DETAILED LESSON PLAN

School: Grade Level 8

Teacher: Learning Area English
Teaching Dates and Time: Day 2- Quarter 2nd-W3
1.OBJECTIVES
A. Content Standard
The learner demonstrates understanding of: East Asian literature as an
art form inspired and influence by nature; relationship of visual, sensory, and
verbal signals in both literary and expository texts; strategies in listening to
long descriptive and narrative texts; value of literal and figurative language;
and appropriate grammatical signals or expressions suitable to patters of
idea development.

B. Performance Standard
The learner transfers learning by composing and delivering a brief and
creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.

C. Learning Competencies/Objectives and LC Code

EN8LC-IIc/d/i -7: Employ appropriate listening skills and strategies suited to long
descriptive and narrative texts.
EN8LC-IIc/d-2.13: Determine the tone and mood of the speaker or characters in
the narrative listened to.
EN8LC-IIi-7.2: Employ projective listening strategies with longer stories.
2. CONTENT
Topic: The Story of Osiris and Isis
Skill: Employing appropriate listening skills and strategies, Determining
the tone and mood of the speaker or character
Integration: Araling Panlipunan
Strategy: Tune In, Raise Questions, Listen, Recite and Respond- TQLR
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Curriculum Guide Pages: 181
2. Learners’ Material Pages: None
3. Textbook Pages: English Expressways II, 2007. 42-43, 140
English Arts I, 2000. 218, 236
4. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources:
file:///C:/Users/personal/Downloads/TheStoryofIsisandOsirisText.pdf
4. PROCEDURES
Teacher’s Students’
Activity Activity
A. Reviewing
 previous The students
⮚ Introductory Activity: Let’s Tour!
lesson or share their
presenting the (2 minutes) thoughts about
new lesson Egypt.
What attracted you most about Egypt?
Why?

Very good!

B. Establishing a
⮚ Developmental Activities (Explicit
purpose for the
lesson Approach)
Task 1: Guess It? (2 minutes)
Look at the pictures and guess what the The students
images all about. guess the
images shown
all about.

C. Presenting
⮚ Presentation (1 minute)
examples/ The students
instances - Each images reflects the attitude and listen attentively
of the new emotions of the character. and answer the
lesson - Now, what do you think we will be question.
learning today?
- Yes, we will determine speaker’s or
characters’ tone and mood in a
listening text employing appropriate
listening skills and strategies.
- This text is entitled, “The Story of
 Osiris and Isis” an Egyptian story.

D. Discussing Task 2: Tune In, Raise Questions,

new concepts
and practicing Listen, Recite, Respond-TQLR (Dyad)
new skills #1
The students
Before Listening: (2 minutes) listen attentively
and react or
Tune In comment on the
teacher’s ideas.
● Ask the students, what helped
them make their guess in the
previous activity.
● Let the class read the definition
of tone and mood. Give
examples and ask their ideas
about it.

Tone is the author’s attitude towards

the audience, the subject or the character.

Mood is the atmosphere of a piece of

writing; it’s the emotions a selection
arouses in a reader.

Examples:

a. “Dear Brother,” he implored, “I

beg you to save the land of
Maguindanao from the
monsters.”
-from Indarapatra and Sulayman

b. Mad with desire for revenge,

Lam-ang challenged the fierce
Ilongots to a fight. Determined to
fight his enemies single-
handedly, Lam-ang jumped into
the open plain, armed with the
powerful stone sagang.
-from Biag ni Lam-ang
 Raise Questions

● Read the background of the

listening text and ask the
students to raise questions
about the text.
E. Discussing During Listening: (13 minutes)
new concepts
and practicing
new skills #2 Listen and Recite The students
listen carefully
and recite every
● Tell the class to listen after each part
attentively as the teacher reads of the text read.
each part of the story.

● Tell the class also to write down

the word or words that give the
ideas as to what would come
next. Let them use the grid
below. Let them do this in a
worksheet provided for them.

● Every end of each part of the

story, ask the class their
predictions on what would
come next based on the clues
given in the story.

● Now, I will be reading the first

part of the story. Listen carefully
and attentively.

● Then after each part of the

story, ask questions:
- What do you think will happen
next?
- Ask follow up questions.
- Continue reading to the next part
of the story.
Part
- 1
Do the same process.
The first character
___________
His activity
_________________
His tone/feeling
_____________
The second character
________
His purpose
________________
The students
respond to the
questions ask.
 After Listening:’(2 minutes)
Respond

● Ask the students to answer the

following questions:

1. How did you find the activity?

Was it easy? Challenging?
Why?
2. While listening, how did each
character feel?
In general, what do you feel while listening
to the story?
F. Developing Task 3: Chain Story Telling
Mastery The students
(Leads to (12 minutes) continue the
Formative With the use of the information grid, story started by
 Assessment retell the story using chain story activity. the teacher until
#3) The teacher starts the retelling. it is done.

G. Finding The students

⮚ Valuing (2 minutes)
Practical share their
applications of - Why do we need to know on how thoughts and
concepts and to determine the feeling of the ideas on the
skills in daily speaker or characters in a questions ask.
living literary text?
- In reality, is knowing one’s
feeling important? Why?
H. Making The students
⮚ Generalization (2 minutes)
generalizations share their
and - Based on your notes and thoughts
abstractions answers, how did you know the regarding the
about the feeling or tone of each character lesson learned.
lesson in the story?
- How did you know the mood of
the story?
I. Evaluating
⮚ Assessment: (10 minutes)
learning The students fill
Story Mapping in the story map
Directions: Fill in the story map with the
appropriately with the events provided information and
below. events of the
story.
Main
Setting
Characters Title
and
Supporti Author
ng
Characte Plot
rs
Beginni
ng

Conflict Middle
Ending

J. Additional
⮚ Enrichment: Express It!
Activities for
application or (4 minutes)
remediation Directions: Read the sentences below
and determine its tone/mood depicted. The students
Write the letter of each sentence in the read the
box. sentences and
determine its
A. I want to live emotion/feeling
 Till the sunset of my time. expressed.
And I want to give
All the beauty that is mine. ANSWERS:

B. I am born in a country of courage CHEERFUL: D

and integrity, GLOOMY:C
It is my honor to live with full of PRIDE:B
Dignity AFRAID: E
SICK: A
C. You would never know it.
The constant pain I feel.
Because in the light of day
It almost isn’t real.

D. The sun was bright and the sky

was clear. Anne jogged down the
path with Jay at her side and
smiled about last night's victory.

E. Feeling left out

Feeling like no one understands
Feeling like no one can hear me
When I’m screaming to be heard
Destructive behaviour I have

Source:
https://www.familyfriendpoems.com/poem/myfears

CHEERFUL GLOOMY

TONE
and
MOOD PRIDE
AFRAID

SICK

5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation ____________________

B. No. of learners who require additional activities for remediation __________

C. Did the remedial lessons work? No. of learners who have caught up with the
 lesson ______________________________________________________

D. No. of learners who continue to require remediation ___________________

E. Which of my teaching strategies worked well? Why did these work? ______

F. What difficulties did I encounter which my principal or supervisor can help

me solve? ___________________________________________________

G. What innovation or localized materials did I use/discover which I wish to

share with other teachers? _______________________________________