Department of Education

Region IX, Zamboanga City

Division of City Schools
VITALI NATIONAL HIGH SCHOOL
Vitali, Zamboanga City

DETAILED LESSON PLAN

(BDA,CLT,D.I Applied)
Prepared By: Joanne P. Dimasuay Lesson Date: 11/27/19
SST-I ENGLISH 8

I.OBJECTIVE. At the end of the lesson the students will be able to:

A. Reflect to the message and moral of the story, interpret ideas through a Story Map.

B. Identify the characters of the story through a Graphic Organizer.

C. Determine the target audience of a material viewed and Identify ideas that give clues the
intended audience of the material, relate it to your life in a form of a Narrative Essay.

E. Perform the given Small Group Differentiated Activities from the given exercises.

Learning Competency:

EN8VC-IIIb3.4/4.4/5.4: Determine the target audience of a material viewed.

EN8LT-IIIb11: Identify the notable literary genres contributed by Southeast Asian writers.
EN8LT-IIIb11.1: Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers.
EN8WC-IIIb1.1.6: Transcode information from a graphic organizer to a topic or sentence outline.
II. SUBJECT MATTER.

A. Topics.
B. References.
www.education.com, www.blackandwhite thought.com, en.wikipedia.org/wiki, Learning
Plan 8
C. Materials.
Visual Aids, Video clips/Laptop, pictures.

III. Learning Procedure.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities.
 Greetings “Good Afternoon, Ma’am Joanne!”
“Good Afternoon, Class…”
 Prayer (One student will lead the prayer)
“Let us pray first…”
 Checking of Attendance
“Do we have absentees today?” (The class president will tell who is
absent)
B. Motivation.

*Unlocking of Difficult words through pictures

and word combinations. The teacher will ask
students about what is the equivalent of the AND
word in math equations.
The teacher will call on students to identify the (Some students raise their hands)
word through picture clues.
1. mistress - a woman having a relationship,
especially with a married man. (Some students will be called to answer)
2. noble- belonging to a hereditary class with high
social or political status; aristocratic.
3. elite - a select part of a group that is superior to
the rest in terms of ability or qualities.
4. farewell - an act of parting or of marking (Students will read the words and their
someone's departure. definitions)
5. wicked - a select part of a group that is superior
to the rest in terms of ability or qualities.
“Very good, great job everyone, now we will
move on with our next lesson that is a Korean
folktale entitled “The Tale of Chun’Hyang.”
C. Lesson Proper.
Present a video presentation of the Korean folktale
“The Tale of Chun’Hyang. While the video is
playing the class will be instructed to take down
notes of important details viewed in the story. Let
the class be in groups of five before viewing and let
them present a graphic organizer of the details that
they have listed down through this format below.

(Students will discuss the story through

their Graphic organizers by group)
The teacher will call on representatives from each
group to discuss their organizers and present it as
the summary of the story with the teacher
facilitating. New sets of unfamiliar words will also
be presented.”Thank you for that discussion, well
done everyone.”

1. Activity.
“Well said class, At this point in time we shall have
our group activity.”
“You will be working in groups of five,
You will have the opportunity to be with the group to
which you think you belong. If you think that your (Some students will raise their hand)
skill belong to the group that I will call, feel free to
raise your right hand and go with your group.
The groups are Visual Artists, Singers/Dancers, “Okay, Maam.”
Scientist/Inventors, Historians and Linguists. ”

“For the first group, the VISUAL ARTISTS, raise your

hands please. Okay, good, all the visual artists, please
go to my right side please.”
“Listen Visual artists your instruction goes like this,
Think of any “symbol” that represents the love story (Students who wants to be a part of the group
from the folktale and draw. Try to connect it in real will raise their hands)
life, by explaining to the class the symbol’s role in our
life as Asians.”
(Teacher giving the material for drawing)
“Next, we have the SINGERS AND DANCERS, raise
your hands please. Okay, good, all the singers and
dancers, please go to my left side please. For the (Students who wants to be a part of the group
singers and dancers present a dance interpretation will raise their hands)
using music from your mobile phones (or teacher’s
phone) that would express the message of the story.”
“Now, we will have the MOBILE GAME INVENTOR,
raise your hands please. For the them, (Students who wants to be a part of the group
What game would you invent if you were a mobile will raise their hands)
game inventor that this generation would be hook?
Present a sketch of the invention and explain it
through minecraft style.
“The 4th group will be the HISTORIANS, wherein you
are going to research the History of old Namwon
using the Google APP and you are to share your (Students who wants to be a part of the group
research to the class afterwards. Anyways I will let will raise their hands)
you use the internet for your research. So please for
those who want to be a part of this group just raise
your hand.
“The last group will be The LINGUIST, (Teacher will
define Linguist), raise your hands please. For the
Linguist group, Make a slogan, a catchy phrase, a
“hugot” line that will match the love story of
Chun’hyang and yi mong yong.
(Teacher will Present the rubrics as their guide for
their performance task). “Okay, I will be giving you 5
minutes to come up with the activity the after that I
will be calling you to present, you may start now.”
Remind the class of the behavioral chart while doing
the activity.
(After 5 minutes, each group will be called for their
performance task.)

2. Analysis. (students raise their hands to answer)

After the presentation, the groups will be
asked of the following questions:
 What attitudes of the characters
Mongryong and Ch'unhyang do you
really like? (students raise their hands to answer)
 Are these reflective of the psyche
and temperaments of the Koreans?
3. Abstraction.
  If you were Ch’unhyang would you also
wait for the one you really love and (students raise their hands to answer)
refused to marry the new governor
even if you’re already tortured to
death? Why or why not?
 If you were Mongryong, would you also
go back and save the one you loved to
fulfill your promises? Why or why not?
 Do you personally like the psyche and
temperaments of the Koreans? Why or
why not?
4. Application.
Each group will give their own interpretation
of the story through a Story Map. They will
share their reflection about their group’s
insight; lessons learned, the target audience of
the story and relate it to their personal
experiences.

IV. EVALUATION.

“For now, I want you to get a sheet of paper then each

of you will give your own understanding and
 Reflect to the message and moral of the story.
 Identify the characters of the story.
 Determine the target audience of a material
viewed and Identify ideas that give clues the
intended audience of the material, relate it to
your life in a form of a Narrative Essay.”
(Teacher will present the Rubrics)
Rubrics:
Written Content-10%
Message/purpose -15%

V. ASSIGNMENT.

For your assignment, I want you to write research

about “Korean Family Life”. Write it I your notebook.

“That’s all for today, Goodbye class!”