DAILY LESSON PLAN

Learning
Grade Level GRADE 8 Area ENGLISH
Teaching SEPTEMBER 04, 2023
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-Ia-8: Describe the notable literary genres contributed by Asian
writers
EN8LT-Ia-8.1: Identify the distinguishing features of notable Asian
chants, poems, folktales, and short stories

Objectives:
 Recognize the history and foundation of Chinese literature.
 Note the characteristics of Chinese writing system and Chinese
literature.

II. CONTENT
EXPLORING CHINESE LITERATURE
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
The teacher will show images of the Great Wall of
A. ACTIVITY China, Jackie Chan, and other things related to
China.

The teacher will ask the learners about the pictures. Their
B. ANALYSIS responses will lead to the discussion about China and
Chinese literature. The learners will also be asked to share
their prior knowledge about China.

C. ABSTRACTION The teacher will proceed to the discussion of the lesson.

LESSON 1: EXPLORING CHINESE LITERATURE

 Chinese literature has a very ancient
beginning. It was first recorded about 5000
years ago.
Macalpi-ay National High School  It is the oldest written language spoken
Bilingual Reading and
towards
Brgy. Macalpi-ay, written by humans. Empowerment, Advancement,
Pastrana, Leyte and Development
 Chinese language is monosyllabic—each
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching SEPTEMBER 04, 2023
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8VC-Ia-8: Use context clues from the material read to determine the
meaning of unfamiliar words or expressions

Objectives:
 Recognize and identify context clues in sentences and
selection.
 Understand the meaning of an unfamiliar word through context
clues.

II. CONTENT UNDERSTANDING CONTEXT

CLUES
III. LEARNING RESOURCES
D. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
E. Materials Printed hand-outs, modules, and worksheets
F. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
The teacher will show images of the Great Wall of
E. ACTIVITY China, Jackie Chan, and other things related to
China.

The teacher will ask the learners about the pictures. Their
F. ANALYSIS responses will lead to the discussion about China and
Chinese literature. The learners will also be asked to share
their prior knowledge about China.

G. ABSTRACTION The teacher will proceed to the discussion of the lesson.

LESSON 2: UNDERSTANDING CONTEXT CLUES

You do not have to check the dictionary for every
Bilingual you
Macalpi-ay National High Schoolword you do not understand. Very often, Reading
cantowards
get
Brgy. Macalpi-ay, Empowerment, Advancement,
its meaning from clues in the sentence where the
and Development
Pastrana, Leyte
word is found. You call these hints context clues.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
EN4V-IId-33: Use prefixes and root words as clues to
get the meaning of words .

Objectives:
1. By the end of this lesson, students will be able to:
2. Identify and define the three basic parts of words: root word,
prefix, and suffix.
3. Use prefixes and suffixes to determine the meanings of
unfamiliar words
4. Create new words by adding prefixes and suffixes to root
words.

BUILDING WORDS FROM BASIC PARTS

II. CONTENT
ROOT WORD, PREFIX, AND
SUFFIX
III. LEARNING
RESOURCES
G. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
H. Materials Printed hand-outs, modules, and worksheets
I. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

I. ACTIVITY Introduction (10 minutes):

Begin by discussing with students the concept that
many English words can be broken into three basic
parts: root word, prefix, and suffix. Use examples
from everyday language to illustrate this concept,
such as "kindly" and "reread."
Define the terms "root word," "prefix," and "suffix." Emphasize
J. ANALYSIS that understanding these parts can help students figure out the
meanings of unfamiliar words.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
Discussion (25 minutes):
K. ABSTRACTION Root Words (5 minutes):
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
EN4V-IId-33: Use prefixes , suffixes, and root words as
clues to get the meaning of words .

Objectives:
By the end of this lesson, students will be able to:

1. Define what suffixes are and explain their function in word

formation.

2. Identify and understand the meanings of common suffixes

used to form nouns, adjectives, adverbs, and verbs.
3. Create and decipher words in various contexts.
BUILDING WORDS FROM BASIC PARTS
II. CONTENT
USING SUFFIXES
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets, Visual Aid
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

A. ACTIVITY Introduction (10 minutes):

Begin by briefly reviewing what prefixes are and how
they are added to the beginning of words to change
their meanings.

Explain that suffixes are word parts added to the end of a base
B. ANALYSIS word to change its meaning or function.

Provide examples of words with suffixes, such as "happiness,"

"careless," and "quickly."
Discussion (25 minutes):
C.Macalpi-ay
ABSTRACTION Discuss that suffixes can be used to form nouns,
National High School adjectives,
Bilingual adverbs,
Reading towards
Brgy. Macalpi-ay, Empowerment,
and verbs. Emphasize the idea that they often indicate the Advancement,
part of
Pastrana, Leyte speech a word belongs to. and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
EN4V-IId-33: Use prefixes , suffixes, and root words as
clues to get the meaning of words .

Objectives:
By the end of this lesson, students will be able to:

1. Define what a root word is and explain their function in

word formation.
2. Identify the root word within complex words.
BUILDING WORDS FROM BASIC PARTS
II. CONTENT
Identifying Root Word in Complex
Words
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature (p. 8-p.12)
B. Materials Printed hand-outs, modules, and worksheets, Visual Aid
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

A. ACTIVITY [PAIRWORK] Preliminary Activity (10 minutes)

 Begin by reviewing the basics of prefixes and
suffixes as discussed in previous lessons.
 Provide students with five complex words. In
pairs, have students identify the prefix, suffix, then
proceed to the root word within each complex
word. "misunderstood, disagreeable, rearrange,
unbelievable, impossible
Discuss the pairs' findings as a class, ensuring that students
B. ANALYSIS understand the concept of a root word and how it is modified by
prefixes and suffixes.

Discussion (20 minutes):

C. ABSTRACTION
Macalpi-ay National High School
Brgy. Macalpi-ay,
Pastrana, Leyte
 Define the term "root word" as the base word that carries
Bilingual Reading towards
the primary meaning in a complex word.
Empowerment, Advancement,
 Explain how prefixes are added and to Development
the beginning of
words, and suffixes are added to the end, to change or
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
EN8V-Ib-12 and 13
Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and
other strategies

Objective:
1. By the end of this lesson, students will be able to:
2. Define and identify synonyms, antonyms, and homonyms.
3. Recognize the differences and similarities between synonyms
and antonyms.
4. Distinguish between homonyms and identify examples.

BUILDING WORDS FROM BASIC PARTS

II. CONTENT
SYNONYMS AND ANTONYMS
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Introduction (10 minutes):
A. ACTIVITY
Engage: Begin by discussing with students the
importance of using precise language in
communication. Explain that synonyms, antonyms,
and homonyms play a crucial role in achieving this.

B. ANALYSIS Define Terms (5 minutes):

Define the terms "synonyms," "antonyms," and
"homonyms":
Macalpi-ay National High School Synonyms: Words that mean the sameBilingual
orReading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte
almost the same but may have slightand Development
differences in meaning.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

EN8V-Ib-10.2: Determine the meaning of idiomatic expressions

C. Learning Competency by noting context clues and collocations

Objectives:
1. By the end of this lesson, students will be able to:
2. Define what idioms and idiomatic expressions are.
3. Recognize and understand the meanings of common idioms
and idiomatic expressions.
4. Use idioms and idiomatic expressions appropriately in
conversations.
BUILDING WORDS FROM BASIC PARTS
II. CONTENT
Using Idioms and Idiomatic
Expressions in Real Conversations
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Introduction (10 minutes):
A. ACTIVITY
Engage: Begin by asking students if they have ever
heard or used phrases in English that didn't seem to
make sense when the individual words were
considered. Share a few examples of idioms in other
languages if applicable.

Define Idioms (5 minutes):

B. ANALYSIS
Explain that idioms are expressions or phrases in which the
meaning is different from the combined meanings of the
individual words used.

Macalpi-ay National High School Bilingual Reading towards

Empowerment, Advancement,
Brgy. Macalpi-ay, Discussion
(25 minutes):
and Development
C.Pastrana, Leyte
ABSTRACTION Display examples of idiomatic expressions on the board:
"between you and me" - a secret
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency
EN8LT-Ia-8: Describe the notable literary genres contributed by
Chinese writers

Objectives:
By the end of this lesson, students will:

1. Identify key philosophical ideas from Lao Tzu's "Tao Te Ching"

and Confucius's "Analects."

2. Compare and contrast the philosophies of Lao Tzu and

Confucius, particularly in relation to ethics, governance, and
personal values.

3. Reflect on how the teachings of Lao Tzu and Confucius can be

applied in today's world.

AFRO-ASIAN LITERATURE
II. CONTENT
Exploring Chinese Philosophers in
Chinese Literature
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, modules, and worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

A. ACTIVITY Anticipatory Set (5 minutes):

Begin by asking students if they have heard of

Chinese philosophers like Lao Tzu and Confucius.

Encourage them to share any knowledge or ideas

they may have about these philosophers.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte
Provide
a brief overview of Lao Tzu and Confucius
and Development
and their significance in Chinese philosophy and
culture. Explain that students will be reading and
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

 Recognize positive and negative messages conveyed in a text

C. Learning Competency
 Compare and contrast own opinions with those presented in
familiar texts

 Determine various social, moral and economic issues

discussed in the text listened to (EN8LCIIIh-7.4.)

II. CONTENT Reading the Text – Narratives

III. LEARNING
RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Component 1: Short review
 ACTIVITY Time: 7 minutes

 Teacher: Last year we talked about Narratives. What is a

Narrative? Give some examples. This
book contains short narratives.
Questions
Q1.Write down one thing you are expecting to see in this book.
Q2.With a partner, discuss your answer and together write down 3
things you expect to see in a
narrative.
Q3.There are many different categories of narratives – one of them is
folk tales or legends, as in this
book. Can you think of 3 more?
 Teacher elicits answers for Questions 1 and 2 from students
orally before giving class 3 minutes to write answers for Question 3.
Suggested Answers:
Bilingual Reading towards
Q1.Stories from the past; magic; supernatural Empowerment,
Macalpi-ay National High School beings; animals that
Advancement,
Brgy. Macalpi-ay,
Pastrana, Leyte can talk; lessons to be passed on to children... and Development
Q2.Expect a variety of answers such as:
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

C. Learning Competency

Chinese Folktale
II. CONTENT
THE SOUL OF THE GREAT BELL
III. LEARNING
RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT

VII. CPL/REMARKS

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

Most Essential Learning Competency

C. Learning Competency
 Recognize positive and negative message conveyed in a text
(Q2)

 Determine various social, moral and economic issues

discussed in the text listened to ( Q3) (EN8LC-III-7.4).

JAPANESE FOLKTALE
II. CONTENT
THE AGED MOTHER
III. LEARNING
RESOURCES
E. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
F. Materials Printed hand-outs, modules, and worksheets
G. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Introduce these unfamiliar words to the class. These
words are found in the folktale that will be discussed.
Have them match the words to their meanings.
Vocabulary
 Shogun – a military ruler of a part of Japan a long time
H. ACTIVITY
ago
 aged - old
 widowed – a woman whose husband has died
 province – a state or region within a country
 proclamation – an announcement by a government that
affects the citizens
 the kindest mode of death – a way of dying that involves
the least suffering
 the summit of the mountain – the top of the mountain
 the shogun and his officials – the leader of a province
and the people who help him to carry out his tasks.
Today we are going to read a more complex narrative called
‘The Aged Mother.’ It is a Japanese folk tale.
Macalpi-ay National High School Before
Bilingual we towards
Reading get to
Brgy. Macalpi-ay, reading it, think about the answers to these questions and write
Empowerment, Advancement,
I.Pastrana,
ANALYSIS
Leyte your answers on your Workbook: and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching Date
and Time Quarter FIRST
MANGO 7:45-8:45 AM
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis –
à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance The learner transfers learning by composing and delivering an informative
Standard speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.

Identifying information in a Recount

C. Learning Competency  Recognize positive and negative message conveyed in a text
 Determine various social, moral and economic issues
discussed in the text listened to

Reading the Text – Recounts

II. CONTENT
Shackleton’s Journey
III. LEARNING
RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Short review
 ACTIVITY Time: 7 minutes
 Teacher: In our last 3 lessons we read folk tales which fit under
the type of text known as narrative. In this lesson we are going to
look at another type of text that involves a sequence of events, except
this time it’s not a fictional, imagined text but a non-fiction, factual
text. It’s called a Recount. We are going to read one called
‘Shackleton’s Journey.’ It is about the adventures of a famous
Antarctic explorer more than 100 years ago.

 Teacher displays and reads questions. Teacher elicits answers

from students orally to Question 1 before giving class 3 minutes to
write their answers to Questions 2 and 3 on the Workbook.

Questions
1. How can you tell from the title that ‘Shackleton’s Journey is
more likely to be a factual rather than a fictional text?
2. Knowing that Shackleton’s Journey is a recount, what are you
expecting to see in it?
Bilingual Reading towards
Macalpi-ay National High School 3. In what ways is a factual text different to a fictional text?
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 Teacher samples answers to Questions 2 and 3, providing
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher School Head

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter FIRST
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Indian writers

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Indian writers

II. CONTENT
INTRODUCTION TO
THE INDIAN LITERATURE
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, PowerPoint Presentation, Worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Anticipatory Activity (15 minutes):
 ACTIVITY Activity: Begin with a world map showing the
spread of ancient Indian civilization to Europe and
Asia. Discuss the cultural and linguistic influences
of India on other regions.

Discussion Questions:
What do you know about ancient Indian civilization
and its influence on other cultures?
How might the spread of Indian civilization impact
language and culture in distant regions?

Provide a brief overview of the timeline,

 ANALYSIS highlighting India as the center of ancient
civilization.

Guided Analysis:
Discuss the significance of 300 B.C. and the
Macalpi-ay National High Schoolconsiderable literary output of India during that Reading towards
Bilingual
Brgy. Macalpi-ay, Empowerment,
time. Explore the impact of this literature on the Advancement,
Pastrana, Leyte and Development
cultural exchange between India and other
regions.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES
The learner demonstrates understanding of: African literature as a means
A. Content Standard The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading styles
vis – à-vis purposes of reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized, related, and
delivered orally; and parallel structures and cohesive devices in presenting
information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard
C. Learning Competency
The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper and
effective use of parallel structures and cohesive devices and appropriate
prosodic features, stance, and behavior.
EN8LT-IIIa-11:
Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
THE INDIAN DRAMA
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
Show images or short video clips related to Indian
 ACTIVITY drama, emphasizing the colorful and expressive nature
of performances.

Discussion Questions:
What comes to mind when you think of Indian drama?
Have you ever watched or participated in a play that had
a happy ending?

Introduction: Introduce Bhasa and Kalidasa as the two great

 ANALYSIS Indian dramatists, often referred to as the Indian Shakespeare.

Guided Analysis: Discuss the characteristics of Indian drama

mentioned in the provided content, such as the use of poetry,
prose, idyllic beauty, focus on love, and happy endings.
Class Discussion: Explore the multilingual aspect of Indian
 ABSTRACTION drama, highlighting how different characters speak different
languages based on their roles.
Abstraction Activity: Ask students to think about how the
multilingual aspect enhances the storytelling in Indian drama.
Discuss the significance of language choice for various
characters.
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 APPLICATION Dramatic Reading: Choose a short passage from Shakuntala and
read it aloud as a class, focusing on the blend of prose and poetry.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Indian writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of epics contributed by Indian writers.

II. CONTENT Indian Epic: The Ramayana

Characters and Plot Overview (2 Days)
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, PowerPoint Presentation, Worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 Begin with a brief overview of the Ramayana,

its cultural importance, and its impact on
A. ACTIVITY
literature and art.
 Engage students in a brief discussion on the
relevance of ancient epics in modern times.

 Distribute character descriptions to each student. With

B. ANALYSIS their seatmate and partner, they will discuss the character
assigned to them. Then they will share it to the class,
assisted by a PowerPoint Presentation shown by the
teacher.
 Share one interesting fact about each character as a
class.

 Introduce the characters briefly using PowerPoint

Macalpi-ay National High School
Brgy. Macalpi-ay,
Pastrana, Leyte
Presentation.
 Discuss each character's primary attributes.
Bilingual Reading towards
 Provide a basic timeline of the Ramayana plot.
Empowerment, Advancement,
 Show a visual representation or short clip
and Development
summarizing the Ramayana.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Indian writers.

To enhance students' comprehension of the Ramayana and its

cultural significance.

II. CONTENT Indian Epic: The Ramayana

ENRICHMENT ACTIVITY AFTER FILM-VIEWING
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016)
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, PowerPoint Presentation, Worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 Begin the class with a brief review of the

key events and characters from the
A. ACTIVITY
Ramayana.

 Open the floor for a discussion about the

themes, moral lessons, and cultural
aspects portrayed in the epic.

Character Analysis
B. ANALYSIS
1. Divide the students into small groups.

2. Assign each group a significant character from the

Ramayana (e.g., Rama, Sita, Hanuman, Ravana).
Macalpi-ay National High School Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
3. Instruct them to analyze their assigned character's
and Development
Pastrana, Leyte
traits, motivations, and role in the story.
4.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency .EN8LT-IIIa- 11.4:

Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Jewish writers.

Objectives: Students will explore Jewish literature, focusing on key

symbols, historical figures, and literary forms,

II. CONTENT Exploring Jewish Literature

(2 Days)
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, PowerPoint Presentation, Worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES
(Day 1)
A. ACTIVITY Introduction to Symbols
 Display the Israel flag and Star of David.
 Students discuss in pairs or small groups
what they think each symbol represents.
 Have each group share their thoughts with
the class.
 Distribute selected Psalms to groups.
B. ANALYSIS
 In their groups, students read and analyze the Psalms,
identifying emotions, imagery, and key themes.
 Each group shares their findings with the class.
Key Figures in Jewish Literature
C. ABSTRACTION  Introduce King David and Moses with visuals.
 Discuss their roles as poets and rulers. Ask students
to think about how their contributions might have
Bilingual Reading towards
Macalpi-ay National High School influenced Jewish literature. Empowerment, Advancement,
Brgy. Macalpi-ay,
Pastrana, Leyte  Chart their responses on paper for andvisual
Development
representation.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency
EN8LT-IIi-3: Appreciate Local Color used by writer to show locality or setting of
a story.

II. CONTENT The Story of Ruth

III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
B. Materials Printed hand-outs, PowerPoint Presentation, Worksheets
C. Strategies Lecture Method, Video Presentation, Across-Teaching Method
IV. PROCEDURES
Begin with a brief discussion on the importance of
A. ACTIVITY setting in a story.

Define "local color" as the use of specific details to

create a sense of place, emphasizing the unique
characteristics of a particular region.

Introduce "The Story of Ruth" as a narrative that utilizes local

B. ANALYSIS color to depict its setting.
Reading and Discussion (30 mins):
C. ABSTRACTION Have students read an excerpt from "The Story of Ruth." As
they read, encourage them to underline or take notes on
descriptive elements that create a sense of the story's
location.

Facilitate a class discussion on their findings. What specific

details stood out to them? How did the author use local color
to paint the setting?

D. APPLICATION Activity: Visual Representation (30 mins):

1. Divide students into small groups and provide each group
with images representing different aspects of the story's
Macalpi-ay National High School setting. Bilingual Reading towards
Brgy. Macalpi-ay, Empowerment, Advancement,
2. Ask each group to create a visual representation on chart
Pastrana, Leyte and Development
paper, incorporating these images and adding descriptive
words or phrases that reflect local color.
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development
 DAILY LESSON PLAN
Learning
Grade Level GRADE 8 Area ENGLISH
Teaching
Date and Quarter
MANGO 7:45-8:45 AM
Time
ORANGE 11:00-12:00 PM
I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African literature as a means
The learner demonstrates understanding of: African literature as a means
of exploring forces that human beings contend with; various reading
styles vis – à-vis purposes of reading; prosodic features that serve as
carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive devices
in presenting information.

The learner transfers learning by composing and delivering an informative

B. Performance Standard The learner transfers learning by composing and delivering an informative
speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and
appropriate prosodic features, stance, and behavior.

C. Learning Competency EN8LT-IIIa-11:

Identify the notable literary genres contributed by Southeast Asian writers; Indian
writers.

EN8LT-IIIa- 11.1:
Identify the distinguishing features of notable poems, short stories, dramas, and
novels contributed by Southeast Asian writers and Indian writers.

II. CONTENT
III. LEARNING RESOURCES
 References K to 12 Curriculum Guide (May, 2016) p. 175;
Communication Skills Through Afro-Asian Literature
 Materials Printed hand-outs, PowerPoint Presentation, Worksheets
 Strategies Lecture Method, Video Presentation, Across-Teaching Method

IV. PROCEDURES

 ACTIVITY

 ANALYSIS

 ABSTRACTION

 APPLICATION

V. ASSESSMENT

VI. AGREEMENT None.

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
VII. CPL/REMARKS
Pastrana, Leyte and Development
Prepared by: Checked:
SHARMAINE A. MALINAO NICOLAS V. CABIDOG
English Teacher Principal I

Macalpi-ay National High School Bilingual Reading towards

Brgy. Macalpi-ay, Empowerment, Advancement,
Pastrana, Leyte and Development