LESSON EXEMPLAR IN ENGLISH 8

MADAPDAP RESETTLEMENT HIGH

SCHOOL GRADE LEVEL 8
GRADE 9 ENGLISH SCHOOL
DAILY LESSON TEACHER HAZEL A. CABIGTING LEARNING AREA ENGLISH
PLAN
DATE/TIME JULY 11, 2019/ 8:30am – 9:20am QUARTER FIRST

I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means of exploring forces that human beings
contend with; various reading styles vis-a- vis purposes of reading; prosodic features that serve as carriers of
A. Content Standard meaning; ways by which information may be organized, related, and delivered orally; and parallel structures and
cohesive devices in presenting information.

B. Performance The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest
Standard keeping in mind the proper and effective use of parallel structures and cohesive devices and appropriate prosodic
features, stance, and behavior.

C. Learning EN8LT-If-7
Competency/ Use varied adjective complementation
Objectives LC Code Arranging adjectives in their proper order
II. CONTENT ORDER OF ADJECTIVES
III. LEARNING
RESOURCES
A. References GRADE 8 MODULE & ENGLISH TIME
1. Teacher’s Guide
pages
2. Learner’s Pages 21-22
Materials pages
3. Textbook pages Pages 21-22
4. Additional Materials
from Learning
Resource (LR)portal Powerpoint, visual aids

B. Other Learning
Resources Online References:

C. Materials
Pictures, PowerPoint presentation, Video, Television, printed materials
IV. PROCEDURES
A. Presenting the new
lesson Pre-assessment: ( Giving complements/descriptions )
(ELICIT) The teacher will show pictures to be described by the students.
(ACTIVITY)
B. Establishing a purpose 
Explain to the class the objectives of the day's activity.
for the lesson
(ENGAGE)

The teacher will present on a slide, the order of adjectives

The teacher will present and explain the definition of ADJECTIVES.
 The students will give words that will describe the pictures.
C. Presenting THE TEACHER WILL PROVIDE EXAMPLES FOR THE FOLLOWING TYPES OF
examples/Instances of OBJECTIVES
the new lesson
(ENGAGE)
THE BASIC TYPES OF ADJECTIVES (OPINION): The teacher will present pictures. The
students will share what they think about the pictures.
THE BASIC TYPES OF ADJECTIVES (SIZE): The teacher will present pictures and the
students will identify the size of the objects.
THE BASIC TYPES OF ADJECTIVES (AGE): The teacher will present a picture and the
students will identify how old or young someone/something is?
THE BASIC TYPES OF ADJECTIVES (SHAPE): The teacher will present pictures and the
students will identify the shapes of the objects?
THE BASIC TYPES OF ADJECTIVES (COLOR): The teacher will present pictures and the
students will identify the color of each object.
THE BASIC TYPES OF ADJECTIVES (ORIGIN): The teacher will present pictures of
someone/something and the students will identify their origin.
THE BASIC TYPES OF ADJECTIVES (MATERIAL): The teacher will present pictures and
the students will identify what are they made of.
BASIC TYPES OF ADJECTIVES (PURPOSE): The teacher will present pictures and the
students will identify what are their used for.

HAZEL A. CABIGTING 1
D. Discussing new DISCUSSION ON THE CORRECT ORDER OF ADJECTIVES: The teacher will give examples of sentences with
concepts and practicing jumbled basic types of adjectives. The students will arrange the adjectives in order. UNDER WHICH TYPE OF
new skills # 1 ADJECTIVES THUS THE DESCRIPTIVE WORD FALL.
(EXPLORE) The students will be asked to memorize the OSASCOMP abbreviation
(ANALYSIS) (Opinion,Size,Age,Shape,Color,Opinion,Material,Purpose) to help them memorize the ORDER OF
ADJECTIVES.
E. Discussing new
concepts and practicing .
new skills # 2
(EXPLORE)

F. Developing mastery BOARDGAME

(leads to Formative
Assessment 3)
(EXPLAIN)
G. Finding practical The teacher will ask the students as to who are the people that will benefit most in using
application of concepts figures of speech.
and skills in daily living
(ELABORATION)
(ABSTRACTION) answers: students, teachers, poets, singers, songwriters, wattpad writers, journalists, a man
courting a woman, etc.
H. Making generalizations
and abstractions about Sometimes THERE is not one adjective to describe something. Sometimes we can use 2 or
the lesson more ads..like this one…(show an object)
(ELABORATION)
I. Evaluating learning
(EVALUATION) A quiz about simile, metaphor, personification and hyperbole will be given by the teacher. The students will identify
(APPLICATION) a given statement as to what type of figurative language it is.

J. Additional activities for In the form of homework, the students will be given differentiated instructions which they are going to submit or
application or perform the following week (July 8, 2019)
remediation
(EXPAND) CHOOSE AMONG THE TASKS BELOW: (Differentiated Instructions)
TO THE SINGERS: Choose a song with simile, metaphor, personification or hyperbole on its lyrics and perform it
in front of the class.

TO THE WRITERS: Write a short poem about any topic using simile, metaphor, personification and hyperbole.

TO THE DANCERS: Select a song with simile, metaphor, personification or hyperbole and perform an originally
choreographed dance.

TO THE ARTISTS: Read any short story or poem that uses any of the four figurative languages discussed and draw
an image of the place, person, etc. according to how it was described in the story.

TO THE ACTORS: Work together and perform a short play. Make sure that your dialogues use simile, metaphor,
personification or hyperbole. Provide a copy of your script to your teacher.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment ___ of Learners who earned 80% above
B. No. of Learners who
require additional activities ___ of Learners who require additional activities for remediation
for remediation

C. Did the remedial lessons

work? No. of learners who ___Yes ___No
have caught up with the
lesson. ____ of Learners who caught up the lesson
D. No. of learners who
continue to require ___ of Learners who continue to require remediation
remediation

E. Which of my teaching Strategies used that work well:

strategies worked well? Why
did these work?
___ Group collaboration
___ Games
___ PowerPoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___ Bullying among pupils
___ Pupils’ behavior/attitude
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Reading Readiness

HAZEL A. CABIGTING 2

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
___ Lack of Interest among pupils
Planned Innovations:
___ Interactive Videos
___ Use of recycled/ real objects
___ Use of PowerPoint presentations
___ Use of manipulative materials
Prepared by:
HAZEL A. CABIGTING
Teacher I
CHECKED:
MARISSA P. CASTRO
Master Teacher I
NOTED:
ELINOR R. VELEZ
HT Designate, English
MANOLITO B. DE LEON
Principal II
HAZEL A. CABIGTING 3