DETAILED LESSON PLAN

School: Grade Level 8

Teacher: Learning Area English
Teaching Dates and Time: Day 2- Quarter 2nd-W3
1.OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: East Asian literature as an
art form inspired and influence by nature; relationship of visual, sensory, and
verbal signals in both literary and expository texts; strategies in listening to
long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patters of
idea development.

B. Performance Standard
The learner transfers learning by composing and delivering a brief and
creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objectives and LC Code

EN8LC-IIc/d/i -7: Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts.
EN8LC-IIc/d-2.13: Determine the tone and mood of the speaker or characters in
the narrative listened to.
EN8LC-IIi-7.2: Employ projective listening strategies with longer stories.
2. CONTENT
Topic: The Story of Osiris and Isis
Skill: Employing appropriate listening skills and strategies, Determining
the tone and mood of the speaker or character
Integration: Araling Panlipunan
Strategy: Tune In, Raise Questions, Listen, Recite and Respond- TQLR
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Curriculum Guide Pages: 181
2. Learners’ Material Pages: None
3. Textbook Pages: English Expressways II, 2007. 42-43, 140
English Arts I, 2000. 218, 236
4. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources:
file:///C:/Users/personal/Downloads/TheStoryofIsisandOsirisText.pdf
4. PROCEDURES
Teacher’s Students’
Activity Activity
A. Reviewing
previous  Introductory Activity: Let’s Tour! The students
lesson or (2 minutes) share their
presenting the thoughts about
new lesson What attracted you most about Egypt? Egypt.
Why?

Very good!
B. Establishing a  Developmental Activities (Explicit
purpose for the Approach)
lesson Task 1: Guess It? (2 minutes)
Look at the pictures and guess what the
images all about.
The students
guess the
images shown
all about.

C. Presenting  Presentation (1 minute)

examples/ - Each images reflects the attitude and The students
instances emotions of the character. listen attentively
of the new - Now, what do you think we will be and answer the
lesson learning today? question.
- Yes, we will determine speaker’s or
characters’ tone and mood in a
listening text employing appropriate
listening skills and strategies.
- This text is entitled, “The Story of
Osiris and Isis” an Egyptian story.

D. Discussing Task 2: Tune In, Raise Questions,

new concepts Listen, Recite, Respond-TQLR (Dyad)
and practicing
new skills #1 Before Listening: (2 minutes)
Tune In The students
 Ask the students, what helped listen attentively
them make their guess in the and react or
previous activity. comment on the
 Let the class read the definition teacher’s ideas.
of tone and mood. Give
examples and ask their ideas
about it.

Tone is the author’s attitude towards

the audience, the subject or the character. 

Mood is the atmosphere of a piece of

writing; it’s the emotions a selection
 arouses in a reader.

Examples:

a. “Dear Brother,” he implored, “I

beg you to save the land of
Maguindanao from the
monsters.”
-from Indarapatra and
Sulayman

b. Mad with desire for revenge,

Lam-ang challenged the fierce
Ilongots to a fight. Determined to
fight his enemies single-
handedly, Lam-ang jumped into
the open plain, armed with the
powerful stone sagang.
-from Biag ni Lam-
ang

Raise Questions
 Read the background of the
listening text and ask the
students to raise questions
about the text.
E. Discussing During Listening: (13 minutes)
new concepts
and practicing Listen and Recite
new skills #2  Tell the class to listen The students
attentively as the teacher reads listen carefully
each part of the story. and recite every
after each part
 Tell the class also to write down of the text read.
the word or words that give the
ideas as to what would come
next. Let them use the grid
below. Let them do this in a
worksheet provided for them.

 Every end of each part of the

story, ask the class their
predictions on what would
come next based on the clues
given in the story.
 Now, I will be reading the first
part of the story. Listen carefully
and attentively.
 Then after each part of the
story, ask questions:
- What do you think will happen
next?
- Ask follow up questions.
- Continue reading to the next part
 of the story.
- Do the same process.
Part 1
The first character ___________
His activity _________________
His tone/feeling _____________
The second character ________
His purpose ________________

Part 2
The second character’s first activity
and his feeling:
___________________________

Part 3
The first character’s fate:
____________________________
The third character’s reaction:
____________________________

Part 4
The second character’s second
activity _____________________

Part 5
The third character’s reaction to the
second character’s 2nd activity: ___
____________________________

Part 6
The third character’s activity _____

Part 7
The fourth character ___________
____________________________
His activity ___________________

Part 8
The fourth character ___________
His moves ___________________
The second character’s reaction to
the 4th character’s move: ________
The fourth character’s fate: ______
The second character’s fate: _____
 After Listening:’(2 minutes)
Respond
 Ask the students to answer the
following questions:
The students
1. How did you find the activity? respond to the
Was it easy? Challenging? questions ask.
Why?
2. While listening, how did each
character feel?
In general, what do you feel while listening
to the story?
F. Developing Task 3: Chain Story Telling
Mastery (12 minutes) The students
(Leads to With the use of the information grid, continue the
Formative retell the story using chain story activity. story started by
Assessment The teacher starts the retelling. the teacher until
#3) it is done.

G. Finding Valuing (2 minutes) The students

Practical - Why do we need to know on how share their
applications of to determine the feeling of the thoughts and
concepts and speaker or characters in a literary ideas on the
skills in daily text? questions ask.
living - In reality, is knowing one’s
feeling important? Why?
H. Making  Generalization (2 minutes) The students
generalizations - Based on your notes and share their
and answers, how did you know the thoughts
abstractions feeling or tone of each character regarding the
about the in the story? lesson learned.
lesson - How did you know the mood of
the story?
I. Evaluating  Assessment: (10 minutes)
learning Story Mapping The students fill
Directions: Fill in the story map in the story map
appropriately with the events provided with the
below. information and
events of the
Main story.
Setting
Characters Title
and
Author
Supporting
Characters
Plot
1. Beginning
Conflict
2. Middle

3. Ending
J. Additional  Enrichment: Express It!
Activities for (4 minutes)
application or Directions: Read the sentences below
remediation and determine its tone/mood depicted.
Write the letter of each sentence in the The students
box. read the
sentences and
A. I want to live determine its
Till the sunset of my time. emotion/feeling
And I want to give expressed.
All the beauty that is mine.
ANSWERS:
B. I am born in a country of courage
and integrity, CHEERFUL: D
It is my honor to live with full of GLOOMY:C
Dignity PRIDE:B
AFRAID: E
C. You would never know it. SICK: A
The constant pain I feel.
Because in the light of day
It almost isn’t real.

D. The sun was bright and the sky

was clear. Anne jogged down the
path with Jay at her side and
smiled about last night's victory. 

E. Feeling left out

Feeling like no one understands
Feeling like no one can hear me
When I’m screaming to be heard
Destructive behaviour I have
Source:
https://www.familyfriendpoems.com/poem/myfears

CHEERFUL

TONE
and
MOOD PRIDE
AFRAID

SICK
5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation ____________________

B. No. of learners who require additional activities for remediation __________

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson ______________________________________________________

D. No. of learners who continue to require remediation ___________________

E. Which of my teaching strategies worked well? Why did these work? ______

F. What difficulties did I encounter which my principal or supervisor can help

me solve? ___________________________________________________

G. What innovation or localized materials did I use/discover which I wish to

share with other teachers? _______________________________________