DETAILED LESSON PLAN School M.

Araullo High School Grade Level Grade 8

Teacher Chloe June L. Borines Learning Area English
Teaching Dates and Time 10:15 AM to 11:00 AM, April 25 Quarter 4th Quarter

BDA (Focus on Text Content)

I. OBJECTIVES
The learner demonstrates understanding of: South and West Asian literature as an expression of philosophical and religious beliefs; information
A. Content Standards flow in various text types; reality, fantasy, and opinion in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a variety of journalistic texts, the contents of which may be used in composing and delivering a
B. Performance Standards memorized oral speech featuring use of properly acknowledged information sources, grammatical signals for opinion-making, persuasion, and
emphasis, and appropriate prosodic features, stance, and behavior.
By the end of the lesson, the students must be able to:
1. Recognize the definition, purpose, and nature of directions;
C. Learning Competencies / 2. Interpret and follow directions carefully (EN8RC-IVd-14.1);
Objectives 3. Construct directions appropriately through the Route Roundabout Group Activity;
4. Integrate the value of interpreting directions as an essential skill in the 21st-century world; and
5. Assess the students’ comprehension of the discussion through a Stoplight Session.
II. CONTENT Interpreting and Following Directions
III. LEARNING RESOURCES
A. References Kongsvik, J. (2010). Giving Clear Instructions Set Everyone Up For Success. Ezine Articles. https://ezinearticles.com/?Giving-Clear-Instructions-
Set-Everyone-Up-For-Success&id=7424893
Swiss Federal Institution of Technology Zurich. (n.d.). Giving clear instructions in the classroom. In ETHZüric.
https://ethz.ch/content/dam/ethz/main/eth-zurich/education/lehrinnovation/files_EN/Handout%20-%20Giving%20clear%20instructions.pdf
IV. PROCEDURE
A. Daily Routine 1. The teacher shall conduct the preliminary activities, which includes:
a. Room Organization (Group of the Day)
b. Prayer & Greetings
c. Group Attendance
 d. House Rules
• Prompt: enter the classroom on time
• Prepared: prepare all the needed materials
• Patient: wait for your turn respectfully
• Polite: respect your teacher and classmates
• Productive: maximize learning and stay active

2. Establish a “road trip” theme throughout the session by informing the students that they shall be taking a trip; have them imagine as if
they were on a journey. To help them visualize this, present a Trail Map of the discussions and activities they shall be accomplishing
within the day.

Note: For each accomplished activity, move the character along the trail to signify the class’s progress on the topic.
B. Reviewing previous lesson or Activity #1: Board Backtrack
presenting new lesson 3. Have the students recall the previous discussion by accomplishing the Board Backtrack activity. Present the following statements and
have the class identify the cohesive devices used in each sentence.
 4. Call on several students to encircle the cohesive devices they find. Then, have them identify the type of cohesive device used in each
statement. Supplementary questions may or may not be asked to assess their comprehension of the previous lesson:
a. Why did you encircle this word/phrase?
b. What cohesive device does this word/phrase represent?
c. If so, how would you define this cohesive device?

Note 1: For each student who participates during class, the teacher may give a reward chip that may range from one (1) to five (5) points
depending on the accuracy and comprehensiveness of their answer.

Note 2: The students shall be informed that the reward chips shall serve as incentives for their participation in the class. For every 25
chips, they shall gain a plus point on their performance task. These chips shall be collected and compiled on the reward cards provided
by the teacher.

Activity #2: I Spy with my Little Eye

5. Present the following directions to the class then have a volunteer read them out loud: A series of statements shall be presented one by
one to describe a scenario. Read the details carefully and draw the illustration little by little on your notebooks. You will be given 10
seconds to read each statement and sketch accordingly.
a. Draw a squiggly line on the bottom of your paper.
 b. On that line, draw a tree on the right side of your paper.
c. In the middle, sketch a sun with a happy face. The sun needs to have 10 rays attached to it.
d. Next, draw a house with a triangular roof on the right side of your paper. A chimney must be attached on the right side of that
roof. Take note that there should be no smoke coming out of it.
e. Then, draw a door in the middle of the house. There must be two windows on either side of the door. The first window on the
left must be shaped like a circle. But on the right side of the door, the window must be shaped like a triangle.

6. Once given the signal to stop, call two to three volunteers to present their work to the class. After their presentation, reveal the illustration
that was being described.

7. Ask the following questions to process the activity they have accomplished and direct them to the topic that shall be discussed during the
session:
a. What can you say about the activity? Was it easy or difficult to accomplish? Why so?
b. What did you need to accomplish your illustrations properly? Were they given clearly or were they confusing? Why do you think
so?
c. How do you think this activity is related to our discussion today?

8. Introduce the topic that shall be discussed: Interpreting and Following Directions.
C. Establishing a purpose for the
lesson
D. Presenting examples /
instances of the new lesson
Activity #3: Road Sign Relay
What I’ll Learn Today
9. Present the objectives of the discussion:
• Recognize the definition, purpose, and nature of directions;
• Interpret and follow directions carefully (EN8RC-IVd-14.1);
• Construct directions appropriately through the Route Roundabout Group Activity;
• Integrate the value of interpreting directions as an essential skill in the 21st-century world; and
• Assess the students’ comprehension of the discussion through a 3-2-1 Exit Slip.
10. Divide the class into four groups then inform them to bring out their make-shift whiteboard and marker.
Note 1: The groups have already been established at the beginning of the school year.
Note 2: The class had already been informed to bring their make-shift whiteboard and markers daily.
11. Through the Road Sign Relay activity, have each group identify the directions implicitly indicated in each symbol. Points will be given to
the groups who wrote down the correct answer.

E. Discussing new concepts and
practicing new skills
12. Afterward, process the activity through the following guide questions:
a. Observe the road signs again. Generally, what is the message these road signs give?
b. What would happen if we do not follow these road signs?
13. After getting the students’ response to the questions, synthesize them and say: These road signs are there for a reason. It is to give us a
message about the importance of interpreting and following directions properly. From these road signs alone, we understand that there
are consequences if we do not follow the directions given to us. So, we shall be discussing how to give clear directions and process them
appropriately.
Highlighting of Form: Interpreting and Following Directions
14. Ensure that the students understand the definition, purpose, and nature of “directions.” Have them provide their own definition based on
their understanding of it.
Say: From our previous activities, we already understood that directions are given to explain how and why we are expected to work on a
task. Can someone give me another definition of “directions” according to your own understanding of it?
15. Provide various prompt questions for the students to discover the purpose and nature of directions.
a. Based on the definition we have given earlier, what do you think is the purpose of giving directions?
b. How do you think directions should be given for us to understand it easily?
c. Is there a certain structure that directions should follow? Or are there specific words that must be included to help us understand the
directions better? If so, what are they?
16. Synthesize their answers for them to reach a better understanding of how directions should be given. Then, introduce the 3Cs to
communicating directions properly:
a. Clear: Go straight to the point and simply impart the message you want to communicate.
b. Cohesive: Follow a logical and sequential structure by using transitional devices.
c. Complete: Include all the important information one must know to accomplish the task.
ACTIVITY ZONE
Activity #4: Direct Discovery
17. Have the students practice interpreting directions through the Direct Discovery activity.
18. Present an instructional passage for the students to read and interpret. They must locate and assemble the letters according to the
directions given to form a word.

F. Finding practical applications of
concepts and skills in daily
living
Directions: This passage has a treasured word and it is for you to discover! First, look at the last word in the first sentence, then take the
6th letter you see. Next, recite your ABCs backwards and take the last letter you say. You may then imagine how Luke likes Lara’s laugh,
and write the letter that is obviously similar among those words. Then, write the letter that sounds just like “you.” Lastly, get the very last
letter of the very last word in this passage. You now have the treasured word! Congratulations, you are now ready to proceed with this
treasure.
Answer: VALUE
19. After two minutes, have the students present the word they discovered. Then, ask this question to analyze the nature of the directions
given in the passage: Observe the passage again. Do you think this passage follows the 3Cs in communicating directions properly? Why
or why not?
Activity #5: Route Roundabout
20. Inform them that they shall be working on their Route Roundabout activity with the four groups used during the prior activities.
21. Provide each group with a Route Map and a character. Present the instructions to the students and inform them that the teacher shall be
maneuvering the character according to their directions to assess if it they were clear, cohesive, and complete.
Instructions: A Route Map and a character shall be given to
all the groups. Each team shall be given a specific location
you need to visit. Write down the directions you need to take
to arrive at your destination. You shall be given a minute and
a half to work on this. Ensure that your directions are clear,
cohesive, and complete because your group representative
shall be presenting your work in front of the class and I (your
teacher) shall be following your directions. Below are the
locations assigned to each group:
• Group 1: School
• Group 2: Park
• Group 3: Café
• Group 4: Mall
22. Before each group begins with activity, provide a few keywords or phrases that may help them construct their own directions:

23. Assess the groups’ presentations according to the following criteria and provide feedback:
CRITERIA FOR GRADING
CRITERIA Outstanding Satisfactory Needs Improvement Poor
10 7-9 4-6 1-3
Delivery The directions were The directions were The directions were The directions were not clear
presented with clarity and presented with a few minor presented with lacking clarity and comprehensive; were
comprehension; were mistakes in clarity and and comprehension; were difficult to understand and
understandable and their comprehension; were confusing and their their destination was not
destination was easily understandable and their destination was not easily located at all.
located. destination was located with a located.
few mishaps.
Organization The directions integrated the The directions integrated the The directions integrated only The directions did not
use of appropriate transitional use of some appropriate a few transitional devices, integrate transitional devices;
devices, hence was cohesive transitional devices but was hence was lacking in hence the presentation was
all throughout the still cohesive throughout the cohesion throughout the not cohesive at all.
presentation. presentation. presentation.

G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
The arrangement of the The arrangement of the The arrangement of the The arrangement of the
directions was clear and directions was clear. directions was confusing. directions was not
appropriate. understandable.
Values Integration & Evaluation: Stoplight Session
24. After providing feedback for each groups’ presentation, have the students find the value in interpreting directions as an essential skill in
the 21st-century world through a Stoplight Session activity.

I. Additional activities for 25. Instruct the students to create a three to five-minute instructional video on how to craft an origami of their choice. Have the submit their
application or remediation output by the end of the week in their class Google Drive folder.
V. REMARKS
VI. 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?