SEMI-DETAILED LESSON PLAN IN ENGLISH 8

Region III Division CITY OF SAN FERNANDO, (P)

School PANDARAS INTEGRATED SCHOOL Grade Level 8
Teacher JOMARI PAULINO PANGILINAN Learning Area ENGLISH

The learner demonstrates communicative competence through his/ her

I. OBJECTIVES understanding of literature and other texts types for a deeper appreciation
of Philippine Culture and those of other countries.

The learner demonstrates understanding of: East Asian literature as an art

form inspired and influenced by nature; relationship of visual, sensory, and
verbal signals in both literary and expository texts; strategies in listening to
A. Content Standards
long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patterns of
idea development.

The learner transfers learning by composing and delivering a brief and

B. Performance creative entertainment speech featuring a variety of effective paragraphs,
Standards appropriate grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.

EN8LT-IIa-9.1: Describe the notable literary genres contributed by East Asian

writers
EN8RC-IIa-2.22: Evaluate the personal significance of a literary text
C. Learning
Competencies /
Specific Objectives:
Objectives
1. Unlock the meaning of unfamiliar words through context clues
(Write the LC Code for
2. Appreciate Japanese literature by evaluating the personal
each)
significance of a literary text
3. Perform different tasks that would express appreciation to a literary
piece

II. CONTENT/TOPIC “The Tale of the Aged Mother” (Japanese Literature)

III. LEARNING
RESOURCES
A. References
1. TG pages English Curriculum Guide, revised May 2016
2. LM pages
3. Textbook pages
4. Add’l Mat’ls from Viewing material: Kwentong Jollibee: Parangal
Learning Resource (https://www.youtube.com/watch?v=Kh3peFzN3D8)
Portal Reading Text: “The Tale of the Aged Mother” (Japanese Literature )
B. Other Learning Internet Sources
Resources
IV. PROCEDURE INDICATOR
A. Reviewing previous Introduction to the Japanese Culture by activating prior knowledge
lesson or presenting
the new one
At the end of today’s lesson the learners must be able to unlock the meaning
B. Establishing a of unfamiliar words through context clues; appreciate Japanese literature by
purpose for the lesson evaluating the personal significance of a literary text ; and perform different
tasks that would express appreciation to a literary piece
C. Presenting Video presentation: allow the learners to watch a video about mothers and
examples/instances of ask them to explain the role of a mother in one’s life.
the new lesson
D. Discussing the new Vocabulary development:
concepts and  Despotic – The mayor in our town is a despotic leader unlike the
practicing the new skills mayor of the neighboring town who is democratic.
#1
  Proclamation – The principal made a proclamation that each
student must bring his/her own tumblers to reduce the use of
plastic cups.
 Barbarous – Cavemen are barbarous by nature because they were
never exposed to modernization and civility.
 Steep – Climbing a steep hill in a bicycle is difficult.
 Summit – We could almost touch the clouds when we reached the
summit of Mt. Arayat.
 Weary – Running for an hour made me feel very weary.
 Trembling – The room was so cold that I started trembling.
 Twigs – The tree was so big I had to cut the twigs with scissors and
the branches with an axe.
 Hut – The Filipinos used to live in a nipa hut before the Spaniards
came
 Beneath – The grade 2 classroom is beneath the grade 7 classroom.

Reading Activity: The class will be divided into two groups. Group A will
receive the first part of the Japanese Literary piece “The Tale of the Aged
Mother” while Group B will receive the last part. Both groups will have to
read their respective parts and discuss it among themselves.
Collaborative learning: Members of each group will need to team-up with
members of the opposite group. Each pair will be given time to discuss their
parts in order to accomplish a timeline and infer an ending for the missing
part.
E. Discussing the new
concepts and practicing
Comprehension Questions:
the new skills # 2
 How will you describe the relationship of the farmer and his
(Deepening)
mother?
 Why was the daimio’s proclamation so unreasonable?
 What does the saying “With a crown of snow, there cometh
wisdom” mean?
Differentiated instruction: The learners will be grouped according to their
interest – singing; acting; drawing; and writing. The singing group will have
to sing a song dedicated for mothers accompanied by
F. Developing mastery
gestures/choreography; the acting group will have to perform a skit showing
(Leads to Formative
a scenario involving a mother’s life or a scene from the story; The drawing
Assessment 3)
group will have to create a poster about a mother’s role; and the writing
group will have to compose either a short poem about a mother’s love or a
letter dedicated to a mother.
Each group will perform/explain their respective performance/output
following the rubrics below:
4 points - creativity
4 points - synchrony or harmony (singing)
G. Finding practical
- cleanliness (drawing)
application of concepts
- acting skill (acting)
and skills in daily living
- grammar (writing)
4 points - content
4 points - execution/explanation
4 points - over-all
H. Making Do Japanese mothers love their children the same way Filipino mothers love
generalizations and theirs?
abstractions about the
lesson (Conclusion)
I. Evaluating learning The group activity serves as assessment/performance task
(Evaluation/ Quiz)
J. Additional activities Write a love letter addressed to your mother and send/read it to her.
for application or
remediation

Prepared by: Observed by:

JOMARI PAULINO PANGILINAN MARLENE P. TULABUT

Teacher I Principal I