REGULARAnnex1B to DepEd Order No. ______ , s.

2016
GRADES 1 to 12 School Name Alabel National High School Grade Level Grade 8 Formatted: Left: 0.5", Right: 0.5", Top: 0.5", Bottom:
DETAILED LESSON Teacher BRYLL O. REGIDOR Learning Area English 0.5", Width: 11.69", Height: 8.27", Footer distance from
edge: 0.5"
PLAN Teaching Dates and Time Quarter 1
dsd

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I. WEEKLYOBJECTIVES
A. Content Standardsknowledge
B. Performance Standards
B.C. Learning Competencies /
Objectives y/ Competencies
Write the LC code for each
C. Valuing
CONTENTFOCUS TOPIC
II. Must be found in the CG
Monday Tuesday Wednesd Thursday Friday Commented [d1]: nnex a protocol for filling up the DLL
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The learner demonstrates understanding of: African literature as a means of exploring forces that human beings conntend with; variuos 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. Commented [d2]: Copy the format/nomenclature in the CG
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-Ic-2.2: Explain how the elements specific EN8LT-Ic-2.2: Explain how the elements specific
to a genre contribute to the theme of a particular to a genre contribute to the theme of a particular
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literary selection literary selection
Commented [d3]: Include in the policy, learning competencies
-Determine and describe the elements of are found in the CG. Some Learning areas have broad
narrative based from the story read. competencies, so teachers must need to break into learning
objectives.
Define objectives (per day).
Elements of Narratives (Soul of the Great Bell) Elements of Narratives (Soul of the Great Bell) Formatted: Justified

III. LEARNING RESOURCES Formatted: Font: Arial Narrow, 8 pt

A. References Formatted: Indent: Left: 0.11", Hanging: 0.31",
1. Teacher’s Guide pages Numbered + Level: 1 + Numbering Style: I, II, III, … +
-
Start at: 1 + Alignment: Left + Aligned at: 0.25" + Indent
2. Learner’s Materials pages 35-40 35-40
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3. Textbook pages -
4. Additional Materials from Formatted: Justified
-
LRMDS Learning Resource (LR)
portal
B. Other Learning Resources CG p. 121 CG p. 121
IV. PROCEDURES Formatted: Justified
1. Begin by asking the students this question, “What Recall/Review past lesson Formatted: List Paragraph, Left, None, Indent: Left: 0",
is/are the greatest thing/s that you have given up for
the sake of the one you love?” Hanging: 0.11", Numbered + Level: 1 + Numbering Style:
1.2. Introduce a 1:30 min video clip about 1, 2, 3, … + Start at: 1 + Alignment: Left + Aligned at: 0"
sacrifice. Have the students decifer the theme of the + Indent at: 0.25", Don't keep with next, Don't keep lines
video. together
A. Activity 2.3. Stress that the selection that they will be Formatted: Left, None, Indent: Left: 0", Don't keep with
reading is significantly related to the mini clip that next, Don't keep lines together
they have viewed.
3.4. Provide handouts containing the featured
selection.
4.5. Unlocking of Difficulties: Have the students
provide the synonyms of the unfamilliar terms foud in
the story through playing the virtual 4 Pic, One Word

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REGULARAnnex1B to DepEd Order No. ______ , s. 2016
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game. Ask them further to use the terms in
sentences.
5.6. Silent Reading Formatted: Font: Arial Narrow, 8 pt, Not Bold, Font color:
Motive Questions. To check the comprehension of the Auto
Output/ Performance presentation
students, have them answer the following questions
creatively:
1. What is the profile and charecteristics of the
person who translated the Chinese Folklore,
Soul of the Great Bell, in to English?
2. How does the environment look like in the
time when the story happend?
3. Who are the main characters of the story?
Describe them holistically.
4. What happened in beginning, middle and
end of the story?
5. What is the main problem of the story?
6. What is the central message of the poem?
ACTIVITIES
-To answer these items, the class will be divided into six
groups. Each group will be asked to answer one motive
question by performing the tasks given by the teacher.
(Groupings are determined considering the students’ profile)

Group 1. SIGN-UP. This group will make a facebook

account of the Author/translator of the Soul of the Great
B. Analysis Bell. Provide personal information of the auther such as
nationality, parents, civil status, works, hobbies and
hugot lines. Have the group choose their reporter/s

Group 2. DOODLE TOUR. Have the group doodle or

draw the atmospher of the place and time where and
when the story happened. Have them place their output
in ½ size illustration board. Have the group choose their
reporter/s. (Setting)

Group 3. DRESS UP. The group will make paper dolls

of the three main characters of the story. They are also
asked to dress their dolls with appropriate clothing that
suit their personalities. Have the group choose their
reporter/s. (Characters/ Characterization)

Group 4. TRACE UP. Have the group make a graphic

organizer (frey tag pyramid) showing the events that
happened in the beginning, middle and end of the story.
Have the group choose their reporter/s. (Plot)

Group 5. FLASH ON. Have the group take five photos

of the subjects found around the campus that will

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REGULARAnnex1B to DepEd Order No. ______ , s. 2016
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metaphorically/sybolically show the problem of the story.
Have the group choose their reporter/s. (Conflict)

Group 6. HIT IT. Have the group compose and deliver a

sound track featuring the theme of the story . The group
may adopt an existing melody. Have the group choose
their reporter/s. (Theme)

Explain to them that their performance will be rated

based on the attached rubric for Differentiated
Instruction.
(Planning and Preparation of Materials per group
follows)
(Teacher supervises the planning)

- Encourage constructive criticism from the class.

- Affirm/Clarify misconception by eloborating on the
Element of Narratives (Setting, Characters, Conflict, Plot,
C. Abstraction
Theme)
- Ask them the relevant question, What did the main
character sacrifice for the sake of her love one?
- Have the students share the value of the
elements in reading, understanding and writing
D. Application narratives
- Have the Students write a short narratve following
the elements.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional Formatted: Justified
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% in
the evaluationevaluation.
B. No.of learners who require
additional activities for
remediation who scored below
80%.
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 Formatted: Right: 0.05"
strategiesworked well?Why did
these work?

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REGULARAnnex1B to DepEd Order No. ______ , s. 2016
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F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized Formatted: Indent: Left: 0.05", Hanging: 0.13"
materials did I use/discover which I
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wish to share with other teachers?

For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph Commented [d4]: To be included in the protocol (annex)
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