PHINMA University of Pangasinan

College of Education and Liberal Arts

Education Department
Arellano Street, Dagupan City, Pangasinan

Detailed Lesson Plan in English 8

January 19, 2023
I. Lesson Objectives
At the end of a 60-minute lesson, 100% of the students are expected to attain 80%
mastery on how to:
 identify the characters of the story and their different beliefs;
 demonstrate understanding of the story through writing a poem; and
 value the importance of literature as a means of addressing racism by
creating an artwork.

II. Subject Matter

A. Topic: Quarter 1 – The Hands of The Blacks by Luis Bernardo Honwana
B. Reference:
Honwana, L. B. 1964. The Hands of The Blacks. Nigerian magazine. Black Orpheus
(1965). Retrieved from http://emiljohnmila.blogspot.com/2013/06/the-hands-
of-blacks-by-luis-bernardo.html
C. Materials: PowerPoint Presentation, Laptop, Cardboard Hands, Puzzle, Brain
Booklet
D. Skills: Communication, Cooperation, Critical Thinking, Creative Thinking
Reasoning, Reading, Writing, Speaking, Body Coordination
E. Values Integration: To highlight the importance of literature as a medium to
address racism and promote racial equality
III. Strategies:
1. Throw It Back (Review) – This allows the students to recall their past lesson and
refresh their memory and to practice their teamwork and critical thinking skills as
they work together as a group.
2. About That Time (Motivation) – This allows students to kickstart their knowledge
about origin stories.
3. Dance With My Hands (Presentation of the Lesson) – This allows the students have
an idea on what they are expected to learn by the end of the lesson and to practice
their body coordination by dancing to a song.
4. Wonder and Ponder (Lesson Proper) – This allows students to target their reading
comprehension and reasoning skills by reading and reflecting on the literary piece,
The Hands of the Blacks.
5. Hit The Wow (Application) – This allows the students to create a poem and artwork
that showcases their creativity and writing skills.
6. Tap In (Generalization) – This allows students to practice their speaking skills by
sharing their takeaway from today’s lesson to the class.
 7. Watch Me Nail It (Evaluation) – This allows students to test their critical thinking
skills and reading comprehension through answering a short quiz that will measure
their understanding of the lesson.
8. Do the Dab (Assignment) – This allows students to have a head start in preparation
for tomorrow’s lesson.

IV. Lesson Procedure

TEACHER’S ACTIVITY STUDENT’S RESPONSE
A. Pre-Developmental Activities

1. Daily Routine
1.1 Opening prayer
Emilia, lead the prayer. (Emilia leads the prayer)

1.2 Greetings
Good morning, Grade 8! Good morning, Ma’am!

1.3 Classroom conditioning

Kindly pick up papers and trash and arrange (The students comply)
your chairs properly.

You may now take your seat. (The students sit down)

1.4 Checking of attendance

Everyone is present today, Ma’am.
Are there any absentees for today, mayor?
Oh, wow! Seems that everyone is excited to
learn today, and that includes me.

2. Review – Throw It Back

I feel so excited that it makes me want to
dance. In fact, I recently just learned a new
dance move from TikTok.
What is it Ma’am?
Would you like to know what it is?
Ma’am, will you give us a sample?
It is a dance move called throw-it-back.

Oh yes. As a matter of fact, today we are all

going to throw-it-back, to our past lesson on
Adverbs.

As we’ve discussed, an adverb is a part of

speech that provides greater description to a
verb, adjective, another adverb, a phrase, a
clause or a sentence.
WHEN, Ma’am.
Adverbs of time answers the question...?

That’s right! Adverbs of time answers the

question, WHEN.
When did the action happen? How long did
it happen? How often did it happen?

If adverbs of time answers the question It answers the question, WHERE, Ma’am.
WHEN, then how about the adverbs of
place?

You are correct! Adverbs of place describes

WHERE something happens.

I have here, two hands. The left hand is

adverbs of time, and the right hand is the They don’t have fingernails, Ma’am.
adverbs of place. Although I like to call
them, Timey and Placey. But as you can see,
they are lacking something. Do you know
what it is, Emilia?

Precisely! They lost their fingernails. Which

is why, we are going to help them. Let’s
divide the group into two. The left side will
help Timey and the right side will help
Placey. I have their nails right here in this
box. How will we know which belong to (The two groups take turns in pasting the
whom? By looking at the words written on fingernails onto the hands.)
the nails, if it answers the question WHEN,
or WHERE.

Timey and Placey appreciates your help!

Your answers are all correct. You sure are
good at throwing it back. Shall we do it once
more? But this time, we are going to throw-
it-back further into the past.

3. Motivation – About That Time

We are going back to the time when we
were created. We may not have a clear
record of when and how our creation took
place, but we do have stories that tell us
about the creation and the beginning of man,
and these are called origin stories.
And since we are going to travel back, I
have right here fragments of time that will We see a man, a woman, and a clay
help us identify some of the different sculpture between them, Ma’am.
versions of origin stories.

In the first fragment, what do we see?

That’s right! We see Prometheus when he This is the origin story of man according to
shaped man out of mud, and then Athena Greek Mythology, Ma’am.
breathed life into his clay figure.
Where does this origin story come from? A man and a woman, Ma’am. I believe it is
Adam and Eve.
Correct!

In the next one, what do you see?

Yes, actually, you are correct. Although it is Ma’am, it is the story of Malakas and
not exactly Adam and Eve, but it is another Maganda.
version of them.

What origin story is in the picture, April?

That’s right, the origin story of Malakas and

Maganda is from the Pre-Colonial period of
the Philippines, long before we were
colonized by the Spaniards. According to Monkeys following a man, Ma’am.
this story, a bird struck the bamboo many
times until it split open and that’s when the
first male and female person was born.

How about the last fragment, Jayson? What

is being shown here?

You are right. We see an ape. And this ape

slowly turns into a man.

Charles Darwin believes that humans

evolved from apes, going through several
stages before evolving into how we are
today.

B. Developmental Activities

1. Presentation of the Lesson – Dance

With My Hands
Can you imagine that? From apes, we have
come to develop varying physical features.
But aside from our physical features,
another thing that we gained from evolution
is our intelligence. We have intelligence that
is superior to that of animals, in which
allows us to:
A. identify the meaning of unknown
words based on information gathered
from the text;
B. use the different types of context
clues to formulate a script; and
C. appreciate the value of context clues
in attaining new ideas when reading
a literary text
With this, we are going to put both our mind
and body to practice.
Why did I mention the body, you may ask?
Because I am going to show you yet another (Students stand up and copy the dance
dance move that I learned from TikTok and move)
I know you are all too familiar with this one
because it is a very recent trend.

Stand up, and follow my lead as we try to- (Students sit down)

Dance, dance, dance, with my hands, hands,

hand above my head, head, head…

Wow, you’re already getting the hang of it! Who, Ma’am?

You may seat down.

We can’t to this move without our hands.

Our hands can surely do amazing things,
can’t it? Do you know who else have
amazing hands?

Why, the Blacks of course! And I know just

the person who has proved his hands to be
quite noteworthy in the field of literature.

Luis Bernardo Honwana is a journalist,

author, and public official who was one of
Africa’s outstanding short-story writers.
Today, we are going to read one of his most Yes, Ma’am.
well-known stories, The Hands of The
Blacks which talks about the origin story of
the Africans.

This story begins with one question: why are

the palms of the blacks lighter than the rest
of their bodies? Do you wonder about this as
well, Criza?

It is quite a mind-boggling question indeed.

Just like Timey and Placey, the back of their
hands are black. But when we turn them
around, we’ll see that their palms are white.

In the story, the main character who is a

child, goes around to ask many different
people on what they have to say about this
matter.

2. Lesson Proper – Wonder and

Ponder (WAP)

THE HANDS OF THE BLACKS

By Luis Bernardo Honwana

The Teacher said that the palms of the

black’s hands were much lighter than the
rest of their bodies because only a few
centuries ago they walked around on all
fours, like wild animals, so their palms
weren’t exposed to the sun, which made the
rest of their bodies darker and darker.

Father Christiano told us after catechism

that we were absolutely hopeless, and that
even the Black were better than us, and he
went back to this thing about their hands
being lighter, and said it was like that
because they always went about with their
hands folded together, praying in secret.

Dona Dores, told me that God made their

hands lighter like that so they wouldn’t dirty
the food they made for their masters, or
anything else they were ordered to do that
to that to be kept quite clean.

Senhor Antunes, the Coca Cola man, who

only comes to the village now and again
when all the Cokes in the cantinas have
been sold, said to me that everything I had
been told was a lot of baloney. Of course, I
don’t know if it was really, but he assured
me it was; After I said yes, all right, it was
baloney, then he told me what he knew
about this thing of the black’s hands.
It was like this: – “Long ago, many years
ago, God, Our Lord Jesus Christ, the Virgin
Mary, St. Peter, many other saints, all the
people who had died and gone to Heaven –
they all had a meeting and decided to make
blacks. Do you know how? They got hold of
some clay and pressed it into some second-
hand mold. And to bake the clay of the
creatures they took them to the Heavenly
kilns. Because they were in a hurry and
there was no room next to the fire, they
hung them in the chimneys. Smoke, smoke,
smoke – and there you have them, black as
coals. And now do you want to know why
their hands stayed white? Well, didn’t they
have to hold on while their clay baked?
Senhor Frias called me after Senhor
Antunes had gone away, and told me that
every-thing I had heard from them there had
been just one big pack of lies. Really and
truly, what he knew about the black’s hands
was right – that God finished making men
and told them to bathe in a lake in Heaven.
After bathing the people were nice and
white. The blacks, well, they were made very
early in the morning, and at this hour the
water in the lake was very cold, so they only
wet the palms of their hands and the soles of
their feet before dressing and coming into
the world.

According to Dona Estefania, their hands

became bleached with all that washing.
Well, I don’t know what to think about all
this, but the truth is that however calloused
and cracked they may be, a black’s hands
are always lighter than all the rest of him.
And that’s that!

What my mother said was more or less this:

“God made blacks because they had to be.
They had to be, my son. He thought they
really had to be…. Afterwards he regretted
having made them because the other men
laughed at them and took them off their
homes and put them to serve like slaves or
not much better. But because he couldn’t
make them all be white, for those who were
used to seeing them black would complain,
He made it so that the palms of their hands
would be exactly like the palms of their
hands of the other men. And do you know
why that was? Of course, you don’t know,
and it’s not surprising, because many, many
people don’t know. Well, listen: it was to
show that what men do is only the work of
men…
That what men do is done by hands that are
the same – hands of people who, if they had The main focus of the story is about the
any sense, would know that before Blacks, Ma’am.
everything else they are men. He must have
been thinking of this when He made the They wonder why the palms of the blacks
hands of the blacks be the same as the are whiter than the rest of their bodies.
hands of those men who thank God they are
not black!”
Racial Discrimination, Ma’am.
And that is the story about the Hands of The
Blacks. As we’ve read, the child is asking
people why the palms of the Blacks are
lighter than the rest of their bodies, and so
different people had different answers as The mother said that the palms of the
well. Blacks are white just like other people. This
goes to show that they are human too and
And I, too, have a few questions myself. deserve equal respect as any other race.

Guide Questions:

What race is the main focus of this story?

Yes, and what does the child wonder about,

(The students wave their hands in the air)
in regards to the Blacks?

That’s right. What is the social issue being

addressed in the story? What do we call the
act of being unjust towards someone
because of their race?

And how was racial discrimination

addressed in the story? Which character
addressed it?

Very well said! The palms of the Blacks are

pale just like all of us. This goes to show
that just like us, they are human too.

3. Application (Hit The Wow)

Can you show me your hands? Put your
hands up and wave them in the air!

Did you know, that just like the Blacks, we

have amazing hands as well? And now you
are going to show what your hands can do.

In a short bond paper, trace your hand

neatly. Inside hand, create a poem about
how men are all equal, regardless of their
color. You are free to design the bond paper
however you like, get creative!
The Hand of the Blacks, Ma’am.
Here are the rubrics for judging:

15 points - Content
I learned that the value of a person is not
10 points – Language, Grammar usage
determined by their skin color but with the
10 points – Creativity
deeds they do with their hands
10 points – Neatness
Give yourselves a pat on the back, troupes!
You’ve made it this far, all the while doing
your best, and that makes you a star!

C. Post-developmental Activities

1. Generalization – Tap In
And what’s a star without its spotlight? It’s
time for you to show us what you got by
give us your takeaways from today’s lesson.

Lois, what was the story that we tackled

again?

That’s right, and what did you learn from

the story?

Very well said! That is a very deep message

that I hope we will all be able to apply and
reflect it upon ourselves from here on out.

You have familiarized with the dance steps

and put it into practice,

2. Evaluation – Watch Me Nail It

Now it’s time for you to showcase your
moves as you groove to the beat! On a ¼
sheet, number your paper 1-5 for a short
quiz on the story we have tackled.

Are there any questions?

If there are none, then your 10 minutes starts

now.

Directions: Identify what is being asked in

the question.
1. He is the Coca-Cola man who
believes that the Blacks were made
from clay, and then baked into kilns.
2. This character stated that the palms
of the Blacks are lighter than the rest
of their bodies so that they wouldn’t
dirty the food of the masters that
they are serving.
3. According to this character, the
Blacks’ hands are always folded,
praying in secret.
4. This character said that long ago, the
Blacks stood on all fours.
5. He believes that the blacks were
 created very early in the morning,
when the water was still cold.

Are you done answering?

Pass your papers to the front as we approach

the final encore of our dance performance.

4. Assignment – Do the Dab

We’ve seen your potential to become a
dancing star, But the fun doesn’t end here
quite yet because tomorrow is another day. I
hope you do a lot of practice at home and be
able to share with us a new dance move.

With that said, you are going to dab into

African history, specifically, the Atlantic
slave trade and its impact on their country.

Guide Questions:
3. How did the Slave Trade affect the
country’s economy?
4. How did it affect the country’s
demography?
5. How did Africa deal with its after
effects?

Prepared by:
Anna Laureen C. Ramos
Student Teacher