Lesson Plan in English 8 q3

Republic of the Philippines
Department of Education
REGION IV A – CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY
CONDE LABAC INTEGRATED SCHOOL
CONDE LABAC, BATANGAS CITY
LESSON PLAN IN ENGLISH 8
Quarter 3
Teaching Date: April 3, 2023 (Earth)
April 5 2023 (Venus)
I – MOST ESSENTIAL LEARNING COMPETENCY

. Analyze literature as a mirror to a shared heritage of people with
diverse backgrounds
I Lesson Objectives:
1. Recognize the relationship of culture, heritage, and diversity in understanding
literary works;
2. Unlock the meaning of difficult words through contextual clues; and
3. Cite the important details presented in the given literary works.
II Learning Content:
Topic: Analyze Literature as a Mirror to a Shared Heritage of People
with Diverse Background
English – Grade 6 Alternative Delivery Mode

Quarter 3 Modules
First Edition, 2020
Department of Education – ZAMBOANGA PENINSULA
ENGLISH 8 LEAP of Michaella R. Rada- SDO Tayabas
III. Learning Tasks:

ACTIVITY A.
To examine your prior knowledge of literature, its definition, types, and concepts,
answer the pretest below.
1. This most commonly refers to creative imagination works, including poetry,
drama, fiction, nonfiction, and in some instances, journalism, and song.
A. Culture B. Literature C. Film D. Heritage
2. This refers to the existence of variations of different characteristics in a group of
people. These characteristics could be everything that makes us unique, such as
our cognitive skills and personality traits, along with the things that shape one's
identity. This refers to _____
A. Population C. Individual Differences
B. Diversity D. Customs
3. This influences the views, the values, the humor, the hopes, the loyalties, and the
worries and fears of the people. What is this?
A. Culture B. Heritage C. Diversity D. Literature
4. This discusses our legacy from the past, what we live with today, and what we
pass on to future generations.
A. Culture B. Heritage C. Diversity D. Literature
5. These are the two major forms of literature
A. Poetry and Short Stories C. Prose and Novels
B. Poetry and Proverbs D. Prose and Poetry
Address: Conde Labac, Batangas City

Contact No.: (63) 0998 997 6778
Email: 301473@deped.gov.ph Changing Lives, Igniting Success
FB Page: @Conde Labac Integrated School
School ID: 301473
Processing Questions: 1. What feeling is expressed in the poem? 2. What belief of Thai people do you think is
emphasized in the poem? 3. Do Filipinos and Thai people have the same belief? How can it be proven?
Activity B; Discussion of Literature, Heritage and Culture
Analysis
Read, Analyze and Interpret Directions: Read the literary work below. Then answer the questions that follow by
writing the letter of your answer on a separate sheet of paper.

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School ID: 301473
1. What is the vision of the author in the poem? A. People need to work harder and work together to realize a vision.
B. People of Burma should not be contented C. People of Burma should have a big or wide vision to become
progressive D. People need to dream of having freedom
2. Based from the poem, what is happening to the author's country, Burma? A. Burma is fighting for freedom. B.
Burma is experiencing war. C. Burma is suffering from hunger and poverty. D. All of the above-mentioned. 3. What
should the people from Burma do to overcome the problem mentioned in the poem? A. They should extend help to
one another. B. They should help the government. C. They should rise like a beautiful lotus. D. They should be
contented with what is happening. 4. And freedom is out of reach, eaten and battered by life, death, and diseases of
the mind and spirit swallowed up by gloominess. The underlined word means _______ A. Darkness B. Worries C.
Alive D. Inspiration 5. The above text is an example of ___________ A. Poetry B. Prose C. Short story D. Novel
Assessment 3. How I Understood it! Directions: Read and analyze the poem, then answer the questions base from
how you understood the poem. Write your answer on a separate sheet of paper.

Contact No.: (63) 0998 997 6778
School ID: 301473
Questions: 1. Who is spoken to in the poem?

_______________________________________________________________ 2. What fear is expressed? How is
this fear expressed? ________________________________________________________________ 3. Is it common
for promises not to be kept? Explain. _______________________________________________________________
4. If a promise given to you were not kept, what would you do?
_______________________________________________________________
Abstraction:
1. What makes poetry different from prose?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ 2. How can literature mirror
the culture of people with diverse backgrounds?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Practical Activity: POEM WRITING

Haiku is Japanese poetry composed only of seventeen syllables, arranged in five, seven, five
syllables. Its subject is purely about nature. This will examine your artistry and creativity.
Write your answer on a separate sheet of paper.

Contact No.: (63) 0998 997 6778
School ID: 301473
Assessment
LESSON PLAN IN ENGLISH 8

Quarter 3
Teaching Date: April 4, 2023 (Earth)
April 6, 2023 (Venus)

Contact No.: (63) 0998 997 6778
School ID: 301473
. Analyze literature as a mirror to a shared heritage of people with
diverse backgrounds
1. Recognize the relationship of culture, heritage, and diversity in understanding
literary works;
2. Unlock the meaning of difficult words through contextual clues; and
3. Cite the important details presented in the given literary works.
Topic: Analyze Literature as a Mirror to a Shared Heritage of People
with Diverse Background

Quarter 3 Modules
First Edition, 2020

ACTIVITY A.
Watch the videos about the history, culture, beliefs and traditions of Thailand, Egypt and Philippines (see the given
links below). Then answer the given activity right after watching them.
Enumerate the different culture, beliefs and traditions that you learned from the video.
You are now tasked to

read the story of “The
Two Brothers”. Kindly
go
to this link
http://www.touregypt.net/taleoftwobrothers.htm for a
Contact No.: (63) 0998 997 6778
School ID: 301473
copy of the story. After reading, try to find out some similarities of
Egyptians to Filipinos in terms of culture, beliefs, respect and love for
family and reverence to God as depicted in the selection by
answering the following:
1. Why did the wife get jealous of Bata?
________________________________________________________________________
________________________________________________________________________
2. What did the wife do to get the attention of Anpu? Do you agree with
what she had done? Why?
________________________________________________________________________
________________________________________________________________________
3. If you were Bata, what would you do? Do you agree with him in leaving
the house? Why?
________________________________________________________________________
________________________________________________________________________
4. If you were Anpu, would you believe your wife‘s explanation?
________________________________________________________________________
________________________________________________________________________
5. Are you in favor with the beliefs and traditions they practice? Which of
those bring unity and harmony? Which do not?
________________________________________________________________________
________________________________________________________________________
6. Enumerate those traditions of Egyptians which are similar to ours as
Filipinos.
________________________________________________________________________
Abstraction
Using the Venn diagram compare yourself with Makato and Bata from the two folktales that you have read. Be
guided by the following questions: 1. What traits do the three of you share? Write your answer in between the three
circles. 2. Write your character traits, which are different from Makato and Bata, inside the number 1 circle. 3. Write
Makato’s character traits, which are different from yours, inside the second circle. 4. Write Bata’s character traits,
which are different from yours, inside the third circle.
Application
Answer the following questions:

1. What country is described in the selection? ______________________
2. What knowledge and information did you get after reading the story?
__________________________________________________________________________________
__________________________________________________________________________________
3. Describe what you feel after reading the story.
__________________________________________________________________________________
__________________________________________________________________________________
4. Do you think Egyptians and Filipinos have common interests, culture, or similar
customs and traditions?
__________________________________________________________________________________
__________________________________________________________________________________
5. What make Egyptians different from Filipinos?
__________________________________________________________________________________

Contact No.: (63) 0998 997 6778
School ID: 301473
Teaching Date: April 5,2023

1. Examine biases (for or against) made by the author EN8RC-IIIg3.1.12
5. Use appropriate cohesive devices in various types of speech
Topic: Cohesive Devices
English –Alternative Delivery Mode

Quarter 3 Modules
First Edition, 2020

Preliminary Activity 1. Read the following group of sentences below. Try to get the thought that it implies.

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School ID: 301473
a) By 5:45 A.M., when power was restored, the dying fires and sleeping bodies huddled around the fireplaces all
over town resembled pioneer encampments. b) Nothing relieves the monotony of daily routine like an unexpected
incident or adventure. c) The “Great Blackout”, as we called it, was such an event. d) When the lightning struck a
main power line at 6:32 P.M., all power stopped abruptly. e) The adventure began when the storm blasted through
the area and the lights flickered. f) The Great Blackout was a night to remember. g) Most homes reverted to
nineteenth-century means of heat and light: candles, oil lamps, and heat fires. 2. Now, on a separate paper arrange
those jumbled sentences to form an organize paragraph. 3. After you arranged and linked the sentences into a
paragraph, can you now clearly get the thought?
Learning Task 1: Choose the letter of the word that correctly identifies the appropriate transition word or phrase.
Then underline the kind of transition you have used. 1. Jake is poor; _________________, he does not resort to
begging to survive A. despite B. however C. because D. therefore (Contrast, Conclusion, Time, Reason) 2. Many
students complained that the test was difficult, ___________ many students managed to score full marks A. yet B.
because C. so D. even (Contrast, Comparison, Example, Conclusion) 3. The students ran to the field _________ they
heard that there was a Nescafe truck giving away free ice cold coffee. A. unless B. despite C. although D. when
(Comparison, Time, Summary, Order/Sequence) 4.____________I didn't like to spend time reading in class, but I
enjoy it now. A. Initially B. Eventually C. Next D. Overall (Addition, Sequence, Result, Example) 5. My brother is
my best friend. He is always willing to go the extra mile to help me. ______, the other day he helped me study until
1:00 AM. A. Furthermore B. As a result C. For example D. Additionally
Learning Task 2: Sort the following words into different functions of cohesive devices
Learning Task 3: Rewrite the following passages by filling in the blank spaces with suitable linking words from the
lists given at the end of each passage. A. The methods of reading often vary in accordance with the contents of
books, (1)__________ all books should be read with equal seriousness. Amusement is not the major objective of
reading (2)__________ a good book, (3)__________it is a novel or a biography or a drama, always deals with some
aspect of knowledge (4)__________ helps us to know life better. It is (5)__________ said (6)__________books are
the best teachers. [Therefore, because, but, whether, and, that] B. When the examination was over, my friends
(7)__________ I decided to go on quick getaway (8)__________ we could not decide the exact place
(9)__________ we would spend our retreat. Some of us wanted to go to amusement park, others proposed a resort. It
was of course felt (10)__________ the trip should not be very expensive. [And, where, that, but] Source:
https://jharaphula.com/cohesive-device-linking-words-exercises
Learning Task 4: Read the article below. Encircle the cohesive devices used. Afterwards, determine the function of
each cohesive device. MENTAL HEALTH TOLL OF PANDEMIC ‘DEVASTATING’ – WHO
Instruction: Find two (2) different samples of informative speech or other forms of articles found in print materials

Contact No.: (63) 0998 997 6778
School ID: 301473
that discusses timely and relevant topic: e.g. COVID-19 Vaccine, COVID-19 (new variants), etc. Identify and
categorize the cohesive devices used by highlighting or underlining the words in the article. On a separate sheet of
paper, list down the cohesive devices, and form a chart to group them according to usage. In checking outputs, the
teacher will tally the highlighted words in the article to the cohesive devices written in the chart. Moreover, it must
be determined whether the student categorized correctly each cohesive device.

Contact No.: (63) 0998 997 6778
School ID: 301473
Teaching Date: April 11, 2023
MELCs: Use parallel structures
1. Identify errors in faulty parallelism
2. Recognize sentences with parallel structures.
3. Write sentences with parallel structures.
II Lesson: Parallelism
Quarter 3 Modules
First Edition, 2020
Department of Education – Caraga Region/ CALABARZON/ZAMBOANGA
III Methodology/Learning Tasks
Activity: Spot the Difference:

(five pictures shall be presented in ppt)
Analysis: Recognizing Parallel Structures

( 10 items shall be presented in ppt)

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School ID: 301473
Recognizing Faulty parallelism: Which is wrong in these sentences? How are you going to correct them?
1. She prefers staying at home to parties.
2. My report received a low grade more for its mistakes than what was said in it.
3. These plants need water and looking after.
4. We judged people for what they do rather than for their words.
5. We decided to walk home rather than waiting for the school bus.
Board work: Correct the faulty parallelism in these sentences:

6. Claire likes climbing up and climbing the tree while Sophie likes to climb up and climb the hill.
7. The actors were Russian, Italian and one from England.
8. It is easier said than do.
9. You can improve your chances of winning by eating properly, slept regularly and exercising daily.
10. Good speech must be audible, logical and have clarity.
Abstraction:
What are some ways to correct a faulty parallelism based on examples you analyzed?
Application: Create 10 sentences about yourself with correct parallel structures.
Prepared by: Checked by:

ANGELYN A. ATIENZA REBECCA R. PAGCALIWAGAN
SST-III Principal IV

Contact No.: (63) 0998 997 6778
School ID: 301473
Date: April 13-14 2023

(used as a seat work while the teacher is absent)
Quarter 3 Modules
First Edition, 2020

Activity: Rewrite these sentences with correct parallel structures.
1.I like both to read books and watching movies.

2.Wen gets her daily exercise by walking her dog, going for a bike ride, and cleaning her house.
3.Would you prefer the graceful owl, rats, or a sneaky cat as your pet?
4.The difference between rural and country living is the height of the buildings and the big population.
5. Stress makes it difficult to exercise regularly and have stable relationships.
6. The walls in my room are painted white, gray, and they are painted pink, too.
7. Some of my favorite activities are playing board games, dancing, and to swim.
8. I think multiplying numbers is easier than to divide numbers.
9. Sea otters spend their days foraging for food, sunbathing on rocks, and to graze in kelp forests.
10. Did you know otters eat, sleep, and they give birth in the water?
Instruction: Determine the following sentences are parallel in structure. Write (P)
if Parallel and (NP) if not Parallel.
1. Sharon bought a scarf, a teddy bear and a sketchbook.
2. John wanted to travel by car, by train, and then take a bus.
3. They like playing games, riding bicycles and cooking food.
4. Marianne is a good writer, volleyball player and pianist.
5. The entourage will go to Paris, to London and Chicago.
6. James sang, performed and then he went outside.
7. He throws garbage, he grabs wallets, and he runs away.
8. Jenny is in either the classroom or the laboratory.

Contact No.: (63) 0998 997 6778
School ID: 301473
9. Michael anticipates both to earn a salary and to get a bonus.
10.The weather report was neither accurate nor fair.
11.You can either go with family or friends.
12.The dogs broke not only their chains but also snarled at the guests
Date: April 17-18 2023

(used as a seat work while the teacher is absent)
Quarter 3 Modules
First Edition, 2020

Activity: Rewrite these sentences with correct parallel structures.
1. The walls in my room are painted white, gray, and they are painted pink, too.
2. Some of my favorite activities are playing board games, dancing, and to swim.
3. I think multiplying numbers is easier than to divide numbers.
4. Sea otters spend their days foraging for food, sunbathing on rocks, and to graze in kelp forests.
5. Did you know otters eat, sleep, and they give birth in the water?
6. They can roam the shore and to swim at sea.
7. Otters enjoy playing in the waves and to dive for food.
8. Thick fur, oily skin, and they have blubber to stay warm. (rephrase/revise the sentence)
9. Sea otters are social, smart, and they are funny.
10. Sharon bought a scarf, a teddy bear and sketchbook
11. I was exhausted, irritable and wanted to eat.
12. Jan appeared on a talk show, visited with Angelina and meeting with Tom Cruise.
13. The fruit is available in spring, in summer or winter
14. After eating two hamburgers, a milkshake and paying his bill; John left.
15. Every morning on the camping trip, Jane started a fire, fried bacon and a large pot of coffee was
made.
16. The seafood resto serves old shrimp, lettuce which are brown and the rolls are stale.
17. John turns off the lights, locked the door and the alarm is set.
18. To teach is have to inspire young minds.
19. From one direction came the mob, and the police came from the other.
20. He served accurately, with speed and without exerting too much effort.

Contact No.: (63) 0998 997 6778
School ID: 301473
Teaching Date: April 19-20,2023

1. Examine biases (for or against) made by the author EN8RC-IIIg3.1.12
2. Analyze intention of words or expressions used in propaganda
techniques
3. Determine various social, moral, and economic issues discussed in the
text listened to
EN8LC-IIIh-7.4
4. Analyze literature as a mirror to a shared heritage of people with
diverse backgrounds
6. Use parallel structures
1. Answer the third quarter assessment test
Topic: Literary Elements, Parallelism Cohesive Devices, Author’s Bias

Quarter 3 Modules
First Edition, 2020
Materials: Test Copy

A. Routine: prayer, checking of attendance, giving instructions
B. Test Proper
Prepared by: Checked by:

ANGELYN A. ATIENZA REBECCA R. PAGCALIWAGAN
SST-IIII Principal IV`

Contact No.: (63) 0998 997 6778
School ID: 301473
May 2, 2023
10:20-11:00 Earth

Analyze literature as a mirror to a shared heritage of people with
diverse backgrounds
1. Review the elements of a short story.
2. Conduct a silent reading activity of the short story: Rumpletiltskin.
3. Discuss the selection through inquire/question-answer chain.
4. Write a plot diagram of the short story Rumpletiltskin
Topic: Story Elements
References: English – Grade 6 Alternative Delivery Mode

Quarter 3 Modules
First Edition, 2020
WOA fairytales @ youtube.com
III Methodology
Activity: Learning Task 1: Viewing of a lecture: Story Elements
Learning Task 2: Silent Reading Activity: Rumpletiltskin
Analysis:
Learning Task 3: Questions to Ponder
1. Who are the characters in the story?
2. What is the social condition presented in the story?
3. What are the series of problems encountered by the character in the story?
4. How did the character resolve his/her problem?
5. What particular culture or tradition is portrayed in the story?
Abstraction:
Learning Task 4: Give the plot of the short story Rumpletitlskin.
Application:
Learning Task 5: Write the story analysis of Rumpletiltskin. Discuss the characters and characterization,
setting, conflicts, climax, resolution, end and theme of the story.

Contact No.: (63) 0998 997 6778
School ID: 301473
May 4, 2023
Venus
10:20-11:00 Earth

diverse backgrounds
2. Conduct a silent reading activity of the short story: The Aged Mother
4. Write a plot diagram of the short story The Aged Mother

Quarter 3 Modules
First Edition, 2020
III Methodology
Learning Task 2: Silent Reading Activity: The Aged Mother
Analysis:
5. What Is the surprising ending in the story?
Abstraction:
Learning Task 4: Give the plot of the short story The Aged Mother.
Application:
Learning Task 5: Write the story analysis of The Aged Mother. Discuss the characters and characterization,
setting, conflicts, climax, resolution, end and theme of the story.
May 5, 2023

Contact No.: (63) 0998 997 6778
School ID: 301473
diverse backgrounds
2. Conduct a silent reading activity of the short story: The Soul of the Great Bell.
4. Write a plot diagram of the short story The Soul of the Great Bell

Quarter 3 Modules
First Edition, 2020
III Methodology
Learning Task 2: Silent Reading Activity: The Soul of the Great Bell
Analysis:
5. What Is the surprising ending in the story?
Abstraction:
Learning Task 4: Give the plot of the short story The Soul of the Great Bell.
Application:
Learning Task 5: Write the story analysis of The Soul of the Great Bell. Discuss the characters and
characterization, setting, conflicts, climax, resolution, end and theme of the story.
May 8, 9, 10, 11

Contact No.: (63) 0998 997 6778
School ID: 301473

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Lesson Plan in English 8 q3

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Republic of the Philippines

I – MOST ESSENTIAL LEARNING COMPETENCY

English – Grade 6 Alternative Delivery Mode

ENGLISH 8 LEAP of Michaella R. Rada- SDO Tayabas

III. Learning Tasks:

Address: Conde Labac, Batangas City

Activity B; Discussion of Literature, Heritage and Culture

Address: Conde Labac, Batangas City

Address: Conde Labac, Batangas City

Questions: 1. Who is spoken to in the poem?

Practical Activity: POEM WRITING

Address: Conde Labac, Batangas City