SCHOOL:

TEACHER:
TEACHING DATES & TIME: November 25-29, 2019
(Week 5)
DAY MONDAY TUESDAY
At the end of the session, at least At the end of the session, at least
80% proficiency level of the students 80% proficiency level of the students
are expected to: are expected to:
1. explain the unique 1. explain the unique
characteristics of a Haiku; characteristics of a Haiku;
2. interpret and paraphrase a Haiku 2. compose original haiku; and
I. OBJECTIVES poem; and 3. 3. appreciate the
appreciate the importance of haiku in importance of haiku in expressing
expressing emotion and idea. emotion and idea.

The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared heritage ; coping stra
A. Content Standards a listening and viewing material; structural analysis of words and propaganda techniques; and gramm

The learner transfers learning by composing and delivering a persuasive speech based on an informative essay
B. Performance Standards signals for opinion-making , persuasion, and emphasis, and appropriate pro

EN8LT-IIIe-10: Appreciate literature EN8LT-IIIe-10: Appreciate literature

as a mirror to a shared heritage of as a mirror to a shared heritage of
people with diverse backgrounds. people with diverse backgrounds.

C. Learning Competencies /
Objectives (Write LC code for
each)

INTERPRETING HAIKU WRITING HAIKU

II. CONTENT
III. LEARNING RESOURCES
A. References K TO 12 English Grade 8 Materials
1. TG
2. LM
3. Textbook pages
4. Additional Materials from
Learning Resources Portal

http://www.differencebetween.com/
B. Other Learning Resources difference-between-cause-and-vs-
effect/

IV. PROCEDURES

A. Reviewing previous lesson or

Checking of attendance, setting of classroom atmosphere and rev
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of What have you observed of the poem?
the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
Choral reading of the Poem posted on
the board.
How about its elements?
1. What makes Haiku a poem?
2. How could you differentiate haiku
from other forms of poetry? Important characteristics of a Haiku
3. What do you think is the reference
or the subjects of haiku?
Haiku is a poetic form and a type of
poetry from the Japanese culture.
Haiku consist of 3 lines. The first and
last lines of a Haiku have 5 syllables
and the middle line has 7 syllables.
The lines rarely rhyme.
Matsuo Basho- one of the greatest
Haiku poets.
Shiki- coined the term haiku
Haiku poems are generally written to
Choose one natural creation which
describe nature. inspires you most and write a haiku
Kigo- word that will tell the reader about it.
what season it is.
Example:
Line 1: 5 syllables Clouds float slowly
by
Line 2: 7 syllables fluffy, lumpy,
cotton balls
Line 3: 5 syllables silver, gray, and
white
F. Developing mastery (leads to Presentation of Original Haiku Poems
Let the students interpret the poem.
fromative assessment 3)

Does haiku talks about nature

alone?
G. Finding practical applications of
Why do you think haiku has exact
concepts and skills in daily living
pattern of 5-7-5?

A traditional Japanese haiku is a

H. Making generalizations and three-line poem with seventeen
abstractions about the lesson syllables, written in a 5/7/5 syllable
count. 

I. Evaluating learning 5-item PAPET

J. Additional activities for application

or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who
C. scored
Did below 80%
the remedial lessons work?
No. of learners who have caught up
with theoflesson
D. No. 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 teacher?
Checked and Observed:

(Pls indicate date and time)

 GRADE LEVEL: Grade 8
LEARNING AREA: English
QUARTER: THIRD QUARTER
WEEK: FIVE
WEDNESDAY THURSDAY FRIDAY

ICL

e as mirror to a shared heritage ; coping strategies in processing textual information; strategies in examining features of
ds and propaganda techniques; and grammatical signals for opinion- making, persuasion, and emphasis.

sive speech based on an informative essay featuring use of properly acknowledged information sources, grammatical
suasion, and emphasis, and appropriate prosodic features, stance,and behavior.

K TO 12 English Grade 8 Materials

ce, setting of classroom atmosphere and review of the previous lesson.