African Literature Genres

LEARNING PLAN IN: ENGLISH
GRADE LEVEL: 8
FIRST QUARTER: 7th Week
TOPIC: “Africa Literature”
Standards:
 Content Standard
The learner demonstrates understanding of: African literature as a means of exploring forces that
human beings contend with; various reading styles vis – à-vis purposes of reading; prosodic
features that serve as carriers of meaning; ways by which information may be organized, related,
and delivered orally; and parallel structures and cohesive devices in presenting information.
 Performance Standard
The learner transfers learning by composing and delivering an informative speech based on a
specific topic of interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.
Learning Competencies
 Describe the notable literary genres contributed by African writers
Procedure:
I. INTRODUCTION
A. Learning Target
1. identify one of the literary pieces in Africa;

2. discuss the meaning poem;
3. perform the scenario of the poem presented; and
4. write a poem that describes life.
B. Preliminaries
 Prayer
 Attendance
 Recapitulation
 Motivational
Presenting the New Lesson

Activity/ Process Question # 1
“Write Around"
Question: What are the ideas that your members share to you about their African
literature?
II. INTERACTION
Establishing a Purpose for the Lesson
“Differentiated Instructions”
(Tableau, Role Playing, Jingle, Choral Reading)
Questions: What is your performance all about?

What do you think is the meaning of the poem?
III. INTEGRATION
Presenting Example / Instances for the New Lesson
Core values: Patriotism
IV. EVALUATION
Answer the following questions projected in the T.V. / posted in the board.
1. Who is David Diop?
2. Who inspired David Diop to write the poem Africa? Support your
answer.
3. What is the meaning of the poem “Africa”?
4. Give me the figure/s of speech present in the poem.
5. How will you show your love to your country and fellowmen?
Synthesis
Africa is a poem wrote by David Diop. This poem addresses to the land as if it is
a real person, and this denotes the use of apostrophe. It almost gives us the sense that the
earth itself is not a lifeless thing but is somehow alive. The representation of Africa as an
animate female is a long standing colonial tradition; however, the damaging image is
subverted (to some extent) in the poem. Africa is epitomized as a strong and beautiful
nurtured who endures and reproves her impetuous children with warm proverbial advice.
V. ASSIGNMENT
Research an Asian poem. Write it in the one whole sheet of paper.
Learning Materials: Laptop, Marking Pen, Strip of papers, Cartolina
References: https://allpoetry.com/poem/8562839-Africa-by-David-Diop

GRADE LEVEL: 8
TOPIC: Topic: Cohesive Devices
The learner demonstrates understanding of: African literature as a

Content Standard means of exploring forces that human beings contend with; various
reading styles vis – à-vis purposes of reading; prosodic features that serve
as carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.
Performance Standard The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind
the proper and effective use of parallel structures and cohesive devices
and appropriate prosodic features, stance, and behavior.
Learning Competencies  Use appropriate cohesive devices in composing a sentence or a
paragraph; and
 Transitions that show time and sequence
 Transitions that show place and position
 Transitions that signal cause and effect
I. Introduction
A. Presenting the new lesson
 Activity 1/ Question- Randomly call students and ask them to pick a flashcard with a
phrase written on it. Next thing that they should do is to look for the correct phrase that
will match with their flashcard to make a complete idea or sentence.
 Processing Question- What clues did you consider in deciding on what phrase is matched
with your flashcard?
B. Establishing a purpose for the lesson
 Activity 2- Explain briefly to the class what is a cohesive device.

 Processing Question- How do cohesive devices work?
C. Presenting examples/ instances of the new lesson
 Activity 3/ Question- Introduce to the class the different types of cohesive devices.
SYNTHESIS: Cohesive devices are words or phrases that connect the ideas in sentences or
paragraphs.
II. Interaction
Simple Recall
D. Discussing new concepts and practicing new skill
 Activity 4/ Question- Show to the class a printed image of a cellphone.

 Process Question-What is the use of this object?
E. Discussing new concept and practicing new skill
 Activity 5/ Question- Tell to the class that in sending messages, we use a device which is
a cellphone. And so thus cohesive devices, it uses transition words to connect ideas.
Afterwards, discuss the transitions that show time and sequence.
 Process Question- How do you often check you social media accounts? Do you have a
checklist before starting your day?
SYNTHESIS– When you use transition words that show time and sequence in your sentences or
paragraphs, you become more specific and precise in expressing your idea.
III. Interaction
Simple Recall
F. Discussing new concepts and practicing new skill
 Activity 6/ Question- Discuss transition words that show place and position.
 Process Question: Where do you usually place your cellphone? (Ask more questions
that will require the student to use transition word that show place and position).
G. Discussing new concept and practicing new skill
 Activity 7/ Question- Discuss transition words that signal cause and effect by reading a
short story to the class.
 Process Question: Why do you think Bella failed to be one of the top students in class?
What could be the reaction of her parents? (Ask more questions about the story that will
require the students to use transition word that signals cause and effect).
SYNTHESIS:
Transition words make it easy to connect ideas and events.
IV. Integration
Simple Recall
J. Finding practical application of concepts and skills in daily living.
 Activity#6- Let the students answer the check- up activities in their books.
K. Making generalization and abstractions about the lesson
L. Additional activities for application or remediation (Core Values Integration)- Complete the
passage by writing the correct transition words.
Activity#7- Excellence
M. Performance Check- Ask the class to write the things they have learned the whole week.
N. Learning Materials
 Flashcard
 Essential English 8
 Slide Presentations
 Picture
Checked by: __________________________________ Date: _________________

Remarks:______________________________________________________________________
___________________________________________________________________________.

GRADE LEVEL: 8
TOPIC: Literary Genres

Learning Competencies  Use appropriate cohesive devices in composing a sentence or a

paragraph; and
 Determine the tone, mood, technique, and purpose of the author;
Procedure:
VI. INTRODUCTION (DAY 1)

C. Learning Target
 define literary genres
 enumerate the different literary genres in Philippine Literature
D. Preliminaries
 Greetings
 Prayer
 Attendance
E. Presenting the New Lesson

“Picture/ Tell me about it”
The teacher will test the students’ prior knowledge about the topic, by
presenting a pictures or telling a story title and let the student define the movie or
pictures.
F. Establishing A Purpose For The Lesson

1. What are the words that will come up to your mind when you heard/saw
the word/picture?
2. Can you tell me about the genres of the literary?
G. Presenting Examples/ Instances of the New Lesson

Groupings
The class will be divided into 4 and each group will be given a task to define the
literary genres and give examples out of it. They will be given 10 minutes to
prepare and 3-5 minutes to present their outputs.
Transitional Statement
The activity reveals the students creativity and schema about the topic. They will be able
to discuss the main literary genres and its sub-categories. Which helps them to step forward to
the next lesson.
Synthesis
Genres of literature are important to learn about. The two main categories separating the
different genres of literature are fiction and nonfiction. There are several genres of literature that
fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. The
word genre means "artistic category or style," and you can talk about a movie's genre, or the
genre of music that drives you crazy. When you use the term literary genre, you make it clear
that you're talking about books and writing. Bookstores sometimes use literary genres as a way
to separate books into different sections, like "classics" or "mysteries." The word genre is
French, and it means "kind, sort, or style."
VII. INTERACTION (DAY 2)

H. Simple Recall
I. Learning Target
 differentiate fiction and non-fiction
 identify the genres used in the given materials
J. Discussing New Concept and Practicing New Skill
“Panel Discussion”
The four groups will differentiate the non-fiction and fiction by using examples
and they will do that in front of the class thru a panel discussion.
K. Discussing New Concept and Practicing New Skill

“Group Activity”
The class will be divided into four groups with leader and secretary. They
will be given 5 minutes to discuss what they have understood about the
literary genres especially non-fiction and fiction. Afterwards, the teacher
will give them a task which they need identify the literary genres used in
the texts. Then, the presenter of each group will perform their assign topic
in creative ways within 5 minutes and the other groups will prepare
questions for the group who’s presenting.
The activities stir the students’ analyses in reading a literary piece, so that they could be able to
identify the literary genres used in the given materials. They will also perform their answers in
talk show way which develops their communication skills as well.
Synthesis
Fiction is not true and non-fiction is true. This is the simplest way of defining fiction and
non-fiction. Non-fiction involves real things, real people, real events, real places and real writing.
However, fiction is just imaginary things, imaginary people, imaginary events, imaginary places
and imaginary writing. While a writer based on his imagination creates Fiction, non-fiction is not
created but only written based on facts. While Non-fiction focuses on ideas or events that
actually took place, fiction tends to be focusing on imaginary ideas and events. Coming to the
characters, non-fiction deals with real people and fiction only creates characters. If something is
said to have happened in real places, whether in the past or present, then it is non-fiction. But if
something is said to have taken place in a fake place, then it is fiction.
DAY 3
Objectives:
At the end of the lesson, students are expected to:
 explain the literary genres present in the texts

 provide examples of story with different literary forms and genres
Review/Simple Recall:
Students will be asked randomly through The Last Man Standing Game
L. Activity:
The class will be divided into four and each group will be given a literary text. Using a
graph they need to explain in the class the literary genres present in the given materials and
afterwards they need to provide different example of stories with different genres of
literature.
Transition Statement
The learners will give examples of literary pieces. They will give also the sub-genres of
the literary texts. By reading the texts they could be able to know that their favourite book falls
into this genre.
Synthesis
Texts are commonly classified as fiction or nonfiction. The distinction addresses whether
a text discusses the world of the imagination (fiction) or the real world (nonfiction). Fiction:
poems, stories, plays, novels. Nonfiction: newspaper stories, editorials, personal accounts,
journal articles, textbooks, legal documents. Fiction is commonly divided into three areas
according to the general appearance of the text: stories and novels, prose--that is, the usual
paragraph structure--forming chapters, poetry: lines of varying length, forming stanzas, plays:
spoken lines and stage directions, arranged in scenes and acts. Other than for documentaries,
movies are fiction because they present a "made up" story. Movie reviews, on the other hand, are
nonfiction, because they discuss something real—namely movies.
III. INTEGRATION
DAY 4
Objectives:
 perform a story that depicts fiction and non-fiction
Q and A.
The teacher will ask the students about the lessons they have yesterday.
M. Activity:
“Group Performance”
The teacher will group the class into 4 and each group will think of any story line that
tells about fiction and non-fiction. It should be a biography of a hero and they need to make it
into a fiction or it could be their lives story or journey in school and they need to perform it in
the class.
L. Core Values Integration
Creativity and appreciation
M. Generalization
Basic Literary Genres • Fiction: – a made-up or imagined story. • Non-fiction: –

an account of a subject which is presented as fact. This presentation may be accurate or not; that
is, it can give either a true or a false account of the subject in question. It includes essays,
articles, textbooks, manuals, encyclopaedias, Etc.
IV. APPLICATION (DAY 5 – CONTINUATION)
N. Simple Recall
O. Performance Check
RECITATION EXAM
P. Learning Materials
a. Fact Sheets
b. Paper strips
c. Laptop
Q. Closure
The students know the literary genres and its characteristics. They also
know that in this two main literary genres can be fell down into various genres too.
R. Reference
 http://www.cattlv.wnyric.org/cms/lib/NY19000422/Centricity/Do
main/151/Literary-Genres.pdf
 http://www.cattlv.wnyric.org/cms/lib/NY19000422/Centricity/Do
main/151/Literary-Genres.pdf
 https://www.slideshare.net/RabiatulHamidah2/definition-elements-
genres-and-types-of-fiction

GRADE LEVEL: 8
TOPIC: Philippine Literature (Spanish Contribution)

reading styles vis – à-vis purposes of reading; prosodic features that
serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
Learning Competencies
 Explain how the elements specific to a genre contribute to the
theme of a particular literary selection;
 Listen for important points signaled by volume, projection, pitch,
stress, intonation, juncture, and rate of speech
Procedure:
VIII. INTRODUCTION (DAY 1)

N. Learning Target
 determine the changes of Filipino lives during the Spanish colonization
 appreciate the influences of Spaniards in the Philippine traditions and
literatures
O. Preliminaries
 Greetings
 Prayer
 Attendance
P. Presenting the New Lesson

Semantic Web
The teacher will make a semantic web on the board and the student will give one
word that can define Spanish era.
Spanish Era
From the students given words, the teacher will ask to formulate a sentence that
can stir their minds about what are the things that Spaniards did during their
colonization in our country.
Q. Establishing A Purpose For The Lesson

1. What are the words that will come up to your mind when
you read the Colonization of Spaniards in the Philippines?
2. Can you give some changes that the Spaniards brought in
our country?
R. Presenting Examples/ Instances of the New Lesson

Group Discussion/ Drawing
The students will be divided into four and they need to think about how the
conquistador influence our country in terms of making literature. They need to
explain their works thru drawing after that they need to discuss it in front.
The students are asked to fill the semantic map with the words which are related to the
topic. Afterwards, they will make a sentence that could let them know the different things
changed in the lives of Filipinos during the era. Moreover, after the activity the teacher will ask
something about the students. In the next activity, the students will show their appreciation of the
different influences brought by Spaniards in our country thru a drawing.
Synthesis
SPANISH INFLUENCES ON PHILIPPINE LITERATURE
1. The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet.
2. The teaching of the Christian Doctrine became the basis of religious practices.
3. The Spanish language which became the literary language during this time lent many
of its words to our language.
4. European legends and traditions brought here became assimilated in our songs,
corridos, and moro-moros.
5. Ancient literature was collected and translated to Tagalog and other dialects.
6. Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan.
7. Our periodicals during these times gained a religious tone.
INTERACTION (DAY 2)
S. Simple Recall
T. Learning Target
 identify the first books in that era
 know its importance
 write an essay about the contribution of Spaniards in our country especially in
literature
U. Discussing New Concept and Practicing New Skill

The students will be given a task to arrange the jumbled words. They need to fix it as fast
as they can.
V. Discussing New Concept and Practicing New Skill

Chant your Thoughts
The students will be divided into four and they need to make a chant according to
the task given to them. It talks about the books that were published in the Spanish
era and how important it is in their lives.
The students developed their cognitive aspects as they fix the jumbled words and
the stir their minds about their schema about the topics. Afterwards, they will
have an activity wherein they need to chant the meaning of books published in
Spanish era. They also need to relate the injustice of the Spaniards before in this
day and as a youth how could they change the atrocity of lives.
Synthesis
These are the books during the sapnish era.
1. ANG DOCTRINA CRISTIANA (THE CHRISTIAN DOCTRINE). This was the first book
printed in the Philippines in 1593 in xylography.
2. Nuestra Señora del Rosario. The second book printed in the Philippines was written by Fr.
Blancas de San Jose in 1602, and printed at the UST Printing Press with the help of Juan de
Vera, a Chinese mestizo. It contains the biographies of saints, novenas, and questions and
answers on religion.
3. Libro de los Cuatro Postprimeras de Hombre (in Spanish and Tagalog). This is the first book
printed in typography.
4. Ang Barlaan at Josephat. This is a Biblical story printed in the Philippines and translated to
Tagalog from Greek by Fr. Antonio de Borja.
5. The Pasion. This is the book about the life and sufferings of Jesus Christ. It is read only during
Lent. There were 4 versions of this in Tagalog and each version is according to the name of the
writer.
6. Urbana at Felisa. A book by Modesto de Castro, the so called Father of Classic Prose in
Tagalog. These are letters between two sisters Urbana at Felisa and have influenced greatly the
behavior of people in society because the letters dealt with good behavior.
7. Ang Mga Dalit kay Maria (Psalms for Mary). A collection of songs praising the Virgin Mary.
Fr. Mariano Sevilla, a Filipino priest, wrote this in 1865 and it was popular especially during the
Maytime “Flores de Mayo” festival.
DAY 3
Objectives:
 recognize the folk songs exist in that period in different regions

 perform the folk songs
Students will be asked randomly through The Last Man Standing Game
Activity:
The student will be asked about their favourite songs in elementary years. If they are familiar
with Leron- Leron Sinta, Dandansoy, Pamulinawen, and Atin Cu Pung Sinsing. Afterwards they
will be given a task to sing and interpret the songs with reflection after the performance.
Transition Statement
Learners will be asked about what are the songs they knew. If they are familiar with those
folk songs exist in the Spanish era. They will perform a sing and interpretation of the song. And
one of them will give their reflection about the song.
Synthesis
FOLK SONGS. Folk songs became widespread in the Philippines. Each region had its
national song from the lowlands to the mountains of Luzon, Visayas and Mindanao. Folk songs
truly manifest the artistic feelings of the Filipinos. They show the Filipinos’ innate appreciation
for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong
Banggi and Atin Cu Pung Singsing.
DAY 4
Objectives:
 learn about contributions of the canonical writers at that time

 identify their contributions
Q and A.
The teacher will ask the students about the lessons they have yesterday.
Activity:
Panel Discussion
The students will read a summary of some famous write-ups of Filipino writers like El
Fili, Noli Me tangere, Fray Botod and Florante at Laura. They will discuss it in front of the class
thru panel discussion and they need to identify their contribution in the Philippines and how it
help to our country.
Transition statement
The students will be given a chance to talk in front of the people and share about their
understanding. They will develop their competency in speaking and they will also know the
canonical writers in the Philippines and their contribution.
Synthesis
There were three principal leaders of the Propaganda movement. They were Jose P.
Rizal, Marcelo H. del Pilar and Graciano Lopez Jaena. Here are highlights about them and what
they have done for our country.
III. INTEGRATION (DAY 5)
J. Simple Recall
K. Learning Target
act a little scenario about “Noli Me Tangere”, “ El Filibustirismo”,

“Florante at Laura”, and “Fray Botod”.
 make a reflection essay about the four literary pieces from the
canonical writers
L. Core Values Integration
Teamwork. Students portray teamwork during the group activity. They were able
to share ideas within the group to do the task assigned to them.
M. Generalization
NOLI ME TANGERE. This was the novel that gave spirit to the propaganda
movement and paved the way to the revolution against Spain. The NOLI gave Philippine
literature the immortal characters Maria Clara, Juan Crisostomo Ibarra, Elias, Sisa, Pilosofong
Tasio, Doña Victorina, Kapitana Maria, Basilio and Crispin, Rizal had a powerful pen in the
delineation of these characters. EL FILIBUSTERISMO. This is a sequel to the NOLI. While the
NOLI exposed the evils in society, the FILI exposed those in the government and in the church.
However, the NOLI has been dubbed the novel of society while that of FILI is that of politics.
Marcelo H. del Pilar is popularly known for his pen name of Plaridel, Pupdoh, Piping Dilat and
Dolores Manapat. GRACIANO LOPEZ JAENA (1856-1896) A most notable hero and genius of
the Philippines, Graciano Lopez Jaena was born on December 18, 1856 and died on January 20,
1896. The pride of Jaro, Iloilo, he won the admiration of the Spaniards and Europeans. He is a
known writer and orator in the Philippines. He wrote 100 speeches which were published by
Remigio Garcia, former bookstore owner in Manila Filatica and which are still read up to now by
modern Filipinos.
IV. APPLICATION (DAY 5 – CONTINUATION)
N. Simple Recall
O. Performance Check
The students will write an essay about their reflection regarding message behind
the literary pieces of the Filipino Writers.
P. Learning Materials
d. Fact Sheets
e. Paper strips
f. Laptop
Q. Closure
It is an accepted belief that the Spanish colonization of the Philippines

started in 1565 during the time of Miguel Lopez de Legazpi, the first Spanish governor-general
in the Philippines. Literature started to flourish during his time. This spurt continued unabated
until the Cavite Revolt in 1872. The Spaniards colonized the Philippines for more than three
centuries. During these times, many changes occurred in the lives of Filipinos. They embraced
the Catholic religion, changed their names, and were baptized. Their lifestyles changed too. They
built houses mad of stones and bricks, used beautiful furniture like the piano and used kitchen
utensils. Carriages, trains and boats were used as means of travel. They held fiestas to honor the
saints, the pope and the governors. They had cockfights, horse races and the theater as means of
recreation. This gave rise to the formation of the different classes of society like the rich and the
landlords. Some Filipinos finished courses like medicine, law, and agriculture and teachi ng.
Many Filipinos finished their schooling already had been established.
R. Reference
Tan, Ann Debbie, L. English Enhanced Engagements 21st Century from the
Philippines Literature and the World

GRADE LEVEL: 8
FIRST QUARTER: 3rd Week
TOPIC: Parallelism and Collocations
Learning Competencies  Use parallel structures
 Determine the meaning of idiomatic expressions by noting
context clues and collocations
I. Introduction
 Activity 1/ Question- Let the students read sentences.

 Processing Question- Which of these sentences is correct? Mark X if the sentence is
wrong, and mark √ if the sentence is right.
 Activity 2- Show to students a picture of a boat that is full of passengers on the left side
of it.
 Processing Question- What do you think will happen to the boat and to the passengers?
 Activity 3/ Question- Discuss to the students what parallelism is through a slide

presentation.
SYNTHESIS:
In constructing sentences, parallelism must be observed to have a logical relationship among

ideas and concepts.
II. Interaction
Simple Recall- Introduce a word of the day.
 Activity 4/ Question- Go back to the sentences presented yesterday and let the students
revise their answer of which sentence is right or wrong.
 Process Question- How do you know if a particular sentence uses parallelism?
 Activity 5/ Question- Discuss that lists, table of contents, and resumes should also
observe parallelism.
 Process Question- Is parallelism important? What is the difference between a sentence
that observe parallelism and a sentence that does not use parallelism?
SYNTHESIS– Parallelism make the idea clear and it also make a writer’s thought organized.
III. Interaction
Simple Recall
 Activity 6/ Question- Let the students pair the words in column A with the words in
column B to create familiar phrases
 Processing Question- What do you call these combined words?

 Activity 7/ Question- Flash a basket full of words through power point presentation
where students have to make a new word by combing words from the basket and
afterwards make a sentence using that particular collocation.
SYNTHESIS: A collocation is a word or phrase that goes with another word or phrase.
IV. Integration
Simple Recall
 Activity#6- Let the students write a short essay with three paragraphs compose of five
sentences that observe parallelism and uses collocation. They may choose among these
themes; love, family, dream or choose their own theme.
K. Making generalization and abstractions about the lesson- Give a check-up test.
L. Additional activities for application or remediation (Core Values Integration)- Do you have
goals in life? What should be your attitude towards achieving it?
Activity#7- Discipline- Like parallelism, your attitude must be aligned and paired with
your goals in life. You cannot achieve greatness if you are
not being great or not even trying to be one.
M. Performance Check- giving feedbacks to the written paragraphs.
 Slide Presentations
 Picture
Checked by: __________________________________ Date: _________________

Remarks:______________________________________________________________________
___________________________________________________________________________.

GRADE LEVEL: 8
TOPIC: African Belief through Its Folklore

Learning Competencies  Describe the notable literary genres contributed by African

writers;
 Identify cause and effect.
 Use parallel structures
I. Introduction
 Activity 1/ Question- Let the students think of some Philippine folk tales that they have
heard.
 Processing Question- Are you familiar with folk tales “The Monkey and the turtle,” “Juan
Tamad, “Why the Sea is Salty,” and others? Would you like to share one of those?
 Activity 2- Explain briefly how earlier humans discovered and how popular character
like Trickster, Legba, and Anansi play in African folklore.
 Processing Question- What are the similarities and differences of the Philippine and
African folklore?
 Activity 3/ Question- Read and evaluate the African folktales “Owner of the Sky: Olorun
the Creator” and Anansi’s Tales.”
SYNTHESIS:
*The African tale “ Olorun the Sky God can be related to the Philippine myth Malakas at
Maganda. Both mentioned how first humans were created. Malakas at Maganda focused
more on first humans while African tale focuses on trickery, on the solid ground and on the
first human beings.
*Myth and tales aim to teach lessons may it be the mystery of nature or how things came to
be.
II. Interaction
Simple Recall
 Activity 4/ Question- Show a picture of a house that is on fire through power point
presentation.
 Process Question- What do you see? What might be the cause of why the house is on
fire?
 Activity 5/ Question- Discuss cause and effect to the class through slide presentation.
 Process Question- Using reading and skimming, let the students look for cause-effect
relationship from the tales they have read yesterday and let them fill out the cause-and-
effect chart to show how the main character in the tale attained his wants.
SYNTHESIS –The use of cause and effect is helpful in showing logical idea and answer in every
events that happened in a story.
III. Interaction
Simple Recall
 Activity 6/ Question- Ask the class of their favorite movie/teleserye. Who is their favorite
character and why? What part of it made them angry or happy? How did the character
solve the issue if there is any? Then later on discuss with them the elements of a story e.g.
(setting, characters, plot, conflict, climax, resolution, mood and theme).
 Activity 7/ Question- Divide the class into groups and let them identify the elements in
the myth and the legend they have read and then let them discuss their work in the class.
SYNTHESIS: Most importantly, it is significant to get the moral lesson of a story because it could
really be applied in real life situations.
IV. Integration
Simple Recall
 Activity#6- Group the class with 10 members and assign them a Philippine myth that
they have to role play and they must emphasizes the elements of the myth.
K. Making generalization and abstractions about the lesson- Give a check-up test.
L. Additional activities for application or remediation (Core Values Integration)- What have you
learned in our lesson?
 Activity#7- Excellence
M. Performance Check- giving feedbacks to the presentation of the different groups.
 Slide Presentation
Checked by: __________________________________ Date: _________________
Remarks:______________________________________________________________________
___________________________________________________________________________.

GRADE LEVEL: 8
DATE: June 18 to June 22
FIRST QUARTER: 1st Week
TOPIC: African Life through Its Poetry
Learning Competencies  Describe the notable literary genres contributed by African

writers;
 Listen for important points signaled by volume, projection,
pitch, stress, intonation, juncture, and rate of speech;
 Use context clues from the material viewed to determine the
meaning of unfamiliar words or expressions;
 Determine the meaning of idiomatic expressions by noting
context clues;
 Present ideas using a variety of graphic organizers
 Express appreciation for sensory images used;
 Appreciate literature as means of understanding the human
being and the forces he/she needs to contend with;
 Use parallel structures; and
 Use appropriate prosodic features of speech when delivering
lines.
I. Introduction( Day 1)
A. Presenting the new lesson- Reading the narrative poem “The Village of Round and Square
Houses.”
 Activity 1/ Question- Completing the diagram for “The Village of Round and Square
Houses”. Afterwards, ask the students to write the theme of the poem inside the circle;
and write the details that led them to the conclusion inside the boxes.
 Processing Question- How do the elements of rhythm and rhyme contribute to the theme
of the selection?
 Activity 2- Identifying the sensory images used in each line that appeal.
 Processing Question- What are sensory images? Why they are used in the selection?
 Activity 3/ Question- Completing the chart, analyzing some of the idioms through
context clues and giving the literal meaning as well as its figurative meaning.
SYNTHESIS OF DAY 1: Rhythm and rhyme are the auditory representations of the theme.
Through these elements, the reader can sort out of what really the theme of the story is. Also,
sensory images are mental pictures created by words that bring us to the setting of the poem.
II. Interaction(Day 2)
Simple Recall
 Activity 4/ Question- Listening to an informative speech.

 Process Question- What makes speeches clear? What is the purpose of informative
speeches?
 Activity 5/ Question- Discuss the use of parallel structure.

 Process Question- Is parallelism important in constructing sentences? Why?
SYNTHESIS OF DAY 2 – Parallelism can add fluidity and power to writing. It makes your
thoughts presented in an orderly manner so that readers can easily follow your thoughts.
III. Interaction(Day 3)
Simple Recall
 Activity 6/ Question- Answering practice exercises on page 19, where the students have
to complete the following sentences using parallel structures and circle the statement
which observes parallelism.
 Activity 7/ Question- Divide the class into 4 groups. Compose an informative speech that
teaches how something is done. Use parallelism and check the preparatory and delivery
guidelines on your book.
Choose among the informative speech given below or think of your own
as a group.
 How to save money
 How to make friends
 How to study effectively
 How to use time effectively
SYNTHESIS OF DAY 3: To practice or enhance your skills in researching, writing, organizing

and speaking, you have to grab the opportunity to deliver an informative speech. The purpose of
informative speech is to provide interesting, useful, and unique information to your audience.
Hence, it must be delivered with good projection so that information and learning will be passed
on to your audiences.
IV. Integration (Day 4)
Simple Recall
 Activity#6- Presentation of informative speech composed by each group.
K. Making generalization and abstractions about the lesson- The author of the poem elaborates
the customs of the village using melodious narration.
L. Additional activities for application or remediation (Core Values Integration)
 Activity#7- Unity, Love, Discipline
M. Performance Check- giving feedbacks to the presentation of the different groups.

 Chalk
Checked by: __________________________________ Date: _________________

Remarks:______________________________________________________________________
___________________________________________________________________________.

African Literature Genres

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

African Literature Genres

Uploaded by

Copyright:

Available Formats

LEARNING PLAN IN: ENGLISH

 Describe the notable literary genres contributed by African writers

1. identify one of the literary pieces in Africa;

Presenting the New Lesson

Questions: What is your performance all about?

Core values: Patriotism

Learning Materials: Laptop, Marking Pen, Strip of papers, Cartolina

LEARNING PLAN IN: ENGLISH

The learner demonstrates understanding of: African literature as a

A. Presenting the new lesson

B. Establishing a purpose for the lesson

 Activity 2- Explain briefly to the class what is a cohesive device.

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skill

 Activity 4/ Question- Show to the class a printed image of a cellphone.

E. Discussing new concept and practicing new skill

F. Discussing new concepts and practicing new skill

G. Discussing new concept and practicing new skill

J. Finding practical application of concepts and skills in daily living.

K. Making generalization and abstractions about the lesson

Checked by: __________________________________ Date: _________________

LEARNING PLAN IN: ENGLISH

The learner demonstrates understanding of: African literature as a

Learning Competencies  Use appropriate cohesive devices in composing a sentence or a

VI. INTRODUCTION (DAY 1)

E. Presenting the New Lesson

F. Establishing A Purpose For The Lesson

G. Presenting Examples/ Instances of the New Lesson

VII. INTERACTION (DAY 2)

K. Discussing New Concept and Practicing New Skill

something is said to have taken place in a fake place, then it is fiction.

 explain the literary genres present in the texts

 perform a story that depicts fiction and non-fiction

L. Core Values Integration

Creativity and appreciation

Basic Literary Genres • Fiction: – a made-up or imagined story. • Non-fiction: –

IV. APPLICATION (DAY 5 – CONTINUATION)

LEARNING PLAN IN: ENGLISH

The learner demonstrates understanding of: African literature as a

VIII. INTRODUCTION (DAY 1)

P. Presenting the New Lesson

Q. Establishing A Purpose For The Lesson

R. Presenting Examples/ Instances of the New Lesson

SPANISH INFLUENCES ON PHILIPPINE LITERATURE

U. Discussing New Concept and Practicing New Skill

V. Discussing New Concept and Practicing New Skill

 recognize the folk songs exist in that period in different regions

At the end of the lesson, students are expected to:

 learn about contributions of the canonical writers at that time

III. INTEGRATION (DAY 5)

act a little scenario about “Noli Me Tangere”, “ El Filibustirismo”,

IV. APPLICATION (DAY 5 – CONTINUATION)

It is an accepted belief that the Spanish colonization of the Philippines

LEARNING PLAN IN: ENGLISH

A. Presenting the new lesson

 Activity 1/ Question- Let the students read sentences.

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

 Activity 3/ Question- Discuss to the students what parallelism is through a slide

In constructing sentences, parallelism must be observed to have a logical relationship among

Simple Recall- Introduce a word of the day.

D. Discussing new concepts and practicing new skill

E. Discussing new concept and practicing new skill

Checked by: __________________ Date: _

Checked by: __________________ Date: _

Checked by: __________________ Date: _