g8 English Lesson Exemplar 2nd Quarterpdf

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
Theme: Embracing our Heritage
Sub-Theme: Tracing our roots
Content Standard: Performance Standard:
The learner demonstrates The learner transfers learning by composing and delive
variety
understanding of: East Asian literature as an art form of influenced
inspired and effective by nature; relationship of visual,
paragraphs,
appropriategrammatical signalsor
expressions in topic development, and appropriateproso
and behavior.
I. LEARNING COMPETENCY
EN8LT-Ih-3:
Explain how a selection may be influenced by culture, history, environment, or other
factors.
EN8LT-IIf-2.2.3:
Determine tone, mood, technique, and purpose of the author
Objectives:
1. Distinguish certain practices, cultures and traditions of a particular place.
2. Explain how the selection ―The Vanity of the Rat‖ may be influenced by culture,
history, environment, or other factors.
3. Express perspectives and positive attitude towards viewpoints of other cultures.
II. LEARNING CONTENT
Lesson: “The Vanity of the Rat” (Korean Fable)
Materials:
1. Jigsaw Puzzles
2. Activity Sheets
3. Copies of the Literary Text
4. Audio-visual materials
References:
1. K to 12 Curriculum Guide (May, 2016) p. 179-180
2. Learning Package pp. 591-593
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III. LEARNING TASKS
Introduction: Our family is part of our existence. In fact they are the reason why we
work, live and strive in life. They are the source of our happiness. Korean people, just like
Filipinos, give high regard to their family, especially to their parents.
Preliminary Activity:
 Task 1. K-W-L (Korea And Its Culture)
 Group Task 1. Fill out the K-W-L chart. Present your output in class. Remember that you
will not be able to accomplish the L column yet. You will go back to this part before the
end of this unit.
What do I Know about What I Want to Know about What I Learned about
Activity:
 Group Task 2: Picture Puzzle!
You will be given an envelope with pieces of picture puzzle to solve on. The first
group to finish the task will gain the highest points.
Group 1 Group 2 Group 3
Group 4 Group 5
Analysis:
One representative from the group will describe the picture they have in front of the
class.
Once you have finished the task, you will answer the following questions:
1. From those pictures presented, what certain word can you associate with?
2. Should parents interfere with their children in the choice of their partners in life?
Abstraction:
 Task 2: Watch Me!
You will watch a video presentation of the Korean fable ―The Vanity of the Rat‖
https://www.youtube.com/watch?v=5wye6NcAQcg
Answer the following questions to check how well you understood the
video:
1. What characteristics of a prospective husband does Mr. Rat want
for his daughter?
2. Was Mr. Rat„s choice of a husband for Rena really the best? Why
or Why not?
3. Do the characters in the fable behave somewhat the same as real human
beings? Why? Why not?
4. What particular character trait of a Korean family is implicitly revealed in the fable?
5. How is their practice similar/different from the Filipinos? Explain.
6. What does this similarity or difference imply?
 Task 4: Listen to Me!
Listen to the lines to be read by your teacher. Write the particular line stated by the
characters in the bubble and infer their personality trait by choosing from the pool
of words in the box. Write your answers on the lines provided below.
opportunisthonestconceitedhumblegreedy
We are an emerging
division where excellence is a habit and allegiance for quality is a pledge.
Lines of the Characters
"I am strong" he told them on hearing their story. "I

can make a big tree fall over or blow down a house. I can shake up an oce
“What the Sun says is true. However, I am
powerless when I meet Mr. Wind. Wherever he blows, I must go." – MR. CLOUD
“Well, I'm pleased that you think so highly of me

“"But there is one that is more powerful than me." "Why Mr. Cloud, of cou
"I know who will make the perfect husband for
our daughter, the Sun, there is none more powerful in the world than the Sun"- MR. RAT
 Task 5: EXTRAditions
Read the article about Korean traditions and identify the tradition or values found in
it. You will need this information in doing the 3-2-1 chart.
Korean Beliefs and Practices

Koreans believe in sincerity and following protocols while meeting, eating, praying or even celebrating is very important. Let us have a look at different Korean etiquette in this section
Bowing is equivalent to the handshake in Korean culture. Bowing means showing gratitude and respect to the person you are meeting with. The younger generations have blended
Gifts have remained an integral part of their culture; however, gifts are always given according to the capacity and affordability of the other person because Koreans firmly believe in
Korean food and drinks add flavor to their traditional lifestyle and rice malt served with kimchi is their specialty. Cold noodles, bibimbap, bulgogi and dakgalbi are some of the w
Buddhism is the main religion in Korea and its teachings reflect in Korean lifestyle, culture and arts. Numerous Buddhist statues, monuments and temples have been included in the
Traditional clothes are the pride of the Korean people. Hanbok is the name given to traditional Korean attire. It is worn in marriage ceremonies, family functions and traditional f
Knowing and understanding these customs is important because while visiting the country, you must abide to their rules and customs; otherwise, you might end up in an embarrassin
3
Things You Found Out
2
Interesting Things You
Discovered
1
Question You Still Have
to Ask
Application:
 Final Task: Convince Me!
Consider this statement: Your parents know the right man/ woman or
you to marry. Exchange views with your classmates in a form an
informal debate. Your teacher will help you facilitate the activity.
Assessment:
 On a one whole sheet of paper write an essay about the theme of the fable.
Please be guided by the rubric that follows.
WRITING AN ESSAY RUBRIC
CRITERIA Excellent Proficient Developing Beginning

4 3 2 1
FOCUS & DETAILS There is one clear, There is one clear, There is one topic. The topic and main ideas
wellfocused topic. Main wellfocused topic. Main ideas are are not clear.
ideas are clear and are Main ideas are clear somewhat clear.
well supported by but are not well
detailed and accurate supported by
information. detailed information.
ORGANIZATION The introduction is The introduction The introduction There is no clear

inviting, states the main states the main topic states the main introduction, structure, or
topic, and provides an and provides an topic. A conclusion conclusion.
overview of the paper. overview of the is included.
Information is relevant paper. A conclusion is
and presented in a included.
logical order.
VOICE The author‘s purpose of The author‘s purpose The author‘s The author‘s purpose of
writing is very clear, of writing is somewhat purpose of writing is writing is unclear.
and there is strong clear, and there is somewhat clear,
evidence of attention to some evidence of and there is
audience. The author‘s attention to evidence of
extensive knowledge audience. The attention to
and/or experience with author‘s knowledge audience. The
the topic is/are evident and/or experience author‘s knowledge
with the topic is/are and/or experience
evident. with the topic is/are
limited.
SPELLING AND There are no spelling or There is one spelling There are 2-3 spelling The final draft has more
PUNCTUATION punctuation errors in or punctuation error in and punctuation than 3 spelling and
the final draft. the final draft. errors in the final punctuation errors.
Character and place draft.
names that the author
invented are spelled
consistently throughout.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
variety
paragraphs,
expressions in topic development, and
appropriateprosodicfeatures,stance, and behavior.
I.LEARNING COMPETENCY
EN8LT-Ih-3: Explain how a selection may be influenced by culture, history, environment, or

other factors.
EN8VC-IIe-1.3: Predict the gist of the material viewed based on the title, pictures, and
excerpts
Objectives:
1. Discover some practices, beliefs, or modes of behavior of the people of selected

Afro-Asian countries.
2. Explain how the selection ―The Soul of the Great Bell‖ may be influenced by culture,
history, environment, or other factors.
3. Convey through words or actions the value of sacrifice.
Lesson: “The Soul of the Great Bellt” (Korean Folktale)

Materials:
1. Activity Sheets
2. Copies of the Literary Text
References:
1. K to 12 Curriculum Guide (May, 2016) p. 120
2. Learning Package pp. 33-42
III. LEARNING
TASKS
Introduction:
Sacrificing your life for another is perhaps the most courageous thing you can do.
If you give money to help a friend, it is not sacrifice; if you give it to a worthless
stranger, it is. If you give your friend a sum you can afford, it is not a sacrifice; if you
give him money at the cost of your own discomfort, it is only a partial virtue, according
to this sort of moral standard; if you give him money at the cost of disaster to yourself—
that is the virtue of sacrifice in full.
Process Questions:
1. What can you say about this statement?
2. For you, what is sacrifice?
3. Are you willing to sacrifice just for the
people you love?
Activity:
Task 1: You Heard It Right!
You are asked to close your eyes and be silent while you are listening to a
recording of bell sounds.
Analysis:
After listening, you will answer the following questions:
1. Describe the kind of sound a bell makes based from what you have listened to.
(sound of bell as ringing, melodious, and sometimes deep, in the case of big bells, such
as church bells)
2. What do you feel or what are you reminded of when you hear the bell sounds?
Task 2: Vocabulary Overload!
This time, be ready to read a folktale from China. In reading the Soul of the Great Bell,
you will surely meet some unfamiliar words which may cause you to stop and analyze the
meaning of each to understand the details of the story.
Directions: Go over the following terms or expressions taken from the Soul of the Great Bell.
Read them to yourself and figure out the meaning of each italicized word using context clues.
Circle the letter of your chosen answer.
In the Tower of the Great Bell: now the (1) mallet is lifted to (2) smite the lips of the metal
monster—the vast lips inscribed with Buddhist texts.
A mallet is a. a hammer b. an axe c. a saw
To smite is to a. hit b. touch c. caress
All the little dragons on the high-tilted eaves of the green roofs (3) shiver to the tips of
their gilded tails under that deep wave of sound.
Shiver means to
a. fall on one‗s knees
b. tremble at the loud sound
c. be destroyed by the gilded tails
All the green-and-gold tiles of the temple are vibrating; the wooden goldfish above them
are (4) writhing against the sky.
writhing means a. twisting b. pointing c. leading
Therefore, the worthy mandarin Kouan-Yu assembled the master-molders and the
renowned bell smiths of the empire, and all men of great repute and (5) cunning in
(6) foundry work.
cunning means a. innocent b. expert c. skillful
foundry means
a. act, process, art of making plastic
b. act, process, art of casting metals
c. act, process, art of painting metals
Therefore, the molds had to be once more prepared, and the fires (7) rekindled, and the
metal remelted, and all the work tediously and (8) toilsomely repeated.
rekindled means
a. lighted again b. set on fire again c. stopped the fire
toilsomely means a. with difficulty b. lightly c. unmindfully
(9) Gold and brass will never meet in wedlock, silver and iron never will embrace, until
the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed
with the metals in their fusion.
What does this mean?
a. Gold, brass, silver and iron will never be fused together by a virgin maiden
b. The blood of a virgin maiden mixed with gold, brass, silver and iron
c. Gold, brass, silver and iron will fuse when mixed with the blood of a virgin
And even as she cried, she (10) leaped into the white flood of metal.
Leaped means to a. squat b. jump c. run
(11)And still, between each mighty stroke there is a long low moaning heard; and
ever the moaning ends with a sound of sobbing and of complaining, as though a
weeping woman should murmur, ―Hiai!
There are words with similar meaning in the given statement. What are they?
a. Between, low, end, stroke, ever
b. Moaning, sobbing, complaining, weeping, murmuring
c. Stroke, long, low, murmur, sound
Abstraction:
 Task 3: 1, 2, 3, View!
You will have a silent reading first of the folktale and for further understanding you
will watch a video presentation of ―The Soul of the Great Bell‖
https://www.youtube.com/watch?v=86-zN4eab7E
 Task 4: Spin a Story Wheel!

Did you have fun reading the ―Soul of the Great Bell‖? In a group of five, answer
the questions in the story wheel to get to know more about the folktale. Share your
answers with the class. Happy spinning!
Application:
 Final Task: Different Acts For Different Folks!
Students will be grouped into five. Each group will be given a specific task.
Group 1:
The students will draw something that
Task: PAINT ME A PICTURE shows their sacrifice and love for parents.
Group 2:
The students will conduct an interview
Task: ROLL VTR! about what and how will they sacrifice their
happiness just for the love of parents.
Group 3:
The students will create a short letter
Task: LETTER FROM THE HEART! addressed to their parents expressing how
grateful they are for having them.
Group 4:
The students will choose a song that best
Task: SING ME A SONG! interprets the message of the story and sing
it to the class.
Group 5:
The students will role play the scene that
Task: PLAY ME A ROLE! they like best in the story. Use the words you
have learned from the story. Highlight Chinese
traditions by using traditional Chinese clothes.
Use some background music from the
collection of ancient Chinese songs.
Here are some suggested scenes but you may

come up with other scenes in the story:
envelope from the Mighty Emperor
iron
Point for localization:

 The learners will base their outputs in the differentiated tasks from their very
own experiences.
Point for contextualization:

 The learners will learn how to value and show love for their parents.
ART RUBRIC
ORAL PRESENTATION RUBRIC

for Interview Task
LETTER WRITING RUBRIC
Criteria 4 3 2 1
The letter is The letter is eye- Letter appears Letter is unattractive

creatively designed catching and busy or boring. or inappropriate. Text
with easily read attractive. Text is Text may be is difficult to read. It
text. Grammar, easy to read. difficult to read. does not have
Layout/ Design style, and purpose Grammar, style, May have some proper grammar or
all excellent for a and punctuation is grammar and or punctuation for a
letter. indicative of a punctuation that letter.
letter. indicates it is a
letter.
Information is Information is well Some information Information is
accurate and written and is provided, but is poorly written,
Information, style, complete, is interesting to read. limited or inaccurate, or
audience, tone creatively written, inaccurate. incomplete.
and is cleverly
presented.
Excellent job on Style, purpose, Information Grammar,
Grammar,
presentation, style, audience, mislabeled or punctuation, and
Punctuation, and
grammar, and grammar, and missing. choice of words poor
choice of words
punctuation. punctuation all Inaccurate for a friendly letter.
for the friendly
fair and indicative punctuation or
letter
of a friendly grammar.
letter.
Student Student is at ease Student is Student does not
demonstrates full with content, but uncomfortable have grasp of
knowledge (more fails to elaborate. with information information; student
Content
than required) with and is able to cannot answer
Knowledge
explanations and answer only questions about
elaboration. rudimentary subject
questions.
RUBRIC FOR SINGING
CRITERIA 1 2 3 4
Melody, Pitch Developing Sings some simple Sings simple songs Confidently sings in
and Pitch towards singing in songs mostly in easily and manages tune for most songs
Direction tune. tune. some more complex appropriate to
Limited breath Developing breath tunes some of the student‘s level.
control. control for typical time. Proper breath control
Pitch is uncertain. patterns. Has Has adequate enhances phrasing.
difficulty with breath Matches pitch reliably.
managing pitch control. Matches
control. pitch
with few errors.
Rhythm Tempo/rhythm are Some regularity in Maintains consistent Maintains appropriate
uncertain and tempo-rhythm, but tempo/rhythm. tempo/rhythm for
irregular. sometimes misses. given songs—can
punctuate effectively
and independently.
Dynamics Dynamic level Dynamic level Dynamics are Dynamics are
is often too varies consistent and appropriate for
loud, inconsistently, but generally appropriate different aspects of
overpowering is developing and balanced within the song. Reflects
others, or so towards the ensemble. the notation and/or
soft that the appropriate levels. the
song director‘s intent.
cannot be heard.
Expression/ Monotonic or Expression is Expression is generally Expression enhances
Phrasing inappropriate sometimes appropriate to the performance by
expression mars appropriate, but song being sung. adding
performance. may be appropriate depth
inconsistent. and
emotional range.
ROLE PLAY RUBRIC
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: Second
variety
paragraphs,
EN8VC-IIa-1.3:
Predict the gist of the material viewed based on the title, pictures, and excerpts.
EN8LT-IIc-2.2.1:
Express appreciation for sensory images used.
Objectives:
1. Identify and describe the pictures about Japanese and Chinese traditions
2. Give some insights about the material viewed based on the title and pictures
3. Express appreciation for sensory images by participating actively in the discussion
of the traditions and in the performance tasks

Lesson: Japanese and Chinese Traditions
Materials:
1. Visual Aids
2. Laptop and Projector
References:
2. Learning Module pp. 52-54
III. LEARNING
TASKS
Introduction:
Families all over the world celebrate important events which help preserve the
history and traditions of their countries. Most of these traditions and practices are
handed down from one generation to the next. Let‗s see how well you can identify a
country and the tradition each family celebrates.
Directions: On the left are photos of East Asian families and on the right side are some
traditions/festivals celebrated in Asia. Match the family photos with the festival by writing
the letter on the space provided for.
A 1
B 2
C 3
Preliminary Activity
Anticipation-Reaction Guide
Directions: Read the set of statements found at the center column in the table below.
Respond to each statement:
Write Agree if you agree with the given statements.
Write Disagree if you disagree with the statements.
Activities:
 Discussion of the lesson.
 Paper and Pen Activity
Analysis:
TRUE-FALSE STATEMENTS
Directions: Read the given statements. Identify whether the statements are TRUE or
FALSE. If your answer is FALSE, be able to provide justification on the space provided.
1. Japanese often send money to bereaved friends as an expression of

sympathy. TRUE FALSE
Justification:
2. Number 4 is considered lucky in

Japan. TRUE FALSE
Justification:
3. In Japan it is impolite to pour your own drink when eating with others--you pour your companion's
drink and your companion pours yours.
TRUE FALSE
Justification:
4. It is a no-no in Japan to pick up your rice or miso soup bowl and hold it under your chin to keep
stuff from falling.
TRUE FALSE
Justification:
5. Asians like Filipinos, Chinese and Japanese value family, hard work and their religion or faith. The
benefit of all the members of the family is more important than the individual. Education of children
and their excellence in school is important to them.
TRUE FALSE
Justification: _
6. Most Chinese care more about the quality than the packaging of the gift. They will insist on
declining the gift. Furthermore, they will wait until the guests have left to open the gift.
TRUE FALSE
Justification:
7. The Chinese normally embrace each other. Kissing, whether on the cheeks or on hands, is
usually acceptable for the Chinese.
TRUE FALSE
Justification:
8. People in China tend to over-order food, for they will find it embarrassing if all the food is
consumed. TRUE FALSE
Justification:
9. In China, it is a common practice for visitors to tip the tour guide and driver in recognition of their
good service. Hotel bellboy expects your tips as well. It is not customary to leave tips at hotel or
local restaurant as the bill usually includes 10-15% service charge.
TRUE FALSE
Justification:
10. Chinese parents are usually concerned about the discipline of their children. The parent never
gets divorce if the relationship does not work. The father maintains a strict discipline over the children.
TRUE FALSE
Justification:
Abstraction:
Based from the lesson, we may conclude that there are similarities between the
Chinese and Japanese customs and traditions as shown in the reading selections and
activities.
Application:
Directions: Conduct an online or library research to come up with a comprehensive view
of the unifying and distinctive characteristics, values and traditions of the people of
China, Japan and Philippines in preparation for your final performance task. Use the
template to guide you in your online or library research.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: Second
variety
paragraphs,
and behavior.
EN8RC-IIf-11:
Transcode information from linear ( Graphs and Tables ) to non-linear texts and vice-
versa.
Objectives:
1. Identify the different kinds of graphs and tables

2. Transcode information from linear ( Graphs and Tables ) to non-linear texts and
vice- versa.
3.Express appreciation of the lesson by participating actively in the prepared

activities

Lesson: Tables and Graphs
Materials:
1. Visual Aids
References:

2. https://www.superteacherworksheets.com/graphing.html
III. LEARNING TASKS
Introduction:
A picture, so they say, will tell a thousand words. But what about a graph or chart?
A good graph or chart can show as much as several paragraphs of words.
Identify the different kinds of graphs shown on the board.
• Bar graphs to show numbers that are independent of each other. Example data
might include things like the number of people who preferred each of Chinese
takeaways, Indian takeaways and fish and chips.
• Pie charts to show you how a whole is divided into different parts. You might,
for example, want to show how a budget had been spent on different items in a
particular year.
• Line graphs show you how numbers have changed over time. They are used
when you have data that are connected, and to show trends, for example, average night
time temperature in each month of the year.
• A pictogram is a special type of bar graph. Instead of using an axis with

numbers, it uses pictures to represent a particular number of items.
Activities:
 Discussion of the lesson
Graph- is a diagram showing the relation between variable quantities, typically of two variables, each mea
Table- orderly arrangement of quantitative data in columns and rows. Also called matrix.
 Board Activity
1. What is the largest number on the vertical scale?

2. What pulse rate was recorded at 2
minutes?
3. A pulse rate of 121 beats per minute was recorded at how many minutes?
4.
How many items are being compared in the graph?
What was the average height in cm for Granny's Bloomers?
What was the average height in cm for No Fertilizer?
7. How many sectors are in this circle graph?

8. What percentage of people in Shrub Oak preferred
chocolate ice cream?
9. What percentage of people in Shrub Oak preferred butter
pecan ice cream?
10. If a total of 50 people were surveyed, then how many people
preferred vanilla ice cream?
e are an emerging division where excellence is a habit and allegiance for quality is a pledge.
W
Analysis:
.
1-2.On two days, the same number of students are late.
Which days are these?
3. How many students are late on Friday?_
4. On which days are the most students late?
5. How many more students were late on Monday than Tuesday?
CYCLISTS
No. Name Country Time

1 Bradley McGee Australia 3:51:55
2 David Millar Scotland 3:51:59
3 Haimar Zubeldia Spain 3:52:01
4 Jan Ullrich Germany 3:52:01
5 Victor Hugo Pena Columbia 3:52:05
6 Tyler Hamilton United States of America 3:52:05
7 Andy Flickinger France 3:52:05
8 Lance Armstrong United States of America 3:52:06
6. How many cyclists were from the USA?
7. State the slowest time record.
8. Who was in the lead for this part of the race?_
9. If you are going to arrange the order of the cyclist using their last name, who will be
the third in the line? _
10. How many countries were presented in the table?
Abstraction:
Graphs and charts are used to make information easier to visualize. Humans are great at seeing p
Application:
The learners are asked to conduct an interview about the ages of the grade eight
students from Wisdom, Integrity, Perseverance and Fidelity. Their output will be in the form
of graph and table.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: Second
variety
paragraphs,
and behavior.
EN8RC-IIa-2.22:
Evaluate the personal significance of a literary text.
EN8RC-IIa-2.18:
Relate content or theme to previous experiences and background knowledge.
Objectives:
1. Identify the personal significance of the Korean literary
2. Relate content or theme by citing similar traditions of Filipinos showing the love
for their family
3. Express enjoyment in reading the short selections from Korea by participating

actively in the prepared activities

Lesson: The Tale of the Woodcutter and the Tiger ( Korean Folklore )
Materials:
1. Copy of the reading text
References:
2. Learning Module pp. 318
III. LEARNING
TASKS
Introduction:
The teacher will play two songs entitled ―Eye of the Tiger‖ and ―Roar‖.
Students will discuss the statements below before they proceed to the lesson proper.
Activities:
True or False
 Reading the selection.
1. Koreans are also Asians.
 Discussion
2. Koreans are superior to Filipinos.
3. Koreans who have learned to overcome challenges
of modernity are admirable.
4. The
KoreansTale areofourthebrothers
Woodcutter and the Tiger
and sisters.
5. If Koreans can overcome the challenges of modernity,
Korean folklore recalls the can‘t.
Filipinos tale of a woodcutter who encounters a tiger in the woods.
Fearing that he would soon be
6. I usually admirethe tiger‘s dinner,
modern he exclaimed:
Koreans more than ―You
the must be my
long lost brother! Our mother cried
traditional Koreans. for you when you left home. She had dinner
ready for you every night, waiting for your return. Sadly, out
7. Every human has the capacity to embrace modernity. mother has just passed away.
How happy she would have been had she known you are alive and well!‖ The woodcutter
8. A Korean is deeply rooted to her / his own past‗.
took out his handkerchief and pretended to wipe at his eyes. The tiger turned away, as
9.We Filipinos should have the respect for the Koreans.
tears fell down his cheeks, leaving the woodcutter unharmed.
10. We
Every year thereafter, onshould
Chesa,avoid things that
the memorial day ofKoreans do.
the woodcutter‘s mother‘s death,
an offering appeared on her grave - sometimes a peasant, or even his mother‘s favorite
mountain berries. The woodcutter did not know where these offerings came from.
One year, the woodcutter noticed that the customary offering had not been placed on his
mother‘s grave, and he wondered what had happened. Out from the bush, three baby
tigers appeared, carrying offerings. They approached the woodcutter and cried: ―You
must
be our uncle! Mother tiger is gone now, and we know how important it is for her to honor
grandmother by bringing an offering to her Chesa table beside her grave. We are here to
bring offerings for our grandmother in loving memory of our mother.‖ The woodcutter
noticed that his face had turned suddenly warm and realized that it was his own tears
streaming down his cheeks.
Analysis:
The learners will discuss the details of the story by telling the parts where the
elements of the short story arise and will be guided by the questions below.
1. Identify the characters in the story. What roles do the characters play in
the tale? What are the characteristics of these characters that you
admire/don‗t admire?
2. What particular event or circumstance in the story has contributed to

the Tiger‗s way of looking at things in a different way? How has this new
way of looking at things being passed on to the next generation?
3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would
be your own way of saving yourself from danger?
4. What would you do if that sense of duty and shared destiny passed on
to you is in conflict with your own principles and beliefs in life?
5. Could this tale be used as basis for you to have a glimpse of how the
Koreans at present are coping with the challenges of modernity?
Explain
Abstraction:
The learners will come up with the comprehensive view of the tale and the elements of the short story by doing the ― Pictur
Application/Assessment:
The learners will be grouped into five and will show their love for their family who were in heave
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
variety
paragraphs,
EN8G-IIg-9: Use appropriate grammatical signals or expressions suitable to each pattern

of idea development:
• general to particular
• claim and counterclaim
• problem-solution
• cause-effect
Objectives:
1. Define cause and effect.
2. Use appropriate grammatical signals or expressions suitable to each pattern of idea

development: cause and effect in sentences.
3. Show awareness on the issues and problems encountered by Filipinos
Lesson: Cause and Effect Relationship

Materials:
1. Pictures
5. Metacards
6. Activity sheets
References:
1. K to 12 Curriculum Guide (May 2016) p. 177
2. Skill Builders for Efficient Reading pp. 109-111
III. LEARNING
TASKS
Introduction:
Cause and effect relationship can be used to develop effective paragraphs by
describing what happens and why it happens. You can do so by explaining reasons
and consequences of an idea or event.
Your teacher will show you different pictures. Each group will be given a picture and will
describe them in front of the class.
Picture 1 Picture 2
Picture 3 Picture 4
We are an emerging division w uality is a pledge.
here excellence is a habit and allegiance
Picture 5
Activity:
Task 1: Card Game Activity!
The teacher will ask you to have four volunteers from each group. You will be
given a card with phrases written on it. You will find the missing words/ phrases to
complete the thought of the sentence. The task is for two minutes.
Since the refrigerator was practically empty, we had to go to the market.

It had begun to rain so Iris and Basti had to run inside.
Chelsea got an A on her Science test because she studied very hard.
Mia got her heart broken because she saw Ely with another
girl.
Mike spent all day in the kitchen because all of his friends wanted
him to make dinner for them.
As a result of the strong typhoon, many houses and trees lay in
complete ruins.
Since the car was making a strange noise, my dad took it to a mechanic.
The trip to the beach was cancelled because of the rain.
Powerful winds blew the roof off the house, and as a result, the family had
nowhere to live.
I drove to school very early so that I could find a good place
to park.
Aiden was not able to go to soccer today because he had the flu.
Analysis:
Once you have finished the task, you will answer the following questions:
1. How did you come up with your answers?

2. What do you think are the keywords used for you to get the perfect match to
complete the thought of the sentence?
3. What is your own definition of cause? effect?
Abstraction:
 Task 2: Cause and Effect Match!
You will match each cause on the left with an effect on the right.
 Task 3: Write, Write, Write
On a one half sheet of paper crosswise, you will create five sentences
of your own using current events.
Example: Duterte‟s anti-drug campaign
Application:
 Final Task: Organize Your Ideas!
Based from the previous lesson about ―The Story of the Aged Mother‖ you will
make a cause and effect graphic organizer. Make sure to write all the ideas that
shows cause and effect. Be creative in making your graphic organizer. Sample
organizers are provided for you as a guide.
GRAPHIC ORGANIZER RUBRIC
DIRECTIONS: Using the following criteria, choose the appropriate number from the following
scale that reflects your assessment of the student‘s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The graphic organizer has an appropriate title

and labels.
2. The graphic organizer‘s lines, boxes, and text
are neat and legible.
3. The information in the graphic organizer is
accurate.
4. The spelling, grammar, and punctuation of the
text on the graphic organize are accurate.
5. The graphic organizer presents the information
in a manner that is easy to follow.
6. The relationships presented in the graphic
organizer are correct and clear.
7. The form in which the graphic organizer portrays
the information is appropriate to the relationships
being represented.
8. The graphic organizer demonstrates an
understanding of the topic, its relationships
&
related concepts.
9. The graphic organizer fulfills all the requirements
of the activity.
10. Overall, the graphic organizer represents the

student‘s full potential.
TOTAL:
Comments:
Assessment:
Students will answer a 1-10 item quiz.
Read each sentence below. Write the cause on the first line and the effect on
the second line.
1-2. Amanda missed the bus and was late for school.
Cause:
Effect:
3-4. Vance worked hard on his homework and made an A.

Cause:
Effect:
5-6. Lightning struck a tree, and the tree started to burn.

Cause:
Effect:
7-8. Daisy did extra chores around the house and earned extra money to buy a new
purse.
Cause:
Effect:
9-10. He watered the tomato plant regularly, and it produced dozens of

tomatoes. Cause:
Effect:
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
Sub-Theme: Revisiting our Past
variety
paragraphs,
and behavior.
EN8VC-IIa-17:
Discern positive and negative messages conveyed in a material viewed
Objectives:
1. Differentiate positive and negative messages
2. Define editorial cartooning
3. Discern the positive and negative message conveyed in the presented
Editorial cartoon
4. Accurately draw an editorial cartoon based on the editorial read

Lesson: Editorial Cartooning
Materials:
1. Pictures
2. PowerPoint presentation
3. Copy of the Rubrics
References:
1. K-12 Curriculum Guide pp. 177
2. www.google image.com
http://www.tolerance.org/activity/editorial-cartoons-introduction
http://www.slideshare.net/kazekage15/editorial-cartooning- 24524379
III. LEARNING TASKS
Introduction:
As human as we are, we have the freedom to express our thoughts and feelings.
Of course, we can do it using our own different ways. It can be through writing,
singing, reciting a poem, speaking, drawing and other activities that we feel we are
comfortable about.
The students will name the following cartoon characters.
Picture 1 Picture 2 Picture 3
Picture 4 Picture 5
1. Goku 2. Piccolo 3. Ruwaka Kaede 4. Jerry 5. Picachu
Activities
Task 1:
The teacher will ask the students about their favorite anime or cartoon characters. The
teacher will call volunteer students to describe the characters that they want.
Task 2: Discussion of the Lesson

The teacher will show an editorial cartoon to the students and let them describe
it. This will lead to the discussion of an editorial cartoon.
Discussion about cartoon and editorial cartooning

through a powerpoint
presentation from using this link.
http://www.slideshare.net/kazekage15/editorial-
cartooning-24524379)
Things to consider in editorial cartooning:
Symbolism Humor
Stereotyping Analogy
Exaggeration Technical Skills
Examples:
A. SYMBOLISM
dove – peace
Duterte – government
typewriter - press
crocodile – corruption
blindfolded lady with weighing scales - justice

Juan dela Cruz – Filipino masses
B. STEREOTYPING
mother – with apron
government official –
the poor – worn-out clothes
C.EXAGGERATION- the drawing should be exaggerated D.HUMOR -Be funny, except in tragic situa
E.ANALOGY- F.TECHNICAL SKILLS
Use of technical tools (pencil, pen and ink).
Shading
Shadowing
TIPS FOR CARTOONING

1. Take a side. Are you for or against a certain issue?
2. Use facial expressions and emotions.
3. Use universal symbols, those which can be understood at once by
your intended reader.
4. Do not clutter your cartoon with unnecessary details or complicate
your drawing with artistic touches.
5. Limit the use of words or labels.
6. Limit the use of words or labels.
7. Use shading to make your article more convincing. Have only one light
source. 8.Draw your cartoons in landscape. Use margins/border: it shows
professionalism.
9. Have your own style. Do not copy or plagiarize.
10. Read, read and read. Remember: the editorial cartoonist is not just an artist.
Analysis
The following questions will be raised for more discussions of the lessons.
1. Why do you love watching cartoons?
2. How will you describe the different cartoon characters?
3. What are the differences between the cartoon characters and the real ones?
4.
Abstraction
Editorial -an article in a newspaper that expresses the editor's opinion on a subject of particular
Editorial Cartoon- It is an illustration expressing opinion and interpretation. It is also called a ―
Cartoon- comes from the words caricatures and lampoon, wherein

caricatures is defined as drawings of people in which certain physical features are exaggerated
While lampoon is a subtle attack presented humorously.
Application
Task 1: Match the following words with their common symbols.
Write the letter on the space before the number.
1. Philippine Government a. chain
2. new generation b.money bags
3. peace c.dove
4. time d.rising building
5. hope e. rising sun
6. death f. big clock
7. wealth g. wave
8. hindrances h. baby,fetus
9. progress i. flag
10. slavery j. skull/ crossbones
ANSWER KEY
1. I 2. H3. C4. F5. E6. J 7. B8. G9. D10. A
Task 2
Make an editorial cartoon based on the editorial below. Apply the tips in
cartooning discussed by your teacher. Your output will be graded using
the rubrics below the editorial.
TRAFFIC
REMEDIES
In commentaries on and analyses of the horrendous traffic gripping Metro

Manila, the government can find not just a few short-term solutions to ease the
problem. True, the remedy is the development of an efficient mass transportation
system, specifically a network of elevated and street-level railways like the MRT
and LRT lines. But while the government and the private sector work on this
We are anlong-term solution,
emerging division a excellence
where lot can beis done
a habittoday to address
and allegiance the traffic
for quality woes. And a lot
is a pledge.
of the short- term remedies have to do with driver discipline, starting with staying
in the right lane and following the ―yellow box‖ scheme.
Often one will see cars swerving or crossing many lanes because they had
to go up a flyover or down a tunnel, in the process slowing the flow of traffic. On
the other hand, that big yellow-painted box covering an entire intersection with a
huge
―X‖ inside is the most effective way to keep vehicles flowing, especially in the
crisscrossing streets of the central business districts in Makati, Ortigas and BGC.
The concept is for a driver to stay clear of the yellow box. In short, his or her
While drivers are being made familiar with the yellow-box concept, there is a
need to redeploy traffic enforcers. In some stretches like Chino Roces Avenue in
Makati, every intersection is manned by an enforcer or two during rush hours. But the
problem in other areas is that not all intersections are manned, resulting in a gridlock in
those unmanned intersections because drivers simply ignore the yellow box. Definitely,
not all traffic enforcers are deployed efficiently. Big groups of them sometimes stay in a
single area like Megamall in Mandaluyong, yet no one is visible at the other side of the
Edsa- Shaw tunnel where unruly bus drivers occupy lanes outside their designated
lanes, in the process blocking the flow of traffic.
The network of side streets is a viable alternative to major thoroughfares like

Edsa, Quezon Avenue and C5, but take the traffic navigation app Waze from Quezon
City to Makati and it will take you through the side streets of five cities, with nearly all
of them made narrower by illegally parked vehicles.
Other short-term solutions involve the reduction of vehicles on the roads at peak hours
of the day. The bulk of working people hit the road to be in their offices at 8 or 9 a.m.
— thus the horrible traffic from as early as 6 a.m. to 8 a.m. The same is true in the
afternoon, when the bulk of those workers knock off from work at 5 or 6 p.m., causing
traffic bottlenecks sometimes up to 9 p.m. There should be an effort to shorten the
workweek for some companies, or even government offices, and extend the working
hours to 10 hours a day to compensate for the lost one workday. Or office hours can
be staggered: Some companies can start at 10-11 a.m. and let employees leave at
7-8
p.m. Again, incentives to companies adopting these schemes will be a nice come-on.
Better yet, some companies should promote working at home or in places near their
workers‘ residences. Many employees need not be in the office every single day of the
week, and many types of work can be done at home, especially in this digital age. The
government can also think of providing incentives to companies that have a well-
developed system for their employees to work outside the office, preferably in their
homes.
Carpooling is yet another short-term solution. The government can dedicate one lane
on Edsa—similar to what was done TRAFFIC
during the Apec meetings here last year—for
vehicles with three or more passengers.
Our traffic situation has gone from bad to worse and has become notorious globally.
Last year, Waze did a survey on the driving experience of 50 million users in 32
countries, and came up with the world‘s first ―Driver Satisfaction Index.‖ The results: The
Philippines was the world‘s third-worst place to drive in, and Metro Manila had the
worst traffic and the longest commute time. This year, the Philippines is the second-
worst place to drive in after El Salvador, and Cebu City is ranked lowest among 186
cities included in the survey. Interestingly, Metro Manila moved up from last spot in
2015 to 147th.
There are doable suggestions to immediately alleviate the traffic nightmare in the
metropolis, and hopefully improve our rankings in the next survey.
Read more: http://opinion.inquirer.net/97460/traffic-remedies#ixzz4KwodjLVD
Rubric for Editorial Cartooning
Criteria for POOR FAIR 5-6 SATISFACTORILY EXCELLENT SCORE
Evaluation 2-4 7-8 9-10
Evidence of Does not Demonstrates Demonstrates Demonstrates
Understanding demonstrate limited understanding of complete
understanding understanding of the TOPIC. understanding and
of the TOPIC. the TOPIC. insight into the
TOPIC.
Addresses Cartoon does Cartoon Cartoon Cartoon strongly
Issues not address the addresses the addresses the addresses the issues.
issues. issues in a issues.
limited way.
Graphics No graphics are Graphics detract Graphics are Graphics and
provided. rather than appropriate for illustrations enhance
enhance the the message the message of the
message. of the cartoon. cartoon.
Creativity Cartoon shows Limited creativity Cartoon Cartoon
no evidence of is evident in the demonstrates demonstrates a high
creativity. cartoon. creativity. level of creativity
and originality.
Neatness Cartoon Somewhat Cartoon Cartoon
is lacking lacking in demonstrates demonstrates a high
in neatness. moderate level of level of neatness and
neatness. quality and quality.
neatness.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
Theme: Embracing Our Heritage
variety
paragraphs,
and behavior.
EN8V-IIe-24:
Discriminate between literal and figurative language
Objectives:
1. Define literal and figurative language
2. Discriminate between literal and figurative language in the sentences
3. Show appreciation on how literal and figurative language are used in
communication
Lesson: Literal and Figurative Language

Materials:
1. Pictures
2. Activity sheets
References:
1. K to 12 Curriculum Guide (May, 2016) pp.
2. www.google.com,www.ereadingworksheets.com/figurative-language/
III. LEARNING TASKS
Introduction:
In speaking, we can express ourselves and our ideas
straightforwardly by using the words or phrases that we exactly mean.
On the other hand, we can also say it in an imaginative way to create
an image or suggest an idea.
The teacher will post pictures on the board and let the students formulate
phrases based on them by filling out the missing letters.
1. f_ _g i_ the _hr_at 2. _ain_n_ ca_s and _o_s
3. t_ _ e f_ i_ s 4. f_s_ _ut of _he wa_e_
5. b_sy _s a _e_
Activity
 Discussion of the Lesson
Literal language is used to mean exactly what is written. It is simply stating the facts as they are.
For example:
―It was raining a lot, so I rode the bus.‖
In this example of literal language, the writer means to explain exactly what is written: that he or she chose to
Figurative language is used to mean something other than what
is written, something symbolic, suggested, or implied. It uses words or
expressions with a meaning that is different from the literal
interpretation.Examples are the idioms or idiomatic expressions and
the different figures of speech such as simile, metaphor, hyperbole,
personification, synecdoche and metonymy.
For example:
It was raining cats and dogs, so I rode the bus.
In this example of figurative language, there were not actually
cats and dogs falling from rain clouds,instead, the rain felt so
heavy and large that it was almost as if small animals were falling
from the sky!
1. Simile- is a comparison of two unlike things using ―as or

like‖. Example: Jamie runs as fast as the wind.
Her cheeks are red like a rose.
2. Metaphor- is an implied comparison of two unlike things without the
use of ―as or like‖.
Example: Her voice is music to his ears.
Her eyes were fireflies.
3. Hyperbole - is a figure of speech (a form of irony) in which
exaggeration is used for emphasis or effect; an extravagant
statement.
Example: I am so hungry I could eat a horse.
Her brain is the size of a pea.
4. Personification - is a figure of speech where human qualities
are given to animals, objects or ideas
Example: The flame of the candle danced in the dark.
The sun smiled and chased away the angry clouds.
5. Synecdoche - a figure of speech in which a part is used for
the whole or the whole for a part, the special for the general
or the general for the special
Example: He will bring his wheels to the outing on Saturday.
The hired hands were doing their best to please their boss.
6. Metonymy -is a word or phrase that is used to stand in for
another word.
Example: We must wait to hear from the crown until we make any
further decisions. ( crown - in place of a royal person )
If we do not fill out the forms properly, the suits will be
after us shortly. ( the suits - in place of business people )
7. Idiom-(also called idiomatic expression) is an expression, word, or
phrase that has a figurative meaning.
Example: spill the beans - tell a secret.
―My three-year-old spilled the beans about the surprise
birthday party we were planning.‖
break a leg- something you say to someone you want to wish
luck on.
―Is tonight your big performance? Break a leg!‖
 Task: Pair Activity
The students will look for their partner, then read and answer the activity below.
(1 minute will be allotted for this task)
Write DM on the blank if the sentence before the number is expressing a direct
meaning and HM if there is a hidden or another meaning.
1. I‘m so hungry, I could eat a horse.
2. He was late to dinner.
3. The field is calm and quiet.
4.The sky is full of dancing

stars.
5.I stayed up late last night, I‘m so tired!
ANSWER KEY
1. HM 2. DM 3. DM 4. HM 5. DM
Analysis
Students will answer the following questions orally.
1. How did you arrive with your answers?
2. Do you have a clue in identifying sentences with direct meaning? If so, what is
it?
3. Do you have a clue in identifying sentences with hidden meaning? If so, what
is it?
4. Compare the sentences with direct meaning to the sentences with hidden
meaning.
Abstraction
Based from the discussion of the lesson and the activities given, differentiate
literal language and figurative language
Literal language is used to mean exactly what is written. It is

simply stating the facts as they are.
Figurative language is used to mean something other than what

is written, something symbolic, suggested, or implied. It uses words or
expressions with a meaning that is different from the literal
interpretation.Examples are the idioms or idiomatic expressions and
the different figures of speech such as simile, metaphor, hyperbole,
personification, synecdoche and metonymy.
Application:
Tell whether the underlined phrase in each number used literal or figurative
language. Write L on the space before the number if literal and F if figurative.
_ 1.Cathy‘s favorite snack is bread and butter.

ANSWER KEY2. I worked as a bartender for a year, and it was the tips that
were my bread and butter.
1.literal 3.This assignment is a piece
2. Figurative of cake.
3. Figurative 4. Literal 5. Figurative
4.I saw him
6. Figurative 7. Literal yesterday because we rode in the
8. Figurative same boat.10. Literal
9. Literal
5.She's always complaining that she doesn't have enough
money, but we're all in the same boat.
6. Her eyes are as blue as the sky.
7. The sky is blue for the weather is fine.
8. The young lady is beautiful like a fairy.
9. The baby slept in lap of its mother.
10. I looked for Mary and Samantha at the bus station.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
The learner demonstrates The learner transfers learning by composing and deliv
variety
understanding of: East Asian literature as an art form inspiredofand influenced
effective by nature; relationship of visu
paragraphs,
expressions in topic development, and appropriatepros
and behavior.
EN8OL-IIg-3:
Deliver a self-composed entertainment speech using all the needed speech
conventions.
Objectives:
1. Describe an entertainment speech based from watched video.
2. Deliver a self-composed entertainment speech using all the needed
speech conventions.
3. Display a positive attitude while delivering the speech.
Lesson: Entertainment Speech

Materials:
1. Pictures
3.Activity sheets
References:
2. Internet resources:
http://www.jokes4us.com/pickuplines/sweetpickuplines.html
https://www.youtube.com/watch?v=YZZkw33zkY0
III. LEARNING TASKS
Introduction:
Filipinos are known to be resilient and a happy race in spite of being
tagged once as the world's most disaster-prone nation. Majority of people in the
Philippines can manage to smile, sing, laugh and even throw a joke in the face
of a tragedy. When someone dear to them dies, you can still see the bereaved
family laughing and making funny jokes. When there is flood in the Philippines,
most of the affected people are still able to smile easily or laugh while trying to
help each other. You would even see some people posting pictures online
having some fun while drinking in the middle of a knee-deep flood street!
Preliminary Activity: Let’s Crack a Joke!

The students will be divided into five groups.
Each group will have one representative. Each representative
will give pick-up lines to the class.
Sample Pick-Up Lines
1. ―Your dad must‟ve been retarded, „coz you are special.”
2. “My love for you is like diarrhea. I just can‟t hold it
in.” 3.“Your dad must be a terrorist, because yoh da
bomb!”
4. “We must be near an airport, because my heart just took off when I saw you!”
5. Boy: How many letters are in the alphabet?
Girl: 26!
Boy: I thought there was 21?
Girl: Umm, no!
Boy: "Oh I must have forgotten the letters U R A Q T"
6. Knock Knock Who's
There? Olive
Olive who?
Olive you.
Activity:
 Task 1: The Art of Lying!
The teacher will ask you to watch the video of Rhea Abegail Fatog an
entertainment speech: The Art of Lying. https://www.youtube.com/watch?
v=YZZkw33zkY0
Analysis:
Once you have finished watching you will answer the following questions:
1. What can you say about the video?

2. What kind of speech do you think it is?
3. What makes it an entertainment speech?
Abstraction:
Process Questions:
1. What do you think is the purpose of an entertainment speech?
2. Do you think that when you give series of jokes it can be considered as an
entertainment speech already?
3. Is it also giving moral lesson in life?
The primary purpose of a speech to entertain is to have the audience relax, smile and en
Application:
 Final Task: Stand and Deliver!
You will make an entertainment speech of your own and will
deliver it to the class.
Here are some suggested topics to work on:

 Clean your house in 30 minutes.
 How to impress a girl.
 Breaking up isn‟t hard.
 What to do when you are bored on a lazy Sunday.
 Bad hair day solutions.
ENTERTAINMENT SPEECH RUBRIC
Content/Organizational Skills:
Intro/Attention Getter 5 4 3 2 1
Descriptive/Slo-Mo Language 5 4 3 2 1
Theme 5 4 3 2 1
Transitions 5 4 3 2 1
Organization and Flow of Story 5 4 3 2 1
Creativity /Appropriateness of Topic 5 4 3 2 1
Conclusion/Ending 5 4 3 2 1
Presentation Skills: Physical
Eye Contact/Facial Expression 5 4 3 2 1

Effective use of notes 5 4 3 2 1
Gestures/Movement 5 4 3 2 1
Engagement of Audience 5 4 3 2 1
Use of Visual Aid 5 4 3 2 1
Presentation Skills: Vocal
Rate/Intentional Pauses 5 4 3 2 1
Voice Projection (volume) 5 4 3 2 1
Vocal flexibility/Tone variation 5 4 3 2 1
Concise Word Choice (no fillers) 5 4 3 2 1
Presentation Skills: Mental
Energy & Attitude 5 4 3 2 1

Personality/Creativity 5 4 3 2 1
Composure/Confidence 5 4 3 2 1
General Preparation 5 4 3 2 1
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
variety
paragraphs,
EN8LT- IIc-2.2:
Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
Objectives:
1. Explain how the elements of short story contribute to the theme of a

particular literary selection
2. Describe the important details from the text.
3. Narrate the story by completing the story map.
4. Show appreciation of the lesson by engaging themselves in the activities
Lesson: Elements of Short Story

The Story of the Aged Mother: A Japanese Folktale by Matsuo Basho
Materials:
1. Copies of the text
2. Activity Sheets
3. Story Map
References:

2. Learning Package pp. 45-46 & pp. 139- 140
3. Online:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48295
III. LEARNING
TASKS
Introduction:
Reading literature is like looking a painting or a mural. It is seeing beyond

one‘s eyes. In paintings, we find meanings as interpreted by the artist. The artist
has a way of interpreting his subject. This is the role of literature. It is to make the
reader interpret and imagine what he is reading and to identify himself with it. By
a skillful used of language, the writer places realism and uniqueness in his stories,
poems or essays, as if making the reader feel as if he has experienced it in his life
Elements of a Short Story

Setting- tells the reader where and when the story takes place.
Characterization- creation of imaginary people who appear to be real to
the reader. The writer gives information about the characters in the story.
Plot- A series of events that happens in the story.
Elements of Plot
a. Exposition- gives background information at the beginning of the
story. It introduces the setting, characters, conflict, and
sometimes, what happened in the past.
b. Rising action- the part where the conflict starts getting obvious and
suspense begins to build as the main characters fight to solve the
problem.
c. Climax- the turning point or the point at which the conflict is
resolved.
d. Falling Action- The effects of the climax are shown in this part.
The suspense is lower but the results of the decision or action from
the climax are worked out.
e. Resolution – tells how the struggle ends and ties up and loose end
of the plot
Theme- the ―message‖ presented through the characters and
the plot.
Point of view- the position of the narrator of the story and what
the writer sees from the vantage point.
-1st Person (I, me…)
-3rd Person (He, She, They, Them)
Mood- the feeling that the writer wants the reader to get from a
work of literature such as excitement, anger, sadness, happiness, or
pity.
Tone- the element that reflects the writer‘s attitude towards his or her
subject. It might be humorous, admiring, sad, angry or bitter,
depending or how the writer feels about the subject.
Activity:
Task 1: Silent Reading of the story
Task 2: Check Your Vocabulary
Task 3. WORD WATCH

Directions: In the middle of each Word Chart are words found in the selection.
In your group, give the definition of the word in focus. Then, give examples of
words with similar meanings (SYNONYMS) and words that have opposite
meaning (ANTONYMS). Finally, use the word in a sentence. Write in the circle
below.
Analysis
Comprehension Questions. (Pair work) Answer the questions with a partner.
1. Who are the characters of the story? Who is the protagonist? Who is
the antagonist?
2. Where is the setting of the story?
3. What was the cruel proclamation of the governor?
4. Why did the leader issue the proclamation?
5. How does the poor farmer or youth fell about the proclamation?
6. How did he carry the order? What did he do with his mother?
7. How does the mother feel about her son?
8. How did the mountain of Obatsuyama, which is one of the settings of
the story, contribute to the solution of the problem?
9. What is the conflict of the story?
10. How would you describe the mother? Why?
11. How would you describe the farmer? Why?
12. What is the theme of the story?
13. How did the story end?
Abstraction
Directions: Complete the story map below.
Application/ Assessment
Direction: Answer the following questions in a half sheet of paper.
1. If you were the farmer, what are you going to do with your old mother if
the president of the Philippines wants old mothers to die alone in the mountain?
2. How would you compare the mother with your own mother?
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
variety
paragraphs,
EN8WC-IIc- 2.2.1:
Develop related support sentences
Objectives:
1. Identify the topic and supporting details used in the paragraphs.
2. Write the topic and supporting details used in the given paragraphs.
3. Appreciate the lesson by doing the activity completely.
Lesson: “Topic Sentence and Supporting Details”

Materials:
1. Activity Sheets
References:
2. Learning Module pp. 627-628
3. Online:https://www.internet4classrooms.com/grade_level_help/
writing_sup porting_details_language_arts_fifth_5th_grade.htm
III. LEARNING
TASKS
Introduction:
A paragraph is a series of sentences that support a main idea, or point. A

paragraph typically starts with the main idea or point (also called the topic
sentence), and the rest of the paragraph provides specific details to support and
develop the point. The illustration below shows the relationship between point and
support.
Preliminary Activity
Directions: The teacher will post the copy of a paragraph and ask them to
identify the topic sentence and supporting details used in the paragraph.
StudentsPeople
response in should
my family
be likelove our dog Punch. However, I have several
these:
reasons for wanting to get rid of Punch. First of all, he knows I don‘t like him.
Topic/Point: I have several reasons for wanting to get rid of Punch.
Sometimes he gives me an evil look and curls his top lip back to show me his
Supporting
teeth. The detail: 1. He knows
message I don‘t
is clearly, like him. I‘m going to bite you.‖ Another
―Someday
reason todetail:
Supporting get rid2.ofPunch
Punchsheds
is he everywhere.
sheds everywhere. Every surface in our house
is covered with Punch hair. I spend more time brushing it off my clothes than I
Supporting detail: 3. Punch is an early riser.
do mowing the lawn. Last of all, Punch is an early riser, while (on weekends) I
am not. He will start barking and whining to go outside at 7 a.m., and it‘s my
job to take care of him. When I told my family that I had a list of good reasons
Activity:
for getting rid of Punch, they said they would make up a list of reasons to get
Task 1: Here are fifteen topics. See if you can write main ideas about any five of
rid of me.
them. Put your topic sentences in the spaces provided.
Examples:
Teacher My senior business teacher, Mrs. Catherine, was the
best teacher I ever had.
Fast-food restaurants Given a choice, I prefer a fast-food restaurant to a
diner.
My dog Rusty, my golden retriever, has some odd habits.
Topics Topic Sentences
Task 2: Look at each of the following three paragraphs and then complete the
outline for each paragraph. Notice that words such as first, also, another, and
finally often signal each new item of support.
Being a celebrity is often difficult. First of all, celebrities have to look

Point: almost perfect all the time. There‘s always a photographer ready to
take an unflattering picture of a famous person looking dumpy in old
clothes.
Supporting detail:Celebrities
1. also sacrifice their private lives. Their personal struggles,
Supporting detail: 2.
divorces, or family tragedies all end up as front-page news. Last, and most
Supporting detail: 3.of all, celebrities are in constant danger of the wrong kind of
frightening
attention. Threatening letters and even physical attacks from crazy fans are
People
things a lie for different
celebrity reasons.with.
must contend One common reason is to avoid hurting
Point: someone‘s feelings. For example, a friend might ask, ―Do you like my new
haircut?― If you think it‘s ugly, you might still answer, ―Yes.‖ Another
common
Supporting reason
detail: 1. for lying is to avoid a fight. Say a friend angers you and
Supporting detail:
then asks, 2.
Supporting
―Are detail: 3.
you upset with me?‖ You might answer, ―No,‖ to avoid an argument.
People also lie so that they‘ll fit in, as when you listen to a boring person and
politely say, ―That‘s interesting.‖ In addition, people lie to avoid spending
more time with someone. For instance, you might lie, ―I have to go now.‖
Several factors can interfere with having a good memory. For one thing,
there can be a lack of motivation. Without a real desire to learn or remember
something, you probably won‘t. Also a factor is a lack of practice. To stay
sharp, memory skills, like any other skill, must be used on a regular basis. Yet
another factor that can hurt memory is self-doubt. If you‘re convinced you
won‘t remember something, you probably won‘t. In addition, distraction can
interfere with memory. If you‘re distracted by a television or by conversation
nearby, try to find a quiet environment before trying to commit something to
memory.
Point:
Supporting detail: 2. _
Analysis:
Directions: Look at the following outline of a paragraph. The point is followed by
six facts, only three of which are on target in supporting the point. The other facts
are irrelevant to the point. See if you can check the three relevant statements
of support—the ones that hit the bull‟s-eye.
Point: My dog Otis is not very bright.

1. He‘s five years old and doesn‘t respond to his name yet.
2. He cries when I leave for work every day.
3. He always gets excited when visitors arrive.
4. He often attacks the backyard hedge as if it‘s a hostile animal.
5. He gets along very well with my neighbor‘s cat.
6. I often have to put food in front of him because he can‘t find it
by himself.
Now read the following comments on the six items to see which ones you should
have checked and why.
Explanation
1. Most dogs know their names. Otis‘s unfamiliarity with his own name
reveals a weak memory, and memory is one aspect of intelligence. You
should have checked this item.
2. Even an intelligent dog might be sad when its companions leave the house.
3. Both bright and not-so-bright dogs are happy to see old and new human
friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile
— suggests a lack of analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like
them to. Otis‘s inability to find food clearly indicates poor problem-solving skills.
You should also have checked this item.
As illustrated on the previous page, you want all the details you provide in
a paper to be on target and hit the bull‘s-eye in support of your point.
Abstraction
Topic Sentence is a sentence that expresses the main idea of the

paragraph in which it occurs.
Supporting details provide the information that supports the topic sentence.
You can create supporting details with descriptions, examples, reasons, explanations and comparisons.
Application/ Assessment
Directions: Each point is followed by three statements that provide relevant,
on- target support and three that do not. In the spaces, write the letters of the
three relevant statements of support.
1. Point: I’m a perfect example of someone who has “math anxiety.”
A. I feel dread every time I sit down to take our Friday math quiz.
B. Fear of math is almost as widespread as fear of public speaking.
C. During my last math test, I ―froze‖ and didn‘t even try to answer most of
the questions.
D. I also have a great deal of anxiety when I sit down to write a paper.
E. I turned down a summer job as a salesclerk because I would have had
to figure out how much change customers should get back.
F. I used to be afraid to raise my hand in class, but now it‘s easier for me to
answer questions.
Items that logically support the point:
2. Point: Elephants are very intelligent animals.

A. For years, hunters shot elephants to obtain the ivory from their tusks.
B. Like chimps, elephants can recognize their reflections in mirrors.
C. Elephants tear off branches of trees to use as fly swatters.
D. Elephants have been seen keeping vigil over their dead companions.
E. An elephant can live as long as sixty-five years.
F. Elephants should not be forced to perform in circuses.
3. Point: Drinking coffee can be bad for people.

A. Some people don‘t like the taste of decaffeinated coffees.
B. Coffee in the evening can interfere with sleep at night.
C. As addictions go, coffee is less dangerous than tobacco.
D. Too much coffee can cause the hands to shake.
E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.
F. Most coffees cost under five dollars a pound.
4. Point: If you think school is difficult, it’s even harder for older students.
A. Studies show that more and more adults are returning to school.
B. It takes a lot of work to re-learn study habits.
C. Many older students have family and job responsibilities in addition
to classes.
D. Some older students are afraid of not ―fitting in.‖
E. It is never too late to gain new knowledge.
F. Older students can contribute to class discussions by talking about their
―real-world‖ experiences.
5 . Point: Schools should eliminate the summer vacation.

A. It costs too much money for school buildings to remain empty in the
summer months.
B. Students have more energy than adults.
C. Year-round school can better prepare students for year-round work in
the adult world.
D. During summer classes, schools should be air-conditioned.
E. Students will learn more and forget less if they attend school twelve
months a year.
F. Students won‘t be able to take summer jobs that would provide money
for college.
Tayabas City
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
variety
paragraphs,
EN8G-IIa-9:
Use appropriate grammatical signals or expressions suitable to each
pattern of idea development:
-general to particular
-claim and counterclaim
- problem - solution
-cause-effect
-and others
Objectives:
1. Define problem and solution
2. Write the problem and solution based on the given situation
3. Sympathetically propose solution to the problem shared by a colleague
Lesson: Problem-Solution
Materials:
1. visual aids
2. rubrics
References:
1. K-12 Curriculum Guide pp. 177
2. http://www.studyzone.org/testprep/ela4/a/problemsolutionl.cfm
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effect-
problem-solution-common-text-types-in-the-times/?_r=0
III. LEARNING TASKS
Introduction:
We cannot avoid the fact that we will encounter problems in our lives.
But no matter how hard they are, there are always appropriate solutions
to them.
Write It, Share It, Solve It !
The students will find a partner whom they feel that they are comfortable
working with. In a sheet of paper, each pair will write 2 problems that they
encounter in their life, whether about self, family, school, love life and others.
Then they will exchange their papers to think of pieces of advice that they can
give to each one of them. They will have the pair sharing for 5 minutes.
Activity
Direction:Choose the solution for each of the following problems below. Choose
from the options inside the box. Write the letter of the correct answer on the
space before the number.
PROBLEM
1. Sue loves to eat apples, but lost her two front teeth.
2. Kylie wanted to ride her bike, but when she went to get on it
there was a flat tire.
3.Rose was going on a field trip to the planetarium, but didn't
know anything about the stars.
4. Kate needs to go to the store for milk, but it is raining.
5. Megan forgot her lunch at home.
A. emerging
We are an She asksdivision
if shewhere
can use her mom's
excellence umbrella
is a habit to stayfordry
and allegiance on is
quality hisa pledge.
way to
the store.
B. Her mother drive it to school.
C. Her mom said she would cut her apple in small pieces so
she could still eat it.
D. She went to the bike shop with the flat tire and had it repaired.
E. She went to the library in school and took out some books on stars.
ANSWER KEY
1.C 2.D 3.E 4.A 5.B

Task 2: Underline the problem and encircle the solutions presented in the
paragraph below.
How to Relieve Exam

Analysis
Anxiety
Read this paragraph and see how the signal words were applied.
There are certain things which students can do if they suffer from exam
Weightlessness in Space
anxiety. To begin with, they should get a good night‘s sleep the day before the
exam. If Astronauts
they sleep well,
face they
manywillproblems
be able to
in concentrate andby
space caused do weightlessness.
well in the exam
. IfOne
not,ofthis will problems
these cause more stress and
is floating anxiety.
around The second
the cabin. effective
To solve this solution
problem,is to
change their poor
astronauts wearstudy
shoeshabits. If they
that are startwith
coated to study one adhesive.
a special day beforeThis
the adhesive
exam, this
will causetoworry and stress.
theHowever, if they change
food is such habits and start to study
We are an sticks the floor
emerging division whereofexcellence
cabin. Serving
is a habit and allegiance another
for problem.
quality is a pledge. It won't
regularly,
stay put this willtable!
on the give Experts
them confidence
solved this before
problemand during food
by putting the exam. The inlast
and drinks
thing they should
pouches do isIttoonly
and tubes. think positive.
needs to beWhen
mixedthey
withthink positive,
water. they will get
Weightlessness alsorid
of causes
all their fears and
problems worries.
when For example,
an astronaut visualizing
tries to work. themselves
The simple asturning
task of a student
a
who has aorhigh
wrench mark before
a doorknob can the exam can
be difficult. make
Since them
there feel
is no better.toInkeep
gravity summary,
him
getting
down,a when
good he
night‘s sleep,
exerts changing
a force in onetheir poor study
direction, habits and
the opposite forcethinking
may flippositive
him
areover
effective solutions
completely. Totosolve
deal with
this exam anxiety.
problem, he must be very careful about how
much force he uses to do these simple tasks. Here on earth, life is much
simpler, thanks to gravity.
Abstraction
A problem is something that causes trouble for the character in a story or sentence.
The solution is how that character solves, or fixes the problem.
Problem-Solution uses signal words like because, one part of, as a result, consequently, this led to, if…the
Assessment
Task 1: Problem and Solution
Task 3:
Write a Problem-Solution essay on the following topics: Be guided by the criteria
below.
A. Nowadays many people have access to computers on a wide basis and a

large number of children play computer games.
Guide Question: What are the negative impacts of playing computer games and
what can be done to minimize the bad effects?
B. Students low academic performance is one of the problems encountered by

youth nowadays.
Guide Question: What are the things that affect the students‘ academic
performance and how can the students themselves address the problem?

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

"I am strong" he told them on hearing their story. "I

“Well, I'm pleased that you think so highly of me

Korean Beliefs and Practices

WRITING AN ESSAY RUBRIC

CRITERIA Excellent Proficient Developing Beginning

ORGANIZATION The introduction is The introduction The introduction There is no clear

Content Standard: Performance Standard:

EN8LT-Ih-3: Explain how a selection may be influenced by culture, history, environment, or

1. Discover some practices, beliefs, or modes of behavior of the people of selected

3. Convey through words or actions the value of sacrifice.

II. LEARNING CONTENT

Lesson: “The Soul of the Great Bellt” (Korean Folktale)

2. Copies of the Literary Text

1. K to 12 Curriculum Guide (May, 2016) p. 120

2. Learning Package pp. 33-42

 Task 4: Spin a Story Wheel!

Here are some suggested scenes but you may

envelope from the Mighty Emperor

Point for localization:

Point for contextualization:

ORAL PRESENTATION RUBRIC

The letter is The letter is eye- Letter appears Letter is unattractive

RUBRIC FOR SINGING

Content Standard: Performance Standard:

II. LEARNING CONTENT

Respond to each statement:

Write Agree if you agree with the given statements.

Write Disagree if you disagree with the statements.

1. Japanese often send money to bereaved friends as an expression of

2. Number 4 is considered lucky in

Content Standard: Performance Standard:

1. Identify the different kinds of graphs and tables

3.Express appreciation of the lesson by participating actively in the prepared

II. LEARNING CONTENT

1. K to 12 Curriculum Guide (May, 2016) p. 179

A good graph or chart can show as much as several paragraphs of words.

Identify the different kinds of graphs shown on the board.

• A pictogram is a special type of bar graph. Instead of using an axis with

1. What is the largest number on the vertical scale?

What was the average height in cm for Granny's Bloomers?

What was the average height in cm for No Fertilizer?

7. How many sectors are in this circle graph?

3. How many students are late on Friday?_

4. On which days are the most students late?

5. How many more students were late on Monday than Tuesday?

No. Name Country Time

6. How many cyclists were from the USA?

7. State the slowest time record.

8. Who was in the lead for this part of the race?_

the third in the line? _

10. How many countries were presented in the table?

Content Standard: Performance Standard:

3. Express enjoyment in reading the short selections from Korea by participating

II. LEARNING CONTENT

2. What particular event or circumstance in the story has contributed to

Content Standard: Performance Standard:

EN8G-IIg-9: Use appropriate grammatical signals or expressions suitable to each pattern

1. Define cause and effect.

2. Use appropriate grammatical signals or expressions suitable to each pattern of idea

3. Show awareness on the issues and problems encountered by Filipinos

II. LEARNING CONTENT

Lesson: Cause and Effect Relationship