MATTER festivals of Chinese calendar?

Lesson: Japanese and Chinese Traditions

Materials: netbook and LCD projector
Reference: - http://wikitravel.org/en/Japan 4. Generalization
- http://www.touropia.com/tourist-attractions-in- Group Activity
japan/ After reading the article, do the 3-2-1 Chart below.
- https://www.britannica.com/place/China 3 Things You Find Out

III. INSTRUCTIONAL PROCEDURE 2 Interested Things You

1. Daily Class Routine Discovered
2. Motivation 1 Question You still have
Classify the following pictures accordingly and to ask
identify which country it belongs.

Cherry
blossoms in Kichijoji, Tokyo

Shinto torii gate, Dewa Sanzan

5. Application
Making a Brochure (Group Activity)
Guidelines
a. Plan
b. Prepare materials needed
c. Preparatory Procedure
d. Constructing/Designing the Brochure
e. Assessing the Brochure with the Rubric
Criteria in Evaluating a Travel Brochure
Quality of the 30 pts.
information on How to
Get There
Quality of the 30 pts.
information on Tourist
Attractions
Organization of 40 pts.
Brochure
TOTAL 100 pts.

6. Evaluation
Individual Task
Fill in the blanks with the correct answer.
1.) The _____ was considered medicine that
promoted physical and spiritual health.
2.) _____ is a combined elements of noh drama
and folk theater.
3.) _____ are made of silk and are usually very
expensive.
4.) ______ a Japanese style of wrestling and
Japan’s national sport.
5.) ______ is believed to abolish bad luck.

IV. Assignment

What are adjectives?

What are the series of adjectives?

Remarks
____________________________________________
____________________________________________
__________________

Reflection
____________________________________________
____________________________________________
_____________________