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A DETAILED LESSON PLAN IN GRADE 8 ENGLISH
I. Objectives: A. Content Standards 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 literacy and expository texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns of idea development.
B. Performance Standards The students transfer learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or expressions in topic development, and appropriate prosodic features, stance, and behavior.
C. Learning Competencies At the end of the lesson, the students should be able to: Determine the tone and mood of the speaker or characters in the narrative listened to (EN8LC-IIc-2.13) Formulate predictions about the contents of the listening text (EN8LC-IIF-2.5)
II. Content: Story: The Little Thief In The Pantry (author unknown) Topic: Determining the Tone and Mood of the speaker or characters in the text listened to III. Learning Resources: 1. Teacher’s Guide: K-12 Curriculum Guide English pp. 180 2. Learner’s Materials: English Communication Arts and Skills through Afro-Asian Literature 3. Textbook pages: pp. 180 4. Additional Materials: White board, laptop, marker, eraser
IV. Procedures: TEACHER’S ACTIVITY STUDENTS ACTIVITY A. Drill Teacher will conduct a Rebus brain teaser activity where the teacher will Students will answer/guess orally. display words in certain positions and students will try to guess the meaning or phrases behind the images: Example:
Answer: Think outside the box
1.
Answer: One in a million
2.
Answer: Happy Hour
3.
Answer: Try to understand
4.
Answer: Green House
5.
Answer: Forgive and Forget
B. Review Teacher will give a brief review of the Students will recap and answer the previous lesson. given questions. 1. What kind of listening strategies/skills will you use when someone narrates a story? 2. How will you employ these skills in real-life settings? C. Pre-listening Activities Vocabulary Development: Teacher will give/show unfamiliar Students will give their answers. words to the students and ask them to define it in their own understanding. 1. Trot 2. Meekly 3. Fond 4. Scampered 5. Scorn Motivation: Teacher present 5 dialogues from the story on the white board for students to read Students will read aloud the Teacher asks students to dialogue with the use of volunteer reading with tone/mood in front of the class. tone/mood aloud in front of the class. Motive Question: what tone/mood did you use to Students will answer what deliver the dialogue? tone/mood they used in the why did you choose that reading of the dialogue and why. particular tone/mood when reading the dialogue? D. During Listening Activities Teacher introduces the lesson: Students will listen intently. Tone & Mood. Teacher reads the story to the students with emotions in the dialogues to incorporate the lesson. Teacher cuts the story into chunks Students will predict what to let students determine what happens after each situation of the happens after each chunk by story. analyzing the emotion portrayed in the dialogues (done orally). E. Post-listening Activities Teacher groups the class into 4 Students will gather around their and instruct them to determine respective groups and brainstorm their own interpretation of the ideas for constructing and ending. ending of the story with dialogues. V. Evaluation -- Teacher gives 15 mins of Students will finish constructing allotted time for each group to their ideas within 15 mins. complete their ending. -- Teacher will have each group Students will present their work in present their endings in front front of the class. as a role play of the class with the use of tone/mood in the dialogues. VI. Assignment - Teacher will have students Students will write down the listen to their favorite or instruction of the assigned work. chosen music and determine what tone/mood each stanza contains.
VII. REMARKS VIII. REFLECTION A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation. E. Which of my teaching strategies worked well? Why did these work?
