DETAILED LESSON PLAN IN ENGLISH 8

“The Tale of the Woodcutter and the Tiger”

Ma. Jaycee Baquiran-Tumaliuan

I. OBJECTIVES
At the end of the discussion, the learners should be able to:
a. unlock unfamiliar words through context clues;
b. show mastery of the story by filling-in graphic organizers; and
c. relate the lesson to real life situations.

II. SUBJECT MATTER

A. Topic: The Tale of the Woodcutter and the Tiger
B. Reference: Teacher’s Guide in English K-12 Grade 8 Module; pp. 44-45; Learning
Material; pp.305
C. Materials: graphic organizers, hand-outs, DLP
D. Values Integrated: Developing devotion to parents
E. Strategies Employed: Collaborative Learning, Use of Differentiated Tasks
F. Skills: Reading, speaking, listening and writing

III. PROCEDURES

Teacher’s Activities Students’ Activities

A. PREPARATION (DAILY ROUTINE)

“Good morning everyone” > Good morning ma’am

“Kindly stand and let us pray. Karylle lead us the > God grant us the serenity to accept the
prayer.” things we cannot change, the courage to
change the things we can and the wisdom
“Class, before you sit, please arrange your chairs to know the difference.
and Ms. Secretary, please check the attendance.”
“Ok, you may now sit.”

B. MOTIVATION

“Ok class, I want everybody to look carefully at >Yes ma’am

the pictures that I have posted on the board and after
which, you are going to share your insights based on
the pictures seen. So, are you ready class?”

(Learners observe keenly the pictures)

“Now that you have already seen the pictures, I want

you to answer the following questions.”

>What can you see in the picture, class? >Ma’am, a child hugging his/her parent
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
> What are the pictures all about? >Ma’am, it is all about a parent’s love to
his child or a child’s love to his parents.

>Are they related to your real life? >Yes Ma’am

C. PRESENTATION

“The activity we had just done has something to do >Korea is an Asian country.
with the literary piece we are about to tackle. The Koreans are good-looking and they have a
piece is actually a tale from Korea. What do you fair complexion.
know about Korea class? What are your impressions Koreans are calm people.
of Koreans? (Answers may vary)

“Now class, I want you to ponder on this question

and share your ideas and experiences after the
discussion.”

 Motive Question:
Do you agree that filial love or love for family
is one of the most important forms of love? Why
or why not?

D. LESSON PROPER
Unlocking Of The Unfamiliar Words

“Class to make your understanding of the text that

you are going to read, let us first unlock the difficult
words which can hamper your comprehension.”

1. Afraid, the woodcutter exclaimed,” You must be > cried out or spoke with strong feelings
my long lost brother.”
2. The woodcutter went to the forest and brought >one whose job is to chop wood
with him a saw.
3. The baby tigers brought offerings at their > an excavation for burial or a burial place
grandmother’s grave during the All Souls’ Day or
Chesa.
4. With grief and tears, he said, “Mother had just >died
passed away.”
5. “The woodcutter noticed that the customary 1. >according to the customs or usual
offering had not been placed on his mother’s practices associated with a particular
grave.” society, place, or set of circumstances.
6. “An offering appeared on her grave - sometimes a
peasant, or even his mother’s favorite mountain1. >a poor farmer who owns or rents a small
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
berries.” piece of land for cultivation
7. “You must be our uncle! Mother tiger is gone now,
and we know how important it is for her to honor > usually held on the anniversary of the
grandmother by bringing an offering to her chesa ancestor's death.
table beside her grave.”

“Very good! Now I need a volunteer to choose one >Ma’am exclaimed

word from the unfamiliar words and construct a Upon seeing the big creature crawling on
sentence using it.” the ground, I exclaimed:” Snake!”
>The children could not accept that their
father had passed away.
(Answer may vary)
>Tasking

GROUP 1.( SEQUENCING OF EVENTS)

Directions: Arrange the events according to their
chronological order or the way they were arranged in
the story.

___ Out of the bush, the baby tigers approached the >4
woodcutter and cried: “You must be our uncle.”
__ The woodcutter was afraid that he would soon be >1
the tiger’s dinner.
___ Every year thereafter, an offering would appear >3
on the grave of the woodcutter’s mother and the
woodcutter did not know where these offerings came
from.

__The woodcutter added that their mother had been >2

waiting for the tiger when he left home and that their
mother had just passed away.
__ The baby tigers added: “Mother tiger is gone now >5
so we are bringing gifts for grandmother in loving
memory of our mother who honors grandmother
much.”
__ Tears streamed down the cheeks of the woodcutter. >6
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
GROUP 2. (Character Map)
Accomplish the character’s map by filling out
the details.

Name of the main characters

Qualities that describe the

characters

Proof of those qualities

Clever Insensitive

Woodcutter

dcutter
He thought of He played on
a plan to fool the feelings of
the tiger for the mother
him not to be tiger and the
eaten. baby tigers

Gullible Loving

Tiger

Tiger
She easily She honored
believed what the
the woodcutter’s
woodcutter mother whom
told her she thought to
be her mother
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
GROUP 3. (Visualization Wheel)

Directions: Write the title of the story in the middle

square below. Label each quadrant of the circle with
the answers of each question.

1
Your
2

3
1. What conflict led the woodcutter to “fool” the 1. The woodcutter was afraid that he
tiger? would be eaten by the tiger.

2. What would be your own way of saving your life
from danger?
3. How is filial piety or love for family shown in the
story?
2. I would save my life by praying because
for me, prayer is the best weapon.
3. Love for family was shown by the
mother tiger by leaving the woodcutter
unharmed because she thought that the
woodcutter was really her brother.

The baby tigers showed love for family by

bringing offerings to the grave of their
grandmother because they knew how
important it is for their mother tiger to
bring honor to their grandmother.
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan

GROUP 4. (Tree Diagram) >Do not play on others’ feelings.

Supply the tree diagram with the fruits of >Honor your parents
wisdom learned from the literary piece discussed by >Be honest
writing inside the fruits the lessons learned from the >Be sensitive to others’ feelings
selection. >Even the toughest person has a heart

IV. GENERALIZATION

“What is the connection of the pictures presented a

while ago with “The Tale of the Woodcutter and the
Tiger”?

Do you agree that filial love or love for family is

one of the most important forms of love? Why or
why not?

V. EVALUATION
Dancers’ Group- Choose a song that depicts
your unconditional love to your parents and
Interpret it through dancing.
Singers’ Group- Choose a song whose theme
revolves around parents’ love. Be ready to
sing it in class.
Artists’ Group- Make a poster or slogan which
depicts the unconditional love of a father.
Writers’ Group- Write a letter addressed to
 DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
your father. Be honest and open in your
thoughts and feelings and express your thanks to
them.
Speakers Group- Construct a 2-stanza poem of
appreciation for your father’s
unconditional love. Be ready to recite it in class.

The students shall be evaluated by using the following criteria:

10 points 8 points 6 points 4 points 2 points 0 point

All members Some The group Some The group No output has
of the group members of was able to members of was able to been done by
were able to the group depict their the group compose a the group
appropriately were able to unconditional were able to piece but was
depicted their appropriately love to their depict their not able to
unconditional depicted their parents and unconditional interpret it
love to their unconditional interpreted it love to their through:
parents and love to their through: parents and (a)dancing
interpreted it parents and (a)dancing interpreted it (b)singing
through: interpreted it (b)singing through: (c)drawing
(a)dancing through: (c)drawing (a)dancing (d)writing
(b)singing (a)dancing (d)writing (b)singing (e)reciting a
(c)drawing (b)singing (e)reciting a (c)drawing poem
(d)writing (c)drawing poem (d)writing
(e)reciting a (d)writing (e)reciting a
poem (e)reciting a poem
poem

VI. AGREEMENT

A. FOLLOW –UP
On a one half sheet crosswise, write the origin of your names.

B. ADVANCED
Search for the poem “The Dark Continent” and answer the following questions:

1. Why is the poem titled “The Dark Continent”?

2. How would you characterize the speaker?
3. What does the poem show about the temperaments and psyche of the Africans?
DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan
DETAILED LESSON PLAN IN ENGLISH 8
“The Tale of the Woodcutter and the Tiger”
Ma. Jaycee Baquiran-Tumaliuan