Department of Education Division of Davao Del Norte

Republic of the Philippines LH-1-01
Revision No. 0
DEPARTMENT OF EDUCATION Effectivity: April 15, 2019
Region XI
DIVISION OF DAVAO DEL NORTE
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506
School: Grade Level: VIII

Daily Lesson Teacher: Learning Area: ENGLISH
Log Teaching Dates and
Quarter: 2ND
Time:
PROGRAM The learner demonstrates communicative competence through his or her understanding of literature and other texts types for a deeper
STANDARD appreciation of Philippine Culture and those of other countries.
GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types for
STANDARD a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual,
CONTENT
sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts; value of
STANDARD
literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective
PERFORMANCE
paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and
STANDARD
behavior.
EN8RC-IIa-2.18: EN8LC-IIa-7: Employ EN8OL-IIa-5: Use the
EN8RC-IIa-2.22:
Relate content or theme EN8WC-IIa-2.8: appropriate listening skills appropriate prosodic
LEARNING Evaluate the personal
to previous experiences Compose effective and strategies suited to features of speech when
COMPETENCY significance of a
and background paragraphs long descriptive and delivering an entertainment
literary text
knowledge narrative texts speech
Listening Comprehension
Reading Comprehension, and Viewing
DOMAIN: Vocabulary Development Oral Language and Fluency Literature
Writing and Composition Comprehension
WEEK NO. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Understand the
1. Define Coordinating character of a
1. Enumerate transition
1. Differentiate Topic Conjunctions using 1. Identify the DO’s and literary text as one
words from a speech
Outline from their own words; DON’T’s during element of a short
viewed or listened;
Sentence Outline; 2. Supply the telephone conversation story (Thai Folktale)
2. Construct a Mind Map
2. Organize ideas in the appropriate in making inquiries. 2. Evaluate the
to create links of ideas
selection into an coordinating 2. Demonstrate observation personal
I. OBJECTIVE from a video being
outline; and conjunction to of proper phone significance of a
S watched; and
3. Express the combine phrases and etiquettes during a role character in a
3. Realize the function of
importance of clauses; and play literary text through
transition words in a
Outlining in 3. Appreciate the value 3. Gain insights on how to a concept map.
paragraph or a
organizing ideas in a of using coordinating make inquiries 3. Grasp
speech.
logical order conjunctions in understanding of
writing compositions. individuals unique
stories of success.
Listening for clues and
Combining Ideas with Demonstrating a
II. SUBJECT Organizing ideas in the Links to Follow the Using Telephone to Make
Coordinating Heightened Sensitivity
MATTER selection into an outline Speaker’s Train of Inquiries
Conjunctions to Others Needs
Thought
 English Expressways  English 8 LM, pages
 English Expressways
II TX, pages 90-101.  English Expressways II 143-147.
II TX, pages 90-101.
III.  English 8 LM – TX, pages 98.  Expressways II TX,
 English 8 LM –  English Expressways II TX,
LEARNIN Embracing our  English Expressways II pages 99.
Embracing our pages 99.
G Heritage pages 196- TM  English Expressways
Heritage pages  English Expressways II TM
RESOURC 197.  Teacher made visual II TM
 English Expressways  Teacher made visual aids
ES  English Expressways aids  Teacher made visual
II TM Manila Paper and Markers
II TM  Manila Paper and aids
 Teacher made visual
 Teacher made visual Markers Manila Paper and
aids
aids Markers
IV. Conduct a review Conduct a Review on the Conduct a Review on the Conduct a Review on the Conduct a Review on
LEARNING through PRE- previous topic. previous topic previous topic the previous topic
TASKS (4A’S) ASSESSMENT.
(Refer to ENGLISH 8 LM
A. REVIEW pages 126-129. This is
to check whether the
leaners are ready to
proceed to Module 2)
B. DEVELOPM Activity: Activity: Activity: Activity: Activity:
ENT OF 1. Let the learners 1. Observe the 1. Have the learners read 1. Let the learners find a 1. The selection
THE recall their following sentences. the explanation on partner and choose role. which you are
LESSON background Notice the how to listen They may exchange roles about to read is a
(STRATEGI knowledge about underlined words effectively; particularly after each turn. Thai folktale. Its
ES) Thailand as one of connected by the on what to do in order 2. Let them perform the theme is centered
B.1 the Philippines’ italicized words. to follow the speaker’s telephone conversation on the Buddhist
ACTIVITY neighbors through You may write this train of thought. and predict what the principle of
B.2 the pictures in on the blackboard to (Refer to page 98, other speaker is saying suppressing one‘s
ANALYSIS page 132 English 8 make sure that English Expressways II (Refer to page 99, earthly desire to
B.3 LM. everyone can see LM) English Expressways II achieve
ABSTRACT 2. Let them read the these sentences. 2. Prepare the learners TX) enlightenment.
ION selection entitled a) Makato never idled for the listening
B.4 Thailand by and never activity. Give a little P1: I am Maggie 2. Draw out the
APPLICATI Dolor on page 93 complained. background on a Concepcion. I am interested Filipino values and
ON for 5 minutes. b) He did every kind of recorded speech to apply for the Youth traits of the
(source: work, yet he which you will ask Exchange Program. Can you character which
http://en.wikipedia.org/ remained cheerful. them to listen to. help me? enable him to
wiki/Thailand) c) Makato had no sister 3. As they listen to and become
1. Divide the class or a brother to take watch the recorded P2: successful and
into 2 (two) care of him. speech. Have them _______________________ better person.
2. Check the d) He tried his luck in a answer the following _______________________ Find out the
student’s far-off land, so he questions: __________ author‘s purpose
comprehension became successful.  What is the main of writing this
skills by asking e) Makato was an idea of the speech? P1: May I know the criteria selection
them the orphan, but he was  What supporting for the selection of scholars?
questions in page able to achieve his details develop the 3. Discover also
95, English goals. main idea? P2: Thai‘s traditions
Expressways II  What do you think _______________________ and beliefs, as
TX. 2. Review a little about is the speaker’s _______________________ well as its
the distinction purpose? __________ diversity of
Comprehension Check: between phrases,  Describe the culture which
 Identify clauses. speaker’s voice and P1: Could you tell me where shaped you as a
Thailand’s 3. Let the learners intonation as he or I can get an application Filipino.
economy identify first the she delivers his or form?
strengths and underlined words her speech. 4. Let the learners
weaknesses. Give whether it is a  To whom was the read the selection
your reactions to phrase or clause. speaker talking? P2: entitled Makato
these. Ask them to label it 4. If unable to download _______________________ and the Cowrie
 Describe clearly on the board the videoclip from _______________________ Shell (Refer to
Thailand’s so that they may YouTube __________ page 144-145
economy and easily be able to (Extemporaneous English 8 LM)
Compare it with respond to the Speech Contest or 3. The Pairs are given an
that of the questions below. Dananjaya allotted time on their 5. Give them 10
Philippines. Heltiarachchi World own to practice. minutes for silent
 The resignation of Simon say Stand Up, Champion of Public 4. Choose a pair to perform reading.
Prime Minister Stand Down… Speaking 2014 – later in front of the class.
Shinawatra It is game in which the Full Speech), you Using Script is Analysis:
caused the baht- leader, Simon, instructs may record a speech discouraged, it should be These questions
dollar value to people to do various or get your learners to on the spot. should be posted on
rise from 39 to actions. The goal is to listen to an actual 5. After a while Provide the board or should
roughly 37. What only do something when speech presentation. feedback after each be flashed on a DLP
can you infer Simon says so, and to do Have them answer the performance. screen before
from this? nothing when he same questions. Analysis: reading.
 What makes doesn’t. Those who does 1. Let the students ponder Guide Questions:
Thailand succeed anything that Simon Analysis: on these questions  Describe Makato.
in tourism? doesn’t say will be the 1. Divide the class into below. What character
one to answer the two and assign a traits does he
3. Their answers questions below. group leader. Guide Questions: possess?
should be in 2. Let them elicit their 1. What are the ethical  What could be the
bullet form and 1. What words are answers to complete behaviors which you reason why
should be written connected by and in the table below. should observe when Makato left his
on a manila sentence 1? Output should be using the telephone? place?
paper that will be 2. What are the two written in a manila  Through inferring
posted and clauses that are paper. 2. Draw out some useful what the
shared to the joined by yet in Main Idea alternative expression character says,
class by selected sentence 2? Supporting when having a does and thinks,
group 3. What are the details telephone conversation. one can recognize
representatives. phrases that are Speaker’s the traits of a
4. Give each group connected by or in Purpose Abstraction: literary character.
time to present sentence 3? Voice and 1. Show a video Cite lines, actions
their output. 4. What are the clauses Intonation downloaded from and thoughts
that are joined by so Abstraction: Mind YouTube entitled which show
in sentence 4? Mapping Sample Dialogue for a Makato‘s traits.
5. What are the clauses 1. Let the class construct Telemarketing Call or  What were those
that are joined by a mind map of the Telephone changes in
but in sentence 5? video that they have Conversation in Eng Makato‘s life after
Analysis: watched. 12 (booking a flight) meeting the king?
1. Check the Analysis: Enumerate.
student’s  Sentence 1 uses and 2. Let the learners listen 2. Ask the learners to  Which of Makato‘s
answers. Elicit to show addition of to the same videoclip complete the table below traits are similar
their answers thought or ideas. that they have highlighting the DO’s and to yours?
and see whether  Sentence 2 uses yet listened and watched DONT’s in telephone  How would you
they were able to to show contrast of during the activity. conversion making nurture and
get the correct idea. This time ask them to inquiries. It should be in enhance your
responses. (Refer  Sentence 3 uses or to list down for the sentence form. positive traits? In
to English join nouns of equal words such as yet, what ways?
Expressways II rank. moreover, while, DO’s DON’T’s  What lessons in
TM page 40.)  Sentence 4 uses so because, for, next, life does the
to show result. secondly, on the other author want to
 Sentence 5 uses but hand, as a result, and convey to you?
Expected responses to show contrast of however. Are these true to
1. Thailand’s strengths idea. all ages and
and weaknesses Guide Questions: 3. Elicit answers from the races?
(learners responses Abstraction: 1. What are these learners and create a
may vary) 1. Now, who can words? general list of ethics of a 6. Let the learners
a. Strengths tell me, what are Ans. Transition Words telephone conversation. write their answer
 Had strong those italicized on a sheet of
exports in 2000 words? 2. Why do you think Input New Concepts: paper. Their
 Has substantial Ans. these words are 1. Show to the class the output shall be
industries Conjunctions needed in a speech video entitled Basic further used later.
 Has strong 2. What does it do performance? Telephone Etiquette
tourism program in each Ans. Transition words (winning video). Abstraction: Paint
b. Weaknesses sentence? Ans. It are used in Me a Picture
 Has low English links and joins establishing links or Ask the leading questions: 1. What are
Proficiency the underlined connection among 1. Why do think we need Makato‘s
although English words? sentences in a to observe proper ethics character traits?
is widely taught 3. When do we use paragraph/speech. in telephone Describe his
in schools conjunctions? conversation in making appearance,
 Has experienced Ans. We use 3. Why do we need to inquiries? attitude, action
a financial crisis conjunctions establish connection Ans. It is important to and speech. Fill
in 1998. when we want to then? observe proper up the character
2. Thailand’s economy link or join words Ans. So that we can etiquettes in order to web with your
had its ups and or group of achieve unity and acquire the correct answers and
downs just like the words cohesion of ideas information in making explain each trait.
Philippines. 4. What kind of among sentences in a inquiries (students 2. Provide a
(Reactions to learners group of words? paragraph/speech. answers may vary) worksheet for the
may vary) Ans. Phrases and learner’s output.
Clauses Application:
3. The resignation of 5. Can anyone give 1. Allow the pairs to (Use the format
prime minister me now the Input New Concepts perform again the same concept map in page
Shinawatra boosted definition of 1. Review on the telephone conversation. 147, English 8 LM)
the economy of conjunction different transition This time observing the
Thailand. based on our words and its proper etiquette in Input New Concepts
activity today function in telephone conversation 1. Elements of a
4. Accessibility, using your own establishing in making inquiries. Story (refer to
Sophisticated words? connection among 2. Choose another pair (at page 139-
structures, and (For Definition of sentences. least three) 140, English 8
myriad tourist Conjunction kindly Refer 3. This time allow other LM)
attractions and to page 142, English 8 2. Let the learners pairs to observe and 2. Conduct a
activities. LM) provide examples assess the classmates’ short
6. How important it further. performance discussion.
Abstraction: is to use 4. Let them comment on 3. Let the
Work with a partner and coordinating Application: the things that went learners
complete summarize the conjunctions in 1. Task the learners to well and things that identify the
article on Thailand in the writing a construct the mind could have been done elements of
form of an outline (Refer composition? map into a paragraph better of their peers’ the story
to page 95 Outlining and use the performance. based from
Activity, English Input New Concepts appropriate transition THINGS THAT WENT the literary
Expressways II TX). 1. Introduce the 3 Kinds words WELL text.
of Conjunctions but  Delivery 4. Focus on the
Ask the leading emphasize only on 2. Do this randomly and  Content character of
questions: Coordinating orally. You may also  Etiquette Makato.
1. What do you call Conjunction. show a paragraph THINGS THAT COULD
the process you wherein the learners HAVE BEEN DONE How important it is
just did? Ans. 2. Let the learners have to provide the BETTER: that we understand
Outlining define conjunctions most appropriate  Delivery the character of a
2. Could you please and give its specific transition words to  Content literary text that we
recall what an functions based on establish connection  Etiquette read?
outline is? Ans. the sentences above. among the
Outlining is a (Refer to page 142, sentences. (student’s answer
guide that helps English 8 LM) may vary)
organize ideas. Application:
3. What do you Application: Using the Venn
think is the (Combine/Fuse) diagram on the page
purpose of an Directions: Combine the 148, English 8 LM, to
outline? Ans. It following sentences compare yourself
helps determine below using the with Makato.
the main idea coordinate conjunctions.
that you want to Write your sentences in Be guided by the
develop. your Formal Theme. following questions:
4. Why do you think
outlining skill is 1. Most cars are now 1. What traits do
important? equipped with radial you both share?
Ans. It is tires. The chances for Write your
important in common blowouts answers between
organizing ideas are reduced. two circles.
in a logical 2. Write your
manner. 2. The magazine character traits,
contained only six which are
Input New Concepts articles. They were all different from
Introduce the two types about politics or Makato‘s, inside
of an Outline sports. the right circle.
 Topic Outline 3. Write Makato‘s
 Sentence Outline 3. The meat was spoiled character traits,
(Source: English 8 LM, by the time I which are
page 91) returned home. I had different from
forgotten to put it in yours, inside the
5. What do you the refrigerator when left circle.
think is the I left. 4. Which of those
outline your traits would you
completed 4. Philippines and like to improve?
earlier? Ans. It is Thailand are Explain.
a Topic Outline. members of the
6. How would you ASEAN. They work Call at least five
differentiate a for unity, peace and learners to share
topic outline from progress in the their output to the
sentence outline? region. class.
Ans. Topic
outline uses 5. Both countries have Provide feedback on
phrases diversity of culture. their presentation.
(incomplete Their traditions and
thoughts) while beliefs bring harmony
Sentence outline and unity.
uses sentences
(complete
thoughts).
Application:
7. The teacher
reads aloud or
show via
Microsoft
presentation
examples of an
outline.
8. Asks random
learners to
identify whether
it is a topic
outline or
sentence outline.
C. ASSESSME 1. Divide the class into Directions: Read the 1. Do this individually 1. Announce the rubrics 1. Let the students
NT / four (4) sentence carefully and and output should be and explain the domains work in pairs.
EVALUATI 2. Provide a hard copy of encircle the conjunction written in a ½ cw. of rating. 2. Using the timeline,
ON a reading selection Underline the words, 2. Direction: Complete 2. Let the pair pick a strip plot the events
entitled Exploring phrases and clauses it this paragraph with of paper with specific which led to
Thailand by Amanda joins. the correct transition situation or scenarios Makato‘s success.
Copkov. 1. Philippines and word to achieve unity wherein a pair should (Refer to page 148,
(source:www.luxurytrave Thailand are both and coherence. perform on the spot. English 8
ladvisor.com) Asian countries. Choose from the box They are given a minute
3. Instruct the learners 2. Thailand shifted from below. or two to prepare. Be guided by the
to select appropriate agriculture to 3. Provide feedback in following key
details from a manufacturing, so she The Filipino family is terms of the following: questions:
selection and organize gained a thirty unique __ (1) _ it is quite 3. What kind of life did
them into an outline percent economic large. The Filipino family THINGS THAT WENT he have at the
just like the one you growth.3. Philippines, has an extended Family WELL beginning of the
they did earlier. like Thailand, enjoys a __ (2) _ those of other  Delivery story? Describe.
4. Give the student the tropical climate, so countries are nuclear. A  Content 4. What motivated him
choice to make both are tourist typical Filipino family  Etiquette to leave his place?
whether to make an destinations in Asia. includes not only the 5. How did the king
topic or a sentence 4. The tourism sector is father, mother and THINGS THAT COULD recognize him? Cite
outline. Thailand’s highest children, but also the HAVE BEEN BETTER: the incident that
5. Output should be income generator and grandparents and other  Delivery showed it.
written in a one (1) largest foreign relatives. _ (3), despite  Content 6. What did he do with
whole sheet of paper. exchange contributor. this, the family members  Etiquette the cowrie shell?
5. Thailand focused on live in harmony. 4. Also acknowledge the 7. What was his
food processing, but Everyone looks forward best performers in the reward from the
she developed heavily to the evening meal class. king?
in export promotion. when everyone is at
6. Much of Thailand’s home __ (4) __ it is the
success was attributed venue for an exchange of
to the growing ideas. _ (5) _, in these
independence of modern times, family
countries in the Asia – unity is on the wane.
Pacific Region and the Yet However
shift to the area of For Moreover
manufacturing and While Because
tourism.
D. REINFORC Directions: Directions:

E-MENT Complete the sentences 1. What lessons in life
by supplying additional have you learned
words, phrases and from Makato’s
clauses. Experiences?
2. Write 5-7 sentences
1. Take care of your paragraphs in your
environment or formal theme.
_________________ Provide your own
_________. title.
2. Such inventions as
computers and
_________________
_____.
3. There are many
harmful effects of
cigarette smoking
and
_________________
_________.
4. Maricel got sick, so
_________________
_________.
5. _________________
_________, but it
was carried away by
the wind.
(For sample answers

kindly refer to page 41
of English Expressways
II TM)
V. REFLECTIO
N
DEPARTMENT OF EDUCATION LH-1-01
Revision No. 0
Region XI Effectivity: April 15, 2019

TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

Daily Lesson Log Teacher: Learning Area: ENGLISH
Teaching Dates and Time: Quarter: 2ND
PROGRAM The learner demonstrates communicative competence through his or her understanding of literature and other texts types for a
STANDARD deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts types
STANDARD for a deeper appreciation of Philippine Culture and those of other countries.
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of
CONTENT
visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative texts;
STANDARD
value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development.
PERFORMANCE
STANDARD
behavior.
EN8LT-IIb-9.2:
EN8OL-IIa-5: Use the
EN8RC-IIa-2.18: Relate EN8VC-IIb-1.3: Predict Identify the
EN8WC-IIa-2.8: appropriate prosodic
LEARNING content or theme to the gist of the material distinguishing features
Compose effective features of speech when
COMPETENCY previous experiences and viewed based on the title, of notable East Asian
paragraphs delivering an
background knowledge pictures, and excerpts poems, folktales, and
entertainment speech
short stories
DOMAIN: Reading Comprehension, Vocabulary Listening Comprehension Oral Language and Literature
and Viewing
Writing and Composition Development Comprehension Fluency
4. Differentiate
subordinating 4. Identify the gist/main
4. Identify the most
conjunction from idea of a selection 4. Distinguish the
important information
coordinating provided by the parts of the plot of
4. Differentiate antonyms from a selection
conjunction; teacher; a story (Egyptian
from synonyms; read/viewed;
5. Complete sentence 5. Employ concept Folktale)
5. Organize information 5. Orally deliver a report
by using the mapping as aids in 5. Organize the plot of
into a concept map; from a text selection
appropriate taking down notes a story through a
J. OBJECTIVES and or material
subordinating and organizing ideas; graphic organizer;
6. Express concern in read/viewed; and
conjunction; and and and
making peace with 6. Value the importance
6. Appreciate the 6. Appreciate the 6. Shares insights
others through of asking questions
value of using content and simplify through writing
inferences. to acquire
subordinating ideas of any learning reviews of the story
information.
conjunctions in material through read.
writing summarizing.
compositions.
Subordinating
Giving Oral Reports on
II. SUBJECT Organizing information Conjunctions (Joining Writing Reviews of
Summarizing Selection Information Obtained
MATTER into a Concept Map Ideas of Unequal Pieces of Literature
from Mass Media
Importance)
III. LEARNING  English Expressways II  English  English 8 Learning  English Expressways II  English 8 LM, pages
RESOURCES TX, pages 103-105. Expressways II TX, Module (Embracing TX, pages 110. 155.
 English Expressways II pages 103-108. our Heritage)  English Expressways II  Expressways II TX,
TM, page 44.  English  https:// TM pages 112.
 Teacher made visual Expressways II TM www.youtube.com/  Teacher made visual  English Expressways
aids  Teacher made watch? aids II TM
visual aids v=Ydmv5gfkPtg Manila Paper and  Teacher made visual
 https:// Markers aids
www.scribd.com/ Manila Paper and
document/ Markers
325520844/Thailand-
at-the-Turn-of-
Century
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on Conduct a Review on the Conduct a Review on the Conduct a Review on
previous topic the previous topic. previous topic previous topic the previous topic
E. REVIEW
F. DEVELOPMEN Activity: Activity: Activity: Activity: Activity:

T OF THE Task 1 4. Observe the 5. The teacher reads an 6. Divide the class into 7. Divide the class
LESSON 3. Divide the class into following sentences article entitled two. into two.
(STRATEGIES) two. below. Notice the Thailand at the Turn 7. Instruct the group to 8. Give them a hard
B.1 ACTIVITY 4. Instruct them to scan difference between of the Century. Find extract the most copy of a sample
B.2 ANALYSIS the article ‘The Best of the boxed words out what facts or important information of a review on the
B.3 Asia’ in page 104-105 and the underlined information are from two selections selections entitled
ABSTRACTION English Expressways II words as well as the presented by the (Refer to page 110, The Wise Old
B.4 TX. italicized words. speaker and English Expressways Woman, and The
APPLICATION 5. Let them look for You may write this determine if the II TX) Crane, page 112
details to complete the on the blackboard or speaker is for or (Source: Manila Bulletin. EE II TX.
concept map in page cartolina to make against an issue. (The 30 July 2006. 13) 9. Let them also
103. sure that everyone teacher may pre- read the
6. Their output should be can see these record this listening 8. Each group will have explanation about
written and posted in a sentences. activity so that the to orally report to the the difference of
manila paper. e.g. students will class based on the the two written
Task 2 If Asians find a individually listen to questions that will be reviews.
1. Direct the student’s common bond in the recording using asked by the other 10. Let them realize
attention to the their oriental headphones on their group. that the second
vocabulary skill Using traditions, individual computers) 9. The other group will review is a lot
Antonyms in page they can set formulate questions better compared
103. examples of a 6. Listen carefully as to acquire necessary to the first one.
2. You may first review on close-knit family your teacher reads information for the 11. Have them realize
synonyms so that they life. the listening text. The following: 5Ws &1H. that instead of
will get to understand teacher will show on a (WHAT, WHO, just providing a
antonyms. Process Questions: DLP the Q-CARDS WHEN, WHERE, summary/synopsi
3. Let them define 1. Which of the group with questions that WHY, HOW) s of the story, the
antonyms and of words do you will be answered after 10. Use complete second review –
differentiate it from think is the main the listening activity. sentences that is unlike the first –
synonyms, idea? Supporting Be guided by the comprehensible and also gives an
4. Have them give the idea? pauses to answer the easy to be insight as to the
antonyms from column Ans. The boxed words questions. So, tune in, understood. technique
B of the italicized are the supporting idea listen and take note of 11. Each member of somehow made
words in column A. while the underlined your responses. the group may will the reviewer form
words are the main 7. The teacher may only have one chance her inference or
idea. repeat this process to answer one conclusion on
2. What about the twice. (optional) question from the what becomes of
italicized word? other group. the main
Ans. It connects the Analysis: character; and
supporting idea and 2. After the activity, that is what
Analysis: the main idea. each group will makes up a good
Task 1 provide feedback literacy/critical
Comprehension Check 3. Does the main idea Analysis: whether they are review.
 Based on the article and the supporting 3. After the listening satisfied with the
that you have read, idea do have a activity, divide the information given by 12. Provide a copy of
think about Asia. In subject and a verb? class into four groups. the opposite group. the reading
your notebook, make a 4. Who can try to go to Let each group form a selection entitled
list of those events that the board and label small circle and shall The Two
have made up the best the subject with S get the chance to pick Brothers An
of Asia. and the verb with randomly a Q-CARD Guide Questions: Egyptian
 What feelings and V? to answer the 3. Are you satisfied Folktale. (Refer
attitude of the writer S V questions below with your report? to page 155
can you infer from the If Asians find a common based on the listening 4. Are you satisfied English 8 LM)
bond in their oriental text. with the info you 13. Give them 10
article.
traditions,
 Relate your personal got? minutes for silent
knowledge about Asia S V Q-CARD # 1 reading.
they can set examples What are the similarities Abstraction: 14. After silent
with the present
of a close-knit family of Thailand and the 4. What have you reading, assign
information that you
life. Philippines? observed with our them to describe
have derived from the
article. activity? a character from
Q-CARD # 2 the story,
5. Now in the following
7. Check the student’s What are Thailand’s 5. How did you acquire answering the
answers. Elicit their sentences, let them reason for shifting to information from the questions that
answers and see try to identify the manufacture? given selection? follows:
whether they were able supporting idea by  What is his/her
to get the correct boxing it and the Q-CARD # 3 6. How valuable is it to relationship
responses. (Refer to main idea by What are the diversified seek information by with other
English Expressways II underlining it. industries in Thailand? asking questions? characters?
TM page 45.) Instruct them also  What is his/her
to identify the Q-CARD # 4 7. How often do you ask physical
Abstraction: subject and verb by What are the causes of question on a daily appearance?
Expected responses labeling it with S Economic Growth in basis? Let the  What he/she
1. The Best of Asia and V. Thailand? learners provide real- says?
c. End of wars or life scenarios.  What he/she
strife resulting in a. While the Chinese 4. From this activity, you does?
peace, a more Value contentment learners are able to Application:  What he/she
secure life, spread in life, the Filipinos know the unfolding of 5. Let the whole class thinks?
of freedom and show devotion to Thailand‘s growth in watch to a  What other
rights. their elders. economy through its downloaded character say
d. Achievements such b. Although the diversified cultural segment of a TV about him/her?
as those in Japanese suffered and socio-economic Newscast  What do you
technology and much during World innovation, which (NEWSBREAK: think is the
finance. War II, they contributed in 32ND ASEAN author’s
e. More openness emerged as highly bridging and shaping SUMMIT) related to message about
and cooperation industrialized Asian the success of Asian the theme of the life to us?
between and Country. countries lesson.  What are your
among Asian c. Since the Japanese (Source: insights/
countries. are noted for their (Source: Refer to page youtu.be/zvPbgirlFXTE) understandings
f. ASEAN unites all discipline, there is 137 of the English 8 from the story?
Southeast Asian looked up to a Module 2 Embracing our 6. Require the learners
countries. progressive nation Heritage) to jot down 15. Have them
2. Proud and happy about d. After the Thai information. describe the
Asia. learned rice 7. After the viewing character they
3. Answers may vary. production from Transitional activity, call out have chosen using
 Thailand, felloe Asians, they Questions: students randomly a graphic
Singapore and excelled in 1. What is Thailand ‘s to answer your organizer such as
Korea are agriculture. goal at the end of the comprehensive a concept map,
becoming e. As long as the century? questions based on mind map, or web
economic giants in Asians emphasize 2. Enumerate the plans the material viewed. diagram that is
Asia. values in their life, of action of Thai suitable to the
industrialization will government and its information they
Input New Concepts never adversely people in achieving their have gathered.
1. Discuss antonyms affect their way of goals. 16. Output should
further. You may refer life. 3. In a sentence, could be drawn in a
to page 103. you try to share to the manila paper.
2. You may further let 6. Call out names class the gist/main idea Have them
students provide an randomly to do the of the selection using choose two
antonym for every task on the board. your own words? Give representatives to
word you give to them. Check their work each group the chance to present their
3. These is better done right away to make give their statements. output to the
orally and randomly in sure that all the class.
the class. other students are Abstraction:
4. Answer the Matching getting the correct 3. The teacher will let Analysis: Building
Type Test in Task 2. responses. You may the students read the 1. Give feedback
Refer to the key to apply interactive selection itself in a with regards to
correction page 44, strategies in Microsoft document their answers to
English Expressways II randomly choosing format. This will allow the guide
TM. students in order to students to assess questions.
get their attention their own listening
Now based on your and focus to the skills. Input New
responses, what can you topic at hand. 4. After 5 minutes, let Concepts:
infer about Asia? the class fill up the Plot – It is the
7. Afterwards you may diagram and present sequence of events
Application: proceed in asking their output using in a story or play.
9. After the reading the leading Microsoft PowerPoint The plot is a planned,
activity and checking questions: presentation (1 slide logical series of
their comprehension only). events having a
skills, group the class Analysis: 5. The teacher shall beginning, middle
into two. 1. How did you assign a class leader and end. The short
10.Have them conduct a distinguish main to elicit answers from story usually has one
panel discussion on idea from the each group plot, and it could be
how all the countries in supporting idea? representative by read in one sitting.
Asia can be united Ans. By completing the There are five
despite the problems in understanding which diagram. These may essential parts of a
the Middle East. is more and less be done by orally plot:
11.Take into consideration important. stating or just writing
their respective 2. So, between main their answers. a.
economic and political idea and supporting Exposition/Introducti
development. idea which is more (Source: Refer to page on
important? less 137 of the English 8 In the introduction,
important? Module 2 Embracing our the setting and the
Ans. Supporting idea Heritage) characters are
is less important revealed.
than the main idea. Guide Questions: b. Rising Action
3. You said earlier that 4. Based on your output, This is where the
the italicized word do you think your events in the story
connects the prediction earlier become complicated
supporting idea and about the gist/main and the conflict in
the main idea, now idea of the text is the story is revealed.
do you notice where accurate? This is where events
it usually appears in 5. At this point, the between introduction
the sentence? (Use teacher will and climax take
one paragraph from acknowledge the place.
the activity as an group whose answer c. Climax
illustration here) earlier is accurate or It is the turning point
It comes before the at least closely alike. of the story and the
supporting idea. 6. How did you identify highest point of
It introduces the the main idea of the interest. It is where
supporting idea. selection? the reader asks what
7. Where did you find will happen next. Will
4. Based on your the main idea of a the conflict be
observation, what selection? resolved or not?
can you infer then? 8. Why do you think it is d. Falling Action
What do you think is important to identify The problems and
the function of the the main idea of any complications begin
italicized word? learning material that to be resolved.
 It connects and you use in your e. Denouement
introduces the studies? This is the final
supporting idea to outcome or
the main idea. Possible answer: “To untangling of events
 It joins two ideas of simplify ideas and in the story.
unequal importance. understand the content
of any selection or 2. Using the plot
5. What do you call learning material that we organizer (page
this word then? use in our studies on a 157 English 8
daily basis” LM), enumerate
Ans. These words the events in the
are called Input New Concepts story by filling in
subordinating 3. Review on the the rectangles.
(supporting) different transition Explain your work
conjunctions. words and its to the class.
function in
Input New Concepts establishing 3. Check whether
1. Review a little about connection among their output is
coordinating sentences. correct or not.
conjunctions.
2. Discuss about 4. Let the learners Abstraction:
subordinating provide examples Have the learners
conjunctions, further. generalize their
including the answers to the
different purpose of following questions:
each with examples. Application:  What do you think
(Refer to page 106- 3. Using the graphic is the author’s
107 of English organizer above, message about
Expressways II TM) compose a life to us?
3. Let the students also paragraph of 5-10  What are your
provide their own sentences to insight/
examples. summarize the text understanding of
Abstraction: listened to in a the story?
7. Now that you know Microsoft Word  How important it
the meaning of Document. is that we
subordinating understand the
conjunction, can you 4. The teacher shall plot of a literary
tell the difference present the rubrics text that we read?
between the two? (attached herewith) (students answer
Ans. Coordinating and explain each may vary)
conjunctions component of the
combines two ideas rubrics. Application:
of equal importance 1. Using the graphic
while subordinating 5. The teacher will organizers, they
conjunction select an output to have filled-out
connects two ideas be presented to the earlier, the
of unequal class and shall learners write
importance. provide feedback their REVIEW with
based on the rubrics the following
8. How important it is presented. guidelines:
to use coordinating  Give the plot of
conjunctions in the story. (1-2
writing a sentences)
composition?  Describe the
relationship of the
Application: two brothers. (1-2
1. Let the students sentences)
answer activity 2 in  Differentiate their
page 108 EE II TX. physical
2. Check their work appearances and
and provide personality. (1-2
feedback for every sentences)
responses. (Refer to  Author’s message
activity 2 key to about life and
correction page 46, your own insights.
EE II TX) (1-2 sentences)
2. Have their
answers written in
the formal theme.
3. Call at least five
learners to share
their output to the
class.
4. Provide feedback
on their reviews.
G. ASSESSMENT / Directions: Directions: Fill in the Directions: Directions: Directions:
EVALUATION 6. Provide a hard copy of blanks with the correct 3. Write your reflections 5. With the same 8. From the pool of
a reading selection subordinating and insights in groupings, give each words below,
entitled What is conjunctions: as relation to the theme group a reading choose the
Intangible Cultural though, as, when, of the listening text. selection of an appropriate answer
Heritage? before, though, Provide your own article. ASEAN to the following
because, unless. (Refer title. Limit it to one- Summit news and descriptions.
(http://www.unesco.org/ to activity 3 page 108, paragraph with 5-10 updates
culture/ich/index.php? EE II TX) sentences only. (Source: Climax
lg=en&pg=00002 1. Sophia studies Students shall www.rappler.com/world/ Introduction
Asian history individually submit a regions/asia-pacific/2012 Denouement
7. Create your concept _______________ Microsoft Word 72-asean-leaders-family- Falling Action
map pertaining to the it is her only document and send it photo-singapore-2018) Rising Action
flow of information you subject. via email. 6. Let them extract
can extract from the 2. ______________it necessary ___________1. The
reading selection. covers a broad Note: The teacher shall information to come setting and
8. Output should be topic, she is willing use the same rubrics that up with a one-minute characters are
written in a short bond to acquire more was used during news report. revealed.
paper (to be provided information on Application. 7. Before the ___________2. The
by the teacher). every Asian performance, explain highest point of
9. You can be as creative country. to the class the interest in the story
as you want with your 3. She likes to know domain of each ___________3. The
output. more about the rubrics. main character
status of the (Source: faces a conflict or
Japanese women in 8. The teacher will problem.
the past provide feedback of ___________4. The
_____________ each group’s ending where the
she wants to performance with final outcome of the
compare it with regards to: story is shown
their present status. ___________5. The
4. She cannot get full THINGS THAT problems and
information about WENT WELL complications are
them  Delivery resolved.
___________she  Content
researches.  Stage Dictum
5. ________________
she met an elderly THINGS THAT
Japanese woman, COULD HAVE
she had done a BEEN BETTER:
research.  Delivery
6. _______________  Content
the cold war in  Stage Dictum
Asia, peace reigned
all over the region. 9. Also acknowledge the
best performers in
Check their work after the class.
5 minutes.
Refer to the key to
correction in page 46
of English Expressways
II TM
H. REINFORCEMENT Directions: Directions: Directions:
Complete each Combine the following 3. Identify the most
sentence by providing sentences below using significant or
an appropriate the coordinate outstanding trait
subordinate idea. Use conjunctions. Write your and action of the
correct subordinating sentences in your formal character which
conjunctions. Write the theme. helped develop the
sentences in your theme of the story.
formal theme. 1. Most cars are now 4. Write about it in 3-5
equipped with radial sentences in your
1. The Asians will tires. The chances for formal theme.
prove their best common blowouts are
when reduced.
_________________ 2. The magazine
__. contained only six
2. A Filipino would not articles. They were all
rest until about politics or sports.
_________________ 3. The meat was spoiled
_______. by the time I returned
3. Some western home. I had forgotten to
people admire the put it in the refrigerator
Asians because when I left.
_________________ 4. Philippines and
______. Thailand are members of
4. They speak highly of the ASEAN. They work
the Japanese for unity, peace and
although progress in the region
_________________ 5. Both countries have
______. diversity of culture. Their
5. They adore the traditions and beliefs
Filipino hospitality as bring harmony and unity.
_________________
_______.
6. The Asians are
determined to unite
now that
____________.
7. Asia has its vast
lands and long
history. A lot of
great events
_________________
______.
(For sample answers

kindly refer to key to
correction Activity 4,
page 46 of English
Expressways II TM)
W. REFLECTION
Revision No. 0
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

Daily Lesson
Teacher: Learning Area: ENGLISH
Log
CONTENT
STANDARD
PERFORMANCE
STANDARD
behavior.
EN8OL-IIc-3.11:
EN8LT-IIc-2.2: Explain
EN8VC-IIc-17: Discern EN8RC-IIc-2.1.7: Produce the sounds of
how the elements specific to EN8WC-IIc-2.2.1:
LEARNING positive and negative React to assertions English correctly and
a genre contribute to the Develop related support
COMPETENCY messages conveyed in a made by the author effectively when
theme of a particular literary sentences
material viewed in the text delivering an
selection
entertainment speech
Listening
Reading Comprehension, Comprehension and Oral Language and
DOMAIN: Vocabulary Development and Viewing
Writing and Composition Viewing Fluency
Comprehension
Comprehension
7. Determine if the
7. Observe how an
7. Explain the positive speaker is
entertainment
7. Define each parts of a 7. Recite the meaning of and negative neutral, for or
speech is
PLOT using their own an idiomatic expression messages conveyed in against an issue;
delivered;
words; shown in a picture; a video shown; 8. Demonstrate a
8. Compose an
8. Arrange the parts of a 8. Use appropriate 8. Compare Egypt and stand on an issue
entertainment
story that comprises the idiomatic expression Thailand through through a talk
K. OBJECTIVES speech using the
PLOT through a graphic in a sentence; and positive-interesting- show; and
suggested outline;
organizer; and 9. Appreciate the negative chart; and 9. Express the
and
9. Recognize the common importance of 9. Evaluate content, significance of
9. Deliver a humorous
beliefs and traditions of understanding English elements, features, choosing a
speech based on
Philippines and Egypt. idiomatic expressions. and properties of a side/stand on an
the theme of the
viewing selection. issue.
lesson.
Listening to
Determine if the
II. SUBJECT Sequencing the events of a Using English Idiomatic Evaluating the content of Writing Reviews of
Speaker is Neutral,
MATTER short story Expressions a material viewed Pieces of Literature
For or Against an
Issue
III. LEARNING  English 8 LM, pages 155.  Photos from  English 8 Learning  English  English 8 Learning
RESOURCES  Teacher made visual aids pinterest.com Module (Embracing our Expressways II TX, Module (Embracing
 Downloaded pdf file Heritage) pages 109. our Heritage)
from internet  Video downloaded from  English  Video downloaded
 English 8 LM, pages YouTube Expressways II TM from YouTube
153-154  Markers and Manila  Teacher made  Downloaded
visual aids
 Teacher made visual resources from the
Paper  Video downloaded
aids internet
from YouTube
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on the Conduct a Review on the Conduct a Review on Conduct a Review on
previous topic previous topic. previous topic the previous topic the previous topic
I. REVIEW
J. DEVELOPMEN Activity Activity: Activity: Activity: Activity:

T OF THE Directions: 5. Show pictures of 8. Show the following  Familiarize the 17. Prepare the
LESSON 8. To prepare you to fully commonly used English videos: students with the learners to watch
(STRATEGIES understand the text you Idiomatic Expression  Thailand Culture qualities of an an entertainment
) are about to read, review from pinterest.com. and Heritage effective editorial. speech, you may
B.1 ACTIVITY the elements of a short 6. Let the learners (https://youtu.be/  Ask them how choose any from
B.2 story by rearranging the provide the correct WVfjXKldI-0) editorial differs the two:
ANALYSIS scrambled letters of the meaning of the from news or a
B.3 words below: expressions used in the  10 AMAZING feature article.  Humorous
ABSTRACTIO  TRACREHAR - sentence. Call out Facts You Didn’t Make the Speech with
N ______________ names one by one and Know About students realize Subtitle HD
B.4  TLOP - let them recite their ANCIENT EGYPT that an editorial is (https://youtu.be
APPLICATIO _______________ answers. (https://youtu.be/9 the newspaper’s /7h5Lp6Z9S6k)
N  GITETNS - 7. You may use printed w41PT37dXM) stand about an  Funniest
______________ photos to be posted on  TOP 10 issue. Graduation
 TCFIOCNL - the board or use DLP SHOCKING Facts  Read to them the Speech
______________ for the entire class to about Philippines listening text (https://youtu.be
 OIPNT FO WIEV- participate in this (https://youtu.be/n ASEAN WEEK /abKIKVFYY08)
______________ activity. HEzcAYc2VI) (page 47-48,  Pres. Duterte’s
 EHTEM- 9. Instruct them to jot English Funny Speech
______________ If internet is not down the common Expressways TM) before San
available: positive – interesting – for the first time. Beda
9. Do this activity through 8. Let the class perform negative aspects of Then, ask the Graduates
recitation and board work. the activity below. Filipinos, Thais and students what (https://youtu.be
After getting the correct 9. Divide the class into Egyptians in terms of they imagined /H4Weldjzi_w)
response, allow someone two and let them write any of the following while they listen 18. Choose the video
to recall the meaning of their output on a aspects: to the editorial. that is relevant
the elements of a short manila paper or  Love for Family  Let them to your learners
story using their words. cartolina. Check their  Reverence to God determine what that is also
(Refer to page 139-140, work right away.  Desire to succeed issues were suitable to their
English 8 LM) in Life discussed. learning needs
(http://hrsbstaff.ednet.ns.ca? Directions: 10. Divide the  Is the author and abilities.
engramja/elements.html.) Observe the italicized learners into two. Let neutral, for or 19. Let them observe
Reading activity words that are used the learners share against the issue? the following:
5. Divide the class into two. below and give the their thoughts about  What have
6. Let the learners reread correct meaning. Write the videos shown Analysis: you observed
the selection The Two them in the blank after through a positive -  Read the listening with the
Brothers for 5 minutes in each sentence. interesting - negative text for the character of
page 155. chart. (Refer to page second time. the speaker?
7. Tell them that the 1. Bata makes hay while 162, English 8 LM) Instruct them to  What have
selection they are about the sun shines. jot down the you noticed in
to read is considered the ___________ 11. Give them time information about his/her facial
oldest literary piece. 2. The wife of Anpu was allotment for the following expression
8. Let them identify the beaten black and presentation of their questions. when he
elements of the story blue._______ output by group on a delivers a joke
through a graphic 3. Knowing the wife‘s manila paper. Guide Questions: or a
organizer to be presented dishonesty, blood pours Analysis:  When do we humorous line
by each group on a into his face._______ 5. How was your celebrate ASEAN in his speech?
manila paper. 4. After killing the wife, experience in week?
9. They may use phrases or Anpu was blue in the watching each of  When and where  What have
sentences to fill-out the face.__________ those videos? the ASEAN you noticed in
information for: 5. Bata had made an 6. What have you established? his/her
 CHARACTER easy way out to the realized about each  How many actions/gestur
 PLOT mountains.________ countries’ culture, countries are the es?
 SETTING 6. In good faith, Bata traditions and traits? original  How did the
 CONFLICT supported his brother Was there any members? author deliver
 POINT OF VIEW Anpu.________ similarities or  What is the the speech?
 THEME 7. Anpu felt a pain in the differences among ASEAN What are the
neck when he heard his these countries in Declaration? emotions
wife‘s terms of culture,  What were the he/she
explanation.________ tradition, traits? issues discussed conveyed?
Analysis: 8. She bent her knees for 7. Do you think the in the editorial?  What did the
Guide Questions forgiveness._______ videos you have Abstraction: author use in
1. If you were Bata, what 9. Anpu‘s wife accepted watched are worth  Explain in your his/her speech
would you do? Do you the dose of her own watching? own words what that had
agree with him in leaving medicine.________ 8. Based on your output, the editor wants caught your
the house? Why so? 10. Bata kept company what do you think is the people to do. attention? Or
2. If you were Anpu, would with god- Ra to seek the theme of the which part of
you believe your wife‘s consolation._______ videos shown?  What do you the speech
explanation? 11. Anpu took the law understand about that had
3. Do you agree with the into his hands.________ Application: the purpose of engaged you
beliefs and traditions they 6. Using the graphic ASEAN? in listening to
practice? Which of those Let the learners provide organizer above, the speech?
bring unity and harmony? the correct meaning of compose a paragraph  What is the  Restate the
Which do not? the expressions used in of 5-10 sentences to common goal of message of
4. Enumerate those the sentence. summarize the text ASEAN? the speaker
traditions of Egyptians listened to in a using your
which are similar to you Call out names one by Microsoft Word  What is your own words.
as Filipinos. one and let them recite Document. stand about the
5. Compare and contrast their answers issue discussed Analysis: Pass the
them to our culture 7. The teacher shall on the editorial? ball
through VENN diagram in Analysis: present the rubrics 4. Let the class
a manila paper that will 8. Elicit their answers (attached herewith)  How significant is form a big circle.
be posted on the board. from the activity to and explain each it to choose a 5. Pass around a
provide the correct component of the side on an issue? box/canister with
Abstraction: meaning of each rubrics. Or would you strips of paper
 After each group’s idiomatic expression rather choose to containing the
presentation, elicit their used in the sentences 8. The teacher will be neutral? guide questions
answers to converge into above. select an output to above while the
same responses. At this 9. Ask the following guide be presented to the Application: music plays.
point, emphasize on the questions: class and shall  Let the whole 6. Whoever has the
theme of the story.  What have you provide feedback class watch to a box /canister
 Ask them these questions: observed from our based on the rubrics downloaded video when the music
 How do you think the activity? presented. from YouTube stops will draw
other elements Ans. There are group (ASIAN BIS from it a strip of
contributed to the theme words used in 2017: Joey paper and
of the story The Two sentences that Conception''s answer the
Brothers? expresses or means opening questions.
 Emphasize the PLOT of differently from its message-8min) 7. Do this process
the story. literal meaning. (https://youtu.be/ until all the
 Let the class recall the Input New Concepts FrBvQXoDn08) box/canister is
meaning of the PLOT and 10. Discuss the origin  Joey Conception. empty.
its specific parts (refer to of idioms and its basic Chairman of the 8. After the activity
page 134) use (Refer to page ASEAN Business make sure to
153, English 8 LM). Advisory Council, recall their
11. Also try to use the delivers his answers and give
Plot – It is the sequence of definition of English opening remarks feedback every
events in a story or play. The Idiomatic Expressions at the ASEAN item in the guide
plot is a planned, logical found in this website Mentorship for questions.
series of events having a for more reference: Entrepreneursh
beginning, middle and end. https://www.english- ip Network Input New
The short story usually has grammar- (AMEN) Launch Concepts:
one plot, and it could be revolution.com/idiomat held Sunday, How to Develop an
read in one sitting. There are ic-expressions.html November 17, Entertaining Speech
five essential parts of a plot: 2017. Topic
12. Provide as many  Require the
a. examples as possible learners to jot 1. Tell the learners
Exposition/Introduction (Refer to page 153). down that it is possible
In the introduction, the Let also the learners information. to bring a serious
setting and the characters share any idiomatic  After the viewing message with
are revealed. expression they activity, call out funny proven
b. Rising Action already know so they students techniques listed
This is where the events in can share it to the randomly to below.
the story become class answer your  Consider your
complicated and the conflict comprehensive entertainment
in the story is revealed. This 13. You may also provide questions based topic from
is where events between the list of 50 English on the material different points
introduction and climax take idioms commonly used viewed. of view.
place. that can be  Choose for an
c. Climax downloaded from Guide Questions: unusual or
It is the turning point of the https://www.smart-  What is the strange angle
story and the highest point words.org/quotes- speaker’s of approach.
of interest. It is where the sayings/idioms- purpose in his  Wonder what
reader asks what will happen meaning.html speech? the reason is
next. Will the conflict be for some habits
resolved or not? Abstraction:  What is AMEN? or daily grind.
d. Falling Action 6. Based on our activity,  Give a normal
The problems and on our discussion and  What is the issue, subject
complications begin to be examples, what do goal of AMEN? or topic a
resolved. think is the use of personal,
e. Denouement English idiomatic  What are the dramatic twist.
This is the final outcome or expressions? issues  List xx ways to
untangling of events in the Ans. Idiomatic discussed in …
story. expressions are used the article?  Perform
to express what you dialogues and
10. Let the class answer wanted to say in a  What is the metaphors.
the following: different way. author’s stand  Tell a story
7. So, anyone from the in those about a
Here are three different class who can define issues? Is the personal
parts of a story. On the idiomatic expression author neutral, experience,
blank after each using your own words? for or against interrelate the
paragraph, write whether 8. How important is it to the issue? humorous
the given part is the understand the most anecdote in the
beginning, middle and commonly used? main theme.
end of the story. Ans. So that we can If unable to  Give mocking
use it in our English download the video, comments on
Suddenly, the boat tilted conversations. It will try this another perfectly
to the left. ―Steady!‖ also make us sound option: ordinary things,
cried our teacher, ―stay like native speakers of persons, places,
where you are!‖ We kept the language.  Divide the values or
calm .We prayed hard and class into two, thoughts.
followed all of our Application: give each  Ridiculize large
teacher‘s instructions. Directions: Provide the group a organizations or
Answer: meaning of the following reading institutions. But
-------------------------------- idiomatic expressions. selection of an do not offend.
- Write your answers on article.  Laugh at and
Finally, the fox grumbled. the space provided after EDITORIAL - ridiculize
―I don‘t want those each item. Asean professional
grapes anyway. I know cooperation. jargon or
they must be sour. ‖  Let them use the hard dialogues.
Then, he went away. copy of the 50 English  After the  Find similarities
Answer: idioms commonly used reading between
-------------------------------- English Idioms. activity, ask opposing
- them the subjects. That
Once there was a child following can be a very
who liked summer best. 3. Blessing in disguise questions: humorous and
He lived on a farm and _______________ entertaining for
every summer, he 4. Beat around the bush  What is the your audience.
enjoyed harvesting corn, _______________ author’s  Ask: What If
vegetables and fruits. 5. Give the benefit of the purpose in his and press the
Answer: doubt article? possibilities till
-------------------------------- _______________ it becomes
- 6. Can't judge a book by  What are the ridiculous,
11. Give feedback to their its cover issues funny and
answers whether it was _______________ discussed in amusing.
correct or not. 7. It takes two to tango the article? How to Deliver an
_______________ Entertaining Speech
Application: 8. Kill two birds with one  What is the  Organize and
12. Using the plot organizer, stone author’s stand structure your
enumerate the events in _______________ in those diverting text in
the story by filling in the 9. Make a long story issues? Is the a way your
rectangles. Explain your short author neutral, presentation will
work to the class. _______________ for or against flow just right;
 What is the beginning of 10. Once in a blue the issue? try to work to
the story? moon some sort of a
 What is the rising action? _______________ climax.
 What is the climax of the 11. Piece of cake  Establish your
story? _______________ speechwriting
 What is the falling action? 12. Picture paints a goal or purpose.
 What is the denouement? thousand words That’s no
13. Let them use the _______________ problem if you
worksheet in page 157. talk about one
theme.
Alternative activity  If you tell funny
Directions: Choose the or humorous
appropriate word to things about
complete the meaning of some individuals
the idiom. Write ocean, in your public:
music, rags, cold and pie don’t insult and
in the blanks provided. be sensitive.
1. All these promises the  Try to deliver
politicians make are just your public
____ in the sky. speaking speech
2. The small amount of topics
money donated is just a extemporaneousl
drop in the _____ y as much as you
compared to the large can. So practice
sum of money needed. a lot. Ask a
3. He has been successful friend if it is witty
in life. He went from enough.
____ to riches.  And practice on
4. They had a dispute the timing the
yesterday. That’s why she smooth flow of
gave him a ___ shoulder. your entertaining
5. I had to face the ____ speech topic
all by myself, although I Source:
was not the only http://www.myspee
responsible for the chclass.com/entertai
problem. ning-speech-
topics.html
(Please refer to page 154,
English 8 LM) 2. Emphasize that
choosing a title is
critical in
preparing a
speech. Make
sure it is related
to the theme
agreed upon the
class or whatever
event it requires
to be delivered.
3. Share to the
class a suggested
entertainment
speech format to
guide them in
there writing.
Speech to
Entertain
(Suggested
Outline)
I. Introduction
A. Attention-
getter: personal
story, joke
B. Message (Go
for the less
serious
message.)
C. Preview
II. Body (any or all
of the following)
A. Events that
led up to your
observation
B. Quotation(s)
that humorously
reflect on
message
C. Stories about
others who can
help audience
understand
the message
III. Conclusion
A. Review
B. Restate
message
C. Link back to
opening story /
joke
(Source:
https://www.hffmcs
d.org/site/handlers/f
iledownload.ashx?
moduleinstanceid=2
29&dataid=936&File
Name=entertaining
%20speech
%20outline.pdf)
Abstraction:
Have the learners
express their
answers to the
following questions:
 Among the tips
on how to
develop a
speech, what do
you think is the
most important?
 With regards to
the ways in
delivering a
speech, which of
those do you
think is the most
significant?
(students answer
may vary)
Application: “I’m
Punching Lining”,
Can You?
1. Let them perform
activity 34, page
161 English 8
LM.
2. Divide the class
into five. Assign
a picture of a
scenario through
draw lots.
3. Work as a group
and interpret this
passage for your
topic: ―Unity in
diversity is the
highest
possible
attainment of a
civilization, a
testimony to
the most noble
possibilities of
the human
race. This
attainment is
made possible
through
passionate
concern for
choice in an
atmosphere of
social trust. ‖ –
Michael Novak
4. Compose an
entertainment
speech using the
suggested
outline above.
Create your own
title relevant to
the topic/theme.
K. ASSESSMENT Directions: Directions: Directions: Directions: Directions: Oral
/  What traditions and  Compose a 4. Show from any 1. Divide the class Activity
EVALUATION beliefs of Egyptians can conversation between YouTube videos into two and give 1. Using the
contribute to and shape two-three people using below: each group a entertainment
you as a Filipino? idiomatic expression  Egypt: From a reading selection speech that you
 What cultural diversity that you have learned revolutionary of an article. have composed,
brought unity, peace today. dream to today’s EDITORIAL - choose a
and progress?  Let them write their nightmare Asian representative/s
 Compose a 5-7 sentence output individually in a (https://youtu.be/_g cooperation to deliver it in
paragraph. ½ crosswise paper. 1Uzxzcs3s) (Source: front of the class.
 Use a rubric for scoring  #SMoments https://www.philstar. 2. Your
1. Use a rubric for this their work and make presents com/opinion/2017/11 performance will
writing activity in scoring sure to announce it “TRADITION” /13/1758695/editoria be scored
their outputs. before they begin (https://youtu.be/_Iv l-asean-cooperation) through a rubric.
2. If there is still time writing. 9Rw59Gac) 2. Let them extract
remaining, call out names  Call out names to  Thailand necessary Be guided by the
of learners who will share share their work to the Commercial – information to following:
their writing composition class through oral Teacher and come up with a  Deliver your
to the class. presentation. Mother talk show tackling lines well.
3. Provide feedback  Provide feedback (https://youtu.be/0s on the issue  Enunciate the
afterwards. afterwards Lxe3CqnPE) discussed in the words with
article. articulation.
5. Let the learners 3. Provide rubrics  Observe proper
evaluate the content for scoring. (You stress, tone and
of the videos through may use the oral voice level.
a positive-interesting- presentation  Use appropriate
negative chart in rubrics in page facial
terms of 163, English 8 expressions and
TRADITIONS. LM) hand and body
4. The teacher will movements.
provide feedback
6. Check their work of each group’s 3. Provide feedback
right away and make performance with to the
sure to give the regards to: performances
correct responses. based on the
rubrics used.
THINGS THAT
WENT WELL AND
THE THINGS THAT
COULD HAVE
BEEN DONE
BETTER:
 Delivery
 Preparati
on
 Organizati
on
 Speaking
Skills
L. REINFORCE- Directions: Directions: Directions:
MENT Write a letter to your best Combine the following 1. You are asked to
friend recalling to her sentences below using be the
your memorable and the coordinate representative of
fondest memories conjunctions. Write your the Youth
together. Use as many sentences in your formal Commission in a
idiomatic expressions as theme. World Youth
you can. Limit your work Conference to
only up to three 1. Most cars are now speak on their
paragraphs. Write your equipped with radial tires. behalf on the
output in your formal The chances for common topic, ―The Role
theme. blowouts are reduced. of the Youth in
2. The magazine Establishing Unity
 Use the same rubrics contained only six in a Diversified
you had used during articles. They were all Multi-Cultural
the assessment. about politics or sports. Society.
3. The meat was spoiled 2. Despite the serious
by the time I returned topic you are
home. I had forgotten to about to embark,
put it in the refrigerator try to make a
when I left. humorous speech
4. Philippines and out of it in order to
Thailand are members of make the issue
the ASEAN. They work for lighter.
unity, peace and progress 3. Try to access this
in the region website for
5. Both countries have suggested titles
diversity of culture. Their (Source:
traditions and beliefs http://www.myspe
bring harmony and unity. echclass.com/enter
taining-speech-
topics.html)
4. Your task is to
prepare your
speech by scouting
reliable resources
from the internet
and other library
resources to
address the
concerns. Make
sure that the
suggestions you
will cite can be
done by young
people like you.
5. Make a list of
bibliographical
sources and let
your teacher check
it to be presented
during the speech
fest as a
culminating
activity.
X. REFLECTION

Revision No. 0
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

Daily Lesson Teacher: Learning Area: ENGLISH
Log Teaching Dates and
Quarter: 2ND
Time:
PROGRAM The learner demonstrates communicative competence through his or her understanding of literature and other texts types for a deeper
STANDARD appreciation of Philippine Culture and those of other countries.
CONTENT
STANDARD
PERFORMANCE paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and
STANDARD
behavior.
EN8V-IId-24.1:
EN8LC-IId-7: Employ
Distinguish between and EN8WC-IId-2.8: EN8RC-IId-2.22:
EN8WC-IId-2.8.9: Use appropriate listening skills
LEARNING among verbal, situational, Compose effective Evaluate the
a variety of techniques to and strategies suited to
COMPETENCY and dramatic types of paragraphs personal significance
formulate a conclusion long descriptive and
irony and give examples of a literary text
narrative texts
of each
DOMAIN: Reading Comprehension Writing and Composition and Viewing Grammar Awareness Listening Comprehension
Comprehension
10. Distinguish the 10. Define

four types of parenthetical
10. Define Intangible 10. Recognize the
10. Identify the Point of sentences from a phrase using
Cultural Heritage main topic and the
View and Conflict in a short story; their own words;
(ICH); sentence topic or
short story; 11. Formulate 11. Point out the
11. Organize and interpret thesis statement in a
11. Analyze the elements correct complex, parenthetical
information from a text selection;
of a short story; and compound-complex phrases in a
selection to draw 11. Outline how ideas
12. Express appreciation sentences and sentence by
L. OBJECTIVES conclusion; and and information are
on how conflict and appropriate underlining it;
12. Recognize the presented in a
point of view parenthetical and
importance of unity selection; and
contribute to the expression; and 12. Reflect on how
despite the diversity of 12. Appreciate the
development of a 12. Value the literary pieces
intangible cultural significance of outlining
character in a short importance of transmit
heritages in Afro-Asian in understanding a
story. sentence construction Intangible
countries. narrative text.
skills in writing Cultural Heritage.
compositions.
Analyzing the Conflict and Making Inferences - Outlining to present the
II. SUBJECT Distinguishing the Four Using Parenthetical
Point of View of a Short Intangible Cultural ideas from a listening
MATTER Types of Sentences Phrases
Story Heritage selection
III. LEARNING  English 8 LM, pages  English 8 LM, pages  English 8 LM pages 191-  English 8 LM pages  English 8 LM, pages
RESOURCES 176-187 189-190 200. 202-205. 205-207.
 Teacher made visual  Teacher made visual  Teacher made  Teacher made  Teacher made visual
aids aids instructional materials visual aids aids
 Pictures downloaded  Video downloaded from
from the internet YouTube
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on Conduct a Review on the Conduct a Review on Conduct a Review on the
previous topic the previous topic. previous topic the previous topic previous topic
M. REVIEW
N. DEVELOPME Activity Activity: Activity: Activity: Activity:

NT OF THE (WHAT’S WITH THE 10. Divide the class 12. The teacher will show Directions 1. Let the learners listen
LESSON PIC?) into three. a YouTube video on 1. Observe the to the text entitled
(STRATEGIE 1. Let the learners look at 11. Give strips of Intangible Cultural sentences below: Heritage
S) the pictures in page paper with set of Heritage.  Sang Buaya, the Literature as a
B.1 176 and write a short sentences written on 13. Define first the word big bad Teaching Tool in
ACTIVITY photo essay about the it. (Refer activity 8: A intangible. Provide crocodile, lived page 205-206 that
B.2 pictures by sensing the day as an English examples for them to in the river with you are going to read
ANALYSIS relationships among Translator to page grasp the meaning of other crocodiles. to the class.
B.3 them. 189) the video that they  Sang Buaya
ABSTRACTIO 2. Limit their work from are about to watch. believed Sang Heritage literary
N 2-3 sentences only. SET A 14. After the viewing Kancil‘s words, passages are versatile
B.4 3. Call out learners 1. Luck for me, all my activity, the teacher leaving no tools for language study.
APPLICATIO randomly to present children big now. will divide the class room for any They illustrate heritage
N their output in class. 2. This way better, less into 5 (five) doubt. literature (HL) in use (a
traffic, less car jams. 15. Each group will be  Sang Kancil wide range of styles,
Reading activity 3. Must work hard if assigned a question stepped into each genres, registers, and
10. Divide the class wants to success in to answer through crocodile and, varieties); they provide
into two. Singapore. differentiated activity: counting them meaningful and
11. Let the learners 4. Long time ago. Group 1: Concept one by one, memorable contexts for
read the selection The Singapore not like this Mapping – What is crossed the river. vocabulary expansion
Taximan’s Story by so crowded so busy. intangible cultural  Of course, I am and grammar practice;
Catherine Lim for 5 5. Sure, will take you heritage or ICH afraid of you, but they can serve as the
minutes in page 177- there in plenty good based on the video the king wants basis for listening,
178. time for your meeting, you watched? me to do reading, speaking, and
12. Introduce to them madam. Group 2: Pantomime – something. writing activities; and
the origin of the What can be  When Sang they develop students’
reading selection. SET B regarded as Kancil saw ‘ability to think critically
13. Let them identify 1. No, not married yet--- intangible cultural Sang Buaya in by inferring meaning,
answer the following Very shy and her health heritage according to the river, he making interpretations,
questions: not so good, but a good, UNESCO? thought of an and expressing their
 What is the irony of and obedient girl. Group 3: Jingle - Where idea own ideas and emotions
this story? 2. Oh, madam, she my can we find (Lazar 1993: 19).
 What are the favorite child, and I ask manifestations or Guide Questions:
themes raised in the her what she want to be expressions of  Do you notice the  Vocabulary
story? after left school, and she intangible cultural italicized words? comprehension and
 How realistic is the says go to University. heritage?  Do you think if expansion. Heritage
story? 3. Do not want to study, Group 4: Haiku - What we are going to learners can expand
 What do you think but run away, and go to factors pose danger remove those their vocabulary by
of the taxi man? Do night clubs and take to ICH? group of words reading a variety of
you sympathize with drugs and make love. Group 5: Role Play - How from each literary selections. In
him? Explain. 4. My eldest daughter, can we protect ICH? sentence, will it each text, the instructor
 Do you agree with she is twenty plus, stay change the will highlight the lexical
his lamenting? at home, help the 16. Holistic rubrics for thought or the items related to the
14. Let their output be mother. this differentiated meaning of the chapter's topic or
presented by each 5. Today young people presentation shall be sentence? theme. He/She may also
group on a manila not to trust, like young discussed and Ans. Yes, even point out idiomatic
paper. people in many years decided by the without those expressions (to foster
ago. learners and the words, the understanding of
Analysis: teacher. thought and cultural commonalities
Guide Questions: SET C meaning of the and differences), literary
 How do you find the 1. You know or not that Analysis: sentence words, regionalisms,
story? young schoolgirls, 9. After the viewing remains. cultural connotations,
 Did you understand fifteen, sixteen years activity, divide the words/phrases coined by
it in your first old, they go to public class into two and  Before revealing the author and adopted
reading? lavatory or hotel and give them a hard to the class what by the language, etc.
 How do you find the change into these copy of the selection those italicized Students will then be
language of the clothes, and they put in page 195. words are, let able to analyze the key
taximan? make-up on their face. 10. Let each group form them to the ff: structural features of the
 What form of 2. They usual is wait in a small circle and language of the
literature is it? bowling alley or coffee execute the cubing Reading Activity selection.
house or hotel, and they activity. 1. Let the learners  Grammar
15. Let the class recall walk up, and friend, 11. They shall pass read the selection identification and
the elements of a short friend, the European and around among their in page 202 practice. Heritage
story: American tourists, and group members the entitled literary texts can
 CHARACTER this is how they make cube while the music Outwitting a illustrate grammatical
 PLOT fun and also extra plays. Crocodile. structures taught in
 SETTING money. 12. Once the music class. Students identify
 CONFLICT 3. She study at home, stops, the member Source: the target structures in
 POINT OF VIEW and help the mother, the holds the cube http://www.topic the passage and then
 THEME but sometime a little shall roll it to the s-mag.com/folk- practice them as they
lazy, and she say ground and answer tales/folk-tale- appear in that context or
16. Discuss the types teacher want her to go the specific question cleverness- give examples related to
of conflict and point of back to school to do that is revealed on its mayl.htm their own lives
view. extra work, extra side. (personalization). A wide
(Refer to pages 179 - coaching, in her weak Analysis: range of grammatical
181) subject, which is maths,  Assign a leader within Guide Questions structures, sentence
madam. your group 1. How tricky is types, and cohesive
Abstraction: 4. So I let her stay back  Each member shall Sang Kancil? Justify devices, especially those
Guide Questions in school and day after be given points for your answer. characteristic of the
6. How do conflict and day she come home in every questions 2. Do you admire written language, can be
point of view evening, then she do he/she attempts to Sang Kancil‘s wit? taught or reviewed.
contribute to the her studies and go to answer whether it is How can cleverness
development of a sleep. correct or not help solve  Spelling. Depending
character in a short 5. I rush up to this  Whenever the problems? Explain on the HL,
story? wicked daughter and I member happens to your answer. "troublesome" words
7. Why is it important to catch her by the get the chance to 3. What would you can be targeted in
establish conflict and shoulders and neck, and “Call a Friend”, do after the incident literary texts to help
point of view slap her and she his/her points shall if you are Sang learners improve their
effectively in revealing scream, but I don‘t care. be based on how Buaya? Why? orthography or eliminate
and developing the his/her friend 4. Is this story quite the interference of
character/s in a short answers the question familiar to you? How English spelling.
story? Directions: 13. From this activity, you would you compare  Reading
8. How does a clear 1. Help the Taximan were able to know the it to our ―Si comprehension.
establishment of improve his sentence meaning of intangible Pilandok at Si Students can answer
conflict provide construction skills by cultural heritage. Buwaya? questions based on
direction for a story? reconstructing his • In your words, content. They can fill in
9. What is the importance sentences. define intangible  Elicit the answers missing words, find
of understanding the 2. Write your output in a cultural heritage. of the learners by synonyms for key words,
elements of short manila paper to be letting them paraphrase sentences,
stories in reading shown later to the Abstraction: share their summarize paragraphs
narratives? class. 9. Let each group read answers to the or the text as a whole.
the text The class. Literary characters can
Application: Analysis: Intangible Heritage be matched to actions or
14. Let each learner  What did you notice List in page 196. Input New facts related to them.
use the Elements of about the structure of Study its graph Concepts Student drawings or
a Short Story the sentences used in presentation and then  Remember earlier collages based on the
Worksheet in page the selection The answer the questions I showed you the text will help students
186-187. Hand them a Taximan’s Story? that follow. sentences with visualize and remember
printed copy.  Are they clearly italicized words? the characters in the
15. In this activity the written? Guide Questions: And you said that story.
learners can analyze  How do you say so? 1. Which parts of the text even without  Oral and written
the elements of the  How did you are being presented those words, the literary assignments. A
story The Taximan’s reconstruct the here? meaning and multitude of literary
Story. sentences into a more 2. What is the trend in: thought of the tasks empower students
16. Emphasize on the comprehensive a. urgent safeguarding sentence to think and act critically
conflict and point of structure? list? remains? Well and develop an
view of the selection.  After you b. representative list? these words are appreciation of literature
17. Select learners reconstructed the c. register of best called while developing
who would to go to the sentences, what did d. safeguarding practices? parenthetical language proficiency
board and complete you notice with the phrases. (McKay 2001: 321-326).
the same worksheets structure of the 10. What conclusion/s  Discuss the Such tasks include:
shown on a manila sentences? can you draw from meaning of describing the features
paper.  Do you think we can this graph? parenthetical of a literary genre and
classify these phrases and identifying them in the
sentences into types? 11. Why do you think we classification reading; analyzing the
need to safeguard our from page 203- characters‘ and/or the
Yes, indeed we can ICH? 204. Use the author‘s point(s) of
classify types of 12. What role does ICH sentences shown view; relating the text to
sentences according have in combating the before the the work it has been
to its structure. negative impacts of reading activity excerpted from, and the
globalization? as examples. work to the
Input New Concepts 13. How can intangible  Let the learners personal/historical
14. Tell them that In heritage help people give examples circumstances in which
this lesson, they will manage their and define it was written; analyzing
learn how to resources? parenthetical the literary techniques/
construct compound phrases using language/style used by
and compound- Application: their own words. the author; placing the
complex sentences Instruct Group 1 to text/author within the
(Refer to page 188) complete the task below: Abstraction: heritage literary
15. But before the Directions tradition; writing a
discussion, let the Directions: Complete the  Find a partner literary analysis of the
learners recall the numerical table below and complete the piece; describing the
definition of simple based on the information Venn diagram in relevance of the
sentence and from the text Intangible page 204 to selection for
compound sentence. Heritage List. Then compare Sang contemporary readers in
They should have answer the questions in Kancil to general and for heritage
learned this already your worksheets. Pilandok. learners in particular;
during the first  Write in the and writing an
quarter. Refer to page 198 overlapping part argumentative essay
of the bubble about the literary
Ans. Instruct Group 2 to their similarities. passage.
Simple sentence: A complete the task below: Then write their  Cultural
sentence with one differences in the understanding and
independent clause Directions: Create a pie outer parts. appreciation. Heritage
and no dependent chart for UNESCO  Let some literature helps students
clauses. Intangible Heritage List. students show to understand themselves,
Follow the color legend the class their their families, and their
Compound below in creating your pie work. Provide communities better as
Sentence: A chart. Then answer the feedback right members of a particular
sentence with questions in your after. culture. By reading folk
multiple independent worksheets. tales and legends, for
clauses but no Ask the evaluative example, they learn
dependent clauses. Refer to page 199 questions to the about "the origin of
class: traditional cultural
16. Discuss further  What do you values and beliefs"
the other two types of think is/are the (Diamond & Moore
sentences. common 1995: 221).
Intangible The understanding
Complex Sentence: Cultural Heritage and appreciation of
A sentence with one (ICH) between culture that results from
independent clause and the Philippines the study of literature
at least one dependent and Malaysia? helps students develop a
clause.  How do you think positive self-image and
ICH is attitude toward their
Complex-Compound transmitted heritage language and
Sentence: through literary culture.
A sentence with multiple pieces like the If heritage literary works
independent clauses and story of are compared to
at least one dependent Outwitting a writings from the
clause. Crocodile dominant culture or
(Kisah Sang other, heritage or non-
17. Provide as many Kancil dengan heritage, cultures,
examples as possible Buaya)? students gain a deeper
from the selection  understanding,
The Taximan’s Application: acceptance, and respect
Story.  Sang Kancil for other systems of
needs to find traditions, beliefs,
18. Make sure the different values, and behaviors.
learners will be able parentheticals in Source:
to distinguish the statements about http://www.international
difference of each Sang Buaya. .ucla.edu/article.asp?
type. Underline the parentid=60803
Abstraction: (By Pair) parenthetical you
Guide Questions can find in each Analysis:
9. Based on our activity sentence. Then Simon say Stand Up,
you had earlier, kindly tell what type it Stand Down…
give examples of each is. It is game in which the
four types? leader, Simon, instructs
 Simple 1. Sang Buaya people to do various
 Compound talked to his actions. The goal is to
 Complex friends and, only do something when
 Compound- thinking Simon says so, and to
Complex about Sang do nothing when he
10. How important it Kancil‘s doesn’t. Those who does
is to learn the types intelligence, anything that Simon
of sentence in agreed to be doesn’t say will be the
improving your more one to answer the
sentence construction cautious. questions below.
skills? 2. I won‘t let
11. How important is Sang Kancil, 9. What is the topic of
sentence construction that tricky the text?
skills in your writing mouse deer, 10. What are the
compositions? to cross this subtopics?
river again! Enumerate them.
Application: (By 3. While on the 11. Can you find
Class) river, Sang details for the
Directions: Categorize Buaya subtopics? Write
the sentences used thought of them together with
during the activity into eating Sang the subtopic it
these four types. Kancil. supports.
4. Planning their 12. Review on the
 Present to the class a next move, meaning of an
table with four Sang Buaya‘s outline. Ask the
columns (manila friends met at learners to recall the
paper/cartolina) in the riverside. definition of an
which each learner 5. ―Well, what outline and what are
can enlist the do have to its types.
sentence which they say for
think belongs to the yourself?
corresponding Sang Buaya‘s Abstraction:
classification. friends asked. Ask them these
questions.
 Call learners  How did heritage
randomly to literature, like
perform the task Outwitting a
in front of the Crocodile, help you
class. learn English?
 Cite an example
based from the text
selection.
 Is there a way you
can organize the
facts in your
answers for
question number 1
to 3 above?
Ans. Yes, it can be

organized through
Outlining.
What do you think
is the significance in
outlining
information read
from narrative
texts?
Application:
OUCH LITERATURE
Directions
5. Write an outline for
the texts listed
below. Have an
agreement with your
teacher what kind of
outline will be used
for this activity.
Texts for outlining:

1. Heritage Literature
as a Teaching Tool
6. Use the graphic

organizer in page
207 gathering entries
for your outline. You
may modify this as
the need arises.
O. ASSESSMENT Directions: Directions: Directions: Directions: Directions:
/ 4. Let the learners 1. Focus on the two Using the Information Map Sang Kancil needs to OUCH LITERATURE
EVALUATION identify the types of characters of ―The of UNESCO Intangible master 4. Write an outline for
conflict and types of Taximan‘s Story. Heritage List in page 200, parentheticals more. the texts listed
point of view through Write the thoughts of they should be able to Help him by below. Have an
picture analysis. (Note: the taxi man and of provide answers to the answering the next agreement with your
Search for pictures the teacher in each following: set of items. teacher what kind of
online that best paragraph. Underline the outline will be used
describes each type of 2. Use compound and Questions: parenthetical you for this activity.
conflict and point of compound-complex 7. Which part of the text can find in each
view) sentences in your is being presented in sentence. Then tell Texts for outlining:
5. Do this through short paragraph. this information map? what type it is. 1. Outwitting a
Microsoft PowerPoint 8. How do you see the Crocodile (Kisah
presentation. Refer to page 190, map in giving 1. If you, an Sang Kancil
6. Check their work right English 8 LM information about the experienced chef, dengan Buaya)
after the activity. elements of intangible had trouble, how
heritage list? hard will it be for 5. Use the graphic
9. How do you interpret me? organizer in page
the ―shade of color 207 gathering entries
of the countries by the 2. Janice stayed up for your outline. You
use of the legend in late, writing her may modify this as
the bottom left corner oratorical piece. the need arises.
of the map?
10. What conclusion/s can 3. While I was on Check their work if there
you draw from this vacation, I had is still time.
information map? an epiphany.
Note: Provide the learners 4. I stood up and,
a copy of the worksheet brushing off my
for this. pants, continued
my journey.
5. At long last, the

contest is over!
Check their work if

there is still time.
Directions: (Formal Directions:
Theme) (Formal Theme)
1. Search for the 1. Pretend you are
intangible cultural Sang Kancil and
heritage of the you would like to
Philippines. share your story
2. Make a list of with Pilandok.
safeguarding practices 2. Write a letter for
P. REINFORCE- that is observed in him narrating
MENT today’s generation. what just
3. Formulate a conclusion happened to you
from the data and with Sang Buaya.
information you 3. Use
gathered. parentheticals in
4. Cite your references in your letter.
your composition.
5. Limit only to 2-3
paragraphs for your
output.
Y. REFLECTION
Revision No. 0
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

The learner demonstrates communicative competence through his or her understanding of literature and other texts types for a
PROGRAM STANDARD
deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL The learner demonstrates communicative competence through his/ her understanding of Afro- Asian Literature and other texts
STANDARD types for a deeper appreciation of Philippine Culture and those of other countries.
visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative
CONTENT STANDARD
texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of
PERFORMANCE effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features,
STANDARD
stance, and behavior.
EN8WC-IIe-2.2:
EN8SS-IIe-1.2: Explain
Develop paragraphs that EN8VC-IIe-1.3: EN8LT-IIe-0-9:
visual-verbal
illustrate each text type EN8LC-IIe-2.17.3: Predict the gist of the Appreciate literature
LEARNING relationships illustrated
(narrative in literature, Infer the theme of the material viewed as an art form inspired
COMPETENCY in tables, graphs, and
expository, explanatory, text listened to based on the title, and influenced by
information maps found
factual and personal pictures, and excerpts nature
in expository texts
recount, persuasive)
Viewing
Listening Viewing
Comprehension
DOMAIN: Reading Comprehension Writing and Composition Comprehension and Comprehension and
Writing and
Viewing Comprehension Literature
Composition
13. Infer the theme of a 13. Understand how a

13. Distinguish the text listened to; movie review is 13. Comprehend
mind map and concept 14. Organize and made; how the content of
map; interpret information 14. Make a review on a literary piece
13. Interpret information
14. Compose an from a text selection a filmed movie contributes to the
from a pie graph;
explanatory write up of to draw conclusion; originally from a topic;
14. Construct a pie
M.OBJECTIVES ideas presented in and literary piece using 14. Create a poem
graph; and
concept map; and 15. Recognize the collocations; and on diverse cultural
15. Value the essence of
15. Appreciate the importance of unity 15. Reflect on how heritage; and
spending wisely.
importance of concept despite the diversity literary pieces 15. Appreciate the
mapping in making of intangible cultural transmit Intangible literature as an art
summary heritages in Afro- Cultural Heritage. form.
Asian countries.
Making a Write-up of
II. SUBJECT Interpreting Information Inferring the theme of Making Filmed Movie Appreciating Literature
Ideas Presented in
MATTER Presented in a Pie Graph a text listened to Review as an Art Form
Concept Maps
III. LEARNING  English Expressways II  English Expressways II  English 8 LM pages  English 8 LM pages  English 8 LM, pages
RESOURCES TX, pages 134-135 TX, pages 128 191-200. 222-237. 233-234, 171.
 Teacher made visual  English 8 LM, pages  Teacher made  Teacher made  Teacher made visual
aids 214-218 instructional materials visual aids aids
 Teacher made visual  Video downloaded  Video downloaded  Video downloaded
aids from YouTube from YouTube from YouTube
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on the Conduct a Review on Conduct a Review on Conduct a Review on
previous topic previous topic. the previous topic the previous topic the previous topic
Q. REVIEW
R. DEVELOPMENT Activity Activity: Activity: Activity: Activity:

OF THE LESSON (PIE GRAPH) 1. Present a sample of a 17. Let the learners  Let the learners 2. Let the class
(STRATEGIES) 4. Direct the learners’ concept map (use the watched the watched the watch this
B.1 ACTIVITY attention to the pie example in page 214) following videos following videos interview of
B.2 ANALYSIS graph presented in 2. Present also an from YouTube. from YouTube. Kirpal Singh, a
B.3 page 135, English example of a mind  www.youtube.com Singaporean
ABSTRACTION Expressways II TX. map (use the /watch?  http:// poet, on his
B.4 Let them see this example in page 215) v=RLlvYFvRU9M www.youtube.co career as a poet.
APPLICATION using overhead 3. Show this in a manila  www.youtube.com m/watch?v=dU- Use this URL –
projector or a manila paper in which the /watch? J91tIgGA http://www.youtub
paper if textbook is class can see this. v=4VzzhNkbjgg  http:// e.com/watch?
unavailable.  www.youtube.com www.youtube.co v=0FchtpOAyjs
5. Have them interpret Note: You may also /watch? m/watch?
the information download from the v=pfydro4X2t0 v=EDIygoCcK48 3. Then let them
presented in a pie internet another example.  http:// read his poems in
graph representing 18. What do you think www.youtube.co page 233. Notice
the expenses of an Guide Questions is the theme of the m/watch? the words he
average Filipino 1. Observe the videos you have v=YIEZHlYY9s4 used and how
family. similarities and watched? they relate to the
6. Let them study it and difference of the two Analysis: diversity of
answer the questions photos. Analysis: Guide Questions: culture in
that follow. 2. What do you think is 1. Divide the class into  Based on the Singapore, and
the topic of each two and let them videos, what do how he hopes to
Guide Questions: samples? answer the you think is our see these
1. Among how many 3. How do you think questions below: topic for the cultures unite
items are the does a concept map day? under one flag.
expenses of an is made? How do you Process Questions:  Have you
average Filipino think a mind map is  What elements of watched the film Refer to page 233.
family distributed? made? drama are The Avengers:
2. Which of these common or The END GAME? 4. Divide the class
expenses receives Analysis: present in these Or any film that into three and
the largest share?  Elicit answers from the three intangible is made by assign a specific
Which one gets the class. heritage Marvel? poem for them to
least? expressions?  How was it for analyze. Let a
3. What two items Possible answers to the  How did these you? representative from
receive the same Guide Questions: intangible heritage  Did it somehow each group present
share of expenses? 1. The two photos expressions teach you a their answer to the
present ideas in a contribute to the lesson about life? following guide
specific topic. development of questions using a
2. The concept map their communities? unique graphic
Analysis: presents about the organizer written
Possible Answers to the topic on Four Seasons on a manila
Guide Questions of Weather. Input New paper/cartolina.
17. 6 items The mind map Concepts
18. Largest share – food presents a topic on Justify your answer. HOW TO WRITE A
35% how to mind map.  How do intangible MOVIE REVIEW
Least share – 3. A concept map is heritage There are
recreation 5% made by organization expressions such numerous formats
19. Shelter and of ideas limited to as these help in you can follow in
medicine one topic while a knowing and writing a movie Group 1:
mind map is made by appreciating other review, but they all Making Harmony
Abstraction: using diagrams for culture‘s traditions have the same he sits and drinks his
Guide Questions representing tasks, and beliefs? content. In this coffee, black, no sugar
10. What does this words, and concepts  Do we need to format, it consists of the other guy sits and
show you about from a central idea safeguard these five parts. drinks his tea, white,
priorities in an surrounded by intangible heritage one sugar:
average family? connected branches expressions? Why? Five Parts of a Movie no dialogue between
11. How would the poor of associated topics. Review them save the sips
and the well-to-do Abstraction: A. Opening: Catch coffee/tea, tea/coffee,
itemize their Input New Concepts 14. Read to the the Reader's coffee/tea,
expenses? Concept maps are learners the Attention tea/coffee…
Possible answers graphical tools for synopsis of the B. Second i watch from a
1. The pie graph organizing and story Batu Belah Paragraph: Take distance, safe with my
shows that the representing knowledge. Batu Bertangkup Care of Business coke
average family gives They include concepts, (The Devouring C. Third Paragraph: realise that drinks
priority to food and usually enclosed in circles Rock) Character and Plot alone don’t solve
education. or boxes of some type, A Famous Malay Summary problems
2. Answers vary. and relationships between Folktale in page D. Fourth Paragraph: maybe these words,
Sample answer: The concepts indicated by a 219. A Key Moment or these realisations
distribution or connecting line linking two Idea might…
expenditures of the concepts. Words on the  Here is another E. Fifth Paragraph: who knows what our
poor family differ line, referred to as linking famous Malay Evaluate the Movie next drinks might be
from that of the rich words or linking phrases, folktale for you to when harmony across
family. The budget specify the relationship read. This story was Refer to page 222 gaps prevails through
of the poor is limited between the two adopted as motion rhyme
to the basic concepts. We define picture and TV 1. Review on the and in time makes
necessities while the concept as a perceived drama in Malaysia, topic collocations possible living
rich family may even regularity in events or up to the extent of peacefully.
have a budget on objects, or records of inspiring other Collocations are
travels and other events or objects, versions of the combinations of two Group 2:
luxury items. designated by a label. story. Read the or more words that colours/blinds
Mind maps, on the synopsis of the story often go together. my daughters say kids
other hand, is an and answer the With the use of are colour blind
Application: (Group expression of radiant questions that collocations, your that it is we the adults
Work) thinking and is therefore a follow. language will be more who change our kids
18. Divide the class natural function of the natural and more and make them see
into two. human mind. It is a easily understood. red, blue, yellow,
powerful graphic Guide Questions: You‘ll have alternative white…
Directions: technique which provides 1. What did the mother and richer ways of i no longer argue,
19. As a member of a universal key to feel after knowing expressing yourself, knowing how right
the School Governing unlocking the potential of that her fish roe was and it is easier for our they are
Council, you were the brain. eaten? brains to remember these young whose
tasked to prepare a The mind map can be 2. Why do you think it and use language in beautiful innocence
budget proposal for applied to every aspect of came across to the chunks or blocks we colour
the following projects life where improved mother to commit rather than as single giving them myths and
and programs. learning and clearer suicide? words legends to frighten
20. Present this in a thinking will enhance 3. What does Batu their discovery of
pie graph by human performance. The Belah Batu 2. Discuss the truth, of blood, of
indicating the mind map has four Bertangkup following seven oneness.
percentage of the essential characteristics: represent? How did types of
budget needed for you say so? collocations.
each project or  The subject of 4. Does this story have
program. attention is similar themes with ADVERB +
21. Choose a leader crystallized in a some of our own? ADJECTIVE Group 3:
to facilitate the central image. Cite some famous Fish roe, in that Mixed Colours
discussion and  The main themes of folktales. time is rarely Rainbow colours, you
another the subject radiate 5. Describe Mak Mina, cheap. proclaimed
representative to from the central Mawar and Bulat ADJECTIVE + Sizing each and
present your output image on branches. through NOUN laughing
in front of the class.  Branches hold a key characterization. His coach ordered As the kids played
22. After image/word printed How do they him to get regular their games
presentation, make on the associated line influence or affect exercise. Oblivious to our
sure to give feedback - details radiate out. the character of one reflections
to their output.  The branches form a another? NOUN + NOUN We have come a long,
connected nodal 6. What is the Let's give them a long way—
structure. moral/lesson of the round of You were talking
story? How does it applause.. about our plurality
Abstraction: (By Pair) affect you? Explain NOUN + VERB Our mix of races,
Guide Questions your answer. The birds started religions, languages
12. Based on our to chirp when it Sensitive areas of
lecture, can you now heard the cat public harmony
differentiate concept purring.. Our rainbow is shy,
map and mind map? Application: (By VERB + NOUN hides
Ans. A concept map is Group) The officer was But it will come after
a graphical tool for Directions jailed for cleansing rain
organizing and Arrange the following committing Even as we plan and
representing pictures to create a murder. strategise
knowledge while a story strip for Batu VERB + A multicultural vision
mind map is an Belah Batu Bertangkup. EXPRESSION WITH for ourselves.
expression of radiant Number the pictures PREPOSITION
thinking and is from 1 to 15 in the Peter had to Analysis:
therefore a natural space provided for. return home Guide Questions
function of the human Refer to page 220-221 because he had 13. What themes do
mind. run out of money. the poems have?
(Let the students also Ask the group to infer VERB + ADVERB 14. How does each
answer using their own the topic of the Batu Paulo placed his title complement
words) Belah Batu keys gently on the the theme of
13. Can you give examples Bertangkup table and sat each poem?
of concept maps and (The Devouring down. 15. How do these
mind maps based on Rock) themes relate to
their stored A Famous Malay Provide more achieving unity in
knowledge? Folktale examples a multicultural
14. How do you think does Refer to page 224 community like
concept mapping helps Singapore?
in making summary Abstraction: 16. How do these
from a selection read Guide Questions: ideas in Singh‘s
or viewed.  How do you poems apply to
usually us Filipinos?
Application: (By Group) determine the 17. Are we living in a
1. Divide the class into meaning of a world of diverse
two. Give task 1 to new word that culture? How do
group 1 and task 2 to you encounter you say so?
group 2. while reading or
viewing even if Abstraction:
Task 1 you are not Ask them these
(Concept Mapping) looking in the questions.
Directions: The words in dictionary? 1. Do you agree
the ovals are some of the that a poem or
main concepts in this Ans. (Students any literary piece
lesson. Create a concept answer may vary) is a form of art?
map using these words. 2. Based on how
Follow the example given 15. Emphasize on the the poems were
in this activity. answer of a made, how can
 Elements of a Short learner about the you infer that it is
Story process breaking indeed a form of
 Parenthetical Phrase words down into art?
 The Taxi Man’s Story their basic parts
 Communication Skills to determine a Directions:
 Malaysian Folktale word meaning 1. Read and
 Idiomatic Expression which is called reflect upon the
 Sentence Types structural statement made by
 Literature analysis. this famous French
Task 2 (Mind Mapping) anthropologist/ethno
Choose one of these three Use the examples in logist and the
main concepts and create page 224. founder of structural
a mind map. Follow the anthropology,
example given in this Therefore, structural Claude Levi-Strauss
activity. analysis suggests in page 234. Then
that a bicyclist is answer the
 Intangible Heritage a person on two questions below in a
 Literature wheels – a piece of paper.
 Communication meaning which is
Skills close to the QUESTIONS:
word's formal 1. What implication
Let each group choose definition. does Levi-
their most comfortable Strauss‘s
topic. Instruct them to  How do you statement could
present their output in a think can a story have in the
manila paper. Batu Belah communities with
Batu diverse cultural
Compose a summary with Bertangkup heritage like the
3-4 paragraphs out of the (The countries in
concept map/mind map Devouring Southeast Asia?
you created. Your purpose Rock) A 2. How can you
is to explain the topic to Famous Malay help achieve
your readers. Folktale unity, peace and
transmit an harmony amidst
Intangible diverse culture
Cultural Heritage and cultural
heritage among
nations based on
Application: Levi-Strauss‘s
1. Assume the role of statement?
a film critic. Form
small groups with
your classmates to Application:
represent a movie (Group Work)
review body. Directions
Brainstorm and
write a set of 7. Create a poem
criteria in rating a on diverse
movie as part of a cultural heritage
film review in the Philippines.
process. Then Use a free form
watch the movie of poetry in your
adaptation of Batu composition.
Belah Batu Write it inside
Bertangkup (1959) any shape or
in YouTube. After figure you desire
watching the (e.g. kite-
movie, write a shaped, star-
two-page review shaped,
about it using the diamond-
criteria you shaped, etc.)
created with your
group. 8. Draw your output
in a cartolina or a
http:// manila paper.
www.youtube.com/
watch?
v=bsqBNfu0jok
Highlight the
following parts:
A. Title (Film Info –
company, producer,
director, starring)
B. Catchy
Introduction/Hook
C. Storyline
D. Themes/Big
Picture/message of
the movie
E. Key characters and
their roles in the film
F. What I liked and a
proof.
G. You Opinion (Do
you recommend it or
not?)
Use the rubrics on

assessing the Movie
Review they have
made in page 237.
S. ASSESSMENT/ Directions: Directions: (By pair) Directions: Directions: Directions:

EVALUATION 7. As a student, you 3. Watch this YouTube 8. Watch this YouTube 1. Choose an Asian (Individual)
should learn to video clip on elements video clip on drama on TV or an Answer the
budget your of drama. Intangible Cultural Asian movie and questions below.
allowance. Source: Heritage write down its Write your answers
 What are your http://www.youtube.co Source: elements using in the parts of the
expenses in m/watch?v=vcRv- http://www.youtube advance/graphic bubbles as indicated
school? BVsOT8 .com/nQEP086ZGJ8 organizers. Then in page 171.
 How much write a short
allowance must 4. Take down notes about Questions: review on its 1. What‘s the
you have to your the elements using 11. What do you think elements. Submit difference among
school needs? concept mapping is the theme of the the completed the literature of
8. Make you own budget based on the video you video that you have organizer and the Malaysia,
plan by presenting it watched. listened/watched? review to your Singapore, and
in a pie graph. 5. Use the answers to the teacher and the Philippines?
9. Draw your pie graph questions in page 216 12. What is the discuss it in class. Write it on the
in a short bond in creating your message of the Try the sample space that does
paper. You can be as concept map in a short speaker? graphic organizer not overlap in
creative as possible, bond paper. on the page 225- each of the
use colors as you may 6. Instruct them to 13. Provide feedback to 227. bubbles.
desire. present their output in their answers.
a short bond paper. Highlight the 2. What‘s the same
7. Compose a summary following parts: with the
with 3-4 paragraphs A. Title (Film Info – literature of those
out of the concept company, producer, three countries?
map/mind map you director, starring) Write it in the
created. Your purpose B. Catchy parts of the
is to explain the topic Introduction/Hook bubble that
to your readers. C. Storyline overlap.
D. Themes/Big
Picture/message of Let some learners
the movie share their answers
E. Key characters and in front of the class.
their roles in the film
F. What I liked and a
proof.
G. You Opinion (Do
you recommend it or
not?)
Use the rubrics on
assessing the Movie
Review they have
made in page 237.
T. REINFORCE- Directions: Directions:
MENT Give your class a soft 1. Your Local
copy downloaded from Tourism Board is
YouTube of the film assigned to
adaptation of the story prepare a sample
Batu Belah Batu cultural exhibit for
Bertangkup Malaysia and
(The Devouring Singapore, as part
Rock) of its bid to host
A Famous Malay the week-long
Folktale. celebration of
ASEAN Day in the
Let them observe how Philippines. They
the film was made are going to
based on the synopsis include movies
that they already have that represent a
read earlier. part of their
heritage and
literature, with an
accompanying
review or analysis
about it.
2. As local film
critics, you and
your peers were
hired by the board
to find the most
appropriate movie
to be used for the
cultural exhibit.
Your task is to find
a movie
adaptation of a
Malaysian/Singapo
rean literary piece
(reflecting their
diverse cultural
heritage), watch
it, and write a
review about it,
with the aid of
advance
organizers. Then
you have to
present it to the
Local Tourism
Board with a 10-
minute audio-
video clip as a
teaser, stating the
main points why
the movie should
be used for the
cultural exhibit.
3. Your group‘s work
will be evaluated
according to its
content,
presentation,
creativity,
organization, and
use of advance
organizers.
Use the rubrics on

assessing the Movie
Review they have
made in page 237.
Z. REFLECTION
DEPARTMENT OF EDUCATION
Region XI LH-1-01
Revision No. 0
DIVISION OF DAVAO DEL NORTE Effectivity: April 15, 2019
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

CONTENT visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative
STANDARD texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
PERFORMANCE
STANDARD
behavior.
EN8WC-IIf-2.2:
Develop paragraphs
EN8VC-IIf-1.3: Predict EN8V-IIf-10.1.4:
EN8RC-IIf-11: Transcode that illustrate each text EN8LC-IIf-2.5:
the gist of the material Identify figures of
LEARNING information from linear to type (narrative in Formulate predictions
viewed based on the speech that show
COMPETENCY non-linear texts and vice- literature, expository, about the contents of
title, emphasis (hyperbole
versa explanatory, factual and the listening text.
pictures, and excerpts and litotes)
personal recount,
persuasive)
Reading Comprehension Writing and Vocabulary Listening
DOMAIN: Viewing Comprehension
Grammar Awareness Composition Development Comprehension
N. OBJECTIVES 16. Explain the relationship 16. Classify the 16. Recall the form of 16. Identify statements 16. Comprehend
among and between adjectives according adjectives according that are either using how the content
Afro-Asian Countries to its degree of to its degree of hyperbole or of a literary piece
through diagram; comparison and comparison; understatement contributes to the
17. Inscribe a paragraph on order in series; 17. Supply the figurative topic;
multiculturalism from 17. Write a appropriate form of languages; 17. Formulate
set of photos; and descriptive essay adjective to complete 17. Differentiate predictions about
18. Introspect using adjectives; and a sentence; and hyperbole and the content of a
misconceptions about 18. Appreciate how 18. Recognize the litotes; and listening text; and
cultural diversity. adjectives are useful importance of using 18. Appreciate the value 18. Express the
of using figures of
importance of
speech specifically
adjectives in making
in writing and hyperbole and litotes
comparing and predictions in
composition. in writing and in
contrasting objects. improving
speaking.
listening skills.
Comparing and Literal and Figurative Appreciating

II. SUBJECT Transfer Linear to Non- Writing a Descriptive
Contrasting (Three Language: Literature as an Art
MATTER Linear texts and Vice Versa Essay
Degrees of Adjectives) Hyperbole and Litotes Form
 English
 English Expressways  PDF files downloaded Expressways
 English 8 LM, pages pages138-139. from the internet pages140-141.
III. LEARNING  English 8 LM, pages 170,
208-  Teacher made  Teacher made visual  Teacher made
RESOURCES 174, 228-231.
 Teacher made visual instructional materials aids visual aids
 Teacher made visual aids
aids  Video downloaded  Photos from  PDF and PPT files
from YouTube www.pinterest.ph downloaded from
the internet
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on Conduct a Review on the Conduct a Review on Conduct a Review on
previous topic the previous topic. previous topic the previous topic the previous topic
U. REVIEW
V. DEVELOPMENT Activity (CUL-LIT Activity: Activity: Activity: Activity:

OF THE LESSON MISCONCEPTION 4. The pictures below 19. Let the learners 1. Divide the class into 5. Motivate the
(STRATEGIES) CHECK) are from the watched the two. Group for learners for the
B.1 ACTIVITY 7. Let the learners do a previous activities following videos litotes while group 2 day’s lesson by
B.2 ANALYSIS self-assessment through and readings in this from YouTube. for hyperbole. asking them
B.3 the ff statements related lesson. 2. Assign them a set of these questions:
ABSTRACTION to the big Comparison of photos with  Are you
B.4 ideas/concepts in this Refer to page 208 Asian People, hyperbole and content with
APPLICATION lesson. They must read Malaysia, litotes expressions. who you are?
them and write T if the 5. Describe them by Thailand, 3. Instruct them to  If given the
statements are TRUE writing: (a) Philippines and interpret the chance would
and F if they are FALSE. who/what is in the Vietnam meaning of each you like to be
Write your answer in the picture; (b) the photo from someone else
space provided. action you can see; https//youtu.be/ www.pinterest.ph or something
and (c) the feelings alwz3QM1B_8 else?
Refer to page 170. he/she/it may have. Here some photos you  Why?
Use the space given Analysis: can use:
Statements: for each picture. Guide Questions 6. Prepare them
 People from the same 2. What do you think for listening
nation or geographic is the video all
Paragraph 1
region, or those who about?
One evening as Shichiri
speak the same 3. How many are Kojun was reciting
language, share a being compared in sutras, a thief with a
common culture. the video? sharp sword entered,
The Taxi Man demanding either his
 Culture is based on 4. What expressions money or his life.
nationality. tell you that more activity. Tell
 Families from the same than two are them that they
culture share the same compared? will listen to a
values. story entitled
 Some cultures are just Recall the forms of The Thief Who
more evolved than adjectives based on its Became a
others. degree of comparison. Disciple, a Zen
4. Allow them to post
 Multiculturalism is  Positive – cannot Story which is
the photos along
divisive. Sang Kancil be used to make cut into six
with their own
 In predominantly comparisons paragraphs and
interpretation of
monocultural or  Comparative – that they are to
the examples.
bicultural societies, shows two persons accomplish the
there is no need to or objects being information map
Analysis:
study other cultures. compared on page 140.
Guide Questions:
 Globalization is causing  Superlative –
 What do you think
an inevitable shows three or
does each of those Refer to page 140,
homogenization of more things being
statement implies? EE II TX.
culture. compared
Was it literal or 7. Read Paragraph 1
 Most people identify Malaysia‘s People figurative of the story do
with only one culture. and Culture meaning? not read the title.
 Studying literature can Ask the students
help you understand Abstraction: to fill in the grid.
Review on the
different cultures or 1. Cite specific lines
meaning of literal and
time periods. from the speaker in
figurative language. In
 The study of literature which he had
grade VII they already 8. Ask them to
allows people to develop compared predict what they
should have learned
new ideas, ethical Philippines with think will happen
about this as well as
standpoints Singapore‘s People other Asian next or lead them
the following specific
and Culture Countries. Restate to predict
types of figurative
8. In these activity, make or Paraphrase it
sure that the learners Analysis: using your own languages: outcomes.
understood the meaning Guide Questions words.
of each statement 4. How were you able 2. What have you  Simile 9. Read paragraph
above. They must to describe the observed with the  Metaphor 2. Check the
perform the self- pictures? form of adjectives  Personification student’s
assessment as honest 5. Did you use when comparing prediction. Have
as possible the the adjectives in your two objects? When Provide some common them accomplish
beginning the lesson answers? comparing three or examples for this or the paragraph 2
since they are going to Probably you did. more? you may require the grid. Ask them to
check whether they 6. Did you try to 3. How important it is learners to recall what predict what they
have misconceptions compare the to learn the degree they have learned in think is going to
about. pictures to one of comparison in 7th grade. happen next.
another? comparing and 10. After reading
Let them proceed with the 7. Do you know how to contrasting objects? Input New Concepts paragraph 2,
main activity. use adjectives to Introduce the Paragraph 2
compare persons, At this point let the following types: Shichiri told him, “ Do
Refer to page 228-230 things, animals, and learners establish Litotes versus not disturb me. You can
the find the money in
other kinds of nouns the rules regarding Hyperbole
that drawer.” Then he
In this activity, all the and even pronouns? formation of the continued his
misconceptions presented comparative and  Based on the meditations
at the start of the lesson  Elicit answers from superlative degrees examples given, check whether the
will be clarified. After the class. Let them of adjectives. what do you think predictions were
reading the explanations recall the meaning of is the meaning of right or wrong.
for each one, reflect on adjectives. litotes? How about Ask them to
your previous answers and the hyperbole? predict again what
then answer the questions Adjectives enable us Basic Rules is going to
below. to describe, add color,  In general, for one- Made them realize the happen. Then
clarify and make syllable adjectives, difference of the two. read paragraph 3.
1. Divide the class into distinctions to our add -er to form Their answer should at
two. words. comparative degree least be close the
2. Instruct them to presentAdjectives primarily and -est to form following definition:
their answers using a modify nouns, pronouns the superlative Paragraph 3
diagram, drawing, chart A little while afterward
and noun-derivatives. degree.  Litotes is an he stopped and called,
or a figure. Adjectives have forms e.g. fast, faster, understatement in “Don’t take it all. I need
or degrees. Most fastest which a positive some to pay taxes
Analysis: adjectives have  For most two- statement is tomorrow.”
1. How do these different forms to show syllable adjectives, expressed by
misconceptions apply to degrees of comparison. add -er to form the negating its
Asian countries like comparative and - opposite. This
Malaysia, Singapore, and Input New Concepts est to form the sounds like a 11. Check the
the Philippines? Cite 1. Discuss further the superlative. strange definition, student’s
examples for your answer. degree of  For modifiers of but a few examples predictions. Then
2. What are some examples comparisons. three or more will make the have them
you can cite that shows 2. Emphasize that syllables, always meaning clear. accomplish
diversity because of adjectives have use more and Paragraph 3 grid.
multiculturalism in Malaysia three degrees of most to form the The classic example of Ask them to
and Singapore? Does comparison namely comparative and litotes is the phrase predict again
multiculturalism also apply – the positive, the superlative degrees “not bad.” By negating what’s going to
in our country? Why? Why comparative, and the word “bad,” you’re Paragraph 4
not? the superlative. Refer to page 138, saying that something The robber gathered up
3. Based on misconceptions Each one has a English Expressways II is good, or at least OK. most of his money and
started to leave. “Thank a
on culture, how do you distinct use and TX However, in most person when you receive a
look now on the presence ways to be formed. contexts it’s an gift,” Shichiri added. The
man thanked him and made
of different cultures around 3. Also discuss the Application: (By understatement. off.
the Philippines (our cultural order of Adjectives Group) For example: happen next.
or ethnic groups), in in a Series. Directions Then, read
Malaysia and Singapore? Supply the appropriate “Not bad! Not bad at paragraph 4.
4. How does the study of Refer to 209-210 form of adjective in the all!” 12. Check the
Afro-Asian literature give parenthesis. student’s
you a wider perspective in
Abstraction: (By 1. South Korea has a The idea here is that predictions. Then
tolerating and appreciating
Pair) _____ form of someone is actually have them
cultural differences? Directions: government than pretty excited about accomplish
5. How did your readings
1. Classify the North Korea. something. Paragraph 4 grid.
on Malaysian and
following adjectives (democratic)
Singaporean literature help
as either two- 2. Most Asian  A hyperbole is an Paragraph 5
you identify some traditions
syllable, three (or countries overstatement that A few days afterwards, the
fellow was caught and
and beliefs of the Afro- more) syllable, or have_____ natural exaggerates a confessed, among others,
Asian people? irregular adjectives. resources. (rich) particular condition the offense against Shichiri.
When Shichiri was called as
Use the space 3. These Asian for emphasis. a witness, he said, “This
Process Questions: provided for. (Let countries have  It may also be man is not a thief, at least
as far as I am concerned. I
 How did you extract the students also _______ types of defined as: gave him the money and he
come up with your answer using their government.  extreme thanked me for it.”
output? own words) (varied) exaggerations
4. Bangladesh has  used for Ask them to
1. Emphasize on how Refer to page 211. 55,599 sq. mi. of emphasis/effect predict again
to transfer linear to 1. When do you usually total land area.  figurative what’s going to
non-linear texts use adjectives? Myanmar has language happen next.
2. Provide examples of 2. How would you 261,970 sq. mi. of  used sparingly Then, read
non-linear texts. know when to the land area. with purpose paragraph 5.
appropriate Myanmar has a
Access the website adjective to show ______ land area For Example: 13. Check the
www.scribd.com for more certain the degrees than Bangladesh. student’s
examples. of comparison? (large) “I’m so hungry I could
5. Japan has fish for eat a horse.” Paragraph 6
After he had finished his
Abstraction: Application: its natural prison term, the man went
Let the learners study the resources. Pakistan This example of to Shichiri and became his
disciple
map on page 230. Instruct Task 1 (Group 1) has natural gas, hyperbole exaggerates
them to focus on the 2. Give the oil, and coal. Japan the condition of hunger predictions. Then
proximity of Malaysia, comparative and has ______ natural to emphasize that the have them
Singapore and Philippines superlative degrees resources than subject of this sentence accomplish
to one another. Then grasp of the group of Pakistan. (few) is, in fact, very hungry. Paragraph 5 grid.
your schema on the history adjectives. Use the This person has no Ask them to
of Malaysia, Singapore, and space provided for. intention of literally predict again
the Philippines. Refer to page 60, eating a horse but is what’s going to
Refer to page 12 English Expressways II trying to figuratively happen next.
Guide Questions: TM for the key to communicate his Then, read
1. Singapore and Malaysia 3. Divide the class into correction hunger using a paragraph 6.
had been under the four and give them hyperbole for effect
same colonial rule these sets of words 14. Check the
(British Empire). Does on a strip of paper You can also make USE Sources: student’s
this period have any for them to classify also of the examples, https://www.google.co predictions. Then
effect on the culture of into its degree of drills and practices from m.ph/amp/s/literaryter have them
two countries? How? comparisons. this file found in this ms.net/litotes/amp/ accomplish
2. What effect could 4. Let them do this URL: Paragraph 6 grid.
geographical proximity task in a limited http://kea.kar.nic.in/vika https://
contribute to the amount of time. sana/bridge/english/cha writingexplained.org/ Analysis:
development and Whoever finishes p_14_ppt.pdf grammar-dictionary/ 1. How did you
assimilation of culture first wins and shall hyperbole find the activity?
among these three be merited Was it easy?
countries? additional points. Challenging?
Task 2 (Group 2) Why?
1. Use the group of 2. Using the
adjectives to create information map
sentences. Be sure or grid, retell
Instruct the learners to go to put adjectives in Abstraction: the story
back to their CUL-LIT their proper order if Guide Questions: 3. What lesson can
Checklist to correct their you are going to use  What have realized you drive from
misconception on them in a series. in our activity for it?
multiculturalism. today? 4. Did you enjoy
Refer to page 213 listening to it?
Application: Litotes is almost the 5. What was your
Directions: Look at the 2. Now that you know opposite of reaction to it?
words inside the boxes the degrees of hyperbole. 6. If you were the
page 174. Analyze the comparison and the author, what
relationship of the words to order of adjectives  Can you now alternative
one another and write a in series, it is time differentiate ending would
short paragraph using the that you try to write hyperbole from you provide for
words. a descriptive essay litotes? the story?
about a literary  Can you give more
piece we have examples or
discussed using the illustrations?
adjectives you have  What do you think is
learned. the importance of
using figurative Abstraction:
languages in Guide Questions
writing? In 18. Having
speaking? completed all
the grids, call
Emphasis: on volunteers to
Divide the class into two. Hyperboles are used in retell the story.
Give them these set of speech and writing for 19. Assess also how
words in a printed copy. effect. The many of the
Let them write them output embellishment that a number of
in a manila paper or hyperbole creates learners were
cartolina. They should brings particular able to make
choose a leader to present attention to that correct
their output to the class. thought or idea. predictions in
Hyperboles are not the listening
meant to be taken activity.
literally but stand out 20. Ask the learners
and create emphasis. to give proverbs
Meanwhile, litotes can that summarizes
be a way of softening the story.
the impact of criticism.
If you have to say that a. You reap
someone is doing a what you
poor job at something, sow.
it may be less hurtful to b. An eye for an
say “you don’t excel at eye; a tooth
math” rather than for a tooth.
“you’re terrible at c. If someone
math.” Depending on throws you a
what’s being said, stone, throw
litotes might express him a piece
modesty or arrogance, of bread.
irony or sincerity,
compassion or Why do you making
invective. predictions helps in
improving you
Application: listening skills?
Find the Hyperbole Reading skills?
Worksheets
downloadable from this Ans. Making
URL: predictions is a
https://www.k12reader. basic reading skill
com/figurative- that requires higher
language/figurative_lan level thinking. To
guage_find_the_hyperb make a good
ole.pdf prediction, readers
must consider
available
Identifying Hyperbole information and
and Understatement make an inference.
Use the downloadable Good readers make
pdf file from this URL: predictions based
https://www.quia.com/ on textual
files/quia/users/ evidence. If you
dhaberstick/LA/ use evidence to
Revision-lessons-32-34 support your
predication, you
can justify it
whether you are
right or wrong
Source:
https://www.ereadi
ngworksheets.com/
free-reading-
worksheets/reading
-comprehension-
worksheets/
making-predictions-
worksheets-and-
lessons/
You may also use

the Making
Predictions
Powerpoint
downloadable from
this URL:
https://
www.ereadingwork
sheets.com/
reading-
comprehension-
worksheets/
making-predictions-
lesson-01.ppt
Application: (By
Pair)
1. Read the
following
passages.
Determine what
event is likely to
occur next.
Explain your
answer using
textual
evidence.
Provide the
learners a copy of
the Making
Predictions
worksheet 1
Source:
https://www.ereadi
ngworksheets.com/
reading-
comprehension-
worksheets/
making-predictions-
worksheet-01.pdf
W.ASSESSMENT/ Directions: Directions: Formal Directions: Directions: Directions:

EVALUATION (Group Work) Theme Change the degree of Determine whether (Individual)
23. Divide the class into 9. Look at the picture comparison without each is an instance of 2. Read the
two. Let them explain below. Write a short changing the meaning. hyperbole or following
the relationship of the descriptive essay Identify first its form understatement. passages.
terms inside the circles about it. Use the before providing the Choose your response Determine what
in a concept diagram adjectives from the other forms to indicate and explain what is event is likely to
found in page 231. other parts of this degree of comparison. being understated or occur next.
activity. Make sure hyperbolized. Explain your
Guide Questions: you also use Example answer using
1. What does this concept cohesive devices Malacca is the oldest Example: The moon textual
diagram mean? correctly. town in Malaysia. was high, all were evidence.
2. What does it illustrate? (superlative) sleeping, and the whole
3. How does it relate to world was at peace. Provide the
you? Answers: learners a copy of
No other town in This is an example of the Making
Use this rubric for Malaysia is as old as Hyperbole. Predictions
grading from Malacca. (Positive) worksheet 2
http://www.readwritethi Malacca is older than I believe this
nkorg/files/resources/les Hana. 2005. Batu Belah any other town in because... Source:
son_images/lesson416/ Batu Bertangkup Malaysia. The speaker is https://www.ereadi
OralRubric.pdf [Painting in pen and (Comparative) exaggerating how ngworksheets.com/
ink, digitally enhanced]. peaceful things were. reading-
Retrieved from 1. Peter is cleverer than Some people had to be comprehension-
http://hana- any other boy in the awake at worksheets/
1745.deviantart.com/art class. that time. Some people making-predictions-
/Batu-Belah-Batu- 2. Jupiter is the biggest in the world had to worksheet-02.pdf
Bertangkup-22648917 of all planets. have been fighting and
3. Very few boys are as not at peace.
Refer to page 213 industrious as John.
4. India is the largest 1.Use the Hyperbole
democracy in the and Understatement
world. pdf worksheet from this
5. Shakespeare was URL:
greater than any https://www.ereadingw
other playwright. orksheets.com/figurativ
e-language-
Source: worksheets/hyperbole-
https://www.englishp and-understatement-
ractice.com/grammar worksheet-01.pdf
/change-degrees-
comparison/
#vs2IEVG07sdPdKqB
.99
X. REINFORCEMENT Directions: Directions: Formal Directions: Formal
1. In completing this Theme Theme
lesson, you have to After the different 1. In one paragraph.
write a movie review activities presented to Compare the
with the aid of you, it is time again to Philippines with other
advanced organizers to answer these focus Asian Countries as to
be presented in an questions: population,
audio-video format. geographic area,
2. Assess them using the 1. How does the study government type,
following criteria: of Afro-Asian and natural
 Content literature help you resources. Use the
 Presentation increase your three degrees of
 creativity communicative adjectives.
 organization competence?
 use of advance 2. Cite the website, or
organizers 2. How will it guide you author of your
to understand the resources from the
3. Submission is on Friday diversity of cultural books, internet, etc.
this week. heritage in Asia and
Africa?
3. How do traditions
and beliefs bring
about diversity
and/or harmony?
4. How does diversity

contribute to unity?
Write your answers in

paragraph form. Make
your own title.
AA. REFLECTIO
N
DEPARTMENT OF EDUCATION
Region XI
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506
Daily Lesson
Teacher: Learning Area: ENGLISH
Log
CONTENT
STANDARD
PERFORMANCE
STANDARD
behavior.
EN8WC-IIg-2.2:
Develop paragraphs that EN8RC-IIg-11: EN8OL-IIg-3: Deliver
EN8LT-IIg-2.2.3:
illustrate each text type EN8LC-IIg-3.12: Transcode information a self-composed
LEARNING Determine tone, mood,
(narrative in literature, Listen to paraphrase from linear to non- entertainment speech
COMPETENCY technique, and purpose
expository, explanatory, information/ideas linear texts and vice- using all the needed
of the author
factual and personal versa speech conventions
Reading
Listening Oral Language and
Writing and Composition, Comprehension
DOMAIN: Literature Comprehension, Fluency
Reading Comprehension Writing and
Writing and Composition Viewing Comprehension
Composition
O. OBJECTIVES 19. Identify the conditional 19. Determine the 19. Restate information 19. Give information and 19. Understand the
statements from a character types and and ideas from a ideas from a reading purpose of
reading selection; traits in a selection; listening text; selection; entertainment
speech;
20. Identify the tone 20. Transform
20. Deliver an
20. Structure a paragraph and purpose of the 20. Perform paraphrasing information from a
entertainment
using conditional author in a given text; exercises; and (linear) reading text
speech using speech
statements; and and 21. Appreciate the to into a (non-linear)
conventions; and
21. Value the importance of 21. Realize the learn paraphrasing diagram and
21. Consider
good decision making importance of techniques in 21. Express proofs to
entertainment
through a composition character enhancing listening validate claims or
speech as a way of
writing development of the and reading skills. counterclaims.
boosting confidence
story.
level.
Delivering
Structuring meaningful Abstracting Information
II. SUBJECT Identifying Character Listening to Paraphrase Entertainment Speech
expanded sentences and by Noting How Ideas
MATTER Types in a Story Information and Ideas using all the Needed
conditional statements Are Developed in a Text
Conventions
 English 8 LM, pages  English Expressways II  Worksheets  Video downloaded
 English 8 LM, pages 252- 256-265. TX pages 125. downloaded from the from YouTube
III. LEARNING 255  Teacher made visual  Teacher made internet  Teacher made visual
RESOURCES  Teacher made visual aids aids instructional materials  Teacher made visual aids
 https://  https://  Worksheets aids  PDF and PPT files
www.ecenglish.com www.ereadingworksheet downloaded from the  English Expressways downloaded from the
s.com internet II TX pages 120-122 internet
IV. LEARNING
TASKS (4A’S)
Conduct a review on the Conduct a Review on the Conduct a Review on the Conduct a Review on Conduct a Review on
previous topic previous topic. previous topic the previous topic the previous topic
Y. REVIEW
Z. DEVELOPMEN Activity: Activity: Activity: Activity: Activity:

T OF THE Directions: Directions 20. Let the learners 5. Divide the class into 1. Let the learners
LESSON Group yourselves into 6. Before we read: read the text on two-three. watch this video from
(STRATEGIES four. The first group will  How many of you page 125 6. Before asking the YouTube.Ed Tate
) be Raden, the second are familiar with 21. Read to them the students to read the CSP 2000 World
B.1 ACTIVITY group will be Surati, the Bali, Indonesia? following paragraph. selection, ask them Champion Public
B.2 third group, Rupaksa, and  What do you Ask them to be ready about some political Speaking
ANALYSIS the fourth group will read associate with Bali to point out the topic and social problems URL:
B.3 all the lines in the story, as a place? sentence of the in other countries in https://youtu.be/lJ_Kswf
ABSTRACTIO except the characters‘  Well, Bali is known paragraph and the Asia as presented in UHMQ
N dialogs. as a city for answer to the the previous
B.4 woodcarving questions on page lessons. 2. Jotting down is
APPLICATIO Refer to page 252. industry. 126. 7. Ask them to talk prohibited during the
N  Is there any city in about these video presentation.
Reading Selection: our country which Check how well the problems with their 3. You may play the
The Legend of is similar and students listened. group members. Tell video one more time.
Banyuwangi popular in the group to discuss
Adapted from an woodcarving? Analysis: if these situations Analysis:
Indonesian Folktale Guide Questions also exist in the  What was the
Refer to page 258 5. What is the author’s Philippines? video all about?
Your goal in this section is observation about 8. Have them read the  What was the
to learn and understand Reading selection: Japanese children? selection “A purpose of the
more about Asians. The Century Carver 6. State his view in Glimpse of Africa” speaker?
by Oka Rusmini your own words. by Mary Penick  What have you
As you go through this Source: One outstanding Motley learned from the
part, keep thinking about http://wordswithoutbord trait that Japanese Source: Africa, Its speaker?
these questions: ers.org/article/the- children have Empires, Nations, and
 How does diversity century-carver/ acquired is respect People. Detroit: Wayne 1. Input the four (4)
contribute to unity? for authority. The State University Press. Key ingredients to
child’s early
 How do traditions and As we deepen our 1969, 15-18. deliver an
acceptance of the
beliefs bring about understanding of mother’s word as law entertainment
diversity and Indonesia, let us read in the house blends Analysis: speech
harmony? one great work of a smoothly into the Guide Questions: successfully.
multi awarded writer later acceptance of  In what ways is 2. Let the learners
Now let us do the next from Bali, Indonesia, Ms. authority in school. Africa a land of recall first the
As a result, a lifelong
activity. Oka Rusmini. Ms. opposites? meaning of an
tendency for the
Rusmini is considered a child, then the adult,  Cite proofs that entertainment
Analysis: What If…? prolific writer of poetry to accept the values Africa is a land of speech as
Directions: Let us go over and novels. Some of her of Japanese society contrast. discussed during
each box, one by one, on works were already as a whole is  What barrier the Week 3.
7. Complete the
page 254. translated in several prevents Africa
following phrases
languages. from developing its An entertaining
with the appropriate
 What if Raden had potential? speech is a speech
words.
not paid attention to Analysis:  Notice how the designed to captivate
Respect for
Surati? What could 1. What is so strange ideas are an audience’s
__________________
have happened? about the character of organized and attention and regale
Child’s early
Srenggi? developed. What or amuse them while
__________________
 What if Surati had not 2. What are the peculiar does the second delivering a message
Mother’s word as
obeyed his brother‘s characteristic traits of paragraph suggest To help us think
_______________ in
request to hide the Kopag? in comparison with through how to be
the house.
head dress under her 3. What is beauty to the first effective in delivering
________________ the
pillow? What could Kopag? paragraph? What entertaining speeches,
have happened? 4. Kopag is a wood values of Japanese word is used to let’s look at four key
carver, but what is society. signal this? ingredients:
 What if Raden had meant of these lines:  In the third
not believed in what ―He didn‘t just carve Key to correction is on paragraph, what  preparation;
Surati had said about wood; he carved his page 126 ideas are  adaptation to
her brother‘s plan? thoughts, his brain, and presented? How the occasion;
What could have his dreams as well‖? Abstraction: are they related to  adaptation to
happened? 5. ―Wood and knives 1. Japanese children the ideas in the the audience;
have given me different are respectful. fourth paragraph? and
eyes,‖ this is a line by 2. The Japanese  mindfulness
Abstraction Kopag. What character is children show Abstraction: about the
Process Questions: disclosed in this line? respect to authority 1. Africa is a land of time.
• If you were in Raden‘s 6. If Kopag‘s carved because they are opposites; its
shoes what could have creations were popular well-trained in the people are the tiny Use this URL for
been your action? in the local and overseas house and in school? Pygmies and the reference in
• If you were in Surati‘s market, does it mean 3. What can you infer giant Watusi. It has discussion:
place what could have that Bali is meeting the from the listening ferocious Lion and https://saylordotorg.github.io/t
ext_stand-up-speak-out-the-
been your plan? standard of the activity? Use the gentle domestic practice-and-ethics-of-public-
• What would change your international market? following phrases to animals. (Ask the speaking/s21-01-
decision? Explain your answer. state your ideas: students to give understanding-entertaining-
spe.html
7. How does Gubreg  Respect for authority other examples)
Guide Questions: perceived Srenggi?  Child’s early 2. Africa is a land of Abstraction:
3. What is common with 8. If Gubreg died in the acceptance contrast. It has the Guide Questions
the questions above? end, why do you think it  Mother’s word as a greatest deserts, 21. What is the goal of
Ans. The word “if”. happened? law yet it has a delivering an
 Accept the values of desperate need for entertainment
4. What does the word Input New Concepts Japanese society harbors. (Ask the speech?
“if pertains to? 4. Now we can discuss 4. How did you restate students to cite
Ans. It pertains to one literary element the author’s words or other proofs) Remember, when
conditions. which is the ideas? 3. The dreaded we use the word
character. In any Ans. Paraphrasing diseases in Africa “entertain,” we
5. What do we call those literary work, a are the barriers to are referring not
sentences above? character is a person 5. How did you listen Africa’s potential to just to humor but
who appears in, acts, for clues to show the develop. also to drama. The
Ans. We used narrates or speaks author’s train of 4. The paragraphs are goal of an
conditional sentences. and characterization thoughts? developed through entertaining speech
is the method used providing is to stir an
6. Let us try to describe to portray that Let the learners share supporting details audience’s
each type of person or being. their individual to the main ideas.
conditional sentences 5. In some stories for techniques to their The word “yes” emotions.
and see how they example, the seatmates in getting signals the second
differ from each character‘s clues from what they paragraph which Application:
other. identifying traits are have listened. affirms that Africa is 1. Let the learners
revealed one at a a land of contrast. watch this video
Input New Concepts time. Application  The land of Africa is from YouTube.
Conditional statements Read the following news discussed in the • TOASTMASTER
are also called if-clause Refer to 256-257. report to the class. third paragraph, CHAMPION 2018
sentences. which is related to https://
6. Emphasize on the the fourth youtu.be/
An open conditional role of each paragraph, which 7Tev43VNRIc
statement refers to a character in the talks about the land •
future event which is story. area of its desert.
conditional on another  Hero The Filipino  As a result is used TOASTMASTER
future event. Its main  Heroine Chinese to indicate an effect. CHAMPION 2014
clause is in the future  Superhero The Filipino- https://youtu.be/
tense, and its conditional Chinese, referred to bbz2boNSeL0
 Villain Now that you already
as Tsinoy comprise
clause is in the simple  Anti-hero (ine) 90% of the Chinese know to extract
present tense.  Protagonist living in the essential information 22. Have you
 Antagonist Philippines, according from a reading text, it is observed if the
A hypothetical to the UP study. It time to abstract speaker were
conditional statement 7. But it is interesting to defines Tsinoy as the information through a able to had
refers to a possible future Chinese who are diagram. We are simply applied the four
note that there are
“Philippine-born, with
situation which depends other characters in transferring the key ingredients
Christian names, who
on another possible future the story, like the speaks Filipino or information and ideas of delivering an
event. Its main clause following characters: English, attend from a linear text to a entertainment
uses present conditional  Flat character Philippine Schools, non-linear text. speech?
tense.  Round character socialize with Chinese
and Filipino and are Application: 23. Was he able to
 Stock character
quite Westernized in
Unfulfilled hypothetical  Type Character 1. Have them fill in successfully
the thought and deed.
statement refers to a  Stereotype the diagram found fulfill the
situation which an event in page 122 with purpose to
might have taken place, Let us continue to details drawn from entertain?
but did not, because a examine how writers the selection.
condition was not fulfilled. may use to present a 2. They should 24. What do you
Its main clause is in the character and to reveal accomplish this in a you can benefit
past conditional tense, and his or her character short bon paper for delivering an
its conditional clause is in traits of either the individually or by entertainment
the past perfect tense speaker or the writer. pair. speech?
The study revealed
Formulating Conditional This is now under 25. What do you
that the Filipino-
Statements (4 ways) character development Chinese are still your audience
in a story, which can be influenced by the can benefit from
0 Conditional – is used accomplished in different Confucian beliefs of you?
for scientific facts or methods or techniques: their forefathers. Filial
general truths. ‘If’ can be  Disclosure of piety remains a strong
value. Children
substituted for ‘when’. character through
continue to yield to
stereotyping parent’s desire in the
‘If you boil water to  Disclosure of choice of career,
100°C, it boils.’ character through usually in business.
exposition Despite their
‘When you boil water to  Disclosure of traditional orientation,
100°C, it boils.’ Tsinoy families are
character through the
changing. They have
character‘s actions learned to adopt and
1st Conditional – is used  Disclosure of be integrated into the
with ‘will/can + base verb’ character through the main stream of
for a probable future character‘s words Philippine society.
result.  Disclosure of The Tsinoy’s
character through the identity is, therefore,
unique. It is rooted in
‘If you study hard, your character‘s thoughts the Philippine soil but
English will improve.’  Disclosure of simultaneously takes
character through the pride in tis Chinese
'If I get enough sleep, I words of others ancestry.
will feel better.’  Disclosure of Read the news report
character through the once more, then check
2nd Conditional – uses use of setting how well the students
the ‘simple past’ with understood its content
‘modal + base verb’ for Download this ppt for by asking the following
imagined, impossible or lecture purposes: questions:
unreal future situations. https://www.ereadingwo
rksheets.com/reading- Encourage them to do
‘If I won the lottery, I worksheets/character- paraphrasing of the
would buy a plane.’ types-lesson-01.ppt information taken from
the listening text.
'If you met Johnny Depp, Abstraction:
what would you ask him?’ Directions: 4. How does UP study
2. How do you think define Tsinoy?
3rd Conditional – uses each of the
the ‘past perfect’ with characters in the 5. What does the
‘modal + have + past story plays a role? study reveal about
participle’. It is usually 3. How did each the Filipino-
used to express a past character develop Chinese?
regret about something throughout the story? 6. How do the Chinese
which did not happen in 4. How did the author prove that Filial
the past. disclose the piety remains one
characters in the of their values and
‘If I had won the lottery, I story? part of their
would have bought a 5. How important it is to culture?
plane.’ understand the 7. What makes the
character Tsinoy identity
‘If I had been taller, I development in a unique?
could have played in the story?
NBA.’ 8. Why do you think
Application: paraphrasing is
Source: Group 1 important in
https://www.ecenglish.co Directions: Read a short restating
m/learnenglish/lessons/ho description of an event. information and
w-use-if-conditional- Identify a character trait ideas of the author?
sentences that is revealed by each
action. Explain your Emphasize on
 What are conditional answer. paraphrasing techniques
sentences? such as given in this
 What are the three URL:
types of conditional Use the characterization http://intranet.yorksj.ac.
sentences? What are its worksheet downloadable uk/learnteach/epax/para
functions? from this URL: phrasing/Para3tryme.pdf
https://www.ereadingwo
Application: rksheets.com/reading- Exercises:
Directions: worksheets/characterizat A Make a different
1. Let us recall some ion-worksheet-1.pdf word, using the
situations in the legend prompt in brackets.
and see what For answers: e.g. development
conditional statements https:// (change to verb) - to
we can produce. www.ereadingworksheet develop
2. With the same s.com/reading- e.g. economise (change
groupings, rewrite the worksheets/ to noun) - economy
conditional statements characterization- 1. To analyse (change to
using the ways on how worksheet-1- noun)
to make conditional answers.htm 2. To analyse (change to
sentences. adjective)
3. Present your output to Group 2 3. Evaluation (change to
the class on a manila Directions: Read the verb)
paper. short passages. Answer 4. Theoretical (change to
the question by verb)
identifying an implied
character trait. B. Finish these
Explain your answer by paraphrased
referencing the text. sentences by
changing the
Use the characterization word/word type
worksheet downloadable and grammar.
from this URL:
https://www.ereadingwo e.g. We studied the
rksheets.com/reading- statistics then applied
worksheets/characterizat for funding.
ion-worksheet-3.pdf - After _________ the
statistics, we made an
For answers: _________ for funding.
https:// - After studying the
www.ereadingworksheet statistics, we made an
s.com/reading- application for funding
worksheets/
characterization- 1. We were concerned
worksheet-3- about her health. We
answers.htm had some _________
about her health.
2. The council cut
funding so we could not
Group 3 provide free parking.
Identify the Purpose of Because of council
the Author funding _________,
https:// there was no_________
www.ereadingworksheet for free parking.
s.com/reading- C. Decide which
worksheets/authors- paraphrase is
purpose-worksheet.pdf better. (NB!
Answers Remember, your
https:// essay should not just
www.ereadingworksheet be one long
s.com/reading- paraphrase, even a
worksheets/authors- good paraphrase!)
purpose-worksheet.pdf
1. Adverts are a major
Group 4 part of everyday life.
Determine the tone of Paraphrase 1
the Author Advertising is an
https:// important feature of
www.ereadingworksheet daily life.
s.com/reading- Paraphrase 2
worksheets/tone- The influence of adverts
worksheet-01.pdf can be felt in all aspects
Answers of our lives.
https://
www.ereadingworksheet Ans. Paraphrase 2
s.com/reading- (paraphrase 1 just word
worksheets/tone- substitution, not
worksheet-01- changed enough)
answers.pdf
Paraphrase the
Let each group following.
exchange their work For many people across
with other groups for Europe, the introduction
checking. Let them also of the Euro has lead to
share their output to the price rises in many
class. Provide the key to everyday goods.
correction.
Paraphrase:
For the majority of the
European population,
the Euro resulted in
higher prices for many
daily items.
With the Euro came an
increase in prices on a
range of common goods
for most people.
Source:
http://intranet.yorksj.ac.
uk/learnteach/epax/para
phrasing/Para3tryme.pdf
AA. ASSESSM Directions:(By Pair) Directions: Directions: Formal Directions: Directions:
ENT/ 1. Fill up the boxes, by Read the short story. Theme In a short paragraph (Individual)
EVALUATION giving your own Pay close attention to Paraphrase the following (not more than 100 1. Let the learners get
example of conditional the characters. Respond paragraphs in the words), explain the the copy for their
statements. to the questions that number of words in meaning of the title of entertainment
follow. brackets. the selection based on speech and give
Use the worksheet in page 1. Which character is the information or ideas them time to revise
255. best described as the Research on you derived from it. their speeches
protagonist? children’s advertising applying what they
2. Compose a paragraph 2. Which character is would not seem to Use this rubric: have learned about
out of the conditional best described as the support a ban. Psychology http://mocareered.org/ the 4 key
professor, Adrian
statements you have antagonist? common-core/doc/5139 ingredients.
Furnham, argues against
created. 3. Is Jessica a static or
any restrictions, noting
02/rubric-roleplay.pdf 2. Give them also
dynamic character? “Peer influences and allotted time for
3. After doing the pair 4. Is Jessica a round or parenting styles are rehearsals and
work, elicit answers flat character? massively more influential preparation before
from the class on 5. Is Maria a static or in determining children’s the oral graded
these questions: dynamic character? behaviour and presentation.
6. Is Maria a round or achievements than 3. Use rubrics
 Did you find the writing flat character? advertising” (Stokes and downloadable from
of conditional 7. Is Jawanna a static Brown, 2011). the internet as basis
Furthermore, a German
statements easy or or dynamic for assessment.
study points out that, on
difficult? character? average, children between
 Why? 8. Is Jawanna a round three and thirteen years URL:
 Why not? or flat character? old spend only 1.4% of https://www.rcampus.c
9. Is Ms. McMillanan their waking time om/rubricshowc.cfm?
antagonist? watching adverts. That sp=yes&code=DX2B4W
10. Is Carrie Carter a said, in the UK, this 2&
dynamic character? translates into 18 000
adverts a year (Grissom,
2010). However until 4. After the delivery
there has been definitive
Use the Character types of speeches,
research linking behaviour
worksheets 1 provide feedback
downloadable from URL to advertising, it would to their
Source: seem premature to argue performance. Cite
https://www.ereadingwo for a ban, but perhaps areas for
rksheets.com/reading- some regulation is improvement and
needed, especially given
worksheets/character- areas that went
parents’ concerns. (60
types-worksheet-2.pdf words)
well.
For answers:
https://
www.ereadingworksheet Possible/Closest
s.com/reading- Answer.
worksheets/character-
types-worksheet-2- There is little research
answers.htm to support a ban on
children’s advertising as
it does not seem to be
that influential. One
expert, Professor
Furnham, argues
parenting style and peer
pressure are more
important (Stokes and
Brown, 2011), while a
German study (Grissom,
2010) points out that
children actually spend
very little of their time,
only 1.4%, watching
adverts. (58 words)
Source:
http://intranet.yorksj.ac.u
k/learnteach/epax/paraphr
asing/Para3tryme.pdf
BB. REINFOR Directions: Directions: Formal Directions: Directions:
CE-MENT 1. Watch the YouTube Theme (Disclosure) Worksheets Worksheets
video IELTS Writing: 1. What were disclosed Answer the paraphrasing Answer the non-linear
Conditional by the characters in worksheets and submit it to linear text
Sentences using this terms of words, next week. worksheets and submit
link thoughts, and it next week.
https://youtu.be/JJkQ0 actions? Fill out the Use the file
61lNIc table on page 264 downloadable from this Use the file
2. Master the ways on and see what URL: downloadable from this
formulating conditional answers you have https://1.cdn.edl.io/j5K9 URL:
sentences and write arrived at. XyMSrF4Cvj7TXZIvRhS4 https://www.tes.com/le
what new examples NAdXMoe21RAdrjBR8Lxl ssons/oy0ta9Rqd4_swQ
you have learned from 2. Further read the text MBwl.pdf /interpreting-non-linear-
the video. entitled Oerjarmati‘s text
study about
Indonesian literature:
Boen. S Oermarjati, in
his study ―Isteri,
Cinta, and Arjuna:
Indonesian Literature
at the Crossroads,
discussed five important
socio-cultural elements
that help enhance rapid
growth in literary writing
after 1966 in Indonesia,
namely: (1) freedom of
expression, (2)
sponsorship, (3)
education, (4) mass
media, and (5)
readership.
BB. REFLECTI
ON
Region XI Revision No. 0
Effectivity: April 15, 2019
TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-
6506
PROGRAM STANDARD
visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and narrative
CONTENT STANDARD
texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea
development.
PERFORMANCE
effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features,
STANDARD
EN8WC-IIh-2.2:
EN8RC-IIh-2.15: EN8VC-IIh-17: Develop paragraphs that EN8OL-IIh-3.13:
EN8LT-IIh-2.3: Draw
Organize Discern positive and illustrate each text type Maintain the interest of
LEARNING similarities and differences
information in negative messages (narrative in literature, the audience by
COMPETENCY of the featured selections
tables, graphs, and conveyed in a material expository, explanatory, delivering punch lines
in relation to the theme
maps viewed factual and personal effectively
Reading Literature Oral Language and
DOMAIN: Literature Viewing Comprehension
Comprehension Writing and Composition Fluency
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK NO. 8
22. Interpret
information 22. Understand the
presented in a 22. Determine the 22. Explain the positive purpose of
22. Select appropriate
grid or table; character types and and negative entertainment
details from a
23. Organize traits in a selection; observation from a speech;
narrative;
information or 23. Identify the tone video shown; 23. Deliver an
23. Develop a paragraph
data from article and purpose of the 23. Participate in an entertainment
that illustrates a
P. OBJECTIVES into a table or author in a given text; interview role play; speech using speech
narrative essay; and
graph; and and and conventions; and
24. Value the essence of
24. Appreciate how 24. Realize the 24. Express feelings and 24. Consider
unity and harmony
tables and importance of character opinions by entertainment
despite diversity.
graphs helps in development of the responding to a speech as a way to
making story. question. of boosting
generalization or confidence level.
conclusion.
Responding to the Delivering
Comparing and Comparing and
II. SUBJECT Intended Meaning of Writing a Narrative Essay Entertainment Speech
Contrasting: Making Contrasting selections in
MATTER the Speaker in an using Imagery using all the Needed
Generalizations relation to the Theme
Interview Conventions
 English  Teacher made visual
 English 8 LM, pages 184-  English Expressways
Expressways II TX aids
185, 250-253, 266-267. II TX page 141-143  Teacher made visual
III. LEARNING pages 136-137.  English Expressways II
 Teacher made visual  YouTube videos aids
RESOURCES  Teacher made TX pages 130-133
aids  Worksheets  YouTube videos
visual aids  Worksheets
 Photos downloaded from downloaded from the
 PDF resources from downloaded from the
the internet internet
the internet internet
IV. LEARNING
TASKS (4A’S)
Conduct a review on Conduct a Review on the Conduct a Review on Conduct a Review on the Conduct a Review on
the previous topic previous topic. the previous topic previous topic the previous topic
CC. REVIEW
DD. DEVELOPMENT Activity: Activity: Activity: Activity: Activity:

OF THE LESSON Ask them these Directions 22. Let the learners Check the student’s 4. Let the learners
(STRATEGIES) questions before 7. Go over the scrambled watch on an assignment. Have them recall the four
B.1 ACTIVITY
starting the main words and create two interview with Rami define the words essentials in
activity: major groups. In the Malek: Becoming assigned to them and delivering an
 How do table provided, identify Freddie Mercury use them in sentences. entertainment
countries foster which groups of words https://youtu.be/ 1. Zingy taste-a sharp speech
friendly go together. qIcC_UZ89A4 flavored taste  preparation;
relationships? 2. Spectacle – a public  adaptation to
 Why is it Analysis: display the occasion;
significant for Guide Questions 3. Mortified –  adaptation to
other countries 8. What are the humiliated, the audience;
to know the vital positive things you ashamed and
statistics of have observed in 4. Nursed – fed, ate  mindfulness
countries in East, the interview? How 5. Relish – to eat with about the time.
South, and about the negative pleasure 5. Let the learners
Southeast Asia? Use the table below in observations you 6. Dash – splatter watch this video from
Through this grouping the related had? 7. Slurp – to eat or YouTube. Miriam’s
informative words. 9. have you observed drink noisily top 6 punch lines
highlights these with the URL:
countries are interviewee? His Divide the class into https://youtu.be/
B.2 ANALYSIS
opening their behavior and groups of three – five HAK244XRg0I
B.3 ABSTRACTION
doors not only to responses to the 6. Notice how the
B.4 APPLICATION
their fellow Asian questions. Provide the learners the speaker delivers her
countries but 10. What have you author’s background. Let speech. Take note of
also to other noticed with the the students discuss it. the lines she used.
countries of the way the interviewer Ask them to relate 7. What did she use to
world Check their output through asked questions? similar experiences. make it entertaining?
board work. 11. What do you think 8. You may play the
1. Ask the students are the things you Let them read the video one more time.
to read the grid Photo-Formation need to remember narrative The All-
showing Directions: before conducting American Slurp (An Analysis:
informative data 1. Study the Asian photos an interview? Excerpt) by Lensey  What was the
about the Asian below and group them Namioka. video all about?
countries. into two. Write the Input New Concept  What was the
Source: McGeveran, name of the country at
There are two types of Source: Visions:19 short purpose of the
William, ed.World the bottom of each
interview – formal and stories by Outstanding speaker?
Almanac and Book photo. informal. Writers for Young Adults.  What have you
of Facts, New York: Bantam Doubleday Dell learned from the
2. Then fill up the table An informal interview is Publishing Group, Inc.
WRC Media speaker?
that follows. 1540 Broadway New York.
Company, 2005. a conversation that NY 10036. 1987
involves direct Abstraction:
questioning. Guide Questions
Refer to page 250. Refer to page 130-131 26. What do you think
A formal interview, on is the difference
the other hand, is a Check how well the between stand-up
scheduled event. students comprehend comedy and
Analysis: the narrative by letting humorous speech?
2. If textbook is 1. What similarities and Things to remember them answer the Emphasize the
unavailable, just differences do you see in BEFORE a formal questions in the book. difference between
post this grid on the photos? interview; these two.
a manila paper 2. Which photo best  You need to be 27. What do you think
for the class to speaks of your culture? are the benefits in
well prepared
have access to. using humor in
 Research about
For today, we will the interviewee speeches and
compare the two local  Prepare a list of Analysis: presentations?
folktales from the questions Check for
countries of Indonesia and  Use 5W’s and 1 Understanding:  Makes you more
Vietnam in relation to the H in  Think about what likeable
theme (diversity) constructing happened to Lin  Helps you
questions not family’s first connect with the
Instruct the learners to just a YES and experience eating the audience
reread the story of The NO response. raw celery in an  Arouses interest
Legend of Banyuwangi DURING THE American Setting. and keeps
Adapted from an INTERVIEW Visualize the scene attention
Indonesian Folktale and recall the  Helps emphasise
 Listen carefully person’s feelings. points and ideas
Refer to 252-253. for you to ask Describe the event.  Disarms hostility
intelligent  In your opinion, what  Shows that you
Instruct them to read the follow-up kind of a person is don’t take
story of Lạc Long Quân questions. the narrator? yourself too
and Âu Cơ:  Take note, or  What kind of a seriously
The Legend of Ancient record the person is Meg, her  Makes
Vietnam interview friend? Support your information more
answer. How do Meg memorable
Refer to 266-267. and the narrator  Lightens up
Abstraction: adjust to their heavy material
Abstraction:  In you own words, cultural differences?  It answers the
Directions: what do you think is Are there positive question
6. What is common the best practices or result? Explain your everyone wants
between these two preparation to answer. to ask
3. Let them folktales? become an effective  Do you think the  Gives the
compare the 7. What differences does interviewer? narrator’s tensions audience some
Asian countries the two featured Become a about “adjusting to a shuffle time
presented in selections have? responsive new culture” have
terms of some 8. How was diversity Interviewee? relaxed at the end of Types of Humor that
vital information. discussed in the two the story? Why or fit the bill
4. Then tell them to selections? why not?  Self – effacing
make 9. Make your comparison  What could be the humour
generalizations through a Venn Application Sight Taste Hearing  Personal
from the Diagram. Divide the class into Tiny red Zingy zipping anecdotes
radishes taste
information two groups, role play a  Similes /
major reason why the
given. Application: formal interview. Each metaphors
narrator and her
member of the group  Quotations
family tried hard to
Group 1: Story Matrix must take the role of an  Predictions
adjust to their new
interviewer and the  One liners
environment?
Direction: interviewees.
 An image concretely
Analysis: Think like a story editor. Pitfalls of Public
represents our sense
Comprehension Write the elements of Decide whoever you Speaking Humour
of sight, hearing,
Check short story down the side. would like to become  You are not a
feeling, taste, and
1. Go over the grid. Write the criteria for a (celebrity, field stand-up
smell. What was the
China, Japan, good story across at the reporter, singer, artist, comedian
strongest image that
North and South top. Make a + (for yes) or athlete)  All speeches
came to your mind
Korea are a – (for no) in each box. should contain
when you read the
located in East Use ―The two featured Then perform the at least one
story?
Asia. Which of stories for this activity. following tasks: serious point
What specific word
these countries  Never use
did the writer use to
has the smallest The Criteria should be 1. Interviewer offensive
help you form this
population? agreed upon the class or  Prepare the humour
image?
2. The Southeast at least provided by the questions you  Don’t stop the
Use the chart to classify
Asian countries teacher. are going to ask audience
these specific word as
are Myanmar, the interviewees laughing
to:
Brunei, Malaysia Refer to the Story Matrix  Plan the  Use
and Philippines, used in page 184, English interview bombproof
Between 8 LM. meeting humour
 The narrator points
Myanmar and 2. Interviewees URL:
out the differences
Brunei, which  Be well https://easypublicspeaki
between the two
country has a acquainted with ng.co.uk/public-
families and their
smaller the possible speaking-humour/
culture. Fill in the
geographical questions that
area? may include chart below. Application:
3. India and Group 2 personal Chinese culture
(The Lins)
American
Culture
2. Let the learners
Pakistan are in Analyzing a Short inquiries of your (The Gleasons) watch this video
Story‘s Theme life as whoever Indifference to Preference for from YouTube.
South Asia. dairy products dips for their
Compare the Direction: Answer the you want to particularly vegetables • Miriam Santiago’s
government type following questions in the become at the sour cream pickup lines for her
of these boxes to help you figure moments of the Provide them with an contenders
countries? out the theme of the short interview. https://youtu.be/
story. opportunity to express
4. Which country XzPh_TKspok
has the biggest 1. What does the title Let them study the themselves creatively.
28. Identify the
signify in the story? simple interview guide. Guide them as they do
population? this activity. types of humour
5. Which country Does it point out to a the speaker
has the smallest truth the story reveals Have them do activities used in his/her
about life? Make use of the Three
total 1-3. Narrative Essay speech?
geographical 2. What changes occur in 29. What is that
the main character Encourage Essentials ppt for your
area? peer discussion: One Serious
6. What countries during the course of checking. point of the
the story? Does the https://www.ereadingwo
has natural gas speaker?
as one of their main character realize Ask volunteers to read rksheets.com/writing- 30. What do you
something he or she some samples. worksheets/three-
natural narrative-essay- you can benefit
resources? did not know before? for delivering an
3. What are the important Assign the class to essentials.ppt entertainment
statements about life research other literary speech?
or people made, either pieces that make use of
by the narrator or the device local color.
characters, in the Ask them to look for its Abstraction:
story? 1. The Lin family’s
definition. experience was a bit
4. Is the theme ever
directly stated? If so, embarrassing.
Abstraction However, for
1. North Korea has where is it stated? Let each pair have
5. In one sentence, state present their role play newcomers like the
the smallest narrator and her
population the story’s theme. Do using a rubric.
you agree with the family, the scene was
among countries understandable.
in East Asia. theme? Is the writer After the performance,
presenting a truth provide feedback in 2. The narrator has
2. Brunei has a sense of humor.
smaller about life or forcing us terms of the things that
to accept a false view? went well and the 3. Meg is a true friend.
geographical Her friend is also
total land area things that could been one. Both understand
than Myanmar. Refer to the Analyzing a done better
3. India has Short Story’s Theme each other.
Federal Republic used in page 185, English 4. They are able to
type of 8 LM. adjust to their
government cultural differences
while Pakistan by ignoring the issue
has a Republic and not making a big
type with strong fuss about it.
military 5. People should adapt
influence. to the new
4. China has the environment and
biggest adopt their ways of
population living.
among the Asian 6. They want to have
countries. healthy relations with
5. Brunei has the the new neighbor.
smallest total
land area among 7.
the Asian
countries.
6. The countries
that have natural
gas as one of
their natural 8.
resources are:
Bangladesh,
Brunei, India,
and Pakistan.
7. Myanmar is the
only country that Sight Taste Hearing
Curly Sour crunchy
has a military sticks of cream
type of carrots
government. delicious
Pale
green
 Have the celery
Difference Between Two Families
students Chinese culture American
make a (The Lins) Culture
(The Gleasons)
generalizatio Never eat Raw
n based on celery or vegetables are
the vegetable raw eaten
Expect to see No chairs are
chairs around needed
the dining around the
table dining table
for buffet style
is used
information Application:
given. 1. Suppose you and
 How does your family were to
presentation stay in a community
of which has a different
information set of customs and
using tables traditions. How would
or graphs you make the people
help in in the community feel
making that you are one of
generalizatio them?
n or 2. Work with a group of
conclusion? three-five and come
up with strategies
Application: which could adopt to
1. What can we tell promote unity despite
about the table differences in
entitled customs, traditions,
‘Provision of and beliefs.
company cars’, 3. Write your output in
using the paragraph form.
questions we
asked earlier,
and which are
reproduced
alongside the
article?
Source: Personnel
Today 17 December
1998
1. Who wrote the

article and table,
and for which
publication?
2. What influences
has this had on
the article and
its conclusions?
3. Where was the
data in the table
derived from?
4. How does the
table relate to
the article?
5. What
conclusions can
you draw from
the table and
related text?
URL:
http://
www2.open.ac.uk/
students/
skillsforstudy/doc/
working-with-
charts-graphs-and-
tables-toolkit.pdf
EE.ASSESSMENT/ Directions:(By Directions: Directions: Directions: Directions:
EVALUATION Pair) 1. Read each passage. Work with a partner. 1. Create vertical time (Individual)
1. Divide the class Identify at least three Prepare a guide that with descriptive 5. Let the learners get
into three. differences in the way you will use in sentences. Use the copy for their
2. Read the that Dickens describes interviewing any of the imagery and sensory entertainment
following articles the old men. following personalities details in your speech that they
about Economic 2. Then write two on the topic indicated sentences; feel free have performed last
Outlook versions of a paragraph inside the parenthesis. to make stuff up. time.
Southeast Asia, in which you contrast Let them choose from WRITE COMPLETE 6. Instruct them to
China, India the passages. the following: SENTENCES in improve it by
2019; pages 1-3. Paragraph form. applying the types
3. Transfer and 3. Use the worksheets 1. President of the 2. Use the link to of humor or punch
organize the from this site: Supreme Student download the lines that they
given https://www.easyteach Council (Projects of worksheet on already have
information into erworksheets.com/pag the organization for Vertical-time: learned from
the present school
either: es/pdf/languagearts/co Using Imagery friends or social
year)
 Tables mpare/38.html 2. A boxing Champion
media.
 graphs (The way he URL: 7. After an allotted
4. Present your prepares for his https://www.ereadingwo time, they’ll be
output in a boxing bout) rksheets.com/writing- given another
manila 3. A farmer/A worksheets/using- round to deliver
paper/cartolina Horticulture (New vertical-time.pdf their graded
ways of growing entertainment
Source: vegetables) 3. Use this rubric speech to the class.
https:// 4. A person who values for narrative 8. Use this
honesty (An
www.oecd.org/ essay assessment downloadable rubric
experience or
development/asia- incident in which
URL: from the internet as
pacific/ https://www.ereadingwo basis for
01_SAEO2019_Over he/she demonstrated rksheets.com/writing- assessment.
view_WEB.pdf honesty worksheets/narrative-
5. A working Mother essay-rubric.pdf URL:
(Her formulas to https://www.rcampus.c
balance work and
om/rubricshowc.cfm?
family life)
sp=yes&code=DX2B4W
2&
Use this rubric:
http://mocareered.org/
common-core/doc/5139
9. After the delivery
02/rubric-roleplay.pdf
of speeches,
provide feedback
to their
performance. Cite
areas for
improvement and
areas that went
well.
10. Acknowledge also
the best speakers
or performers.
FF. REINFORCE- Directions: Directions:

MENT Define the following Don’t Tell. Show!
underlined words and On a separate sheet of
write it in your paper, make the
notebooks. following “telling
a. a zingy taste statements” show. You
b. after the spectacle will change the
c. too mortified to go sentences and add new
back things but be sure to
d. nursed a bit express the original idea.
e. relish tray
f. dash of tomato Examples
g. lavishly sauce Telling: Tom didn’t
h. buffet dinner slurp want to go to school
today.
Showing: Tom threw
his books into his bag,
crumpling his half-
complete homework; he
sighed.
URL:
https://www.ereadingwo
rksheets.com/writing-
worksheets/showing-
not-telling-narrative-
worksheet.pdf
CC. REFLECTION
Republic of the Philippines
Revision No. 0

TIN 000-863-958-712
Tel. No. (084) 216-6742 / Telefax (084) 216-6506

PROGRAM STANDARD
The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship
of visual, sensory, and verbal signals in both literary and expository texts; strategies in listening to long descriptive and
CONTENT STANDARD
narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.
PERFORMANCE
effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features,
STANDARD
EN8WC-IIi-2.2:
Develop paragraphs
EN8LT-IIi-3: Explain that illustrate each EN8OL-IIi-3: Deliver
EN8V-IIi-24: EN8LC-IIi-7.2:
how a selection may be text type (narrative a self-composed
Discriminate between Employ projective
LEARNING COMPETENCY influenced by culture, in literature, entertainment speech
literal and figurative history, environment, or
listening strategies with
expository, using all the needed
language other factors longer stories
explanatory, factual speech conventions
and personal
DOMAIN: Writing and Composition, Literature Listening Reading Oral Language and
Reading Comprehension Comprehension Comprehension Fluency
Writing and Viewing
Composition Comprehension
25. Understand the 25. Enumerate the

25. Explain how the ways to expand procedure and
25. Identify the type
culture, custom and 25. Comprehend the sentences; mechanics of panel
figurative language
beliefs influenced a message of a 26. Compose discussion;
used in the poem or a
selection; listening text; persuasive essay 26. Deliver an
sentence;
26. Give out the 26. Employ projective using expanded entertainment
26. Discriminate literal and
Q. OBJECTIVES meaning of a word listening strategy; sentences; and speech through a
figurative statements;
through context and 27. Express her stand panel discussion;
and
clues; and 27. Appreciate the on the value of and
27. Appreciate the use of
27. Value moral importance of diversity 27. Express
figurative language in
lessons conveyed in listening attentively. contributing to feelings, opinions
speaking and writing.
the short story. unity, peace and and ideas through
harmony. panel discussion.
Discriminating Between
Context clues in a Short Employing Projective Writing a Persuasive
II. SUBJECT MATTER Literal Figurative Panel Discussions
Story Listening Strategy Essay
Language
 English 8 LM, pages  English Expressways  Worksheets
 Teacher made visual aids 144-149. pages 156-158 downloaded from  English 8 LM, pages
III. LEARNING  Worksheets and PowerPoint  Teacher made visual  Teacher made the internet 273-274
RESOURCES presentation downloaded aids instructional materials  Teacher made  Teacher made visual
from  Worksheets  Audio and Videos visual aids aids
ereading.worksheets.com downloaded from the downloaded from  English 8 LM,  YouTube videos
internet YouTube pages 269-273
IV. LEARNING TASKS
(4A’S)
Conduct a review on the Conduct a Review on Conduct a Review on Conduct a Review on Conduct a Review on
previous topic the previous topic. the previous topic the previous topic the previous topic
GG. REVIEW
HH. DEVELOPMENT Activity: Trashketball Activity: Activity: Activity: Activity:

OF THE LESSON Directions: 8. Direct their attention 1. Review the students 9. Let the learners 9. Let the learners
(STRATEGIES)  Stay in your seats at to the vocabulary with the TQLR find a partner. watch this video
B.1 ACTIVITY all times. entries on page 144. listening strategy. 10. Let them read the from YouTube.
B.2 ANALYSIS  You will have 30-60 Ask them to scan If it is their first time selection entitled
B.3 ABSTRACTION seconds to discuss the the selection and doing this, explain to The Peasant,  Panel Discussion |
B.4 APPLICATION answer to a question find out how the them the rules and the Buffalo and Diversity &
AND words were used. procedure. the Tiger: A Inclusion
 Write ONE response to 9. Then, have them 2. Explain what is Tale of Conference 2017 |
the question on a give their meanings. expected of them to Strength and Pt 3
sheet of paper. e.g. fluffy, fuzz, do as they: Wisdom in page  URL:
 All teams will hold up gleaming, TUNE IN 269-270. https://youtu.be/Q2-
their answers. auspicious, scent, QUESTION Source: S6Ioelmo
 If you are correct, myriads, heirloom LISTEN, and http://www.motherlan
your team will get the RECITE d-heritage.com/Legend Analysis:
opportunity to shoot 10. Have them read 3. Give them the title -stories/the-peasant-  What was the
the correct response the story The of the poem, the-buffalo-and-the- topic they were
tiger-a-tale-of- talking about?
into the trashcan from Golden Harvest in
strength-and-
a 1, 2, or 3 point line. page 144-148. If Salutation to the Dawn
wisdom.html
Kalidasa
 If the shot is made, textbook is  How many
the team gets extra- unavailable you may Look to this day!
Analysis: speakers did you
For it is life, the very life of
credit. download the link of life. Guide Questions: observe?
 Shots will be made the summary of the In its brief course
 This can be done
after ALL the selection from the Lie all the verities and  What do you that
realities of your existence: in a form of class
questions have been URL below. The bliss of growth
discussion. kind of
answered. 11. Before they The glory of action
 What was so conversation?
The splendor of beauty
read, ask them For yesterday is but a dream amazing about
Use this powerpoint for these questions And tomorrow is only a
the farmer that
Ans. It is called a
vision,
trashketball game from first: But today well lived makes the tiger would
panel discussion.
this URL:  Do you have a Every tomorrow a vision of
like to possess?
hope.
https://www.ereadingwor dream?  Do they have
Look well, therefore, to this  What puzzled the
ksheets.com/figurative-  How can you make day! specific roles in
Such is the salutation to the water buffalo
language-worksheets/ your dreams come the panel
dawn. about the farmer?
figurative-language- true? discussion?
Salutation to the  How did the
trashketball.ppt  Read the following farmer prepare to
Dawn
story and find out  When do you
4. Have the class get rid of the
Use this link for how the character think does panel
formulate questions. tiger?
discussion: was able to realize discussion is
5. Read the text to  How did the tiger
https:// his dream of necessary?
them after the accept defeat?
www.ereadingworksheets changing copper to  Did the water
questions.
.com/figurative-language- gold. Abstraction:
buffalo‘s
worksheets/figurative-  How can one
Source: Language and perception of the
language-lesson.ppt change copper to A panel discussion
Literature II farmer change
gold? is designed to
This activity will help the Reading selection: after what provide an
learners recall the types if Summary of The 6. Let the learners pair happened to opportunity for a
figurative language they Golden Harvest off. Have them tiger? group to hear several
have learned namely; (A Thai Folklore) Source: recite the answers  How can we keep people or groups of
 Simile https://www.scribd.com/d to the questions a harmonious expert
 Metaphor oc/112848847/Summary- they raised earlier relationship in our knowledgeable about
 Personification of-the-Golden-Harvest with their partner. environment? specific issue or
 Hyperbole 7. Have the students  Can unity be topic, present
 Understatements/  After the reading listen to the poem achieved however information and
litotes activity, ask the once more. diverse the discuss personal
 Idioms learners randomly to 8. Then check how well characters are in views.
For the main activity, you define the key words they understood the the legend?
are to identify whether based on how it was text. Answers to The panel may
the statement is literal or used in the story. these questions may consist of six to
figurative language. vary.  Elicit answers eight persons.
Analysis: from the pairs
Decide if the sentences 1. What was Nai’s get- Analysis: who are willing to The proceedings of
below use literal or rich plan? Guide Questions share their the panel should be
figurative 2. How did his father- 12. What do you answers to the the same as those
language. Then, place an in-law help Nai? think is the poem all class. described for
“L” or an “F” before each 3. Could they really about? informal discussion:
one. change copper into 13. What is the Abstraction: volunteering of facts,
gold? Explain. message of the What was the tiger asking questions,
Use this worksheet from 4. What message does author to the trying to do in the stating opinions-all
this site: the story give about readers? story? expressed with
http://teacher.scholastic.c the best way yo get 14. Did you find geniality, with
om/scholasticnews/maga rich? Do you agree answers to the Ans. He was trying to respect for the
zines/edition56/pdfs/ with the message? questions you persuade man to contributions of other
SN56-033009-REPRO- Explain. formulated earlier? give him his secret in members, without
2.pdf 5. How does Nai show 15. Which part did leading the buffalo. speech making, and
that he appreciates you have difficulty without making
Recall the figurative the lesson that his understanding? Emphasis: invidious personal
languages they have father-in-law had 16. Which part Persuading skills references.
learned using this taught him? made it easy for you as one important skill
powerpoint: 6. What Thai customs to understand the in writing and The primary
https://www.ereadingwor and beliefs do you listening text? composition. function of the
ksheets.com/figurative- learn from the 17. Was it necessary panel is to present
language-worksheets/ story? Do we have to read the story Input New Concepts and deliver
figurative-language- similar customs? once more? Expanding information that will
lesson.ppt Explain. sentences also cover personal
Analysis: Abstraction: We add extra words views on one specific
Guide Questions Refer to 149. 1. How helpful it is to in our sentence. In issue or topic. It
 In the main activity on ask questions in the next activity, we should occupy
identifying whether Abstraction: listening activities will make use of approximately two-
the sentence is a 10. Nai Hah Tong’s like this? adjectives, adverbs thirds of the allotted
literal or figurative, plan was to turn the Ans. and prepositional time.
how did you process copper to gold Asking questions helps phrases to expand
your thoughts and 11. The father in validating what you our sentences. But
made up your mind? asked Nai Hah Tong have heard, whether it before we do that The secondary
 Can you draw a mind to help him turn is correct or not. activity, let us be function of the
map to indicate how copper into gold. clear first with what panel is to answer
you mind processed The father-in-law Application are adjectives, questions from the
each statement advised Nai Hah 1. The teacher plays an adverbs and audience.
presented to you? Tong to plant audio file Learn prepositional phrases
banana trees and English Listening: This discussion
Abstraction collect banana fuzz. Advice ADJECTIVES are method is suitable for
• Come up with a 12. No, the father- describing words; it use when a relatively
converging idea on how in-law’s purpose was Source: qualifies noun or large audience is
their mind decided and to make his son-in- https://youtu.be/J0LSB noun phrases. Words anticipated.
discriminated literal and law strive harder 1WdNog that will tell about
figurative language. and be industrious. size, shape, age, Refer to English 8
13. The story’s color, origin, and LM, pages 273-275.
 Show a mind map on message is for one 2. Let them take note material.
how the mind to work hard and of the new We can addApplication:
processes the decision open his/her door vocabulary they adjectives to our 31. Divide the
making of for opportunities to have learned. sentence. class into groups
discriminating literal strive. 3. Repeat sentences For example: with 6-8
and figurative 14. With a mix of 4. Answer The young tiger was members.
language. banana fuzz and comprehending eager to have extra 32. Provide a
water, Nai Hah Tong questions wisdom. copy of the
carefully molded a 5. Listen again with guidelines in
statue of the old subtitles ADVERBS are words conducting panel
man hoping that his that qualify the discussion.
sons and their sons meaning the verbs,
will treasure it as an adjective or other Refer to page 274
Source: heirloom. adverbs. It answers
https://www.ereadingwork 15. One Thai questions like how, Call students
sheets.com/figurative- custom is offering to in what way, when, randomly to
language-worksheets/ the gods something where, and to what enumerate the step
how-to-identify-figurative- to please them. extent. by step procedure in
language.ppt (student’s answers may  We can add moderating a panel
 On your own words vary) adverbs to our discussion. This is to
why do you think sentence. check whether they
figurative language is Emphasis: For example: How are ready for the
essential in writing  How do you think did the tiger wait for performance
and speaking? does the culture, the farmer? assessment.
Application: customs and belief The tiger eagerly
Directions: influenced the waits for the farmer 33. Let the pick a
4. Divide the class into selection you had to bring the box of strip of paper with
three. read? wisdom. a topic (anything
5. Provide them a that is related to
figurative language The learner may cite as PREPOSITIONAL the theme about
worksheet that many scenario/s from PHRASES are group cultural diversity,
contains poems the story as possible. of words containing revisiting the past,
wherein they needed a preposition, a embracing our
to identify the specific
Application: noun, a pronoun origin, etc.) for
type of figurative
Do you notice the use object of the their group to
language being asked.
of Thai words in the preposition and any tackle during
story? The device of modifiers of the panel discussion.
Group 1: using native words of object. 34. Let them also
Figurative Language the country is one way  We can add decide what
Poem 1 of showing local color. prepositional phrases structure they are
Sketch It is used by authors to to our sentence. comfortable with
By Carl Sandburg make their stories For example: in performing a
URL: realistic. prepositional phrase panel discussion.
https://www.ereadingwor The water buffalo 35. Inform the
ksheets.com/figurative- Make a list of the Thai loaded its cart with class of the rubric
language-worksheets/ Words used in the story food, water and for the panel
figurative-language- and get their meaning vegetables. discussion.
worksheet-01.pdf by context. Copy the
guide chart below. Do Refer to page 272 http://
Group 2: this in a manila paper moshej.edublogs.org/
Figurative Language to be presented by you What is your stand files/2011/04/Panel-
Poem 2 representative. on promoting Discussion-Rubric-
I Sing the Battle diversity which is 157kr9d.doc
By Harry Kemp Word Meaning believed to
URL: contribute to unity, 36. Give the
https://www.ereadingwor peace and harmony? group a sample
ksheets.com/figurative- (students answers panel discussion
language-worksheets/ will vary) script for a guide.
figurative-language- 37. Give them at
worksheet-02.pdf Check their output after Application: least 10 minutes
all the presentation. Directions preparation time.
Group 3: Validate their answers 3. Expand the 38. Performance
Figurative Language and provide feedback. following simple shall take place
Poem 3 Ask them these sentences by right away.
From The Grave questions: adding adjectives, 39. The teacher
By Robert Blair  How did you find out adverbs or shall provide
URL: the meaning of prepositional feedback after all
https:// these local words phrases. performance.
www.ereadingworksheets even without the 4. Use the 40. Scores will
.com/figurative-language- help of dictionary or worksheet in also be
worksheets/figurative- the internet? page 273 announced right
language-worksheet- before the class
03.pdf Ans. Context clues – dismisses.
by observing how it
was used in the
For the key to correction, sentences of the
refer to this URL: 5. What have you
story.
https:// noticed?
www.ereadingworksheets.c We expand sentences
om/figurative-language- to make their meaning
worksheets/figurative- clearer. Writers may
language-worksheet-01- add one or more
answers.htm modifiers to help
explain, describe,
https:// elucidate and elaborate
www.ereadingworksheets.c so that sentences will
om/figurative-language- be more meaningful
worksheets/figurative- and clear to the
language-worksheet-02- readers.
answers.htm
https://
www.ereadingworksheets.c
om/figurative-language-
worksheets/figurative-
language-worksheet-03-
answers.htm
II. ASSESSMENT/ Directions:(By Pair) Directions: Directions: Directions: Formal Directions:

EVALUATION 4. Read the following 1. Read each sentence The Fisherman and Theme PANEL DISCUSSION
examples of figurative and determine the His Wife 1. Now, it is your 1. Each group shall be
language. meaning of the word 1. The teacher plays turn, fill out the given maximum of
5. Identify the poetic using cross sentence an audio file about form ―The Way I five minutes to
device being used. clues or your prior the Fisherman and See It. What can perform their panel
6. Write the letter of knowledge. His Wife. you share with discussion.
your answer on the 2. Then, explain what the Tiger so it 2. Make the panel
line to the right clues in the Source: won‘t get discussion
7. Use the Figurative sentence helped you https://youtu.be/wwRN frustrated? humorous even
language Quiz determine the word aPDgGs0 2. Persuade the though the topic is
worksheet in this URL: meaning. Tiger how quite serious.
https://www.ereading 3. Use the worksheet important 3. After the panel
worksheets.com/figura from this URL: 2. Let them take note diversity is. Use discussion, provide
tive-language- https://www.ereadin of the new expanded feedback to their
worksheets/figurative- gworksheets.com/re vocabulary they sentences as performance. Cite
language-quiz-02.pdf ading-worksheets/co have learned. much as possible. areas for
ntext-clues/context- 3. Answer 3. Use the improvement and
8. Check their work clues-worksheet-2- comprehending worksheet in areas that went
right away. Make 5.pdf questions page 272. well.
sure to give limited 4. What have you 4. Use a rubric for
time only since it is a Key to correction can learned from the assessing
multiple choice quiz. be downloaded here: story? persuasive speech
https://www.ereadingw 5. Write your answers in grading their
Key to correction, refer to orksheets.com/reading- in a sheet of paper. output.
this site: worksheets/context-
https://www.ereadingwor clues/context-clues-
ksheets.com/figurative- worksheet-2-5-
language-worksheets/ answers.htm
figurative-language-quiz-
02-answers.pdf
Directions: Directions:
Poetry Scrap Book 1. Read each sentence
Make a collection of and determine the
poems. Read each sentence
and determine the
3. Each poem must be at meaning of the word
least eight lines long. using cross sentence
4. Your book and your clues or your prior
poems should show knowledge.
effort. 2. Then, explain what
5. Each poem must clues in the
demonstrate at least sentence helped you
two of the following determine the word
techniques: meaning.
 Simile 3. Use the worksheet
JJ. REINFORCEMENT  Metaphor from this URL:
 Personification https://www.ereadin
 Hyperbole gworksheets.com/re
 Understatements/ ading-worksheets/co
litotes ntext-clues/context-
 Idioms clues-worksheet-3-
4.pdf
Use this link to download 4. Key to correction
the worksheet URL: can be downloaded
https://www.ereadingwor here:
ksheets.com/figurative- https://www.ereadin
language-worksheets/ gworksheets.com/re
poetry-scrap-book.pdf ading-worksheets/co
ntext-clues/context-
clues-worksheet-3-
4-answers.htm
DD. REFLECTION
SUMMARY OF THE GOLDEN HARVEST
Long ago in Old Ayudhya, there lived a man named Nai Hah Tong, with his wife Nang Song Sai. Nai Hah tong dreamed of turning copper into gold and
both withg his wife to become the richest people in Ayudhya, while nang Song Sai, had alittle faith in magic.
Nang Song Sai decided to talk to her father and told her problem with her husband. her father told her that he had already made a solution to her problem.
The old man, had a dinner with Nai Hah Tong, and told him that he is also looking a way to turn copper into gold, he already had the ingredients but he
still need one more thing which is the banana tree fuzz. The old man said he will provide the loan for the land where Nai Hah Tong will need to raise his
banana trees. Then, Nai Hah tong agreed to his father-in-law, and obey his father-in-law's instructions.
Nai Hah Tong was determined to prepare his fields in a way which would be most pleasing to all the gods who might influence his crops, so he decided to
approach the priest's guidance in their village. He patiently wait for the priest's reply while they were walking. He heard the gecko's call seven times, that
made the priest to say that the gecko's call was a rare sig for good fortune. The priest told him to begin his plowing on Wednesday, which is the tenth day of
the forth lunar month and begin when the sun is in midway between the horizon and the highpoint of noon. The priest added that he must offer rice,
flowers, and incense, lay flat green banana leaf, and place triangular white flags in bamboo poles, so that the guardian spirit of the field, Phra Phum, would
bless their fields. Nai Hah Tong, obeyed what the priest have told him.
Each morning Nai Hah Tong, collect the banana fuzz, and put them in jars, while his wife collected the bananas, sold them, and place her
tical in a pottery jar. until three lunar years had passed, then his father-in-law told him to collect more banana fuzz, because he might not see the copper
to turn into gold.
So, Nai Hah Tong borrowed more money to buy more land and plant more banana trees. Now, Nai Hah Tong and his wife worked for so many years ., until
finally the time arrived when each had accomplished a goal. Nai Hah Tong had two jars full of banana fuzz, while his wife had collected
many jars full of tical.
His father-in-law came to their house, and Nai Hah Tong immediately presented him the jars of banana fuzz. The old man told him, that
today he will be the richest man in Ayudhya. nai song sai presented the jars full of golden tical and placed t before her husband. Nai Hah
Tong looked at the money came from hi father-in-laws directions. The old man said he cannot turn copper into gold, but they have harvested god
from the sale of their bananas.
In honor of his father-in-law, Nai Hah Tong bulit a statue of the old man. He hoped that his son's sons will treasure it as an heirloom. Each time
they look upon it, as a reminder of his foolishness and his father-in-law's wisdom.
Source: https://www.scribd.com/doc/112848847/Summary-of-the-Golden-Harvest
References Used in This Daily Lesson Logs
2ND QUARTER in English 8
Books
Diaz, Lina de Rivera, at al. English II SEDP Series. Vibal publishing house 1999
Embracing Our Heritage, Learning Module for English - Grade 8
English Expressways, Textbook for Second Year. 2007. SD Publications, Inc.
English Teachers Guide, Second Year High School, Learning Package 2. 2007
Lensey, Namioka. The All American Slurp, Visions:19 short stories by Outstanding Writers for Young Adults. Bantam Doubleday Dell Publishing Group, Inc.
1540 Broadway New York. NY 10036. 1987
McGeveran, William, ed. (2005) World Almanac and Book of Facts, New York: WRC Media Company
Zemach, Dorothy E. (2009). Sentence Writing: The Basics of Writing – Student Workbook. Thailand: Macmillan Education.
Online Sources
English for Students. (n.d.). Order of Adjectives in a Series. Retrieved from http://www.english-for-students.com/Order-of-Adjectives-1.html
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Department of Education Division of Davao Del Norte

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Republic of the Philippines LH-1-01

School: Grade Level: VIII

D. REINFORC Directions: Directions:

(For sample answers

DIVISION OF DAVAO DEL NORTE

School: Grade Level: VIII

WEEK NO. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F. DEVELOPMEN Activity: Activity: Activity: Activity: Activity:

(For sample answers

School: Grade Level: VIII

WEEK NO. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

J. DEVELOPMEN Activity Activity: Activity: Activity: Activity:

DEPARTMENT OF EDUCATION LH-1-01

School: Grade Level: VIII

WEEK NO. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

10. Distinguish the 10. Define

N. DEVELOPME Activity Activity: Activity: Activity: Activity:

Ans. Yes, it can be

Texts for outlining:

6. Use the graphic

5. At long last, the

Check their work if

School: Grade Level: VIII

WEEK NO. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

13. Infer the theme of a 13. Understand how a

R. DEVELOPMENT Activity Activity: Activity: Activity: Activity:

Use the rubrics on

S. ASSESSMENT/ Directions: Directions: (By pair) Directions: Directions: Directions:

Use the rubrics on

School: Grade Level: VIII

WEEK NO. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Comparing and Literal and Figurative Appreciating

V. DEVELOPMENT Activity (CUL-LIT Activity: Activity: Activity: Activity:

You may also use

W.ASSESSMENT/ Directions: Directions: Formal Directions: Directions: Directions:

4. How does diversity

Write your answers in

WEEK NO. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Z. DEVELOPMEN Activity: Activity: Activity: Activity: Activity:

DD. DEVELOPMENT Activity: Activity: Activity: Activity: Activity:

1. Who wrote the

FF. REINFORCE- Directions: Directions:

DIVISION OF DAVAO DEL NORTE

School: Grade Level: VIII

WEEK NO. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

25. Understand the 25. Enumerate the

HH. DEVELOPMENT Activity: Trashketball Activity: Activity: Activity: Activity:

II. ASSESSMENT/ Directions:(By Pair) Directions: Directions: Directions: Formal Directions:

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