Lesson Exemplar in English 8 using the IDEA Instructional Process

b School FPFMNHS Grade Level 8

Name of Teacher SARENA B. CAMBA Learning Area English
Teaching Date 4 days Quarter 2nd
Teaching Time 1 hour per day
LESSON EXEMPLAR Learning Modality: No. of Days
4 days
Online Distance Learning

I. OBJECTIVES

A. Content The learner demonstrates understanding of: African literature as a means

Standard of exploring forces that human beings contend with; various reading styles vis
– à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and delivered
orally; and parallel structures and cohesive devices in presenting information.

B. Performance The learner transfers learning by composing and delivering an informative

Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning At the end of the lesson, learners are expected to:

Competencies/ 1. evoke the important parts of the story;
Objectives 2. write their own trickster tale;
3. appreciate message of the story.
C. Most Essential
Learning
Competencies
(MELC) Compare and contrast opinions with those presented in familiar texts
(if available write
the indicated
MELC)
D. Enabling
Competencies
(if available write Predict the gist of the material viewed based on the title, pictures, and
the attached excerpts
enabling
competencies)
II. CONTENT Outwitting the Crocodile
by Chok Yoon Foo (Malaysian Folktale)
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s
Guide Pages
c. Textbook
Pages
d. Additional
www.topics-mag.com/folk-tales/folk-tale-cleverness-mayl.htm
Materials from
Learning
https://www.youtube.com/watch?v=BOtYfdntoTE
Resources
B. List of Learning
Resources for
https://www.youtube.com/watch?v=vDDI26P6bZU
Development and
Engagement
Activities
IV. PROCEDURES
A. Introduction Routinely Activity:
(Day 1)
The teacher welcomes the learners and conducts the opening
activities. (opening prayer and checking of attendance)
Learning Objectives:
The teacher will present the learning objectives to the learners
to guide them to meet the targets of the lesson.

Task 1: Animalistic Side

A deer or a crocodile?

 The teacher will show the pictures of a deer and a crocodile.

 Students have to choose between the two animals which they think
best represents them. They have to justify why they have chosen such
animal by giving its characteristics.
 After this, the teacher will tell them to discover the connection of this to
their lesson this day.

Task 2: It’s a Prank!

Students will be asked to watch the video which will be played

by the teacher.
 https://www.youtube.com/watch?v=vDDI26P6bZU

After watching, students have to give their insights about the funny video.

Motive questions:
Have you ever been outwitted by someone? What did you feel?
B. Development
(Day 2) Task 3: Wise is Nice!

Read and study the meaning of the following words in each picture.
 Wise Check!
Directions: Use the appropriate word to complete the sentence below.
Write your answer on the blank.

1. He always manages to _______________ his opponents.

2. We must celebrate your victory with a _______________.
3. You are really ___________ because none has thought about that idea.
4. For you to win a game, you must have enough _________________.
5. It was a _______________experience that everyone wishes for.

Answer Key:

1. outwit
2. feast
3. clever
4. ingenuity
5. splendid
Task 4: The Animals Show

The teacher will present short background information about the

author of the story and the country where the story originated.

Students will be asked to watch and analyze the story presented

through a video.

Outwitting the Crocodile

by Chok Yoon Foo (Malaysian Folktale)

https://www.youtube.com/watch?v=BOtYfdntoTE

Let’s Have a Talk Show!

Answer the following questions:

1. What does the title imply?
2. Who are the characters in the story? Distinguish them through their
characteristics.
3. How tricky is Sang Kancil?
4. Do you admire Sang Kancil’s wit?
5. If you were Sang Kancil, how will you outwit Sang Buaya?
6. If you were Sang Buaya, would you have been tricked by Sang Kancil?
Why or why not?
7. If you will be given a chance to change the ending of the story, what would
it be?
C. Engagement
(Day 3)
Task 5: Show Your Wit!

Retell the story by using the pictures below. Each picture must have at
least 2 sentences and make sure to use the words from task 3.

________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________________
________________________________________________________
________________________________________________________
 ________________________________________________________
________________________________________________________
________________________________________________________

________________________________________________________
________________________________________________________
________________________________________________________

Motive questions:
Have you ever been outwitted by someone? What did you feel?

D. Assimilation Task 6: Tell through Your Own Tale!

(Day 4)
Story-Making
Students will be asked to make their own trickster tale. The rubrics below will
serve as their guide.

CATEGORY Excellent Good (3) Fair (2) Poor (1)

(4)
Characters The main The main The main It is
characters characters characters difficult to
are are are recognize
introduced introduced introduced. the
and clearly and clearly Readers characters
described. described. could have .
Readers Readers confusions
could easily would have about the
distinguish some idea characters.
the of what the
characters. characters
looked like.
Organization The story is The story is The story is Ideas and
very well well a quite hard scenes
organized. organized. to follow. seem to
One idea or One idea or The be
scene scene may transitions aimlessly
follows appear are arranged.
another in a disarranged. sometimes
logical order Good unclear.
with clear transitions
transitions. are used.

Originality/Creativi The story The story The story The story

ty encompasse encompasse encompasse has a little
s original s a limited s a limited evidence
and creative original and original and of
details creative creative originality
 and/or details details and
descriptions and/or and/or creativity.
that descriptions descriptions, Imaginatio
contribute to that but some n of the
the reader's contribute to scenes are author is
enjoyment. the reader's already not
Unique enjoyment. familiar to observed.
imagination Imagination the reader.
of the author of the author Imagination
clearly is is observed. of the author
observed. is a bit
indistinct.
Illustration The story The story The story The story
has has fine has some has many
exceptional illustrations illustrations illustration
illustrations that that are not s that are
that bring somehow pleasing to not
the give visual the reader’s applicable
characters satisfaction eyes. .
to life and to the
gives visual reader.
satisfaction
to the
reader.
Technicalities The story c few or The story The story
has no error minor errors has serious has
in using in using errors in in serious
parallel parallel using errors in in
structure. structure. parallel using
structure parallel
that may structure
distract that may
reading. lose the
reader’s
interest in
reading.
V. REFLECTION The learners in their journal notebook will write their personal insights about
the lesson by completing the prompts below.

I understand that ________________________________________.

I realize that _____________________________________________.

Prepared by:

Sarena B. Camba
Teacher I, English 8

Checked by: Noted by:

Shiela P. Co Gloria L. Marquez, Ed.D.

Master Teacher II, English Department Head, English

Approved by:

Reynante V. Flandez, Ph.D.

Principal IV
 Lesson Exemplar in English 8 using the IDEA Instructional Process
b School FPFMNHS Grade Level 8
Name of Teacher SARENA B. CAMBA Learning Area English
Teaching Date 8 days Quarter 2nd
Teaching Time 1 hour per day
LESSON EXEMPLAR Learning Modality: No. of Days
8 days
Online Distance Learning

I. OBJECTIVES

E. Content The learner demonstrates understanding of: African literature as a means

Standard of exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of meaning;
ways by which information may be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting information.

B. Performance The learner transfers learning by composing and delivering an informative

Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning At the end of the lesson, learners are expected to:

Competencies 1. identify the meaning of unfamiliar words using contextual strategy;
/ Objectives 2. write a letter connected to the theme and message of the story;
3. appreciate the theme and the message of the story.
C. Most
Essential
Learning
Competencies
Recognize positive and negative messages conveyed in a text
(MELC)
(if available write
the indicated
MELC)
D. Enabling
Competencies
(if available
write the
attached
enabling
competencies)
II. CONTENT The Legend of Banyuwangi
(Indonesian Folktale)
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide
Pages
b. Learner’s
Guide Pages
c. Textbook
Pages
d. Additional
Materials from
https://www.youtube.com/watch?v=9XX6KNAsWL4
Learning
Resources
B. List of Learning
Resources for https://www.youtube.com/watch?v=o2xs19E7EgY
Development
 and
Engagement
Activities
IV. PROCEDURES
A. Introduction Routinely Activity:
(Day 1)
The teacher welcomes the learners and conducts the opening
activities. (opening prayer and checking of attendance)
Learning Objectives:
The teacher will present the learning objectives to the learners to
guide them to meet the targets of the lesson.

Task 1: 4PICS 1WORD!

The teacher will show the students some group of pictures and they have to guess what
word associates with the pictures.

1. INDONESIA

2. HUNTER

3. MARRIAGE

4. RIVER

 After this, the teacher will tell them to discover the connection of this to
their lesson this day.

Task 2: Have a Java!

Students will be asked to attentively watch the video which will be

played by the teacher.

The video will give facts about the country of Indonesia.

 http://www.youtube.com/ watch?v=M4a3tOsNkEw

After watching, students have to complete the table below guided by

the following:
1. What do you know about Indonesia? Write it in the first column (K) of the
chart.
2. What else do you want to know about Indonesia? Write your questions in the
second column (W) of the chart.
3. What new things did you learn about Indonesia? Write them in the third
column (L) of the chart.

Indonesia’s K W L

Past
People
Places
Practices

B. Development
(Day 2,3 and 4) Task 3: Fair Pair

Study each pair of words. Explain how the words are related. Then, cite
situations when these words are used.

angry and upset

___________________________________________________________

innocent and guilty

____________________________________________________________

betray and revenge

____________________________________________________________

suspected and confronted

____________________________________________________________

evil intention and spiritual vision

Task 4. Know my Name

Where do you live? What is the name of your hometown? What stories do you
know about your hometown’s name? What about the Philippines? How did it
get its name? Fill in the story map with information about these stories.

HOW ________________________ GOT ITS NAME

Elements
Characters
Setting
Plot

Event 1

Event 2

Event 3

HOW THE PHILIPPINES GOT ITS NAME

Elements
Characters

Setting
Plot

Event 1

Event 2

Event 3

For what reasons did our elders create such stories about origins of names of
places and other things?
___________________________________________________________
___________________________________________________________

What do you think of these stories? How do you think should the present
generation regard them?
___________________________________________________________

Motive question:

What would you do if you think that a loved one is about to betray you?

Task 5: Watch with Love

The teacher will present an information about the text that

students are about to study.
 Did you know that…

“According to 99Englishcorner’s Blog, Banyuwangi is a district located

province of east Java, Indonesia. It is in the eastern part of the Java island n
strait of Bali. Banyuwangi has a mixed culture of Javanese, Balinese, and Ma
influence due to its location.”

Students will be asked to watch and analyze the story presented

through a video.

The Legend of Banyuwangi

(Indonesian Folktale)

Task 6: Watch with Love

How did the name “Banyuwangi” come to be?
Fill in the story map with information about the name “Banyuwangi”.

HOW BANYUWANGI GOT ITS NAME

Elements
Characters
Setting
Plot

Event 1

Event 2

Event 3

Event 4

Event 5
C. Engagement
(Day 5 and 6)
Task 7: Message I Received
Complete the 3-2-1 chart below.
3 Things I Liked In the Story

 _______________________________________________________________________________________
 _______________________________________________________________________________________
 _______________________________________________________________________________________

2 Interesting People Reflected in the Story (Name and Characteristics)

 _______________________________________________________________________________________
 _______________________________________________________________________________________

1 Thing I Do Not Like In the Story

 _______________________________________________________________________________________

Answer the following questions:

1. Who are the characters in the story? What are their roles in the story?
2. If you were Surati, how are you going to make Banterang believe you? Or
will you do the same thing she did?
3. Among the characters in the story, to whom do you compare yourself?

Task 9: Art Attack!

POSGAN – Poster and Slogan Making
Directions: Create and draw a combination of slogan and poster about
“The Legend of Banyuwangi” showing its theme.
RUBRIC

CRITERIA

Concept/ Content 30%

Creativity 25%
Originality 25%
Presentation 20%

Total: 100%

D. Assimilation Task 9: Deal with a Spiel

(Day 7 and 8)

Informative Speech

An informative speech, in its essence, is you talking about your

interests to someone else. It is, of course, a bit more complex than
that but the general concept is this: the speaker is passionate about
something, is well informed, and wants to share one's passion with
others.

Your task is to prepare an informative speech about the things that you
have learned to be presented in class.
V. REFLECTION The learners in their journal notebook will write their personal insights about the
lesson by completing the prompts below.

I understand that ________________________________________.

I realize that _____________________________________________.

Prepared by:

Sarena B. Camba
Teacher I, English 8

Checked by: Noted by:

Shiela P. Co Gloria L. Marquez, Ed.D.

Master Teacher II, English Department Head, English

Approved by:

Reynante V. Flandez, Ph.D.

Principal IV