DEPARTMENT OF EDUCATION

REGION 2
RIZAL REGION NATIONAL HIGH SCHOOL
RIZAL, ALICIA
ISABELA

TEACHER : ETHEL KATE M. REYES

WEEK:

DAY:
DATE :APRIL 24, 2023
SECTION : 8- APPLE, ORANGE, MANGO, GRAPES

I. OBJECTIVES
A. Content Standard:
B. Performance Standard:
The learner demonstrates understanding of: South and West Asian
literature as an expression of philosophical and religious beliefs;
information flow in various text types; reality, fantasy, and opinion in
listening and viewing materials; word decoding strategies; and use of
information sources, active/passive constructions, direct/reported speech,
perfect tenses, and logical connectors in journalistic writing
The learner transfers learning by composing a variety of journalistic
texts, the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and appropriate prosodic features, stance, and
behavior.

I. C. LEARNING COMPETENCY EN8LT-IVe-12: Appreciate literature as an expression of philosophical

and religious ideals.

EN8OL-IVh-3.7: Use effective non-verbal communication strategies:

gestures and body movements and eye contact, etc.

I. II. LEARNING CONTENT

A. LITERATURE Rubaiyat of Omar Khayam
B. GRAMMAR
C. TYPE OF TEXT
III. LEARNING MATERIALS
A. REFERENCES 1. 1. K-12 Curriculum Guide ( May 2016 ), p. 30 2.
www.ef.com/english-resources/english-grammar/direct-
and-indirect-speech/ 3.
www.myenglishpages.com/site_php_files/grammar-
lesson-reportedspeech.php
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning 1. Laptop and TV
Resource (LR) portal
B. Other Learning Resources Chalk, board
III. PROCEDURES
A. Reviewing previous lesson or Persian literature refers to the body of writings in Modern Persian,
presenting the new lesson the form of the Persian language that emerged in the 19th century,
especially in northeastern Iran. The first writings in Modern

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussion of new concepts and
practicing new skills #1
E. Discussion of new concepts and
practicing new skills #2
F. Developing mastery (Leads to Formative
Assessment 3)
G. Finding Practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Persian were in verse. As prose translation from Arabic were
made, improvements based on Arab literary conventions and the
use of literary devices, were introduced.
BUILDING YOUR VOCABULARY Match the words in
Column A with their definitions in Column B.
____1. turret a. a large inn
____2. anon b. soon
____3. vintage c. rundown
____4. caravanserai d. an earlier model
____5. battered e. projecting tower
f. disappeared
Task 1: Poem Reading
Task 2: Poem Recitation
Identify what is the author‗s concept of life and death.
Answer this using a concept map. Be guided with the
steps written below: The steps in doing a concept map •
Write the major idea at the center • Encourage students to
use their own words. • Check to make sure the
connections are valid and clear. • Share your concept map
to your classmates.
WRITING AN EXPERIENCE
Directions: Choose a passage from the poem, ―The Rubaiyat of
Omar Khayam, and write your reflections on it.
Example: The Bird of Time has but a little way, To fly -- and Lo!
the Bird is on the Wing.
Pointers for writing a reflection
1. Interpret the meaning of the lines by paraphrasing or re-stating
them.
2. Relate an experience in your life or observation around you that
will help explain or illustrate the meaning of the lines.
3. Conclude with your own view of the passage. Do you agree or
believe in it? Is it an Afro-Asian or universal concept? How does it
influence one‗s attitude in life?
Group Performance (Speech Choir)
The students will perform selected stanzas from the poetry and will
deliver it via speech choir.
J. Additional Activities for application of
remediation

IV. REMARKS
V. REFLECTION

a. No of learners who earned 80% in the

evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learner who continue to require
remediation
Which of my teaching strategies work
well? Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me
solve?
What innovation or localized materials did I
use/discover which I wish to share with
other teachers?

CHECKED BY:
JULIETA M. DOMINGO, EdD
PRINCIPAL IV