GAD – BASED IC CEBU Lesson Exemplar Template

Grade Level: Grade 8 Learning Area: English

Learning Area/s Integrated: Araling Panlipunan, Arts, Science

Multidisciplinary Interdisciplinary √ Transdisciplinary

I. 21st Century Skills to be developed

/ Communication Learning and Innovation Problem Solving
/ Critical Thinking / I Information Media and Technology Life and Career
II. Focused Learning Competency(LC)
ENG8LT-IIf-2.2 determine tone, mood technique and purpose of the author
III. Focused GAD principle/s to be Integrated: promote safe and secure communities for all regardless of
gender, age, ethnicity or religion
IV. Intended Learning Outcomes

Knowledge explain the meaning of mood in a reading text

Skills determine the mood of the text given
Attitude manifest sensitivity to the feelings of others
Values show concern for others
V. Learning Content/s Determining the tone, mood, and purpose of the author

Concept Mood is the emotion a selection/text arouses in a reader. Through words, an author may
create moods of despair, sadness, violence, peace, fear, happiness, and mystery.
References https://www.google.com/search?q=revised+public+storm+signal+warning&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi555KDtuDiAhUh7GEKHfuiASsQ_AUIECgB
&biw=1366&bih=654#imgrc=OMIxuE0DuiH_WM:
DRRE demonstrate disaster preparedness and mitigation actions based on given situations (typhoon
signals)
IMs flash cards, pictures & charts
VI. Learning Experiences (5 Es)

1. Engage Making Faces

(5 minutes) Note: Teacher shows pictures of the given situations.
SAY: Show your feelings through facial expressions when you see the following
situations.
Lightning flooded streets
fallen trees strong wind blowing
raging sea rainy day

ASK: What have you noticed to the situations you have just seen?

Today, we are going to read a story about a family that experienced typhoon. But before
reading the story, let us first familiarize some words in the text. (Unlocking of Difficulties)

2. Explore Group Activity

(15 minutes) Teacher distributes activity cards containing the reading text and questions to be answered.

Directions: Read the story silently. Then answer the questions given. Choose a reporter to
present your answers to the class.

Answer the following questions:

1. Who are the characters in the story?
2. What is the setting of the story?
3. How did Pilar and her Kuya spend their weekend?
4. Who were the community helpers mentioned in the story? What was the information being
passed around by the community helpers?
5. Why is it important to listen to our parents?
Possible Answer: What should we do when a typhoon signal is raised in our place?
Fill the table below with safety measures to be followed before, during and after a typhoon. List
at least 3 safety measures in each column.
Safety Measures
Safety Measures Safety Measures
Before a Typhoon
During a Typhoon After a Typhoon
Comes
3. Explain Publishing of Group Outputs
(15 minutes) Students present their group answers on the questions given during the exploration phase.
ASK:
1. What emotion or mood is shown in the following statements? (Let the pupils show the
mood of the statements through their facial expressions.)
a. “Pilar! Jose!” shouted Pilar’s mother.
b. Pulling the string of the kites as they went up the sky gave them the thrill.
c. She was amazed seeing them glide with the wind.
d. A strong wind blew their kites away, tearing them to pieces.
2. What then is a mood? How can we identify the mood of a text read?
4. Elaborate Teacher helps students deepen understanding through a lecturette on determining the
(10 minutes) mood of a given text and typhoon signals and safety measures to observe before, during and
after a typhoon.
1. What are the 5 typhoon signals? What safety measures should we observe if signal
no.1 is raised in our area? signal no. 2? signal no. 3? signal no. 4? signal no. 5?
2. How can we promote safe and secure communities before, during and after a
typhoon?

Paint Me a Picture

Students are grouped into 5. They are to act out the mood of the given situations while
one member writes the mood on the meta card. The group with the most convincing and
appropriate mood earns a point. First group to score 3 points wins the game.

1. Strong wind shook the shanties and small nipa huts in the barangay. Lightning and
thunder seemed to run after each other. The people prayed for the typhoon to pass.
The mood of the text is ________.
2. After the typhoon, Pilar’s family lost their house and most of their belongings.
The mood of the text is________.
3. The people in the barangay helped each other rebuild their houses after a strong typhoon
destroyed them.
The mood of the text is________.
Possible Answers:
1. fear 2. sadness 3. hopefulness
5. Evaluate Students will be grouped into 3 groups and will be assigned different tasks to do.
(5 minutes) Group 1 – Draw an infographic related to disaster preparedness.
Group 2 – Weather forecasting on 5 different levels of typhoon signal.
Group 3 – Documentary reporting about past events happened in the Philippines that brought
about destruction caused by being different calamities and how these people cope-up?

VII. Learning Make a poster showing safety measures before, during and after a typhoon. Use appropriate
Enablement color combinations to set the right mood of the poster.
(2minutes) Group 1- before a typhoon
Group 2- during a typhoon
Group 3- after a typhoon

Rubric
Category 5 pts. 4 pts. 3 pts.
Content Showed at least 5 Showed at least 3 Showed at least 1-2
safety measures before, safety measures before, safety measures before,
during or after a during or after a during or after a
typhoon. typhoon. typhoon.
Aesthetics/Creativity The poster is The poster is attractively The poster is fairly
exceptionally designed. designed. designed.
Teacher’s Reflection
 GAD-Based iC CEBU
Lesson Exemplar

Grade Level: Grade 8 Learning Area: English Quarter: II Duration: 50 minutes

Learning Area/s Integrated: Araling Panlipunan, Arts, Science & ESP
Multidisciplinary Interdisciplinary √ Transdisciplinary

I. 21st Century Skills to be developed

/ Communication Learning and Innovation Problem Solving
/ Critical Thinking / Information Media and Technology Life and Career
II. Focused Learning Competency(LC)
ENG8LT-IIf-2.2 determine tone, mood technique and purpose of the author
III. Focused GAD principle/s to be Integrated: promote safe and secure communities for all regardless of gender,
age, ethnicity or religion
IV. Intended Learning Outcomes
Knowledge explain the meaning of mood in a reading text
Skills determine the mood of the text given
Attitude manifest sensitivity to the feelings of others
Values show concern for others
V. Learning Content/s Determining the tone, mood, and purpose of the author
Concept Mood is the emotion a selection/text arouses in a reader. Through words, an author
may create moods of despair, sadness, violence, peace, fear, happiness, and mystery.
References https://www.google.com/search?q=revised+public+storm+signal+warning&client=firefox-
b-
d&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi555KDtuDiAhUh7GEKHfuiASsQ_AUI
ECgB&biw=1366&bih=654#imgrc=OMIxuE0DuiH_WM:
DRRE demonstrate disaster preparedness and mitigation actions based on given situations
(typhoon signals)
IMs flash cards, pictures & charts
VI. Learning Experiences (5 Es)
1. Engage Making Faces
(5 minutes) Note: Teacher shows video clips of the given situations.
SAY: Show your feelings through facial expressions when you see the following
situations.
Lightning flooded streets
fallen trees strong wind blowing
raging sea rainy day
ASK: What have you noticed to the situations you have just viewed?
Possible Answer: I have noticed that the situations show things that happen
during a typhoon.
SAY: Today, we are going to read a story about a family that experienced typhoon. But
before reading the story, let us first familiarize some words in the text.
Unlocking of Difficulties
Directions: Give the correct meaning of the words on the table by filling it with the
correct picture and definition.
Vocabulary Picture Meaning

1. field an open area with grass like a park or

farm

2. typhoon a severe weather event with rain and

violent whirling wind

3. string a strong thin rope made by twisting very

thin threads used for fastening or tying
things

4. Amazed a feeling of being surprised

The pictures and definition of the difficult terms are posted on the board. The pupils are
to choose the correct picture and definition and place it on the table presented above.
2. Explore Group Activity
(15 minutes) Teacher distributes activity cards containing the reading text and questions to be
answered.
 Directions: Read the story silently. Then answer the questions given. Choose a reporter
to present your answers to the class.
In a small barangay of Cebu, there lived Jose and his younger sister Pilar with their
family. One Saturday afternoon of November, Pilar and her brother Jose were playing in
the field near their house. Pilar and Jose spent their weekend flying kites. Pulling the string
of the kites as they went up the sky gave them the thrill. Pilar helped her Kuya in designing
the kites with colorful materials. She was amazed seeing them glide with the wind.
“Pilar! Jose!” shouted Pilar’s mother.
“Come, get inside the house!”
“Wait Mama, Kuya and I still want to fly kites,” answered Pilar.
A barangay tanod, the Municipal Disaster-Risk Reduction In-Charge and their Purok
Leader went from house to house announcing about the coming typhoon. Signal Number
2 was raised in their municipality with maximum sustained wind of 61-120 kph and was
expected within 24 hours.
Suddenly, a strong wind blew their kites away, tearing them to pieces.
Then, drops of rain started to fall until a downpour soaked the earth. Pilar and Jose
rushed toward their house.
“Brrr…! I’m so cold,” trembled Jose.
“Come Pilar and Jose, let us pray for the safety of everyone in our town,” exclaimed
mother.
Answer the following questions:
6. Who are the characters in the story?
Answer: Pilar, Jose and mother
7. What is the setting of the story?
Answer: In a small barangay in Cebu, one Saturday in November
8. How did Pilar and her Kuya spend their weekend?
Answer: Pilar and Jose spent their weekend flying kites.
9. Who were the community helpers mentioned in the story? What was the information
being passed around by the community helpers?
Answer: The community helpers mentioned were barangay tanod, Municipal
Disaster-Risk Reduction In-charge and Purok Leader.
The information being passed around was that a typhoon signal number
2 was raised in their municipality with maximum sustained wind of 61-120 kph and
was expected within 24 hours.
10. Why is it important to listen to our parents?
Possible Answer: We should listen to our parents because they know what is best
for us.
11. What should we do when a typhoon signal is raised in our place?
Possible Answer: We should follow safety measures before, during and after a
typhoon.
(Please refer to attached appendix.)
Fill the table below with safety measures to be followed before, during and after a typhoon.
List at least 3 safety measures in each column.
Safety Measures
Safety Measures Safety Measures
Before a Typhoon
During a Typhoon After a Typhoon
Comes

3. Explain Publishing of Group Outputs

(15 minutes) Pupils present their group answers on the questions given during the exploration phase.
ASK:
1. What emotion or mood is shown in the following statements? (Let the pupils show
the mood of the statements through their facial expressions.)

e. “Pilar! Jose!” shouted Pilar’s mother.

Answer: worry/anxiety
f. Pulling the string of the kites as they went up the sky gave them the thrill.
Answer: happiness/ excitement/thrill
g. She was amazed seeing them glide with the wind.
Answer: amazement/happiness/thrill
h. A strong wind blew their kites away, tearing them to pieces.
Answer: sadness
2. What then is a mood? How can we identify the mood of a text read?
Possible Answer:
A mood is the emotion a selection/text arouses in a reader. Through words,
an author may create moods of despair, sadness, violence, peace, fear, happiness
and mystery.

Note:
Teacher helps pupils deepen understanding through a lecturette on determining
the mood of a given text and typhoon signals and safety measures to observe before,
during and after a typhoon.
1. What are the 5 typhoon signals? What safety measures should we observe if
signal no.1 is raised in our area? signal no. 2? signal no. 3? signal no. 4? signal
no. 5?
 2. How can we promote safe and secure communities before, during and after a
typhoon?
4. Elaborate Paint Me a Picture
(10 minutes)
Pupils are grouped into 5. They are to act out the mood of the given situations while
one member writes the mood on the meta card. The group with the most convincing and
appropriate mood earns a point. First group to score 3 points wins the game.

4. Strong wind shook the shanties and small nipa huts in the barangay. Lightning and
thunder seemed to run after each other. The people prayed for the typhoon to pass.
The mood of the text is ________.
5. After the typhoon, Pilar’s family lost their house and most of their belongings.
The mood of the text is________.
6. The people in the barangay helped each other rebuild their houses after a strong
typhoon destroyed them.
The mood of the text is________.
Possible Answers:
1. fear 2. sadness 3. hopefulness

5. Evaluate Students will be grouped into 3 groups and will be assigned different tasks to do.
(5 minutes) Group 1 – Draw an infographic related to disaster preparedness.
Group 2 – Weather forecasting on 5 different levels of typhoon signal.
Group 3 – Documentary reporting about past events happened in the Philippines that
brought about destruction caused by being different calamities and how these people
cope-up?

VII. Learning Enablement Make a poster showing safety measures before, during and after a typhoon.
(2minutes) Group 1- before a typhoon
Group 2- during a typhoon
Group 3- after a typhoon

Rubric
Category 5 pts. 4 pts. 3 pts.
Content Showed at least 5 Showed at least 3 Showed at least 1-2
safety measures before, safety measures before, safety measures before,
during or after a during or after a during or after a
typhoon. typhoon. typhoon.
Aesthetics/Creativity The poster is The poster is attractively The poster is fairly
exceptionally designed. designed. designed.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)