School University of the Cordilleras Grade Level 8

Teacher in
Bunanig, Angelique M. Learning Area English
charge

Teaching Date April 11, 2024 Quarter First Quarter

DETAILED LESSON PLAN

(Based from DepEd Order No. 42 s. 2016)

I. OBJECTIVES
The learner demonstrates communicative competence through his/ her understanding of Afro-
A. Grade Level Standards Asian Literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.

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,
B. Content & Performance
and delivered orally; and parallel structures and cohesive devices in presenting information.
Standards
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.

Use the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.) for
C. Learning Competencies one’s purpose
(EN8RC-Ii-7)

At the end of the lesson, the student should be able to:

a. to Identify the appropriate reading style for a specific purpose.

b. to differentiate between scanning, skimming, speed reading, and intensive reading by
D. Learning Objectives
explaining the key characteristics of each
c. to Explain when to use scanning, skimming, speed reading, and intensive reading
based on the type of text and their reading goals.

II. CONTENT
Learning Content Different Reading Styles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Bonquin, E., Dadayan, A ., & Vlillaruel, B. (2021). Illuminate English for the Mind and Heart.
3. Textbook pages RBSI. P. 58

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
Resources https://www.sparknotes.com/short-stories/the-necklace.
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting a Before the Lesson: Preliminaries
new lesson
The teacher will introduce a new topic using an opening activity.

Motivation: Find the Hidden Animals

Instruction: In each of the sentences below, the name of an animal is concealed. The first
sentence is marked so you can see how the word "dog" is hidden
 At the end of the lesson, the student should be able to:
B. Establishing a purpose a. to identify different types of reading styles.
for the lesson b. to analyze the impact of reading styles on comprehension and
c. to compare and contrast different reading styles.

Find a pair in the classroom and ask the questions below about their reading habits and reading
experiences.
C. Presenting
examples/instances of 1. When was the last time you read? What was it about?
new lesson 2. Do you read something about the product that you want to buy?
3. How do you know when a book from a bookstore is worth buying?
4. How do you get information from a book if you have little time?

Reading comprehension- is the ability to read text, process it, and understand its meaning.

It involves making connections between words and ideas, as well as drawing conclusions and
inferences.

Good reading comprehension requires active engagement in the text, as well as an understanding
D. Discussing new of the text’s structure, purpose, and context.
concepts and practicing
new skills 1 Why do we need to comprehend?

1. Reading comprehension helps us better understand the written word and how to effectively
communicate with others.
2. It enables us to extract and comprehend meaningful information from the text.
3. It helps us to build on our existing knowledge and develop our critical thinking skills.
4. It increases our vocabulary and improves our writing and speaking abilities.

E. Discussing new
concepts and practicing Four Reading Styles
new skills 2
1. Skimming
is a fast reading technique used to quickly identify key ideas, facts, and figures in a text. It involves
quickly scanning the text to locate specific information, without reading the text in full.

2. Scanning reading
is reading rapidly in order to find specific facts. It is a technique often used to search for key words
or ideas. It is used when one knows what he/she is looking for, so he is concentrating on finding a
particular answer.
 Skimming Strategies: reading first and last paragraphs, using headings ; reading summaries and
other organizers while moving down the page or screen; and reading the title, subtitles,
subheadings, and illustrations.

Scanning Strategies: looking for the author’s use of organizers such as numbers, letters, steps, or
the words first, second, or next; spotting words that are bold faced, italics or in a different font
size, style, or color, and looking at the marginal notes.

How to skim:
a. Read the title if there is one.
b. Read the introduction or the first paragraph if there is one.
c. Read the first sentence of every other paragraph.
d. Notice any pictures, charts, or graphs.
e. Notice any italicized or boldface words or phrases.
f. Read the summary or last paragraph if there is one.
How to scan:

a. State the specific information you are looking for.

b. Try to anticipate how the answer will appear and clues you might use to help you locate the
answer quickly.
c. Use headings and any other aids that will help you identify which sections might contain the
information you are looking for.
d. Selectively read and skip through sections of the passage.

3. Intensive reading
is a method of reading that is focused and in-depth.

Why Read Intensively?

 Intensive reading helps to improve comprehension by forcing readers to slow down and
analyze the text in greater detail. This allows for a deeper understanding of the material.
 Intensive reading encourages critical thinking by allowing readers to question the text and
draw their own conclusions. This helps readers to think more deeply.
 Intensive reading can also help to improve a person’s vocabulary. By reading more
challenging material, readers are exposed to unfamiliar words and concepts that they may not
have encountered.

4. Extensive reading
is a method of language learning that involves a large amount of reading of authentic materials

 Extensive reading allows students to develop their reading proficiency and expand their
vocabulary.
 With regular practice, students become more familiar with the structure of written texts and
this helps them to better comprehend what they read.
 By reading a variety of texts, students become more interested in reading and develop a
greater appreciation for the activity. This encourages them to read more and even seek out
new texts.

F. Developing mastery
Activity: CLASSIFY ME!

Instruction:

As a group, classify the different imagery used from the descriptive passage “The
Necklace” by Guy de Maupassant to the corresponding kinds of imagery. Paste your
answers on the whiteboard.

1. Visual
pretty and charming
luxurious surroundings

2. Auditory
whispered gallantries
silenced of their homes was interrupted by Matilda’s cries

3. Olfactory
perfumed reception rooms
musty smell of desperation lingered in the air

4. Tactile
gentle touch wiped away her tears
fingers trembled as she penned a letter to her friend
 5. Gustatory
delicious dishes served on a marvelous plate
sour taste of disappointment

Instruction: Analyze each image and try to describe what it tries to portray using the
different kinds of imagery.

G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations 1. Why is it helpful to identify sensory details in a picture when practicing
and abstractions descriptive writing?

Task: QUIZ TIME!

Instruction: Analyze each question and choose the BEST answer for each item. (5 items, 5 points)

1. What does visual imagery refer to in literature?

a. Words that appeal to the sense of taste
b. Use of words creating a visual representation
c. Words that appeal to the sense of smell
d. Words used to appeal to the sense of hearing

2. What is the main focus of gustatory imagery words?

a. Sense of smell
b. Sense of hearing
c. Sense of touch
d. Sense of taste

3. What is the purpose of gustatory imagery in writing?

I. Evaluating learning a. Evoke the sense of sight
b. Appeal to the sense of smell
c. Describe tastes using words
d. Stimulate the sense of touch

4. The aroma of freshly baked bread wafted through the kitchen." What type of imagery is present
in this sentence?
a. Auditory Imagery
b. Olfactory Imagery
c. Visual Imagery
d. Tactile Imagery

5. If a writer describes the bitter taste of disappointment, what type of imagery is being used?
a. Auditory Imagery
b. Olfactory Imagery
c. Tactile Imagery
d. Gustatory Imagery
 J. Additional activities for
Assignment:
application or Advance reading about the summary of “The Necklace”.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work
well?
F. What difficulties did I
encounter that my
principal or supervisor
can help solve?
G. Which innovation or
localized materials did I
use/discover that I wish
to share with other
teachers?

Prepared by: Chavez, Shanaan Rain A.

Student Teacher

Noted by:

Cooperating Teacher